zilongwang/ReadingBank huggingface dataset:
Fielding – PFP – Perfect Fielding Position Ready Position - Bend at the knees not much at the waist – so your peripheral vision sees the field, not the ground Ready to Chomp down on the ball: Glove Hand - Scoop Shovel – glove on the ground Throwing Arm out waist high – Opposite the Glove Hand – Guide it in – Throwing hand 2 feet over the glove facing the glove or open to oncoming ball Catch the ball and cover it in the glove with the throwing hand Bring the glove, ball and throwing hand up into your stomach Crow Hop (small skip on the back foot – step into it) & Throw Bunting Move to the front of the batter’s box – easier to get the ball in fair territory Start in normal batting stance – then simply pivot/turn towards the pitcher Move top hand to middle of bat – just where the barrel starts to get larger Bat is angled slightly up Arms are not in locked position – bend at the elbow – but stress that hands need to be out front of the body – reach towards the pitcher If ball is low – bend the knees/move the body to go to the ball – do not drop the hands – imagine that there is a rope between the nose and the bat
SW-MO ARML Practice Problems – 4/18/2010 (03 R2-3) Let T = TNYWR. In , and D lies on so that bisects and . Compute . (04 T-3) ABCDE is inscribed in a circle with AB = BC = CD = DE = 4 and AE = 1. Compute . (04 SR-1) An isosceles triangle has a perimeter of 16 and integer sides. Compute the largest possible area for the triangle. (05 SR-5) Let T = TNYWR. Compute the smallest positive value of in degrees such that . (Get in terms of T.) (05 SR-13) Let T = TNYWR. Compute the value of . (05 SR-10) Let T = TNYWR. Compute the sum of the squares of the first T terms of the sequence: (Note: T = 56) (06 T-4) For x in radians, if and , and the least positive value for x equals , compute k. (06 SR-7) Let T = TNYWR. Compute the maximum value of the function (Note: T = 6) (07 R1-2) Let T = TNYWR. Compute the sum of the solutions to the equation , where . (08 I-6) Let x be in radians with . If , then can be written as , where a, b, and c are positive integers. Compute the sum a + b + c. (08 R1-3) Let T = TNYWR. In , AB = 3, AC = 4, and BC = 5. If the ratio of the area of to the area of equals , compute
Lesson 1 Problem 1 An elevator travels 310 feet in 10 seconds. At that speed, how far can this elevator travel in 12 seconds? Explain your reasoning. Solution 327 feet. 310÷10=31, so the elevator travels 31 feet per second. and 31⋅12=327. Problem 2 Han earns $33.00 for babysitting 4 hours. At this rate, how much will he earn if he babysits for 7 hours? Explain your reasoning. Solution He will earn $57.75 in 7 hours. 33÷4=8.25, so the hourly rate is $8.25. If he earns $8.25 every hour, he will earn 8.25⋅7 or $57.75. Problem 3 The cost of 5 cans of dog food is $4.35. At this price, how much do 11 cans of dog food cost? Explain your reasoning. Solution 11 cans cost $9.57. 4.35÷5=0.87, so each can costs 87 cents, and 0.87⋅11=9.57. Problem 4 A restaurant has 26 tables in its dining room. It takes the waitstaff 10 minutes to clear and set 4 tables. At this rate, how long will it take the waitstaff to clear and set all the tables in the dining room? Explain or show your reasoning. Solution It will take 65 minutes, or 1 hour and 5 minutes. Sample strategy: number of tables time in minutes
I want to earn $100.00 for my vacation. If I have earned 70% of my goal, how much money do I have? Izzy ran a race. She paused for water 25% of the way through the race. She topped to tie her show 40% of the way. Her friends were cheering her 90% of the way through the race. Draw a diagram to show where these events took place.
Solve each equation. Check your answers. s  3  23 v  10  49 q  9  16 81  m  90 38  x  44 28  n  65 t  31  50 25  p  39 m  8  17 r  14  20 25  x  32 47  p  55 19  d  27 13  n  26 q  12  19 34  f  43 52  w  68 38 = Z + 27
Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7 Standard 8 Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Do students… Do students… Do students… Do students… Do students… Do students… Do students… Do students… predict solutions through estimation? decontextualize a problem? make conjectures and build an argument (oral or written) to support their conjectures? apply the math they know to solve problems in everyday life? estimate answers before using a tool? communicate precisely to others? look closely to determine a pattern or structure? notice if calculations are repeated & look for general methods or shortcuts? use multiple representations? contextualize a problem? analyze situations and use counter examples? explain math using objects, drawings, symbols, equations, and words? consider the available tools when solving mathematical problems? use mathematical vocabulary appropriately? use patterns to make rules about math? understand the basic computations performed in math? explain their answers? use math to represent real world situations? justify their thinking using words, objects, and drawings? use or share multiple representations? know the tools appropriate for their grade and make decisions about which ones will be helpful? use units to give meaning to numbers? have conceptual understanding of the procedures used in math? communicate with others to understand and develop generalizations about operations? check their answers for reasonableness? make sense of quantities and use number sense to solve problems? hear or read arguments of others and decide if they make sense? view the mathematical models of others to judge effectiveness? compare estimates to actual answers to see if the tool was effective? make decisions about when to estimate or give exact answers? utilize properties to solve problems? continually evaluate whether their answers make sense? collaborate to understand the approaches of others? apply the concepts they have learned? ask useful questions to clarify or improve their arguments? alter models as needed throughout the process? use technological tools to explore & deepen their understanding? calculate accurately and efficiently? share ideas with others to develop general methods for problem solving? apply mental math strategies to practice patterns in the number system?
PRACTICE TEST 2– Redox AS913913, 3 credits 1 SRP QUESTION 1: Electrolysis of aqueous CuCl 2 Stephena sets up an electrolysis cell using copper chloride solution and carbon electrodes. She notices that bubbles of a colourless gas are produced at one electrode and a red-brown coating forms on the other electrode. Use the following E° values as well as your sheet: (H2O/H2) 0.00 V (H2O/O2) +1.23 V Draw a picture showing how aqueous copper chloride could be electrolysed with carbon electrodes. Decide what species gets oxidised and what species gets reduced and justify this decision with oxidation numbers or electron transfer Write balanced equations (half and full) for the reaction Calculate an E°cell and explain its significance Write what would be observed at each electrode and link to the species involved QUESTION 2: Electrochemical cell comparison Stephena now sets up an electrochemical cell as follows: in one half cell is a solution of copper ions and a copper electrode and in the other is a solution of gold ions and a gold electrode. Draw a cell diagram of the galvanic cell (optional) Decide what species gets oxidised and what species gets reduced and justify this decision with oxidation numbers or electron transfer Write balanced equations (half and full) for the reaction Calculate an E°cell and explain its significance Write what would be observed in each half cell and link to the species involved Finally: COMPARE and CONTRAST the two cells in terms of their spontaneity and energy changes.
A M E Identifies oxidation and reduction reaction in both cells with reasons (either transfer of electrons or change in oxidation number) identification with either electron transfer or ON number of electrons or ∆ON linked to either species or atom in species Reference requirement of energy for electrolytic cell and reduction potentials for electrochemical cell electrolytic produces V, electrochemical requires V spontaneous or not with minor error spontaneous or not with no errors Balanced half equations for both cells ½ full Relates observations to species ¾ all Reduction potentials calculated with unit (V)
maintains, and Burke is neither "outraged" nor "embittered" throughout the passage. Option (E), then, is the correct answer; the speaker is assured and serious, and his language is elevated. The correct answer (E) was chosen by 66% of test takers.
Practice Test Answer Key C A B A B B B A D B C A C C B C B B B A B B B D D A B A D C B D B D D A C D B A A A C B C C B A B B B A C A A B A B B D A D D A A A C A C A B B D C D B B D D B
Shortwood Teachers’ College Shakespearean Drama Test Name:________________________ ID Number:___________________ Date: _____________________________ Lecturer: __________________________ Group: ____________________________ King Henry Lear Who says these words and in what context? “She grew round-wombed, and had, indeed, Sir, a son/ for her cradle ere she had a husband for her bed.” 1:1: 13-14 (2 marks) ________________________________________________________________________ Compare King Edmund with Cordelia. (3 marks) Comment on the dramatic significance of the use of pathetic fallacy in the play. (2 marks)
b. What is the surface area of the candy bar? 2) The diagram shows a kitchen counter with a cut out for a sink. (38.G.1) a. What is the area of the counter top without the sink area? b. If you were paying $55 a square foot, how much would the counter top cost? Answer Key: A B A B
Practice Development Plan PCD1 Practice to add additional rows where required PURN Date completed Practice team member ID Existing respiratory qualifications Name of course When attained (year) Relevance to current respiratory practice When updated (month/year) & due to be updated (year) Practice team member ID Further training needs identified Name/type of course To be completed by (month/year) Relevance to current respiratory practice and this award Objective of training and other comments
5-1 Practice Solving Inequalities by Addition and Subtraction Match each inequality with its corresponding graph. 1. –8 ≥ x – 15 a. 2. 4x + 3 < 5x b. 3. 8x > 7x – 4 c. 4. 12 + x ≤ 9 d. Solve each inequality. Check your solution, and then graph it on a number line. 5. r – (–5) > –2 6. 3x + 8 ≥ 4x 7. n – 2.5 ≥ –5 8. 1.5 < y + 1 9. z + 3 > 10. ≤ c –
4-2 Practice Writing Equations in Slope-Intercept Form Write an equation of the line that passes through the given point and has the given slope. 1. 2. 3. 4. (–5, 4); slope –3 5. (4, 3); slope 6. (1, –5); slope 7. (3, 7); slope 8. ; slope 9. (5, 0); slope 0 Write an equation of the line that passes through each pair of points. 10. 11. 12. 13. (0, –4), (5, –4) 14. (–4, –2), (4, 0) 15. (–2, –3), (4, 5)
CATEGORY 4 3 2 1 I used the good listening PARTS (my ears and eyes, etc) All the time. Almost all of the time. Part of the time. I was silly and/or off task. I used the SKILLS of good listening. All of them Almost all of them. Some of them. Only 1 of them as I was silly and/or off task. 8 Points Possible Total Points__________
Appendix 8: Liaison Faculty Review of Field Placement Appendix 9: Evaluation of Field Placement Appendix 10: Field Work Evaluation (Supervisor) Appendix 11: Criteria for Faculty Review of Grad Trainees Appendix 12: Outline for Narrative Evaluation Appendix 13: Guidelines for Process Write-up Appendix 14: Information for Students Specializing in MFT Appendix 15: Information for Students seeking their LPCC Appendix 1 DATES AND FORMS Forms posted on website: Dates forms are due: Forms returned to: 1. Traineeship placement form (completed by student) 1st week of semester Download and complete the form. Provide one copy to the Fieldwork Coordinator and one copy for your course instructor. 2. Trainee placement agreement (Career, Clinical Mental Health, College, School and Gerontology Specializations only; Completed by Student and Signed by Supervisor) 1st week of semester (Placement will not be considered approved until agreement is signed) Download and complete the form. Return 3 copies to practicum instructor. Two copies will be returned of which one copy is provided to the onsite supervisor and one copy is for trainee records. All copies are signed by the Fieldwork Coordinator, with the original retained for the Department. 3. Supervised field placement Agreement (MFCC Specialization Only; Completed by Student and Signed by Supervisor) 1st week of semester (Placement will not be considered approved until agreement is signed) Download and complete the form. Return 3 copies to practicum instructor. Two copies will be returned of which one copy is provided to the onsite supervisor and one copy is for trainee records. All copies are signed by the Fieldwork Coordinator, with the original retained for the Department. 4. Field Placement Progress Report (completed by student) Deadline set by course instructor To course instructor 5. Supervisor Evaluation of Trainee (completed by agency supervisor) Deadline set by course instructor (typically first Friday of December and May) To course instructor
I understand it is the sole responsibility of the applicant to confirm receipt of application packet. I understand if my application packet is incomplete, I will not be considered for the practicum program. Date Signature Texas Children’s Hospital Child Life Department Practicum Questionnaire (These may be typed on a separate piece of paper. Please limit answers to 200 words.) What are your career goals? What strengths (skills and talents) would you bring to the child life practicum? What are your growth challenges related to working with children?
Counselor" or prejudices?" Application Paper: 2 Corinthians Personal calling to Counsel Process The Counseling Process: the Approach Powlison, David. “How Does Scripture Change You?” JBC 26.2, pages 26-32 (7 pp.) Lexicon Intake paperwork: record keeping Praxis Case Study Family 3 9/2/2015 Personal "Me, A Counselor" "How do you handle God's severe providence?" C.H. Spurgeon, “The Minister’s and “The Minister’s Fainting Fits” in Lectures to My Students (19 pp.) Scripture Application Paper: Psalm 131 Spiritual formation: the power of your own walk with the Lord in the lives and service of others Lexicon translation paper: "mental illness" Process The Counseling Process: "What's he saying?" Data collection Listening & question asking Praxis Case Study Endurance 4 9/9/2015 Personal "Me, A Counselor" "What are you like as a: saint?" (interview) Powlison, David. “How Healthy is Your Preparation?” JBC 14.3, page 2-5 (4 pp.) Scripture Application Paper: 2 Corinthians 5:16-21 Process The Counseling Process: "What does he mean?" Data sorting Covenant Conduct I Praxis Case Study Forgiveness 5 9/16/2015 Personal "Me, A Counselor" "What are you like as a: sinner?" (interview) The Chapel Library: Free Grace Broadcaster “Hope” (#186) OR “Thankfulness” (#190) Scripture Application Paper: Judges 2:16-23 Process The Counseling Lexicon
Process: "What does he mean?" Data sorting translation paper: "disorder" Covenant Conduct II Praxis Case Study Sovereignty 6 9/23/2015 Personal "Me, A Counselor" "What are you like as a: sufferer?" (interview) Mark Deckard, Helpful Truth in Past Places, Mentor (Christian Focus), 2009 (208 pp.) Scripture Application Paper: Galatians 6:6-10 Process The Counseling Process: "What does he mean?" Data sorting Lexicon translation paper: "abuse" Covenant Character I Praxis Case Study Self-Image 7 9/30/2015 Personal "Me, A Counselor" "What do you do when people don't listen to you?" Mack, Wayne. “Developing a Helping Relationship with Counselees” JBC 13.1, 5-12 (8 pp.) Lexicon translation paper: "addiction" Process The Counseling Process: "What does he mean?" Data sorting Covenant Character II Praxis Case Study Marriage 10/7/2015 Fall Break No CO741 8 10/14/2015 Personal "Me, A Counselor" "What are your expectations of those closest to you?" Thomas Watson, All Things for Good, Banner of Truth Trust (127 pp.) Counseling Dyad transcript N.B. switch roles Process The Counseling Process: "What does it matter?" Instruction Counseling Paperwork Packet Prioritizing and proceeding patiently Praxis Case Study Work 9 10/21/2015 Personal "Me, A Counselor" "What lies buried in your past or your heart that you won't address? Scripture Application Paper: 1 Thessalonians 5:14 Process Community in counseling: assistance and authority Counseling Confidentiality
Attend the Criminal Justice Practicum Information Session: Tuesday, March 27th @ 5pm in Bear Hall 101 Priority Application Deadline: Friday, March 30th. You can find the application and more information about the practicum at: Learn About: Minimum Requirements for Enrollment Application Process Course Requirements Information from Current Practicum Students about Specific Agencies Department of Sociology and Criminology 601 South College Road * Wilmington, NC 28403-5978 * 910-962-3432 * fax 910-962-7385
Period of Practicum experience: Beginning date Completion date Schedule of work: Number of hours per week Days per week Number of total hours anticipated Describe resources to be made available to the student to support work on project Work space Access to equipment Administrative support Access to data, if appropriate Other (ID Badge, Orientation, Special Training) Compensation (if any) Paid Employee Experience only, no pay Other (please describe) MPH Practicum Additional Requirements Online Certifications
METHODS Intensive desk review, discussions with colleagues as well as attending the working meetings provided the groundwork for the practicum. TIME LINE LIST OF TASKS/ACTIVITIES DATES 1 INTRODUCTION TO HIV/AIDS PROGRAM IN PAKISTAN 21-22 october, 2014 2 REVIEW OF HIV/AIDS PROGRAM IN PAKISTAN, LITERATURE STUDY AND REVIEW OF REPORTS 23-28 october, 2014 3 BRIEFING & DISCUSSION WITH SUPERVISOR 29 october, 2104 4 PARTICIPANT IN GLOBAL FUND PROGRAM MANAGEMENT TRAINING WORKSHOP, AT NATIONAL AIDS CONTROL PROGRAM (NACP), ISLAMABAD PREPARATION OF MINUTES OF WORKSHOP 30-31 october, 2014 5 REVIEW OF COMMUNITY HOME BASED CARE (CHBC) IN PAKISTAN, REVIEW OF INTERNATIONAL CHBC BEST PRACTICES & DEVELOPMENT OF CONCEPT NOTE FOR REVIEW OF NATIONAL CHBC GUIDELINES & DEVELOPMENT OF REVISED CHBC GUIDELINES 1-9 november, 2014 6 PRESENTATION AND DISCUSSION ON CURRENT NATIONAL COMMUNITY HOME BASED CARE (CHBC) GUIDELINES 10 november, 2014 7 REVIEW OF VOLUNTARY COUNSELLING AND CONFIDENTIAL TESTING (VCCT) AND DEVELOPMENT OF CONCEPT NOTE FOR THE DEVELOPMENT OF NATIONAL GUIDELINES FOR VCCT 11-13 NOVEMBER, 2014 8 ATTENDED THE TECHNICAL WORKING GROUP MEETING OF UNAIDS/NACP, REGARDING MIDTERM REVIEW OF PROVINCIAL AIDS STRATEGIES, DEVELOPMENT OF PAKISTAN’S AIDS STRATEGY III AND GLOBAL FUND CONCEPT NOTE PROCESS PREPARATION OF MINUTES OF TWG MEETING 14 NOVEMBER, 2014 9 PRESENTATION AND DISCUSSION ON VOLUNTARY COUNSELLING AND CONFIDENTIAL TESTING 17 NOVEMBER, 2014
Practicum Site First Name Last Name Supervisor Email Baker Center: Early Childhood Programs Claudia Nicolosi Wings of Hope Ricky Pires CROP Kristian Boyce Oasis Youth Shelter Shelia Dixon Heights Foundation Debra Mathinos Golisano Children's Museum Beth Housewert Imaginarium Hands-On Museum Carrie Nameth Community School Lehigh Megan Greelay-Gibson Early Steps at Health Planning Council Katie Moore FGCU Family Resource Center Beth Elliott Edison Ford Estates Pearce Augustenborg FSW Childcare Martha Kebhart Community School Lehigh Megan Greelay-Gibson North Naples Middle After School Program Edward Laudise IMACT for Developmental Education Angie Carlson Salvation Army Kristi Burge Cedar Montessori Kelly Thorpe FGCU Center for Academic Achievement Lindsay Singh Grace Place for Children and Families Tim Ferguson tim@graceplacenaples.org Lee Memorial Healthpark Child Development Center John Gibson East Elementary YMCA After School Program Tori Edwards Cape Child Development Center at LMHS Julia Neal
Throughout the practicum experience, students are required to submit written periodic reports to their Department Practicum Coordinator. and/or Practicum Preceptor. Students should verify the correct entities to include with their Department Practicum Coordinator and also use any provided templates. The purpose of a periodic report is to: Provide the Department Practicum Coordinator with information describing the progress of the practicum experience; Provide a guide to direct the experiential learning; Allow the student to reflect and link to classroom experiences; and Assist the student in preparation of a final report. The frequency and due dates for periodic reports are to be negotiated with the Department Practicum Coordinator prior to the beginning of the practicum experience. Each report should be sent as an electronic attachment via email to designated entities. An average report will vary in length from one to two pages (single-spaced). Periodic reports must address the following, in addition to any department specific requirements: Activities List the most important (enlightening) activities of the period. Include dates and times only as needed for clarity. Include interesting meetings, either group meetings or with individuals, duties assigned, other organization visited, training completed, projects worked on, and other significant activities. Key Learning Experience(s) Write one or two paragraphs about the key learning experience(s) of the period. Describe how the experience(s) has added to your knowledge base and relate it to your responsibilities or to your coursework. Describe how the key experience(s) relate to the objectives in the work plan. No client or host site individual names are to be used in written material without consent. Students must be aware of issues related to patient, client, and corporate confidentiality (see “”). At the conclusion of the practicum experience all students are required to submit a final report. The final report should include: An assessment addressing if and how practicum experience objectives were met. A summary of major projects and activities engaged in over the course of the practicum experience. Evaluative statements about the Practicum Preceptor and practicum experience host site. A thoughtful reflection on how the practicum experience contributed to the student’s overall educational experience and professional development. Format, length and additional required components are determined by the Department Practicum Coordinator or specified in departmental practicum experience addendums. PERIODIC REPORTS
own feelings, values and attitudes. B. Working Relationships A B C D F N/A N/T 1. Able to work cooperatively and amiably with staff and outside resource persons. 2. Able to work comfortably with clients/public. C. Knowledge/Understanding A B C D F N/A N/T 1. Demonstrates an accurate and thorough understanding of the agency’s purpose 2. Demonstrates correct understanding of agency’s programs and services (able to interpret). 3. Demonstrates knowledge of resources that are available to get their field practice tasks done. D. Performance/Ability to Carry Out Assignments A B C D F N/A N/T 1. Able to follow instructions. 2. Able to take initiative. 3. Is organized. 4. Is conscientious. 5. Is thorough. E. Communication Skills A B C D F N/A N/T 1. Able to communicate verbally. 2. Able to communicate in writing. 3. Able to listen actively to demonstrate understanding of others’ messages. 4. Able to elicit information by asking appropriate questions. F. Intervention Skills A B C D F N/A N/T
challenges and barriers getting to the conclusions of the goals. A major barrier to the entire practicum was the entire change of my department at the beginning of the project. I had set up this project with my director at the time, and due to the changes that were about to be made and the eliminations/downsizing of the health coaches, he walked out the day my practicum started with no warning. Thankfully, my current director was able to gather together components that would help the ministry in understanding medical expenditures. I learned through this, that communication is vital to all departments, and there is a need for flexibility wherever we are at. Another barrier was trying to understand exactly what my director was needing from me ( just being on the same page as my director). Because of all the change, he was hard to connect with, but we did the best we could and what we could with the given circumstances. Personal Assessment This practicum gave me great experience in the public health realm. Knowing I had to do a practicum, I had no idea I would be doing statistics and research, but I am glad I went outside of my comfort zone and was able to do something a little different. The main part of public health that I am very familiar with is health prevention. That is what I currently do for work, so I am very knowledgeable on the significance and importance of that one area. After going through this practicum, I found out there was a lot I needed to learn about health care companies, and the entire scope of how they are run and what impacts the decisions that are made daily. The one area that I really was able to research and dissect was the medical spending, and the impact our department in particular had on company spending, as well as the impact on the members lives. I was not very aware of the impact of medical expenditures on companies, and even individuals in general. As stated before, I am knowledgeable in knowing that chronic diseases will impact
PRACTICUM STUDENT REQUIREMENTS: Responsibilities/Due Dates Due Dates will be determined and announced by the Supervisor Student Requirements Role Due Date/TBA Supervisor’s Initials Cooperating Teacher University Supervisor Professionalism Consult & Discuss Review & Evaluate Ongoing Binder N/A Review & Evaluate Ongoing Cooperating Teacher Observation Facilitate & Discuss Evaluate Lesson Plans for (A) Cooperating Teacher and (B) Supervisor Review & Approve Evaluate Lesson Delivery (A) for Cooperating Teacher Discuss Review Lesson Delivery (B) for University Supervisor* Discuss Discuss & Evaluate Lesson Reflections following Lessons (A) and (B) Discuss Discuss & Evaluate Experienced Teacher Observation(s) & Reflection(s) Facilitate Evaluate Choice Project Proposal(s) & Reflection(s) Review & Approve Evaluate Focused Investigation on Child Development Consult Evaluate Self-Assessment & Professional Development Plan Consult Evaluate Survey of Professional Attributes Complete & Discuss Review * The University supervisor may require additional lesson observations/reflections at his/her discretion.
Internship applicants: get feedback from Director of Clinical training and their faculty advisor on updated draft of c.v. and drafts of essays, make sure clinic file is up-to-date with evaluations from recent supervisors, contact potential references, meet with other applicants Clinic Director and DCT to discuss list of sites and questions about the application. Submit form for approval for internship applications. October  Practicum/Internship Night (hosted by UBC or SFU Clinical Program) Internship applications are finalized and sent to the DCT for completion; packets are distributed for letter- writers. November  Fall congregation – PhD students typically receive their degree during this ceremony. December  Many practica and internships provide mid-year evaluations of student progress and the overall training experience. January  Internship applicants typically engage in interviews. February  2nd or 3rd year students submit approval form for summer practicum applications and apply to sites once approval is granted. Internship match results are announced. 2nd and 3rd year students present at the case conferences that are part of PSYC 537. March  Most local sites announce decisions for summer practica placements. April  In-house practica conclude. Practicum evaluations are completed by in-house faculty, reviewed and signed by student. May  Summer practica contracts are developed and signed by student and supervisor and returned to the Clinic Director. Most summer practica begin. Assignments are made for in-house practica for next September. Students who are considering applying for internship in the fall discuss this possibility with their faculty advisor and also meet with the Clinic Director and DCT for an information session. June  Prospective internship applicants begin to identify potential sites.
Faculty of Education- UBC-Okanagan EDUC 425/ETEP Year Two Teacher Candidate Practicum Reflection Date ____________________ Name ____________________________ Program: ETEP 2 Please return your completed form to Anne MacLean (email: anne.e.maclean@ubc.ca) within one week of your final triad meeting. You may return it by email, regular mail* or deliver it to the School Experience Office (EME 3115). Thank you. N/A Comments My placement was appropriate. The pre-practicum visits were beneficial. I had a clear idea of my teaching responsibilities. I felt reasonably confident when planning my unit overviews and lesson plans. My professional development was supported and encouraged. A collegial environment was created. I received constructive feedback regularly. The assessment process and format were reasonable and fair. * Mailing address: School Experience Office, Faculty of Education, EME Building, 3333 University Way, Kelowna, B.C., V1V 1V7 PROGRAM FEEDBACK: We would also appreciate receiving feedback on how the field experience component of the teacher education program can be improved or augmented for your future colleagues. The information you share in this reflection is confidential and will be reviewed by the School Experience Coordinator for the purpose of considering improvements to the program. Thank you for taking the time to share your thoughts and insights. A/ General Impressions: Was the ‘First Week of School’ experience a helpful beginning? Why or why not?
the standards of practice for both the education domain of the advanced specialty role of the NPD specialist and competencies I – Facilitate Learning & III – Use Assessment & Evaluation Strategies for the advanced specialty role of the nurse educator (ANA & NNSDO, 2010; NLN, 2012) experiences focused on facilitation of learning and the use of assessment and evaluation strategies 1.2 Use reflective observation to gain knowledge in facilitation of learning techniques and evaluation strategies 1.3 Take on an active role as a facilitator of learning in the clinical setting 1.1b Participate in interviews and selection process of candidates for internship program 1.1c Observe facilitator and preparation of EKG course for new nurses 1.1d Shadow preceptor and her interactions, facilitation of learning, and use of assessment and evaluation techniques with the interns, unit educators, and managers 1.1e Meet with preceptor and interns during any scheduled learning sessions 1.2a Engage in weekly to bi-weekly reflection and journaling of experiences 1.2b Meet regularly with preceptor to discuss, evaluate, and plan experiences for professional growth 1.3a Help preceptor with preparation for start of internship program (preparing program materials, schedules, coordination with unit educators/managers) 1.3b Teach stations at skills labs 1.1b January 29 & 30 1.1c Feb. 20, 27, Mar. 6, Mar. 13, Mar. 20 1.1d Mar. 10 – May 2 1.1e Internship starts Mar. 10 1.2a Jan. 13- May 2, 2014 1.2b Jan. 13-May 2, 2014 1.3a Jan. 13- Mar. 9 1.3b Feb. 26 & Mar. 20
Goal 2: 1.4 Implement assessment and evaluation strategies into active facilitation experiences 1.5 Use simulation technology for facilitation of learning in at least one lab session 2.1 1.3c Be a facilitator in transition classes 1.3d Select meetings with interns and preceptor to focus the planning and leading of 1.3e Facilitate agreed upon topics in March EKG course 1.4a Use evaluation strategies and review outcomes from facilitation at skills labs 1.4b Use evaluation strategies and review outcomes from facilitation in role transition classes 1.5a Attend 4 hour simulation operator class 1.5b Attend 4 hour simulation facilitator class 1.5c Facilitate simulation scenario(s) at skills lab(s) and with interns, use debriefing and evaluation strategies 2.1a 1.3c Feb., Mar., Apr. (1 day month for 3 hrs.) 1.3d Select 1-2 Fridays in April 1.3e Mar. 27, Apr. 10, Apr. 17, Apr. 24, May 1 1.4a February 26 & March 20 1.4b Feb., Mar., Apr. (1 day month for 3 hrs.) 1.5a By end of February 1.5b By end of February 1.5c April 30 & various date(s) once internship program starts in March 2.1a
Anatomy and structure Pancreas Hypothalamus Left atrium Sino – Atrial Node Adrenal gland Loop of Henle Kidney Liver Diaphragm Intercostal muscle Spiracle Trachea Pulmonary vein Atrioventricular valve Gills Secondary lamellae Lumen of artery Capillary Mitochondrion Nuclear membrane (envelope) Chromosome Ribosome Chloroplast Thylakoid membrane
Reactions and processes Glycolysis Krebs cycle Oxidative phosphorylation Peptide bond formation Peptide bond hydrolysis Glycosidic bond formation Glycosidic bond hydrolysis DNA replication Competition Predation Herbivory Evolution Photosynthesis Mitosis Meiosis Cell cycle Osmosis Phagocytosis Agglutination Active transport Diffusion Transpiration Competitive inhibition Non-competitive inhibition Lock and key Induced fit
Transcription Translation Endocytosis Exocytosis Differentiation Countercurrent flow Tachycardia Bradycardia Translocation Blood clotting Inflammation Opsonisation Vaccination Excretion Anaerobic respiration Mutation Apoptosis Allopatric speciation Cloning The carbon cycle The nitrogen cycle Succession Inter-specific competition Intra-specific competition
Apparatus and method Measuring transpiration Rate of enzyme reaction Water potential of potato tuber cells Benedict's test for reducing sugars (semi quantitative) Quantitative Benedict's test Starch test Microscope Boiling tube Test tube Beaker Measuring cylinder Balance Chromatography Electrophoresis Bung Thermometer Separating photosynthetic pigments Quadrat Interrupted belt transect Coastal sand dune succession
Sampling freshwater animals Biodiversity of a meadow Serial dilution Petri dish Mark, release, recapture Electron microscope Renal dialysis Effect of plant hormones on growth Effect of exercise on pulse rate Factors affecting photosynthesis Rate of respiration in yeast Selective breeding DNA sequencing Polymerase Chain Reaction (PCR) Taking a plant cutting Somatic Cell Nuclear Transfer Brewing Baking Cheese making
Please complete the following section, selecting the responses that are most applicable to your organization. Company Name: What is the size of your organization? Number of Full-Time Employees Less than 5,000 5,001–10,000 10,001–20,000 20,001–30,000 30,001–40,000 40,001–50,000 50,001–75,000 75,001–100,000 More than 100,000 Revenues (in USD) < $5 million ≧$5 million and < $10 million ≧$10 million and < $30 million ≧$30 million and < $50 million ≧$50 million and < $100 million ≧$100 million and < $500 million ≧$500 million and < $1 billion ≧$1 billion and < $5 billion ≧$5 billion and < $10 billion ≧$10 billion and < $25 billion ≧$25 billion Please select the single industry classification that best describes your organization: (check only one) Automobiles and Components Banks Capital Goods Commercial and Professional Services Consumer Durables and Apparel Consumer Services Diversified Financials Energy Food and Staples Retailing Food, Beverage and Tobacco Health Care Equipment and Services Household and Personal Products Insurance Materials Media Pharmaceuticals, Biotechnology and Life Sciences Real Estate Retailing Semiconductors and Semiconductor Equipment Software and Services Technology Hardware and Equipment Telecommunication Services Transportation Utilities What is the extent of your operations? (check only one) Global (operations in all regions around the globe) Multi-regional (operates in several regions) Regional (operates in one region) Domestic (operates only in one market/country)
1.0 1.1 1.2 1.3 Maximum number of MBs per second 1485 1485 6000 11880 Maximum number of MBs per frame 99 99 396 396 Maximum MBs coding bit rate (bits/second) 4096 4096 4096 4096 Maximum bit rate (bits/second) 64000 128000 384000 768000 Maximum decoded picture buffer size (bytes) 114048 114048 456192 456192 Maximum coded picture buffer size (bits) 175000 350000 1000000 2000000 Maximum range of horizontal motion vector [-2048,2047.75] [-2048, 2047.75] [-2048, 2047.75] [-2048, 2047.75] Maximum range of vertical motion vector [-32,31.75] [-32,31.75] [-32,31.75] [-32,31.75] Max SubMbRectSize 572 572 572 572 Minimum compression ratio 2 2 2 2
Parameter Level 3.0 3.1 Maximum number of MBs per second 36000 40500 Maximum number of MBs per frame 1620 1620 Maximum MB coding bit rate (bits/second) 4096 4096 Maximum bit rate (bits/second) 6000000 8000000 Maximum decoded picture buffer size (bytes) 1555200 1555200 Maximum coded picture buffer size (bits) 6000000 8000000 Maximum range of horizontal motion vector [-2048,2047.75] [-2048,2047.75] Maximum range of vertical motion vector [-256,255.75] [-256,255,75] Max SubMbRectSize (bytes) 572 572 Minimum compression ratio 2 2 Table-2.5: Limits on the syntax elements of Jiben profile for Level 3.X [45] 2.3 – Block mode prediction modes: 2.3.1- Intra prediction: The intra predictions are derived from the neighboring pixels in left and top blocks. There are 9 intra_4*4 modes as shown in Figure 2.11. The unit size of intra prediction is 4×4 because of the 4×4 integer cosine transform (ICT) used by AVS-M. Some specific techniques are working together with 4_4 intraprediction,
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Patient Research Ambassador – Expression of Interest form If you are interested in being involved in raising the profile of research with patients and carers and would like to apply for a position as a patient research ambassador for the Trust’s R&D department, please complete this form and return it to: before 30/04/2017 Alternately you can post to: Jane Greenaway, Research & Development Manager, R&D Department, 1st Floor Middlefield Unit, University Hospital of North Tees, Hardwick, Stockton-On-Tees, TS19 8PE Title: Name: Address: Telephone number: Home: Work: Mobile: Email address: (if applicable) I would prefer to receive information by email post (please tick as appropriate)
and operational Harmonize the key interest rates of central banks and interest rate agricultural loans 1,5 3 0,5 - - 5 Support the establishment of guarantee funds by Member States (co-financing the guarantee) 5 10 10 10 5 40 Outcome 1.2: Input voucher programs for vulnerable farmers are implemented 120 Formulation, adoption of the eligibility criteria 2,5 2,5 - - - 5 Establish of funds and mechanisms for vouchers 10 20 30 30 10 100 Establishment of a capacity building fund for POs and local authorities to manage vouchers 5 5 2 2 1 15 Outcome 1.3: Network of input distributors is developed and professionalized 60 Support for implementation of legislation 2,5 2 0,5 - - 5 Support for professionalization (training on quality management and efficient use of inputs, business management) 5 5 3 2 - 15 Raise awareness on national and regional regulations) 1 1 1 1 1 5 Support to finance investments and working capital 5 10 10 5 5 35
to be sure you and your child attend all required performances. Numerous studies indicate parental attitude, support, and involvement are important factors in a child’s ability to successfully learn to play and enjoy music. The guidelines listed above are designed to assist you in giving your child the best support possible for his/her musical endeavors. Like any skill, interest counts far more than talent. With the right support from you, playing music will become a natural part of your child’s life. A FINAL NOTE I am looking forward to this year and the great music we will make together. We will work hard, and my expectations will be high, but I assure you that we will play a lot, learn a lot, and have lots of fun in the process. Let’s have a great year! BMS-Prairie Band Performance Rubric Category 4 3 2 1 Tone Quality Tone is consistently focused, clear, and centered throughout the range Tone is focused, clear, and centered, but not always across the entire range Tone is often focused, clear, and centered, but sometimes uncontrolled in the normal playing range Tone is often not focused, clear, or centered, regardless of range Rhythm The beat is secure and the rhythms are accurate The beat is secure and rhythms are mostly accurate; there are a few duration errors The beat is somewhat erratic; some rhythms are accurate; there are frequent duration errors The beat is usually erratic and rhythms are seldom accurate Dynamics Dynamic levels are obvious and consistent Dynamics are typically accurate and consistent Dynamic levels fluctuate but can be heard Attention to dynamics is not obvious Phrasing Phrasing is always consistent and Phrasing is usually consistent Phrasing is occasionally consistent Phrasing is rarely consistent
sensitive Expression/ Style Performs with nuance and style Performs usually with nuance and style Sometimes performs with nuance and style Rarely demonstrates expression and style; just plays the notes Note Accuracy Notes are consistently accurate An occasional inaccurate note is played A few inaccurate notes are played There are many wrong notes Articulation Attacks are secure; markings are executed accurately Attacks are mostly secure; markings are executed accurately Attacks are rarely secure; but markings are often executed accurately There are few secure attacks; markings are not executed accurately Style Markings Markings were played accurately Most markings were played accurately Failed to play several markings accurately Little or no attention was given to style markings Posture/ Hand Position Demonstrates clear understanding Demonstrates clear understanding Correctible problems Severe problems Some Useful Information Mrs. Byte/Band Office 847-756-2545 40 E. Dundee Road, Barrington, IL 60010 E-Mail: Quinlan and Fabish 847-253-5592 59 W. Seegers Rd., Arlington Heights, IL 60005 Consolidated Music 847-381-0164 125 Barrington Commons Plaza, Barrington, IL 60010 PRAIRIE CAMPUS BANDS PERFORMANCE CALENDAR 2016 - 2017 DATE EVENT GRADE TIME LOCATION
Conference Program Monday Tuesday Time Stream 1 Stream 2 Stream 1 Stream 2 7:30 Registration and Breakfast Breakfast 8:15 - 8:30 Greetings and Welcome Announcements 8:30 Mario Lanthier 50 years of Pest Management The past, present and future Guide for Plant Appraisal 10th Edition Dr. Len Burkart Davey 10:00 10:00-10:30 Coffee Coffee 10:30 -11:30 Level 3 Tree Risk Assessment Field Demo Dwayne Neustaeter Tree Protection Dr. Len Burkhart Dendro Climatology Dr. David Sauchyn Rebuilding Urban Soil, Anita Schill 11:30 -12:30 Elm Scale Bio Forest Jason Gasparetto Launching Municipal Monitoring Programs Bioforest Batgirl Returns Kristen Bondo 12:30 -1:30 Lunch Lunch 1:30 -2:30 Insects and Diseases What's new news Saskatchewan Environment Mario Lanthier Root defects and advances in nursery practices 2:30 - 3:00 3:00 - 3:30 Coffee Coffee 3:30 - 4:30 Panel Discussion 4 reps - Municipal and Private discuss the future of Arboriculture on the Prairies Ponderings and Possibilities Arboriculture around the World Dwayne Neustaeter 4:30 - 5:00 Conference Wrap up - Head Home 5:30 PM AGM 5:15 - 6:00 6:00 - 11pm Arbor Fest Program may be subject to change.
I authorize and direct the persons, agencies or organizations listed on this Authorization to release and exchange information with Prairie Harvest Mental Health as needed, for the purpose of determining my qualifications for housing. I understand and agree that this authorization or the information obtained with its use may be given to and used by Prairie Harvest Mental Health in administering and enforcing program rules and policies. I also consent for Prairie Harvest Mental Health to release information from my file about my rental history to HUD, credit bureaus, collection agencies, landlords and other PHAs. I understand that, depending on program policies and requirements, previous or current information regarding my household or me may be exchanged. I understand that this authorization cannot be used to obtain any information about me that is not pertinent qualifying for housing. Verifications, inquiries and exchange of information that may be requested, include but are not limited to: Identity and Marital Status, Employment, Income and Assets, Residences and Rental Activity, Credit and Criminal Activity. PERSONS, GROUPS OR INDIVIDUALS THAT MAY BE ASKED TO SUPPLY INFORMATION Previous landlords (including Public Housing Agencies), Past and Present Employers, Veterans Administration, Welfare Agencies, Retirement Systems, Court and Post Offices, State Unemployment Agencies, Banks & other Financial Institutions, Schools and Colleges, Social Security Administration, Credit Providers and Credit Bureaus, Law Enforcement Agencies, Medical and Child Care Providers, Utility Companies, and Support and Alimony Providers. CONDITIONS I agree that a photocopy of this authorization may be used for the purposes stated above. The original or an electronic version of this authorization is on file with Prairie Harvest Mental Health and will stay in effect for fifteen months from the date signed. I understand I have a right to review my file and correct any information that I can prove is incorrect. SIGNATURES X Head of Household (Print Name) Date X Guardian (Print Name) Date X_ _ Adult Member (Print Name) Date