zilongwang/ReadingBank huggingface dataset:
Teaching and Learning Fundamentals Workshop Descriptions All sessions are 5-6:30p in Gelman 301 BE SURE TO CHECK THE LIST OF WORKSHOPS FOR ANY UPDATES TO THIS SCHEDULE Connecting Student Motivation and Teaching Strategies – Feb. 7 Believe it or not, motivation is one of the few things teachers are able to influence. Find out how learning theory explains this. Then, try your hand at applying learning theory to common teaching strategies. Creating a "Promising" Syllabus – Feb. 9 Explore the evolving role of syllabi in higher education. Learn how a few changes to the traditional syllabus document can positively impact student motivation and follow through. A promising syllabus rubric is provided. A New Twist on Teaching Goals: Dreaming Big – Feb. 14 What do you want your students to remember in 3-5 years? In this session, you will dream this dream. We’ll work through a framework for significant learning goals aimed at answering this question for your own course. Assessing Learning Part I – “Backward” Design – Feb. 16 Assessment is the most important thing we do to motivate learning. And it can be creative! Learn how working ‘backward’ from significant learning goals and objectives can make this possible. Assessing Learning Part II- Opportunities and Challenges – Feb. 21 Building on principles of backward design, this discussion-based session works through examples of how even small variations in assessments can impact how and what students learn. How to Design Macro Assignments – Feb. 23 Macro assignments are the large, high level assessments that frame a course. Explore a range of assignment types and tips on how to write assignment descriptions to bolster student understanding and buy-in.
Workshop 5 Countering anti-European populist rhetoric: The use of frames in our communication Atrium 5 9.30 a.m. – 12.30 p.m. Organised by Counterpoint Context The debate around a united, tolerant and open European society is becoming increasingly toxic: under pressure from populist language and its strong rhetoric and images, progressive members of societies often unwittingly pick up such communication frames, thereby reinforcing narratives of exclusion and intolerance. How can we speak differently about Europe to promote openness, curiosity and tolerance? How can we make sure that we transmit the values that guide our work? Counterpoint is holding a workshop in the context of the Civil Society Days that focuses on countering populist rhetoric to support civil society organisations in promoting tolerance and openness. Objectives of this workshop This half-day workshop (3.5 hours) will focus on framing, a communication approach that looks at the interconnectedness of language, thinking and feeling, and deliberately uses different ways of seeing the world (frames) to evoke and transmit values within the audience. We will explore the intricate links between language and thinking and the ways in which certain kinds of language can trigger a specific set of values. We will reflect on what values participants want to convey with respect to their European agenda and how they can represent these values more effectively in their language. We will identify some of the recurring frames in populist discourse in this context (such as the nation as a family) and explore how to counter them effectively. The workshop will on countering populist narratives against Europe. Ulrike Grassinger, Director of Projects at Counterpoint, will lead the workshop. She has been working on framing and metaphors for several years and regularly applies this method in workshops with political and private sector decision-makers. Potential structure of the workshop
Abstract Submission Form - Workshop Due: 1 December 2017 Delegates wishing to submit an abstract for the IFA 14th Global Conference must first register for the conference, however, payment is not required at this time. Once registered, a link to the Presentation Portal will be sent to your email address to upload the abstract form. Workshop submissions must have at two presenters. Please note that all fields must be completed for the abstract to be considered by the review committee. Title: Primary Presenter (Name and Organization): List of Presenters (Name and Organization): Session Abstract (500 words):
Health Inequality Indicators Social Genetic and Biological Accommodation Employment & meaningful activities Financial support Social contact Additional marginalising factors (such as ethnicity) Safeguarding issues Assessment of physical & mental health needs and health checks Long Term Condition pathways & planned reviews of need Care Planning & Health Action Planning Crisis / emergency planning & hospital passports Medication Specialist service provision Communication Behaviour & Lifestyle Poor bodily awareness & reduced pain responses Difficulty communicating health needs to others Carers failure to recognise pain / distress Carers ability to recognise and respond to emerging health problems and / or promote health literacy Understanding health information & making choices Diet Exercise Weight Substance use Sexual Health Behaviours / routines Service Quality Organisational barriers Consent Transitions Health screening / promotion Primary Secondary services Non health services 1. Social Indicators. Accommodation The quality of living standards for people with learning disabilities can vary widely. When considering accommodation it is important to consider the physical and the social environment. Risks may exist because of the physical environment (extreme damp, unsafe electrics, lack of adaptation around mobility problems etc.), or arise from the social environment (overcrowding, bullying, aggression from others, etc). Impact Level & Indicator Statement Descriptor
Outcomes framework for commissioning improved health equalities for people with learning disabilities Determinants of health inequalities Related National Outcome Framework domains Where to find evidence of health inequalities in population Priority outcome (examples) Plans to reduce health inequalities (examples of what services can do) Evidence of change (examples of measures) Social determinants: Accommodation Employment & activities Financial support Social contact Additional marginalising factors (e.g. ethnicity) Safeguarding Public Health 1. Improving the wider determinants of health Numbers IHaL health profiles Objective outcome indicators JSNA SAF SAAF LDPB reports HEF e.g. Supporting more people into work. e.g. Reducing hate crime. e.g. Occupational therapist works with an individual enabling them to use the bus so that they can get to work. e.g. Team members work with the police, self-advocacy and family carers’ group on staying safe and reporting abuse or hate crime. Numbers Number of people with learning disabilities in work. Number of people who live in their own home. Number of reports of hate crime. Number of safeguarding alerts. Objective outcome indicators SAF C1, C3, C4, C5, C7, C8, C11 HEF data Subjective outcome indicators Questionnaires Individual stories. NHS 2. Enhancing quality of life for people with long term conditions (2.2) Improving functional ability (including employment) ASCOF 1. (1.E) Proportion of adults with LD in employment (1.G) Proportion of adults who live in their own home or with their family 4. Safeguarding adults whose circumstances make them vulnerable and protecting them from avoidable harm
Activity Equipment – Physical Best and the Presidential Youth Fitness Program 10 large cones 10 small cones 10 ½ cones Sit and Reach testing box 20 poly spots 20 jump ropes 10 stretch bands Yard stick 20 beanbags Activity balls (basketballs, soccer, playground) Mats (if available) Personnel Needs An on-site coordinator is needed for the day of the training. Typically this role is served by a teacher or administrator that is familiar with the facility and the participants. Specific duties for the on-site host coordinator include: Discuss in detail with the instructor: equipment and facility set-up and logistics prior to workshop date If the workshop includes/requires textbooks or notebooks, receive and transport materials to the workshop site Transport equipment to the workshop site and assist instructor with setting up equipment Assist with participant Remain on-site throughout the duration of the workshop to assist the instructor as needed Paperwork Needs The workshop host will be required to submit a Workshop Host Form no less than 4 prior to the agreed upon workshop date. This document will provide key information to SHAPE America regarding the planning, scheduling, and facilitation of the workshop. This form includes: Addresses and contact information for workshop and shipping locations On-site coordinator contact information Confirmation of equipment/facility needs Business office paperwork needs (W-9, contracts, E-verify, etc.) and billing contact info
How to use this workshop inspection checklist Use this checklist to inspect engineering workshops used for research, teaching or maintenance, and any associated storage Include associated corridors, stairs and communal areas such as toilets and kitchenettes/tea rooms. Inspections should be carried out at least twice per year and preferably once per term. Inspections should be done when workshops are occupied by staff and students, to get a true picture of conditions and practices. Consider getting a team together to help you. The team should be limited to four people and could include specialist staff in electrical, laser or radiation hazards if needed. Carry out inspections in manageable chunks. If you have a large workshop area to inspect, divide it into different areas, e.g. welding bay, paint spraying, woodworking machinery, stores. Otherwise, use one checklist per workshop and record details of faults or weaknesses. When you have carried out an inspection and recorded any faults or weaknesses found, report to your Faculty Operating of Professional Service, together with your comments and for action. Keep a copy of each completed inspection checklist and record action taken to correct the faults you have reported.
#2 Speaker Name: Bridget Kinnier, F-ABMDI, Statewide Medicolegal Death Investigator #2 Speaker Bio: Bridget is the Statewide Medicolegal Death Investigator for the OCME who develops policies and procedures on OCME practices to ensure consistency among all four district OCME offices, co-manages all medicolegal death investigators statewide, and works closely with the Chief Medical Examiner on developing and promoting legislative proposals to improve the OCME mission and standards of practice. #3 Speaker Name: Brian Thurman, Hazardous Materials Officer – Virginia Department of Emergency Management #3 Speaker Bio: Brian Thurman is a Hazardous Materials Officer with the Virginia Department of Emergency Management. Prior to this, he held the position as Hazardous Materials Officer/ Deputy Emergency Services Coordinator for the City of Salem Fire and EMS Department and has over 25 years of emergency response experience. #4 Speaker Name: Woodyard, Senior II, Pollution Response Program Coordinator – Virginia Department of Environmental Quality #4 Speaker Bio:
Participants: (max. 20. At least one fellow of the Academy should convene the workshop and should be indicated with a *, and at least two Early Career Researchers should attend the workshop and should be indicated with a +) Provide a list of potential participants including their institutional affiliation, discipline, and whether or not their participation has been confirmed. Name Institution/Affiliation Discipline Role Invited Y/N Confirmed Y/N 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
14.00-15.00 Collaborative research with SMEs in Sri Lanka (30 min presentation and discussion) Presentations from partner countries and discussion. Prof. DAN Dharmasena, and Mr WMCB Wasala and Mr. CR Gunawardena of Institute of Postharvest Technology Members from partner countries and SMEs (Tropical Health Food, Lanka Kings Food, V & J Industries) 15.00-15.30 Commercialisation of technology and promote SME: Economic Perspectives and discussion Mr. Vajira Balasuriya, Department of Agriculture Economics and Business Management 15.30-17.00 A breakout group with SME partners to discuss product development lifecycle and at which point SMEs need research input, and how they go about obtaining it Facilitate by Dr Kate Schreckenberg and Prof. DKNG Pushpakumara and a few SME members. Group work followed by presentations and discussion 17.00 Closure of the first day 19.30-22.00 WORKSHOP DINNER Roof Top, Hotel Topaz, Kandy Day 2: 14th May 2013 (Tuesday) TECHNICAL SESSION III: TRAINING ON HOW TO WRITE RESEARCH PROPSALS Chairman: Dr. MA Hamid Rapporteur: Prof. DAN Dharmasena TIME SESSION SPEAKER/CHAIR 09.00-10.00 Training in how to write research proposals Dr. Kate Schreckenberg Dr. Nazmul Haq Prof. HPM Gunasena 10.00-10.30 TEA 10.30-12.30 Training in how to write winning research proposals Dr. Kate Schreckenberg Dr. Nazmul Haq Prof. HPM Gunasena 12.30-13.30 LUNCH TECHNICAL SESSION IV: DISSEMINATION OF NETWORK ACTIVITIES Chairman: Prof. DKNG Pushpakumara Rapporteur: Prof DAN Dharmasena
SERIES OF WORKSHOPS: ‘Cross-Border Litigation in Europe’ Workshop No 1 Venue: University of Aberdeen, Linklater Rooms Date: 5 October 2012 Programme 8.55am – Welcome by Professor Paul Beaumont, Director of the Centre for Private International Law, Aberdeen Part One – Effectiveness of the EU institutions in developing Private International Law (PIL) (Chair: Paul Beaumont) 9am – The effectiveness of the EU Commission in developing PIL – Karen Vandekerckhove, EU Commission 9.25am – The effectiveness of the Council of the European Union in developing PIL – Oliver Parker, UK Ministry of Justice 9.45am – The effectiveness of the Court of Justice of the EU in developing PIL – Burcu Yuksel, Ankara University 10.10am – The effectiveness of the European Parliament in developing PIL – Justin Borg-Barthet, University of Aberdeen 10.35am – 10.50am Tea and coffee Part Two – Effectiveness of the EU Instruments affecting family relationships (Chair: Karen Vandekerckhove) 10.50am – Brussels IIa Regulation – Katarina Trimmings, University of Aberdeen 11.15am – Maintenance Regulation – Milos Hatapka, Slovak Ministry of Justice 11.40am – Succession Regulation – Paul Beaumont, University of Aberdeen 12.05pm - Lunch will be provided
Part Three – Effectiveness of the EU instruments concerning choice of law in Obligations (Chair: Michael Wilderspin) 12.35pm – Rome I – Raquel Ferreira Correia, Portuguese Permanent Representation to the EU 1.00pm – Rome II – Michael Hellner, Stockholm University Part Four – Effectiveness of the EU Instrument on Jurisdiction and Recognition and Enforcement of Judgments in Civil and Commercial Matters and some specialist topics (Chair: Oliver Parker) 1.25pm – Brussels I – Christa Roodt, University of Aberdeen 1.50pm – PIL aspects of intellectual property – Michael Wilderspin, EU Commission 2.15pm – PIL aspects of competition law – Jonathan Fitchen, University of Aberdeen 2.40pm – PIL aspects of collective redress – Mihail Danov, Brunel University 3.05pm - Tea and coffee and farewells.
were moderated by representatives of OIG, TI-Pakistan and USAID. The moderator initiated the discussion. The participants shared their experiences and concerns. Various scenarios were presented by the moderators. An interactive discussion took place. Each group was given a total of 50 minutes for discussion. At the end a spokesperson from each group presented for 5 minutes the summary of the discussion. The session was highly informative and interactive as it provided the participants to ask questions related to that topic and learn from the response given by other participants and the moderator. This was followed by a Q&A session. Five representatives from OIG, TI-Pakistan and USAID answered questions from the participants. At the conclusion of the workshop, Mr. Chris Reed, Special Agent In-Charge, USAID OIG, gave his closing remarks in which he thanked everyone for their participation and engagement. Mr. Reed also expressed his hope that audience will apply the knowledge gained at the workshop to develop anti–corruption strategies to prevent fraud in their projects. Mr. John Groarke, Mission Director USAID delivering opening remarks Mr. Daniel Altman, Assistant Inspector General – Investigations, USAID/ OIG during his welcome note Mr. Saad Rashid, Executive Director TI Pakistan briefing the participants about Hotline Project Mr. Nathan Marceca, Special Agent, USAID OIG – During his fraud awareness and prevention training session. Mr. Zahir Shah – DG Operations NAB Headquarters Islamabad
Position: Workshop Supervisor Location: Axcess 10 Key responsibilities; Ensures all HSSEQ rules and regulations are communicated and adhered to. Maintains housekeeping standards within the workshop, yard and storage areas in line with 6 S best practices. in conjunction with charge-hands to monitor equipment requirements. Liaises with equipment controller to communicate stock availability issues. Orders spares and consumables to maintain sufficient stock levels. Works with LEAD department and all workshops to facilitate sharing and implementation of best practices. Conducts annual PMPs for all direct reports and ensure a formal biannual review is undertaken. Deals promptly with any employee relations issue in line with Company procedure. Ensures updated risk assessments are in place and reviewed at least once a year. Maintains records in Prime, manages the workshop equipment maintenance tracker and adheres to maintenance schedules as required for all workshop equipment including forklift trucks, overhead crane, test equipment etc Ensures all COSHH data sheets are in place and up to date. Manages work schedules to ensure optimum efficiency and productivity levels whilst keeping overtime and under tight control. Maintains a competent workforce through the use of competency skills matrix and the timely delivery of appropriate training. Maintains accurate and update training and holiday records for all Workshop Technicians. Delivers tool box talks to the team on a monthly basis Candidates wishing to be considered for this position should have the following qualifications/experience: Good organizational skills. Able to multi-task. Works to tight deadlines. Commitment to change and continuous improvement. Strong interpersonal skills. Communicates well face to face, by telephone and in writing. full responsibility for completion of own objectives. Supports and assists colleagues – team player. Flexible approach to working hours. Works with minimal supervision. Confident and assertive – deals well with conflict. Interested applicants should send your application and CV to Beth Hyde at .
WORKSHOP TIMETABLE FOR CHILDREN DISEASES AND PEDIATRIC SURGERY Autumn 2015 Date Workshop Teacher, place 09.08 09.09 Rheumatology Idiopathic juvenile arthritis in children. Systemic connective tissue diseases. Vasculitis in children. assoc.prof. V. Panavienė Santariškių 4, Room 204 09.10 09.11 Neurology Epilepsy in children. Symptomatic paroxysms. Febrile seizures. Non-epileptic paroxysms. Development disorders in children. Cerebral palsy. Hereditary neuro-muscular diseases. assoc.prof. J. Grikinienė Santariškių 4, Room 204 09.14 Intensive Care Advanced life support in pediatrics. Coma. Differential diagnostics and emergency management. assoc.prof. V. Žilinskaitė Santariškių 7, Room A431 09.15 09.16 Hematology Anemia in children. Differential diagnostics. Hemoblastosis in children. Treatment, hospitalization. Pathology of macrophag cells. assoc.prof. L. Ragelienė Santariškių 4, Room 204 09.17 09.18 Endocrinology Type-1 diabetes in children. Early and late complications. Type-2 diabetes in children. Adrenal diseases in children. lect. R. Kemežys Santariškių 4, Room 204 09.21 09.22 Intensive Care Acute respiratory disorder, shock. Differential diagnostics and emergency management. Disorders of homeostasis in children. Acid – base state disorders. Principals of infusion therapy. assoc.prof. V. Žilinskaitė Santariškių 7, Room A431 09.23 Intensive Care cardiac disorders. Differential diagnostics and emergency management. .R. Vankevičienė Santariškių 7, neonatology centre 09.24 09.25 Cardiology Inflammatory and hereditary heart diseases in children. Heart rhythm disorders: bradiarrhythmias, tachiarrhythmias. Visual and instrumental diagnostics in pediatric cardiology. assoc.prof. O. Kinčinienė Outpatient Pediatric Centre – Antakalnio 57, Small lecture room.
Disassemble the Rubik’s CUBE If you really are unable to proceed or if you are curious how the Cube can be opened, you can take it apart and reassemble: place the top layer turned at 45 degrees, just as follows: Take the back of a strong spoon and push it in the cube below the edge of the upper layer and lift it up.
ESE Model Teacher Rubric At-A-Glance Standard I: Curriculum, Planning, and Assessment Standard II: Teaching All Students Standard III: Family and Community Engagement Standard IV: Professional Culture A. Curriculum and Planning Indicator 1. Subject Matter Knowledge 2. Child and Adolescent Development 3. Rigorous Standards-Based Unit Design 4. Well-Structured Lessons A. Instruction Indicator 1. Quality of Effort and Work 2. Student Engagement 3. Meeting Diverse Needs A. Engagement Indicator 1. Parent/Family Engagement A. Reflection Indicator 1. Reflective Practice 2. Goal Setting B. Assessment Indicator 1. Variety of Assessment Methods 2. Adjustments to Practice B. Learning Environment Indicator 1. Safe Learning Environment 2. Collaborative Learning Environment 3. Student Motivation B. Collaboration Indicator 1. Learning Expectations 2. Curriculum Support B. Professional Growth Indicator 1. Professional Learning and Growth C. Analysis Indicator 1. Analysis and Conclusions 2. Sharing Conclusions With Colleagues 3. Sharing Conclusions With Students C. Cultural Proficiency Indicator 1. Respects Differences 2. Maintains Respectful Environment C. Communication Indicator 1. Two-Way Communication 2. Culturally Proficient Communication C. Collaboration Indicator 1. Professional Collaboration D. Expectations Indicator 1. Clear Expectations 2. High Expectations 3. Access to Knowledge D. Decision-Making Indicator 1. Decision-making E. Shared Responsibility Indicator 1. Shared Responsibility F. Professional Responsibilities Indicator 1. Judgment 2. Reliability and Responsibility
ESE Model Rubric At-A-Glance for Classroom Teachers Standard I: Curriculum, Planning, and Assessment Standard II: Teaching All Students Standard III: Family and Community Engagement Standard IV: Professional Culture A. Curriculum and Planning Indicator 1. Subject Matter Knowledge 2. Child and Adolescent Development 3. Rigorous Standards-Based Unit Design 4. Well-Structured Lessons A. Instruction Indicator 1. Quality of Effort and Work 2. Student Engagement 3. Meeting Diverse Needs A. Engagement Indicator 1. Parent/Family Engagement A. Reflection Indicator 1. Reflective Practice 2. Goal Setting B. Assessment Indicator 1. Variety of Assessment Methods 2. Adjustments to Practice B. Learning Environment Indicator 1. Safe Learning Environment 2. Collaborative Learning Environment 3. Student Motivation B. Collaboration Indicator 1. Learning Expectations 2. Curriculum Support B. Professional Growth Indicator 1. Professional Learning and Growth C. Analysis Indicator 1. Analysis and Conclusions 2. Sharing Conclusions With Colleagues 3. Sharing Conclusions With Students C. Cultural Proficiency Indicator 1. Respects Differences 2. Maintains Respectful Environment C. Communication Indicator 1. Two-Way Communication 2. Culturally Proficient Communication C. Collaboration Indicator 1. Professional Collaboration D. Expectations Indicator 1. Clear Expectations 2. High Expectations 3. Access to Knowledge D. Decision-Making Indicator 1. Decision-making E. Shared Responsibility Indicator 1. Shared Responsibility F. Professional Responsibilities Indicator 1. Judgment 2. Reliability and Responsibility
Illness and Healing Relationships Family life God’s love and Grace Growth through hardship Forgiveness and reconciliation Personal relationship with Christ/Salvation Evangelism and witness Trust/Obedience Misusing scripture—out of context; limiting meaning, basing on one word Failing to move from personal experience to universal relevancy Abstractness (ideas without flesh) examples or metaphors Self-righteous or scolding tone 30
Massachusetts System for Educator Evaluation Participant Handouts for Workshop 3: S.M.A.R.T. Goals October 2014 (updated) Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street, Malden, MA 02148-4906 Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370
Supervising Evaluator, if in evaluation: N/A School(s): George Washington Middle School Educator Plan: Self-Directed Growth Plan Directed Growth Plan Developing Educator Plan Improvement Plan* Plan Duration: Two-Year One-Year Less than a year Date: September 19, 2011 End Date: June 15, 2012 X Educator Goal Setting form with goals is attached to the Educator Plan. Some activities may apply to the pursuit of multiple goals or types of goals (student learning or professional practice). Attach additional pages as necessary. 1. Identify student knowledge level at the beginning of each unit using a formative assessment. 2006 MA Science Curriculum Framework 2011 MA Revised Curriculum Framework for ELA and Literacy (Standards for Literacy in Science) Frequency: Prior to each unit Process benchmark: Development/refinement of formative assessments for each unit Outcome benchmark: Analysis of student knowledge level related to content standard(s) using formative assessment results prior to each unit Evidence: pre-unit assessment results for Life Science, Earth Science, and Physical Science units; pre-lab reports (2 labs per unit)_____ *Additional detail may be attached if needed. Student Learning Goal(s): Planned Activities Describe actions the educator will take to attain the student learning goal(s). Activities may apply to individual and/or team. Attach additional pages as needed. Action Supports/Resources From School/District2 Timeline, Benchmarks, or Frequency 2. Use formative assessment results to plan and adjust instruction for each unit. Formative assessment results Collaboration with ELL specialist Weekly science team meetings Frequency: After each formative unit assessment Process benchmark: collaboration and analysis with ELL specialist, plus feedback notes Process benchmark: Analysis of student data after each formative assessment, with notes as to how instruction will be adjusted during the next unit
1. Identify student knowledge at the beginning of each unit using a formative assessment. 2006 MA Science Curriculum Framework 2011 MA Revised Curriculum Framework for ELA and Literacy (Standards for Literacy in Science) Frequency: Prior to each unit Process benchmark: Development/refinement of formative assessments for each unit Outcome benchmark: Analysis of student knowledge level related to content standard(s) using formative assessment results prior to each unit Evidence: *Additional detail may be attached if needed. Student Learning Goal(s): Planned Activities Describe actions the educator will take to attain the student learning goal(s). Activities may to individual and/or team. Attach additional pages as needed. Action Supports/Resources From School/District2 Timeline, Benchmarks, or Frequency 2. Use formative assessment results to plan and adjust instruction for each unit. Formative assessment results Collaboration with ELL specialist Weekly science team meetings Frequency: After each formative unit assessment Process benchmark: collaboration and analysis with ELL specialist, plus feedback notes Process benchmark: Analysis of student data after each formative assessment, with notes as to how instruction will be adjusted during the next unit Outcome benchmark: Lesson plans that target core content standards for each unit and reflect attention to identified student needs based on formative assessments Evidence:
3. Disaggregate unit assessment data for Intermediate and Advanced ELL students and identify proportion that mastered content standards within each unit. Unit assessment results Collaboration with ELL specialist Weekly science team meetings Frequency: After each unit assessment Process benchmark: Tracking form of student mastery of core content standards within each unit Outcome benchmark: Completed/updated tracking form of unit assessment results, with analysis of ELL student growth data Evidence:
9:20 a.m. – 9:40 a.m. the Network Dr. Amr El Shahed 9:40 a.m. – 10:00 a.m. Course Orientation Prof. M R Bassiouny 10:00 a.m. – 11:30 a.m. "EGNN Tools" Prof. M R Bassiouny 11:30 a.m. – 12:00 p.m. Coffee Break 12:00 p.m. – 1:30 p.m. "Fill the Hard Copy Forms" Group work* 1:30 p.m. – 2:30 p.m. Electronic Data Submission Eng. El Mogy/ Prof. M R Bassiouny 2:30 p.m. – 4:00 p.m. Electronic Data Submission Group work** 4:00 p.m. – 4:30 p.m. Panel discussion 4:30 p.m. – 5:00 p.m. Lunch * Facilitators: M R Bassiouny, Safaa El Meneza, Amr El Shahed ** Facilitators: ** M R Bassiouny, Safaa El Meneza, Amr El Shahed, Ahmad El Mogy, Gamal Mashaly
int main() { uint32 Count1=0, Count2=0, Count3=0; CyGlobalIntEnable; /* Enable global interrupts. */ /* Place your initialization/startup code here (e.g. MyInst_Start()) */ PWM_1_WritePeriod(1); PWM_1_Start(); isr_1_Start(); Comp_1_Start(); Comp_2_Start(); Counter_1_Start(); Counter_2_Start(); Counter_3_Start(); IIC_4LCD_Char_1_Start(); I2C_1_Start(); IIC_4LCD_Char_1_Position(0,0); IIC_4LCD_Char_1_PrintString("counting"); for(;;) { if (flag == 1) { flag = 0; Count1=Counter_1_ReadCapture(); Count2=Counter_2_ReadCapture(); Count3=Counter_3_ReadCapture(); IIC_4LCD_Char_1_Position(1,0); IIC_4LCD_Char_1_PrintU32Number(Count1); IIC_4LCD_Char_1_Position(2,0); IIC_4LCD_Char_1_PrintU32Number(Count2); IIC_4LCD_Char_1_Position(3,0); IIC_4LCD_Char_1_PrintU32Number(Count3); } } } Experiment The experiment we are going to use the counter for is a simple one in which we use reverse bias LED’s as single photon detectors. We can do a simple random source (another LED) and look at the coincidences as a function of intensity. The LED we use is an 870 nm fast LED from Liteon. This LED is part number 859-HSDL-4250 from Mouser. It costs about $0.30 per LED. The LED is as follows:
Design challenges from a designer’s perspective 09:30–10:45 Session VIII: Juvenile Surface Collector Case Studies Upper and Lower Baker, Baker River, Washington (a collector where fish runs existed) — Ed Meyer Cougar Dam, McKenzie River, Oregon (a low-volume prototype collector where fish are also being introduced into the watershed) — John Beeman Round Butte, Deschutes River, Oregon (a high-volume collector where fish are also being introduced into the watershed)— Scott Carlon 10:45 – 11:00 Break 11:00–12:00 Session IX: Discussion of Juvenile Passage Design Considerations Summary of lessons learned from various Pacific Northwest sites from a researcher’s perspective — John Beeman Summary of lessons learned from various Pacific Northwest sites from NMFS’s perspective — Ed Meyer Open discussion 12:00–12:30 Closing Comments Steve Edmondson — NMFS perspectives Randy Beckwith — DWR Fish Passage Improvement Program perspectives Ed Meyer — Update on revisions to NMFS Fish Passage Guidelines Technical Memorandum Open forum for summary remarks Note: Monitoring and evaluation data will be included in case studies where feasible given data availability and time. Speakers Name Title Affiliation Maria Rea Assistant Regional Administrator, California Central Valley Office NOAA Fisheries, West Coast Region, Sacramento, California Steve Edmondson Chief, Federal Energy Regulatory Commission Branch NOAA Fisheries, West Coast Region, Santa Rosa, California John Ferguson Senior Fisheries Biologist Anchor QEA, Seattle, Washington
Randy Beckwith Senior Fish Passage Engineer California Department of Water Resources, Sacramento, California John Beeman Research Fishery Biologist U.S. Geologic Survey, Cook, Washington Scott Carlon Fishery Biologist NOAA Fisheries, West Region, Portland, Oregon Ed Meyer Senior Hydraulic Engineer NOAA Fisheries, West Coast Region, Portland, Oregon Darren Ogden Research Fishery Biologist NOAA Fisheries, Pomeroy, Washington Larry Swenson Senior Hydraulic Engineer Anchor QEA, Ennis, Montana Mike Garello Senior Fisheries and Water Resource Engineer HDR Engineering, Gig Harbor, Washington
6th INTERNATIONAL WORKSHOP IN CLINICAL FORENSIC MEDICINE “ Domestic violence “ May 18thand 19th, 2018 MONTPELLIER (France) Main speakers : Dr. M. NITTIS Blacktown Hospital, Australia, Dr M. STARK London UK,Prof. E. BACCINO, Montpellier France,Prof. C. CATTANEO, Milano, Italy Dr. G. HARING and Dr. T. ZUPANC, Slovenia Dr. F. CAUSSE-VERSAVEAU Montpellier, France.Dr. D. PASSERIEUX Montpellier, France. Dr. M. LACAMBRE, Montpellier, France.W. BODKIN, psychologist, Montpellier, France ; O. SAUTEL, Faculty of Law, Montpellier, France AND INTERNATIONAL WORKSHOP ON FORENSIC PHOTOGRAPHY May 16th and 17th, 2018 MONTPELLIER (France) ORGANISING COMMITTEE : Prof. Eric BACCINO, MD, Dr. Emmanuel MARGUERITTE, MD,
Løgstrup’s central conception of the ‘ethical demand’ as a basic phenomenological feature of moral experience, which is both particularistic and radically This idea has relations to the thought of Kierkegaard on the one side, and Levinas on the other, while Løgstrup’s outlook differs interestingly from them both. September 2010 Workshop on Folk Psychology and Folk Epistemology This meeting was the third of a series of meetings for core participants in the A follow up from anthropological fieldwork on Folk Psychology and Folk Epistemology. September 2010 This three day conference is part of the . The conference is the final event associated with the second phase of the project, which has been exploring universals and cross-cultural variability in the cultural
This two-day conference on The Will and Moral Psychology features talks by Richard Holton, Alison McIntyre, Alan Millar, Richard Moran, David Owens, Tom Pink, Gideon Rosen, Sarah Stroud, Christine Tappolet, and David Velleman. July 2001 Joint Session of the Mind Association and Aristotelian Society
1. Model assumptions: We are working with simple random samples of a random variable Y that has a normal distribution with known standard deviation. 2. Null hypothesis: “The mean of the random variable Y is a certain value µ0.” Alternative hypothesis: "The mean of the random variable Y is not µ0." (This is called the two-sided alternative.) 3. Test statistic: (the sample mean of a simple random sample of size n from the random variable Y). Before discussing item 4 (the mathematical theorem), we first need to: Clarify terminology Discuss sampling distributions 1. Terminology and common confusions: The mean of the random variable Y is also called the expected value or the expectation of Y.
Assumptions of Theorem  Conclusions about Sampling Distribution (Distribution of )  1. Y normal (model assumption) 2: Simple random samples (model assumption) 3: Null hypothesis true (not a model assumption) 1: Normal 2: Mean µ0 3: Standard deviation  Corresponds to third column in table on the previous page Note that the model assumption that the sample is a simple random sample (in particular, that the Yi’s as defined earlier are independent) is used to prove: that the sampling distribution is normal and (even more importantly) that the standard deviation of the sampling distribution is . This illustrates a general phenomenon that independence conditions are usually important in deriving the variance formulas usually taught in applied statistics courses. Consequences of model assumptions:
Population One Simple Random Sample y1, y2, ... , yn of size n All Simple Random Samples of size n Associated Random Variable Y Y The population for is all simple random samples of size n from Y. The value of for a particular simple random sample is the sample mean for that sample. Associated Distribution Y has a normal distribution. The sample is from the (normal) distribution of Y. The distribution of is called the Sampling Distribution. The theorem tells us that the sampling distribution is normal. Associated Mean(s) Population mean µ, also called E(Y), or the expected value of Y, or the expectation of Y Sample mean = (y1+ y2+ ... + yn)/n It’s an estimate of µ. Since it’s a random variable, also has a mean, E(). The theorem tells us that E() = µ. (In other words, the random variables Y and have the same mean – i.e., E() = E(Y) = µ.) Associated Standard Deviation Population standard deviation Sample standard deviation s = s is an estimate of the population standard deviation Sampling distribution standard deviation. The theorem tells us that the standard deviation of the sampling standard deviation is .
9:00 – 9:20 Opening remarks (Koç University) 9:20 – 9:30 Objectives of the Workshop and Introduction of the Speaker 9:30 – 10:30 “Why Is Technology Commercialization So Important?” 10:30 – 10:45 Coffee Brake 10:45 – 11:45 Topic 2-“Research & Development & Technology Transfer Model at the U.S. National Institutes of Health (NIH) 11:45 – 12:30 Discussion about R&D and technology transfer at NIH and its applications to Turkish institutions 12:30 – 14:00 Lunch 14:00 – 15:00 Topic 3 -“Licensing from the Research Institution Perspective” 15:00 – 16:00 Topic 4 – Negotiation Skills for Licensing 16:00 – 17:00 Discussion about Licensing Negotiation Techniques June 13, 2014 - Sabancı University 9:00 – 9:15 Welcome Remarks from Sabanci University & Introduction of the Speaker 9:15 – 10:10 Topic 1-“Entrepreneurship & Funding of Early Stage Technologies” 10:10 – 11:15 Topic 2-“Technology Licensing Negotiation Simulation” 11:15 – 11:30 Coffee Brake 11:30 – 12:30 Topic 3-“Collaborative Research & Training Opportunities at NCI and other NIH Institutes & Centers” 12:30 – 14:00 Lunch 14:00 – 15:00 Topic 4-“Opportunities for Technology Transfer Training & Collaborative Clinical Trials at NIH” 15:00 – 16:00 Topic 5-“Commercialization of Technologies: Case Studies from NCI, NIH, Turkish Universities and Techno Parks" Example from Sabanci University & other Turkish institutions (Luis Salicrup & Omer Hiziroglu) 16:00 – 17:00 Topic 6-“Discussion on Opportunities for Research & Training between NCI/NIH, TUBITAK, Turkish Universities and Research Centres” (Luis Salicrup & Omer Hiziroglu)
Recent Trends in Network Security with Hands-on using NS3(Network Simulator) 19th – 24th December 2016 MVSR Engineering College 24 Mr. P Srinivas Reddy Asst. Professor Algorithms 20th to 27th September 2016 JNTUH College of Engineering Hyderabad Big Data Analytics 21st – 23rd December 2016 CVR College of Engineering Database Design and Programming with SQL 17th – 21st Jan 2017 TASK in association with ORACLE Academy at ACE Engineering College 25 Mrs. J Yashasree Asst. Professor Data Science and Big Data Analytics 19th Aug 2016 to 25th Aug 2016 CVR College of Engineering E – Learning and Multimedia Analytics 25th Oct 2016 JNTUH R-Programming and Data Analytics 1st – 5th November 2016 IT Department, CVR College of Engineering Machine Learning: Recent Trends and Its Appllications 21st – 26th November 2016 GNITS, Hyderabad Big Data Analytics 21st – 23rd December 2016 CVR College of Engineering 26 Mr B Satheesh Kumar Asst. Professor Database Design and Programming with SQL 17th – 21st Jan 2017 TASK in association with ORACLE Academyat ACE Engineering College Oracle Java fundamentals and Java Programming 30th Jan 2017 to 3rd Feb 2017 TASK in association with ORACLE Academyat Sree Datta Group of Institutions, Ibrahimpatnam. 27 Ms. K. Manasa Asst. Professor Data Science and Big Data Analytics 19th Aug 2016 to 25th Aug 2016 CVR College of Engineering 28 Mrs. T Nishitha Asst. Professor Data Science and Big Data Analytics 19th Aug 2016 to 25th Aug 2016 CVR College of Engineering Machine Learning: Recent Trends and Its Appllications 21st – 26th November 2016 GNITS, Hyderabad Big Data Analytics 21st – 23rd December 2016 CVR College of Engineering
Workshop 4 21st Century Futures – Coaching for mid-life career change Melanie Bear, MB Development Solutions Workshop 5 Resilience for you and your clients Dave Cordle, Consultant Workshop 6 Careers leadership in schools David Andrews, Consultant Workshop 7 A Digital Future for Careers Wales Chris Brown, Careers Wales Workshop 8 Stand Out! How to Attract and Impress Your Ideal Clients Online Ruth Winden, Careers Enhanced TUESDAY 5TH DECEMBER, Workshop 3, 9.15 – 10.10 1st, 2nd or 3rd choice Workshop 1 From Policy to Pictures - Delivering an LMI Service - What does the future hold? Graham McCabe, National Careers Service Workshop 2 Creative Career Coaching Using a Whole Brain Approach Ciara Bomford & Liane Hambly, Careers Wales Workshop 3 Creating Virtual Reality Workplace Michael Larbalestier, Prospects Workshop 4 Build Your Career Capital to Remain Relevant to an Evolving World of Work Cathy Brown, Evolve Consulting Workshop 5 Career guidance practice and skills to facilitate students with special needs Gulnaz University of Derby Workshop 6 Using National Careers Week As A Tool To Prepare Young People For The Future Of Work Janet Colledge, National Careers Week Workshop 7 The escalating importance of developing Career Resilience in the lives of 21st Century workers Hannah Courtney Bennett, Talent & Career Workshop 8 ICT and LMI in Lifelong Guidance Lauren Hendrie, Aspire-Igen TUESDAY 5TH DECEMBER, Workshop 4, 10.15 – 11.10 1st, 2nd or 3rd choice Workshop 1 Approaches to supporting staff to embed a coaching approach when delivering CIAG services Greg Hiddleston & Peter Chambers, Skills Development Scotland Workshop 2 Employability and work readiness: preparing students for work and helping them through the employers selection processes Sarah Frend & Kate Coles, Inspiring Futures
Location Venue Address/website Type of Workshop 28th November – 9th December 2016 Malaysia Segi College Subang Jaya Persiaran Kewajipan USJ 1 Selangor 47600 UEP 2 week workshop Day Off: 4th December Practical Assessment: 9th December 4 – 16 March 2017 Dubai, UAE Gulf Montessori Institute Latifa Tower, Sheikh Zayed Rd, Dubai 2 week workshop Day Off: 10th March 2017 Practical Assessment: Thurs 16th March 8th – 21st April 2017 Cyprus Little Gems Montessori 20 Evagora Palikaridi Str. Larnaca 6050 2 week workshop Days Off: Fri 14th & Sat 15th April Practical Assessment: 21st April 24th June – 6th July 2017 Sarajevo Bloom Naline 16, Hrid, 71000 Sarajevo Bosnia & Herzegovina 2 week workshop Days Off: Fri 30th June Practical Assessment: 6th July 7th – 19th August 2017 Malaysia Segi College Subang Jaya Persiaran Kewajipan USJ 1 Selangor 47600 UEP 2 week workshop Day Off: Sunday 13th August Practical Assessment: 19th August 7 – 19 October 2017 Dubai, UAE Gulf Montessori Institute Latifa Tower, Sheikh Zayed Rd, Dubai 2 week workshop Day Off: 13th Oct 2017 Practical Assessment: Thurs 19th Oct 2017
Welcome to CORE 06: Contextualized Instruction Across Content Steve Schmidt abspd.appstate.edu 828.262.2262 Notable Quote “Ultimately, the most important learning occurs in the context of our day-to-day life, the aspirations we pursue, the challenges we face, and the responses we forth.” - Peter Senge Please Write on this Packet! You can find everything from this workshop at: abspd.appstate.edu Look under: Teaching Resources and scroll down to CORE Workshops Agenda 8:30 – 10:00 What is Contextualized Instruction? 10:00 – 10:15 Break 10:15 – 11:45 Strategies for Contextualized Teaching 11:45 – 12:45 Lunch 12:45 – 2:00 Contextualized Lesson Planning 2:00 – 2:15 Break 2:15 – 4:00 Exploring Contextualized Resources
Workshop 4: Digging Deeper: researching, resources and catalogues Thursday 3rd July Nottinghamshire County Archives Workshop Leaders: Peter Lester (Nottinghamshire Archives), Sarah Colborne (University of Nottingham Manuscripts & Special Collections), Ruth (Lakeside Arts Centre) and Charlotte Pratley (Culture Syndicates) University of Nottingham’s Manuscripts and Special Collections: Online Catalogue: Contains records from over 700 archive collections; some only have a top-level record, others are described in great detail. You can also browse collections by type/subject. Name Indexing and Transcriptions: Many documents in Manuscripts and Special Collections contain valuable information about people and families in Nottinghamshire. For many years, our dedicated volunteers have been indexing and transcribing the details from some of these sources. This is an ongoing project and the indices will be updated as more transcriptions are completed. Collections in Context: This series of resources gives in-depth information about particularly significant collections held by Manuscripts and Special Collections, or subject areas featured in our holdings. Research Guidance These units give advice relating to using and understanding old records. They use examples from the collections held by The University of Nottingham, but researchers using archives from any English record office will find the advice relevant. Each unit includes a list of further reading for researchers who need a more comprehensive approach.
data, control who can and cannot see content and manage your own intellectual property rights (remember to respect other users IP rights) JISC info on Flickr including info on ‘privacy and permissions’: I have used my own Flickr account for the example –these are a selection of 35mm slides from late ‘60s early 70s belonging to my father which I digitised in DHC, tidied up (I archived TIFF versions on an external hard drive) and uploaded very easily (during my lunch breaks of course!) The Wipers Times: –here is a good -and more relevant- example of how scanned documents can look: University of Nottingham’s Manuscripts and Special Collections – use a Digital Asset Management (DAM) system to manage their digital images –in the below example ‘digitool’ there are many DAMs available and they range from being ‘Open Access’ (free) to very expensive. Here is JISC’s guide to deciding which management system would suit your project: Here is an example of one of MSC’s collections: Crimean war … and the way their digital assets can be used in relevant blogs … and indeed how your own digital files could be used on the LifeLines tumblr page: *most of sites will allow a certain amount of usage free of charge, but for advanced functionality and storage space there may be a charge. Creating Your Own Book or Magazine There are many online sites which allow you to create your own book from your digital images and writing. This is the most well-known: