zilongwang/ReadingBank huggingface dataset:
UNIT DESCRIPTION: How does one cope with life-changing events? In lesson one, students examine a fictitious story about someone who has had a bad day because of her choices. Students are given the opportunity to see how she can change the outcome of her day by changing her behaviors, choices and what is and is not in her control. During lesson two, students will learn about life-changing events that are out of their control and practice empathizing with others based on those events. SUGGESTED UNIT TIMELINE: 2 Lessons PERIOD (min.): 30 – 40 minutes each ESSENTIAL QUESTIONS: 1. Why does life change? What if everything always stayed the same? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will identify at one problem-solving suggestion for a provided scenario. SE.3.C.02: Recognize the effects of life changes or events related to self and others. SE 1 2. Think-Pair-Share, the student will demonstrate the ability to empathize SE.3.C.02 SE Level 1 ASSESSMENT DESCRIPTIONS: Students examine and produce examples of what is—and what is not—in their control. Students will practice showing empathy when others are facing life-changing events. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) x Direct x Indirect x Experiential
Independent x Interactive Instruction 1 2 See Lessons: Lesson #1: Stressed Out Sally Lesson #2: Sally’s Super Day Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 2 See Lessons: Lesson #1: Stressed Out Sally Lesson #2: Sally’s Super Day x (Ls. 2) Demonstrations Guided & Shared - listening, viewing, thinking (Ls. 1, 2) Indirect: x (Ls. 1, 2) Experiential: Conducting Experiments Games x Storytelling (Ls. 1, 2) Field Observations Model Building Surveys Independent Study Essays Reports Learning Activity Packages Correspondence Lessons Homework Learning Centers Interactive Instruction Panels x (Ls. 2) x (Ls. 1, 2) Laboratory Groups x (Ls. 2) Tutorial Groups Interviewing Conferencing UNIT RESOURCES: (include internet addresses for linking) Common Core State Standards (CCSS), accessed May 17, 2013, from
x_ Indirect x_ Experiential Independent study x_ Interactive Instruction 1 2 See Lessons: Lesson #1: “Don’t Tease Me” Lesson #1: “Can You Erase the Damage” Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 2 See Lessons: Lesson #1: “Don’t Tease Me” Lesson #1: “Can You the Damage” x (Ls. 1, 2) Demonstrations x Guided & Shared - listening, viewing, thinking (Ls. 2) Indirect: x (Ls. 1) Experiential: Conducting Experiments Games Storytelling Field Observations Model Building Surveys Independent Study Essays Reports Learning Activity Packages Correspondence Lessons Homework Learning Centers Interactive Instruction Panels x (Ls. 1, 2) x (Ls. 1, 2) Laboratory Groups Tutorial Groups Interviewing Conferencing UNIT RESOURCES: (include internet addresses for linking) Common Core State Standards (CCSS), accessed May 17, 2013, from
UNIT DESCRIPTION: How Does One Cope With Life Changing Events? In small groups, students will work together to determine how best to cope with a life- changing event. They will plan and present a skit on this situation and make notes on coping skills to use in various situations. SUGGESTED UNIT TIMELINE: 2 Lessons CLASS PERIOD (min.): 30 minutes each ESSENTIAL QUESTIONS: 1. How can I adapt to change? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS ASCA DOK 1. The student will identify at least one emotion associated with a life-changing event. SE.3.C.03: Identify coping skills for managing life changes or events. SE Level 1 2. The student will work cooperatively to demonstrate at least one coping skill for dealing with a life change scenario. SE.3.C.03: SE Level 1 ASSESSMENT DESCRIPTIONS*: Students will work in groups to determine coping skills to use with life-changing events. They will perform skits for each other and write what they learned from each presentation. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) x Direct x Indirect Experiential Independent study x Interactive Instruction 1 2 See Lessons: Lesson #1: What to do? What to do? Part I Lesson #2: What to do? What to do? Part II Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 See Lessons: Lesson #1: What to do? What to do? Part I
2 Lesson #2: What to do? What to do? Part II Demonstrations x Guided & Shared - listening, viewing, thinking (Ls. 2) Indirect: x (Ls. 2) x (Ls. 2) Experiential: Conducting Experiments x (Ls. 1) Games Storytelling Field Observations x Ls. 2) Model Building Surveys Independent Study Essays Reports Learning Activity Packages Correspondence Lessons Homework Learning Centers Interactive Instruction (Ls. 1) Panels x (Ls. 1) Laboratory Groups x (Ls. 1) x Ls. 2) Tutorial Groups Interviewing Conferencing UNIT RESOURCES: (include internet addresses for linking) Common Core State Standards (CCSS), accessed May 17, 2013, from
3. Counselor asks students to give their definitions or examples of what a bully is and then she/he shows the supplied definition. 4. Counselor follows up with each of the other definitions: Target Witness/Reporter Harassment Types of bullying Physical Emotional Verbal Sexual 5. Counselor wraps up the class by looking at the survey and going over it to see if students have changed their minds about their answers. 6. Counselor collects the survey and worksheets and keeps them for the second lesson. 4. Students take notes on each of the definitions given. 5. Students review survey answers and discuss the correct answers. 6. Students turn in their survey and note-taking worksheets to the counselor. Teacher Follow-Up Activities Use information from the What Is Bullying? materials when needed to address issues in the classroom. Counselor reflection notes (completed after the lesson) Survey: What is Bullying? DIRECTIONS: Read each statement carefully and circle your response. 1. Bullying is just teasing. True False 2. Some people deserve to be bullied. True False taking
Decide what kind of bullying is happening in that scenario. Decide on two ways the person/people in the story could handle the bully and the situation. 2. Counselor will introduce or review the STAR problem solving method from a previous lesson. 3. Counselor divides students into small groups and gives each group a scenario to read and discuss. 4. Give groups have 15 minutes to read and discuss scenarios. 5. Groups are called back to order and they have one representative tell about their scenario, one tell about what kind of bullying is happening and why they think that, and one who explains the two solutions they came up with for the situation. 6. Counselor can wrap up by having students share what they have learned about bullying and a strategy that they liked that they plan to try. Students review or STAR problem solving method. Students move into groups. They decide who will report on the scenario, who will tell about the type of bullying that is occurring in the scenario, and who will share their solutions. Groups read and discuss the scenarios. Groups give their reports to the entire class. Students respond. Teacher Follow-Up Activities Counselor reflection notes (completed after the lesson) Survey:
UNIT DESCRIPTION: Keeping Myself Safe By Making Safe and Healthy Choices. Lesson 1 – Students will learn about the four types of bullying and a definition of harassment. Lesson 2 – Students will use the STAR problem solving method to solve real life scenarios. SUGGESTED UNIT TIMELINE: 2 Lessons CLASS PERIOD (min.): 90 minutes each ESSENTIAL QUESTIONS: 1. How do you respect yourself and others? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will answer and review ten true and false questions about bullying. SE.3.A.04: Apply effective problem- solving, decision- making, and refusal skills to make safe and healthy choices in various life situations. SE.3.B.04: Describe different types of violence and harassment, and identify strategies for intervention. SE SE Level 4 Level 3 2. The student will identify the type of bullying in one scenario and develop two solutions for the scenario. SE3.A.04 SE.3.B.04 SE SE Level 4 Level 3
Unit 2 Title: How Does a Person Cope With Life Changing Events? Lesson Conflict Mediation - Part 2: Practice Lesson 2 of 2 Grade Level: 4 Length of Lesson: 45 minute session Missouri Comprehensive School Counseling Big Idea: SE.3: Applying personal safety skills and coping strategies. Grade Level Expectation (GLE): SE.3.C.04: Utilize coping skills for managing life changes or events. American School Counselor Association (ASCA) Mindsets and Behaviors: Social/Emotional Development Materials (include activity sheets and/ or supporting resources) Mediation contract Student handouts from Lesson 1 Peer Mediation Worksheet Show Me Standards: Performance Goals (check one or more that apply) X Goal 1: Gather, analyze and apply information and ideas 1. Develop questions and ideas to initiate and refine research X Goal 2: Communicate effectively within and beyond the classroom 1. Plan and make written, oral and visual presentations for a variety of purposes and audiences 2. Review and revise communications to improve accuracy and clarity 3. Exchange information, questions and ideas while recognizing the perspectives of others X Goal 3: Recognize and solve problems 1. Identify problems and define their scope and elements 2. Develop and apply strategies based on one’s own experiences in preventing or solving problems Goal 4: Make decisions and act as responsible members of society This lesson supports the development of skills in the following academic content areas. Academic Content Area(s) Specific Skill(s) X Communication Arts 1. Speaking and writing standard English (including grammar, usage, punctuation, spelling, capitalization) 6. Participating in formal and informal presentations and discussions of issues and ideas Mathematics
UNIT DESCRIPTION: How Does A Person Cope With Life Changing Events? Students will about kinds of conflict and how they affect the body and stress levels. They will learn techniques that can be used to help solve conflict. SUGGESTED UNIT TIMELINE: 2 Lessons CLASS PERIOD (min.): 45 minutes each ESSENTIAL QUESTIONS: 1. Why is respect important? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will contribute at least one idea to the concept map and class discussion. SE.3.C.04: Utilize coping skills for managing life changes or events. SE Level 3 Level 3 2. The student will serve as a mediator to work through one mediation, and complete the mediation contract. SE.3.C.04 SE SE Level 3 3 ASSESSMENT DESCRIPTIONS*: Students will use the skills learned about conflict mediation in practice mediation sessions using real life situations. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods)
Updated – December 2017 Public Affairs Section Embassy of the GRANT PROPOSAL – INDIVIDUALS Date of request Name of Program or Project Grant Amount (In US$) US$ Project dates Name of Grant Recipient Position Title Are you a U.S. Government Employee? If so, please note that U.S. Government Employees are not eligible to receive grants YES NO Are you a U.S. Citizen? If so, please provide your social security number. Full Mailing Address of Grantee Grantee Telephone Number Grantee Mobile Number Grantee email address Grantee web address
UNIT DESCRIPTION: Risky Business Students will review the steps of decision-making and problem-solving and use these skills to make good choices. Students will practice these skills through role playing and a game of RISKO. The final project will be a Personal Safety Plan outlining what they have learned and how they will use it. SUGGESTED UNIT TIMELINE: 3 Lessons CLASS PERIOD (min.): 50 minutes each ESSENTIAL QUESTIONS: 1. What does safety mean to me? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will identify ten behaviors. SE.3.B.06: Identify behaviors that compromise personal safety of self and others. SE.3.B.07: Develop strategies to maintain personal safety. SE.3.B.08: Apply strategies related to personal safety. SE Level 2 Level 3 Level 4 2. The student will determine one tool, or person that will separate him or her from risky behaviors. SE.3.B.06 SE.3.B.07 SE.3.B.08 SE Level 2 Level 3 Level 4
3. The student will complete a personal safety plan including at least one stressor and one coping strategy. SE.3.B.06 SE.3.B.07 SE.3.B.08 SE Level 2 Level 3 Level 4 ASSESSMENT DESCRIPTIONS: Students will complete a Personal Safety Plan. Obj. # INSTRUCTIONAL STRATEGIES (Teacher Methods) X Direct X Indirect X Experiential Independent study X Interactive Instruction 1 2 3 See Lessons: 6th Grade Lesson 1 Caution: Thin Ice! 7th Grade Lesson 2 Putting on Armor 8th Grade Lesson 3 Ready to Remain Safe Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 2 3 See Lessons: 6th Grade Lesson 1 Caution: Thin Ice! 7th Grade Lesson 2 Putting on Armor 8th Grade Lesson 3 Ready to Remain Safe Demonstrations X Guided & Shared - listening, viewing, thinking (Ls. 2, 3) Indirect: X (Ls. 1, 2) X (Ls. 2) X (Ls. 3) Experiential: Conducting Experiments X Games (Ls. 1) Storytelling Field Observations X (Ls. 2) Model Building Surveys Independent Study Essays Reports Learning Activity Packages Correspondence Lessons Homework Learning Centers Interactive Instruction Panels X (Ls. 1) Laboratory Groups X Ls. 3) Tutorial Groups Interviewing Conferencing UNIT RESOURCES: (include internet addresses for linking)
2. The student will identify five coping skills used to make decisions presented in Your Choice worksheet. SE.3.C.06 SE.3.C.07 SE.3.C.08 SE Level 3 Level 4 Level 4 3. The student will design and present a collage representing personal strengths and coping skills. SE.3.C.06 SE.3.C.07 SE.3.C.08 SE Level 3 Level 4 Level 4 ASSESSMENT DESCRIPTIONS: Assessment of this unit will be completed by a final evaluation of student work, i.e. student card file, prioritizing activity and artistic presentation. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) X Direct X Indirect Experiential X Independent study X Interactive Instruction 1 2 3 See Lessons: 6th Grade Lesson 1: The Hope to Cope: Coping Skills 7th Grade Lesson 2: Lean Mean Coping Machine! 8th Grade Lesson 3: Life…Bring It On! Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 2 3 See Lessons: 6th Grade Lesson 1: The Hope to Cope: Coping Skills 7th Grade Lesson 2: Lean Mean Coping Machine! 8th Grade Lesson 3: Life…Bring It On! X (Ls. 1) X (Ls. 1) X Demonstrations (Ls. 3) X Guided & Shared - listening, viewing, thinking (Ls. 3) Indirect: X (Ls. 1) X (Ls. 2) Experiential: Conducting Experiments Games Storytelling Field Observations Model Building Surveys Independent Study Essays X Reports (Ls. 3) X Learning Activity Packages (Ls. 3) Correspondence Lessons Homework Learning Centers Interactive Instruction Panels X (Ls. 3) X (Ls. 2, 3) Laboratory Groups Tutorial Groups Interviewing
For the sinusoidal source emf, the impedances and their phases are calculated. % Phases [degrees] % INPUT time to calculate phasors tP = 0.75*tMax; nP = find(t > tP,1); phi_vS = rad2deg(angle(vS(nP))); phi_vR = phi_vL = rad2deg(angle(vL(nP))); theta_iS = rad2deg(angle(iS(nP))); if flagV == 4 [iS_Peaks, t_Peaks] = findpeaks(real(iS)); nPeaks = length(t_Peaks)-1; T_Peaks = (t(t_Peaks(end)) - f_Peaks = 1 / T_Peaks; ZR = R; ZL = 1j * w*L; Z = ZR + ZL; Zmag = abs(Z); phi_ZR = rad2deg(angle(ZR)); phi_ZL = rad2deg(angle(ZL)); phi_Z = rad2deg(angle(Z)); end For accurate results the time increment should be chosen so that
X Perseverance X Integrity Problem Solving Courage Compassion Tolerance X Respect X Goal Setting Lesson Measurable Learning Objectives: The student will determine one skill, tool, or person that will separate him or her from risky behaviors. Lesson Formative Assessment (acceptable evidence): Formative assessment relates to the summative assessment for unit (performance outcome for objectives and GLE). Assessment can be question answer, performance activity, etc. Students will discuss risky behaviors and skills, tools or people that will separate them from risky behaviors. Lesson Preparation Essential Questions: How can we stay safe? Where can I find help to stay safe? Engagement (Hook): The facilitator the story EMS Code Blue! Procedures Instructor Procedures/Instructional Strategies: 1. The instructor reads the story EMS Code Blue! and prompts, “What would you do?” Encourage group discussion about what individuals and groups would do in this situation. Instructor then reads My friend Shelbi and again asks students, What would you do? 2. Instructor leads discussion to facilitate an understanding of the need to get help for mental and social problems and shares how students may access resources. 3. Instructor will assist the students in reviewing strategies to maintain personal safety by facilitating role playing of the following scenarios: You are at a party and everyone around you is smoking and drinking. A friend offers you a glass of wine. How do you handle the situation? Student Involvement/Instructional Activities: 1. Students listen to stories and respond with comments or questions. 2. Students discuss seeking physical vs. mental health assistance and why society sometimes views them differently. 3. Students act out the roles provided by the instructor.
events. SE.3.C.12: Exhibit coping skills to manage life-changing events. 2. The student will view and evaluate a presentation on healthy choices and write three related questions or thoughts he/she would like to further explore. SE.3.A.09 SE.3.A.10 SE.3.A.11 SE.3.A.12 SE.3.B.09 SE.3.B.10 SE.3.B.11 SE.3.B 12 SE.3.C.09 SE.3.C.10 SE.3.C.11 SE.3.C.12 SE Level 2 Level 3 Level 4 4 2 Level 3 Level 4 Level 4 2 Level 3 Level 3 Level 4 3. The student will view and evaluate a presentation on the dangers of risky behavior and write three related questions to explore. SE.3.A.09 SE.3.A.10 SE.3.A.11 SE.3.A.12 SE.3.B.09 SE.3.B.10 SE.3.B.11 SE .3.B 12 SE Level 2 Level 3 4 Level 4 Level 2 Level 3 Level 4 Level 4
unsafe/unhealthy statements/scenarios on them (25 items) into a safe paper bag and an unsafe bag. And/or helping place them on the correct part of the chart or poster. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) x Direct x Indirect x Experiential Independent study x Interactive Instruction 1 2 See Lessons: Lesson 1: What is Comfortable and Uncomfortable Touch? Lesson 2: What are Safe and Unsafe Drugs/Medicines/Objects? Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 2 See Lessons: Lesson 1: What is Comfortable and Uncomfortable Touch? Lesson 2: What are Safe and Unsafe Drugs/Medicines/Objects? x (LS.1) x (Ls. 1, 2) Demonstrations x Guided & Shared - listening, viewing, thinking (Ls. 2) Indirect: x (Ls. 2) Experiential: Conducting Experiments x Games (Ls. 2) Storytelling Field Observations Model Building Surveys Independent Study Essays Reports Learning Activity Packages Correspondence Lessons Homework Learning Centers Interactive Instruction Panels x (Ls. 1) x (Ls. 1) Laboratory GrouSE x Ls. 2) Tutorial GrouSE Interviewing Conferencing UNIT RESOURCES: (include internet addresses for linking) Common Core State Standards (CCSS), accessed May 17, 2013, from
Multicultural Competency Identified at least three personal biases. Explained effects of biases in working with client. Described how personal beliefs can be a barrier when working with clients. Listed measures would use to work effectively with this client despite personal beliefs and biases. Identified two personal biases. Explained effects of biases in working with client. Described how personal beliefs can be a barrier when working with clients. Listed two measures would use to work effectively with this client despite personal beliefs and biases. Identified one personal bias. Explained effect of bias in working with client. Described how personal beliefs can be a barrier when working with clients. Listed one measure would use to work effectively with this client despite personal beliefs and biases. Did not identify personal biases. Did not explain effect of biases when working with client. Did not describe how personal beliefs can be a barrier when working with client. Techniques and Outcomes Used techniques from three theories and specified three client outcomes. Used techniques from two theories and specified two client outcomes. Used techniques from one theory and specified one client outcome. No techniques used. No client outcomes specified. Ethical Issues Identified multiple ethical issues that can arise. Identified two possible ethical issues that can arise. Identify one ethical issue that may arise. No ethical issues identified. Clarity and Technique of Writing/APA Writing Style Writing was crisp, clear, and succinct. The use of pronouns, modifiers, parallel construction, etc. were appropriate. All needed citations were included in the report. References matched the citations, and all were encoded in APA format. Writing was clear; unnecessary words were rarely used. Meaning was generally apparent. Paragraph or sentence structure was occasionally repetitive. Citations within the body of the report and a corresponding reference list were presented, but formatting problems were minor. Writing was generally but unnecessary words were occasionally used. Meaning was sometimes hidden. Paragraph or sentence structure was too repetitive. Citations within the body of the report and a corresponding reference list were presented, but some formatting problems existed. It was difficult to understand what the writer was trying to express; writing was convoluted. Misspelled words, incorrect grammar, & improper punctuation were evident. Citations for were not present, or references that were included were not found in the text. Multiple formatting errors. GUIDELINES FOR GIVING FEEDBACK TO PEERS
Ch 17Counseling Latinas/os Ch 18 Counseling Multiracial Individuals 8 Jan 22-28 Ch 19 Counseling Arab Americans and Muslim Americans Ch 20 Counseling Immigrants and Refugees Ch 21 Counseling Jewish Americans Discussion Board 9 Jan 29-Feb 4 Ch 22 Counseling Individuals with Disabilities Ch 23 Counseling LGBT Individuals Ch 24 Counseling Older Adults Discussion Board 10 Feb 5-11 Ch 25 Counseling Individuals Living in Poverty Ch 26 Counseling Women Discussion Board 11 Feb 12-17 Final Exam Final Exam Additional Information:
the student grade appeal process described in the Academic Catalog. Appeals may not be made for advanced placement examinations or course bypass examinations. Appeals limited to the final course grade, which may be upheld, raised, or lowered at any stage of the appeal process. Any recommendation to lower a course grade must be submitted through the Vice President of Academic Affairs to the Faculty Assembly Grade Appeals Committee for review and approval. The Faculty Assembly Grade Appeals Committee may instruct that the course grade be upheld, raised, or lowered to a more proper evaluation. Tentative Schedule: Week 1: November 13 – 19 TBA Week 2: Thanksgiving Break Nov. 27 – December 3 Week 3: Dec. 4 – 10 TBA Week 4: Dec. 11 – 17 TBA Christmas Break: 18 – 31 Week 5: January 1- 7 TBA Week 6: Jan. 8 – 14 TBA Week 7: Jan. 15 – 21 TBA Week 8: Jan. 22 – 28 TBA Week 9: Jan. 29 – February 4 TBA Week 10: Feb. 5 – 11 TBA Week 11: Feb. 12 – 17 TBA Additional Information:
advanced placement examinations or course bypass examinations. Appeals limited to the final course grade, which may be upheld, raised, or lowered at any stage of the appeal process. Any recommendation to lower a course grade must be submitted through the Vice President of Academic Affairs to the Faculty Assembly Grade Appeals Committee for review and approval. The Faculty Assembly Grade Appeals Committee may instruct that the course grade be upheld, raised, or lowered to a more proper evaluation. Tentative Schedule: Week 1: November 13 – 19 TBA Week 2: Thanksgiving Break Nov. 27 – December 3 Week 3: Dec. 4 – 10 TBA Week 4: Dec. 11 – 17 TBA Christmas Break: 18 – 31 Week 5: January 1- 7 TBA Week 6: Jan. 8 – 14 TBA Week 7: Jan. 15 – 21 TBA Week 8: Jan. 22 – 28 TBA Week 9: Jan. 29 – February 4 TBA Week 10: Feb. 5 – 11 TBA Week 11: Feb. 12 – 17 TBA Additional Information:
(1) Natural frequency of oscillation of mass / spring system is In this analogy where b is the damping coefficient of the velocity term in the equation of motion of the mass on a spring. When an object attached to a spring is disturbed, is motion can often be classified as underdamped, critically damped or overdamped. Critical damping provides the quickest approach to zero amplitude for a damped oscillator. With less damping (underdamping) it reaches the zero position more quickly, but oscillates around it. With more damping (overdamping), the approach to zero is slower. For our series RCL circuit, the damping is determined by the value of the resistance. The critical damping resistance is given by When the system is underdamped and when the system is overdamped. When there is underdamping , the system vibrates at its natural frequency until the oscillations die away. Any sudden changes in
G.PULLAIAH COLLEGE OF ENGINEERING &TECHNOLOGY (Accredited by NAAC with ‘A’ Grade of UGC, Approved by AICTE, New Delhi & Permanently Affiliated to JNTUA, Ananthapuramu) (Recognized by UGC under 2(f) & 12(B) & ISO 9001: 2008 Certified Institution) (IV B.Tech I Semester (R13) II-MID Descriptive Examination Nov 2017) CRYPTOGRAPHY AND NETWORK SECURITY(13A05702) BRANCH: COMPUTER SCIENCE AND ENGINEERING TIME: 90 MINUTES MAX MARKS: 30 Date:8/11/2017 PART-I (2*5=10 M) Q.NO Questions Marks Unit CO Cognitive Level 1 a) Define Web Security. 2 M III C418.3 Remember b) Point out IP Security services? 2 M IV C418.4 Analyze c) What is encapsulating security payload? 2 M V C418.5 Remember d) Summarize the applications of Firewalls? 2 M V C418.6 Understand e) Define Worms. 2 M V C418.5 Remember PART-II(3*10=30 M) 2 a) What is PGP? Explain briefly about its working principle. 5 M IV C418.4 Remember b) List and explain the various approaches for Digital Signature? 5 M III C418.3 Remember OR 3 a) Write the general format of PGP Message. 5 M V C418.5 Remember b) Outline the properties of Digital Signature? 5 M V C418.5 Understand 4 a) Explain the different approaches for Symmetric Key Distribution using Symmetric encryption. 5 M III C418.3 Understand b) Summarize the advantages and disadvantages of Application Level Gateway? 5 M V C418.5 Understand OR 5 a) Classify the different types of Firewall techniques. 5 M V C418.6 Analyze b) Describe the PGP Services. 5 M IV C418.4 Understand
General Education Core (If selected, core discipline area will be identified in Section 4.) General Education (If selected, you must also complete Section 4, Section 5, and Section 8) SECTION 2b TYPE OF COURSE (Place an “X” in the box next to those that are applicable.) A.A. Elective A.S. Required Course A.S. Professional Elective A.A.S. Required Course A.A.S. Professional Elective Technical Certificate PSAV/Clock Hour/Workforce Development Education Apprenticeship X Upper Division/Bachelors Other: If selected, use this space to title “other” option. SECTION 3 INTELLECTUAL COMPETENCIES (Place an “X” in the box next to those that are applicable.) X Reading X Speaking X Critical Analysis Qualitative Skills Scientific Method of Inquiry X Writing X Listening Information Literacy Ethical Judgement X Working Collaboratively SECTION 4 (To be completed for General Education courses only.) GENERAL EDUCATION DISCIPLINE AREA (Place an “X” in the box next to those that are applicable.) Communications Humanities Mathematics Social and Behavioral Sciences Natural Sciences SECTION 5 (To be completed for General Education courses only.) GENERAL EDUCATION LEARNING OUTCOME AREA (Place an “X” in the box next to those that are applicable.) Communication Critical Thinking Information Literacy Scientific and Quantitative Reasoning Global Sociocultural Responsibility SECTION 6 LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Design, implement, and configure an advanced converged network. Program Case study, written test, or hands-on test Maintain, troubleshoot and manage an advanced converged network. Program Case study or written test SECTION 6 (Continued) LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Implement, configure, and troubleshoot a multi-site converged network topology that includes special support features such as voice over wireless and/or QoS. Course Case study, written test, or hands-on test
Telephone: 03 6344 8244 Fax: 03 6334 7020 Telephone: 03 9819 7200 Fax: 03 9819 7300 Telephone: 1300 782 896 Fax: 1300 778 718 Nowell Nursing Service Telephone: 0409 236 244 Fax:03 6424 9403 Telephone: 03 6478 6122 Fax: 03 6421 7703 (Hobart District Nursing Service Pty Ltd) Telephone: 03 6208 0500 Fax: 03 6273 3002 Kentish (RDNS HomeCare Limited) Telephone: 03 6212 5900 Fax: 03 6231 2525 Telephone: 03 9819 7200 Fax: 03 9819 7300 Telephone: 1300 782 896 Fax: 1300 778 718 Telephone: 03 6478 6122 Fax: 03 6421 7703 (Hobart District Nursing Service Pty Ltd) Telephone: 03 6208 0500 Fax: 03 6273 3002 King Island Tasmanian Health Services Telephone: 03 6462 9900 Fax: 03 6462 9999 Latrobe (Latrobe Community Health Service) Telephone: 03 5136 5444 Fax: 02 5736 5449 (RDNS HomeCare Limited) Telephone: 03 6212 5900 Fax: 03 6231 2525 Telephone: 03 6344 8244 Fax: 03 6334 7020 Telephone: 03 98197200 Fax: 03 98197300 Telephone: 1300 782 896 Fax: 1300 778 718 Nowell Nursing Service Telephone: 0409 236 244 Fax:03 6424 9403 Telephone: 03 6478 6122 Fax: 03 6421 7703 (Hobart District Nursing Service Pty Ltd) Telephone: 03 6208 0500 Fax: 03 6273 3002
V. Co-Morbidities Condition Diagnosed date Medication (Generic + Brand Name + dosage and route) Medication Start Date (dd/mm/yyyy) Medication Stop Date Status (Stable, Currently in Exacerbation, etc.) VI. HsCRP DETERMINATION TIMING Date of Extraction Resullt Pre-supplementation Post-supplementation VII. HgbA1c DETERMINATION
Chegg Matrix Article # 4428 Student Scenario Chegg Process MGH Process Student's code not accepted on website, trouble registering with it. 1. Walk through basic troubleshooting steps 2. If unable to register – Refer to MGH 1. CXG front-line agent issues 1 code with required information Student didn't receive code online 1. Verify code in CSR or refer student to Account page 2. Walk them through registering their code 3. if unable to register walk though basic troubleshooting steps 4. If unable to register – Refer to MGH 1. Cold Transfer to Chegg Student dropped course and wants to reuse code (hasn't consumed code) 1. Educate student that the code doesn't "activate" until they register it so they can just hold on to until they retake the course and activate then. 1. Educate student that the code doesn't "activate" until they register it so they can just hold on to until they retake the course and activate then. Student dropped course and wants to reuse code (consumed code but dropped class - so will expire before 1. Cancel the Access code (triggers an automatic refund) 1. Cold Transfer to Chegg
Call Drivers, Case Examples & Articles #’s Call Drivers Articles Case # Examples "How To" Issues 1465020 Registration Code Issues Registration not valid or different issue with code 2161 1481765 Account (School) Issues 1481404 Incorrect Credentials Could be a regular us/pw issue or related to article 2304 1471536 Refund (eCommerce) Issues Should contact customer service (877-833-5524) 1464748 Private Offers for Connect Article # 2404 Website Issues Should refer to info received from instructor 1529009 CNT: Free Trial Article # 2359 CNT: Self Study Self Study Questions & Article #'s 1. Why am I unable to register for Self Study - 000001857 2. Student registered to Self Study and now when they login, a message appears stating that they aren't enrolled in any section - 000002198 3. If I register for Self Study, will I still be able to join my instructor's course later on? - 000001855 4. Why did my Self Study section disappear when I registered for my instructor's course? - 000001856
Christopher Newport University Six-Year Plan 2016 – 2022 October 2015 CHRISTOPHER NEWPORT UNIVERSITY SIX-YEAR ACADEMIC AND FINANCIAL PLAN 2016 – 2022 Part II ___________________________________________________________________________ Institutional Vision and Mission Vision Statement
2019 Strategic Ports Conference Call for Abstracts Company/Organization: Name: Title: Email: Abstract Category: National Strategic Ports Review Commercial Trends Challenges in the Worldwide Shipping Industry Challenges’ Impact On U.S. Ports Operationalizing Strategic Seaports as a Key Military Readiness Lever Relationships Between Major Commercial Shippers And Ports Current Trends and Issues Other Proposed Format: Panel Interactive Focus Group Solo Presenter Anticipated Speakers: Three key takeaways attendees should expect from the session: Abstract Synopsis:
CNU Alternative Lesson Plan Format: Elementary Student Teacher Name Daily Objectives (all subjects): 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. SOL Correlation for Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Morning Routines: Reading Activities: Evaluation: Math Activities: Evaluation: Social Studies/Science (circle one) Activities: Evaluation: Other Subject(s) Activities: ____________________________________ Evaluation: Practice/Remediation/Extension/Homework: Differentiation: Reflection on Lesson:
Chair: Ignacio de Ribera-Martin, CUA Charlene Elsby. Purdue Fort Wayne. . “Aristotle’s Theory of Immortality in the Eudemus.” Victor Saenz. Rice University. . “Aristotle on Appetite: Desiring and Transcending Life.” Herbert Hartmann. Catholic University of America. . “Aristotle on Self-Love and the Unity of Human Nature (EN 7, 9)” 1E. Law and Justice in Plato and Aristotle Chair: Sean Costello. University of Oxford. Daniel Maher. Assumption College. . “What Law Wishes to Be (Plato Minos and Laws)” Jeffrey Arcand. University of Western Ontario. . “Bios Politikos.” John Mulhern. University of Pennsylvania. . “Aristotle’s τέταρτον δὲ εἶδος δημοκρατίας (Pol. 1292b41-1293a10): History and Analysis.” 1F. Aristotle: Exploratory Topics Chair: Takashi Oki. Nagoya University. . “Aristotle on Deliberation and Necessitarianism (Int 9) Samuel University of South Alabama. . “How Would Aristotle Have Interpreted the Hippocratic Oath?” Ian McCready-Flora. University of Virgina. . “Aristotle’s Persuaded Animal (Pistis)” 1G. Philosophy in Late Antiquity Chair: Dana Miller. Fordham. . “Is Consciousness Multisensory or Unisensory? Alexander of Aphrodisias and Plotinus on the Debate.” Eric Steinhart. William Paterson University. . “Transhumanism as Theurgy.” Stephen Kershner. Austin Peay State University. . “Grieving Philosophically in Statius’ Consolation Poems” 11:30-1: Session 2: 1-3: 2A. Early Greek Poets and Philosophers Chair: Eve Browning. University of Texas San Antonio. . “Hesiod and the Ethics of Work” Anthony Binghamton University. . “Food in Three Early Greek Philosophers.” Robert Mayhew. Seton Hall University. . “Aristotle on Helios’ ‘Omniscience’ in Iliad 3 and Odyssey 12” 2B. Lee Franklin Panel: “A Twofold Experiment in Undergraduate Study of Plato” Chair: Lee Franklin. Franklin & Marshall College Priyanka Patil. . Esmeralda Rodriguez. . 2C. Plato Republic, session 1 Chair:
Is this causing the client any problems? Do they have a desire to stop? (yes to all generate referral) (Free Text) How many units of alcohol a week?............................................... (trigger Bromley assessment) Is this causing the client any problems? Do they have a desire to stop? (yes to all generate referral) (Free Text) Smoking Status: Never / Ex-Smoker / Current: <10 a day / 10-19 a day / >20 a day Physical Is the patient immobile? YES NO Please tick the correct response If YES, Waterlow Score:……………… Has the patient had any problems with their eyes recently? YES NO (Document details and incorporate in care plan) (Free Text) Does the patient require any aids for hearing, sight, mobility, eating or other? YES NO (Document details and incorporate in care plan) (Free Text) Has the patient had any problems with their teeth recently? YES NO (Document details and incorporate in care plan) (Free Text) Does the patient have any problems passing urine or with their bowel movements? YES NO (Document details and incorporate in care plan) (Free Text) Does the patient have any Sexual Health problems or concerns? YES NO
6 Hillingdon Site (Hawthorne Intermediate Care Unit, Riverside, Woodlands & Colham Green) Pield Heath Road Uxbridge Inpatient mental health services (including rehabilitation); Rehabilitation Service Treatment of disease, disorder or injury Assessment or medical treatment for people detained under the Mental Health Act 1983 Diagnostic and screening procedures
Diagnostic and screening procedures 13 Roxbourne Complex 39-41 Rayners Lane Harrow HA2 0UE Inpatient mental health services Mental health People detained under the Mental Health Act Treatment of disease, disorder or injury Assessment or medical treatment for people detained under the Mental Health Act 1983
15 Kingswood Centre Honeypot Lane Kingsbury London NW9 9QY Inpatient services for people with learning disabilities Inpatient mental health services (Rehab) Learning disabilities or autistic spectrum disorder Mental health People detained under the Mental Health Act Treatment of disease, disorder or injury Assessment or medical treatment for people detained the Mental Health Act 1983 Diagnostic and screening procedures
with mental health needs 22 Cherrywood Gregories Drive Wavendon Gate Milton Keynes Hospital services for people with mental health needs, learning Adults Learning disabilities or autistic spectrum disorder Mental health People detained under the Mental Health Act Treatment of disease, disorder or injury Assessment of medical treatment for persons detained the Mental Health Act 1983
Reason for Referral/ Current Assessment of Needs: Relevant Past Medical History and Psychiatric History: Current Medication: Insight Does the patient consent to referral? Has the patient been told diagnosis? Is the carer aware of the patient’s diagnosis? Does the patient discuss the illness freely? Does the patient have a supportive care document (S.C.D) or registered with my care (CMC)? Does the patient live alone? Preferred place of care : The patient is currently at home , hospital nursing home Date of discharge (if known): Yes No Yes No Yes No Yes No Yes No Any additional comments/ further information (include any lone worker issues):
Clinics in : Mon – Fri: 8.45am – 4.45pm (Closed for lunch 12.30pm – 1pm) Oakridge Dental Clinic Oakridge Health Centre Bucks HP11 2QR 0844 225 2406 Amersham Dental Clinic Amersham Health Centre Amersham Bucks HP6 5AY 01494 434605 Part time clinic Marlow Dental Clinic Marlow Health Centre Glade Road Marlow Bucks SL7 1DJ 471348 Part time clinic Out of Hours care If you need urgent dental treatment between the hours of: Mon – Fri: 6.30pm – 9.30pm Sat/Sun/Bank Hols: 9am – 5pm You can telephone NHS Direct on 111
DAY SESSION VENUE TIME HEALTH VISITING TEAM CONTACT Monday 3rd of the month Young Baby Drop In Seedlings Children’s Centre Singleton Grange Farm MK8 0PZ 01908 503736 07940005847 1-2.45pm Hilltop Medical Centre - 564428 Monday Young Baby Drop In Practice MK Village Practice – 237457 Monday Young Baby Drop In Pebbles Children’s Centre , Fishermead 1.30-3.15pm Fishermead Team – based at Pebbles Children’s Centre – 690739 Monday Health Advice Drop In Saplings Children’s Centre, , Queensway 9.30-10.30am Red House Surgery - 365501 DAY SESSION VENUE TIME HEALTH VISITING TEAM CONTACT Tuesday Baby Drop In Daisy Chain Children’s Centre, 9.30-11.15am Parkside Medical Centre - 379371 Tuesday Baby Drop In Hedgerows Children’s Centre Netherfield Ashfield Medical Centre - 302965 Tuesday Young Baby Drop In Olney Centre Surgery, Olney 01234 713911 Tuesday Start 8.10.13 then 2nd Tues in mth Young Baby Drop In Two Mile Ash Community Centre The High Street, MK8 8LH 3.15-4.30 Hilltops Medical Centre - 564428 Tuesday (1st & 3rd Tues of mth) Young Baby Drop In (With effect from September 2013) Hummingbirds Children’s Centre, Shackerstone Close. Milton Road, Broughton, MK10 9LS 9.30-10.30am MK Village Practice - 237457 Tuesday 1st & 3rd Young Baby Drop In Rainbow Children’s Centre 9.30-11.15am Medical Centre
Base Year <Performance_Start_Date> <Performance_End_Date_Base_Period> 1 2 3 n [Note: This table is for illustration purposes only. Connections II ends January 2021. An order placed before January 19, 2021 can remain active up to January 2026, if so planned. The Agency has the option to add or remove years in order to complete the [Project Name].] 1.6 Hours of Operations The offeror shall comply with the geographic requirements specified in this solicitation to provide support. The Place of Performance will be specified in Attachment B – Support Locations. 1.7 Local Codes, Licensing, and Permit Requirements In the performance of this task order, the offeror agrees to abide by all laws, codes, rules and regulations set forth with regard to the equipment by municipal or State authorities having jurisdiction in effect on the date of this task order. The offeror shall be responsible for obtaining all local licenses and permits. This section applies to all tasks associated with this task order. 1.8 Security Requirements Please specify if this project is “Classified” or “Unclassified.” If “Classified,” specify to what level. All documentation (i.e., DD 254) required for security certification will be the responsibility of the offeror and the client organization. n
workaround: right-click on the embedded attachment (instead of double-clicking) and then select “Document Object” and then use “Open” (instead of “Convert”) from the pop-up menu. Attachment A – Project Management Plan Attachment B – Support Locations Attachment C – Pricing Requirements Attachment D – Pricing Template Attachment E – Equipment, Support and Warranty Inventory Attachment F – Past Performance Worksheet Attachment G – Task Order Deliverables Attachment H – Installation and Design Package and Government Furnished Property
Additional Foundation Information 2018 Rising Nurse Researcher Award 2018 EBP Award Packets available on CNY website, forward to members Gina, Chris Next Meeting (s) Next board meeting: November 8 at 4 PM (all members are welcome) Next membership meeting: December 13th at 4PM. Speaker needed Location TBD Maria MacPherson agreed to present; she will send title to Cathy for flyer Gina to reserve room at LeMoyne Cathy Maria, Cathy Gina Meeting adjourned 4:55 PM Respectfully submitted, October 19, 2017 Christine Aris MS, NNP-BC Secretary CNY N-CARE
CNYang (Materials Engineering) - IA Option Course Code and Type ( i.e. Core/ Core Elective/ GER core/ GER elective/ Unrestricted elective) No of Hours Per Week AU Pre-requisite/ Co-Requisite^/ Remarks Lec Tut Lab YEAR 1 SEMESTER 1 CY1001 Introductory Biology Core 2 2 0 4 4 CY1101 Principles of Modern Chemistry Core 3 1 0 4 4 CY1201 Calculus of One Variable Core 3 1 0.5 4.5 4 CY1301 Mechanics Core 3 1 0 4 4 CY1102 Fundamental Techniques of Experimental Chemistry and Biological Chemistry Core Elective 6 6 3 HW0110 Effective Communication GER Core 0 2 0 2 2 TOTAL 11 7 6.5 24.5 21 YEAR 1 SEMESTER 2 CY1202 Calculus of Several Variables Core 3 1 0.5 4.5 4 CY1302 Electromagnetism and Relativity Core 3 1 0 4 4 CY1400 CN Yang Scholars Programme Undergraduate Research Experience Core Elective 9 9 3 MS1014 Materials Chemistry II Core 2 1 0 3 3 MS1015 Materials Science Core 2 1 0 3 3 MS1016 Thermodynamics of Materials Core 2 1 0 3 3 MS1015^ FE1008 Computing Core 2 0 2 3 3 TOTAL 14 5 11.5 29.5 23 YEAR 2 SEMESTER 1 CY1303 and Quantum Mechanics Core 3 1 0 4 4 CY1203 Linear Algebra and Differential Equations Core 3 1 0.5 4.5 4 MS2016 Phase Transformation and Kinetics Core 2 1 0 3 3 MS1016^ MS2018 Electronic & Magnetic Properties of Materials Core 2 1 0 3 3 MS1012^ MS2082 Laboratory IIB Core 0 0 3 3 1 MS0001 Environmental Sustainability & Materials GER Core 2 1 0 3 3 MS1013, MS1015 TOTAL 12 5 3.5 20.5 18 YEAR 2 SEMESTER 2 MS2012 Introduction to Manufacturing Processes Core 2 1 0 3 3 MS2013 Polymers and Composites Core 2 1 0 3 3 MS1014^ MS2014 Materials Structure and Defects Core 2 1 0 3 3 MS1015^ MS2015 Mechanical Behaviour of Materials Core 2 1 0 3 3
STAGE 3 Semester 1 Semester 2 Year 5 Year 5 Camp State Parliament? HT3-1, HT3-2, HT3-5 Colonies Federation Britain to Australia Convicts Australian ID (gold, Eureka) H093, H094, H 095 GE3-1, GE3-2, GE3-3, GE3-4 G028 Spatial dispersion, climate, landforms, bushfires. Global connections back then and now with England & China significant = gold rush G034, G035 HT3-1, HT3-2, HT3-5 Australian ID (rail, farming) Migration & contribution of groups of individuals H095, 096 , 097 GE3-1, GE3-2, GE3-3, GE3-4 Changing environment Clearing 026, 027 Aboriginal use of land 031, 032 Asia – growth of Asia (stand alone with literature) Year 6 Canberra HT3-3, HT3-4, HT3-5 Federation present Key figures Government (local, State, Fed) Experiences – rights H113, H114 GE3-1, GE3-2, GE3-3, GE3-4 Government – How people influence places local planning G029 G030 - bushfires HT3-3, HT3-4, HT3-5 Migrant stories (post fed) Contribution of groups post-federation. ATSI (multicultural) H115 H116 GE3-1, GE3-2, GE3-3, GE3-4 Cultural diversity Media influences Stereotypes White Australia G036 Worlds cultural diversity G033
‘Letterhead of Belgian company EMBASSY OF CHINA Brussels - Belgium Dear Sir, Madam, We hereby declare that Mr./Mrs. ………………………………(surname, name traveler) is employed by our company……………………………………………………… as ………………………………………………………………………… and will be travelling to …………………………………… (place) in China from…………………… until…………..(date specified in the invitation).Mr./Mrs (surname, name traveler) …………………………..will represent our company for………………………………………………… (reason of visit) and will be visiting the company ……………………………………………………………. (name company, name contact + telephone number + address of the company in China) We will provide him/her with a return ticket and take all responsibility and expenses during this trip. Please grant Mr./Mrs. ………………………………….. (surname, name traveler) a (single/double/multiple) entry visa valid for ……………………………………………………. (duration in days/months/years). Passport details: Full name in passport:………………………………………….. passport number:………………………………………….. valid from - until: :………………………………………….. Details Belgian company: Name : …………………………………………………….. Address : …………………………………………………. Business activities : …………………………………. Yours sincerely, Signed by, Stamp (name + function)
16:00 – 16:15 Coffee and tea break 16:15 – 19:00 In plenary: Graphical presentation of the mapping results done by VSF and WAMIP via video projector, country by country and validation of the results by all the participants based on their group work - new organizations and communities will be added to the mapping results (max. 10 min per country + 5 min break) Friday 15th January PART III: Key issues for pastoralism in North Africa and West Asia and policy recommendations Goal: identifying challenges and opportunities on pastoralism and giving recommendations to policy makers 8:00 – 8:45 Breakfast 9:00 – 10:15 In plenary:
Saturday, 16th Jan The objective of the regional consultation is to understand the perceptions of pastoral and livestock breeders organizations on policies, programs and investments (national, regional, international) and of provide guidance for strengthening partnerships between pastoralists and livestock breeders organizations and IFAD supported programs in the region. Discussions will focus on the organization and recommendations for FAFO Special Session 12th February 2016 and future IFAD partnerships with pastoralists’ and livestock breeders' organizations of the region. The consultation will also also discuss participants for main Farmers Forum session (15th and 16th February 2016). The participation to the regional consultation is for pastoralists’ and livestock breeders' organizations, VSF and IFAD partners 9.00 – 10.30 In plenary: