zilongwang/ReadingBank huggingface dataset:
Analysis (ability to see parts and relationships) Analyze, categorize, compare/contrast, debate, diagnose. similarities Give reasons for motives Create a questionnaire Analyze outcomes Synthesis (show justification and come up with of info to create original whole) Create, revise, predict, formulate, predict, combine, suggest. What are possible solutions…? Suggest how info is useful to day. How does information change things…? Evaluation (judgment on criteria) Conclude, discuss, assess, debate, defend, give opinion, justify, prioritize, select Is there a better solution to….? Defend information. How effective is the information? What do you think about….? Power Point Presentation Rubric Crria Advanced Proficient Basic Below Basic Introductory slide Background enhances text, title, name, graphics make this an opener to the presentation. Background suits text, title, name, graphics are included and slide is complete. Background does not suit text, title is included. Introductory is omitted.
Text-Font Choice and Formatting Font formats (color, bold, italic) have been carefully planned to enhance readability and content. Font formats have been carefully planned to enhance readability. Font formatting has been carefully planned to complement the content. It may be a bit hard to read. Font formatting makes it very difficult to read the material. Content – Accuracy All content throughout the presentation is accurate. There are 4 facts per slide. There are no factual errors. There are 3 facts per slide. Most of the content is accurate. There are 2 facts per slide, but one piece of information is clearly flawed, or inaccurate. Content is typically confusing or contains more than one factual error. It is difficult to understand. Effectiveness Project includes all material needed to gain a clear understanding of the core principal chosen. 11 slides Project includes most material needed to gain a clear understanding of the core principal chosen. 10 slides Project is missing more than key elements. 9 slides Project is lacking several key elements and has inaccuracies. 8 or fewer slides Use of Graphics All graphics on 11 slides are charged (size and color) and support the theme/content of the presentation. A few graphics on 10 slides are charged but all support the theme/content of the presentation. All graphics on 9 are attractive but a few do not seem to support the or content of the presentation. All 8 slides are void of graphics and detract from the content of the presentation. Point Presentation Rubric Spelling Presentation has no misspelling or grammatical errors. Presentation has 1-2 misspellings, but no grammatical errors. Presentation has 1-2 grammatical errors but no misspellings. Presentation has more than 2 grammatical and/or spelling errors. Presentation Student presented the material with confidence, with clear Student presented material but could have been more confident, words generally Student had many difficulties presenting materials. Soft voice, words Student was unable to complete the
YEAR 3 Beginning in year three, year two objectives and milestones will carryover (adjusting dates accordingly) while adding the objective of energizing and or revitalizing the council and district committee’s Membership Chair and their subcommittees to cement the revived culture of accurate and on time recharter within the council. The council Membership Committee is to support district charter renewal efforts and the Council Commissioner’s staff in preparation and execution of the recharter process. The districts Membership Committee will work to organize their districts efforts and ensure their members are trained in the charter renewal process, and to support their district’s commissioning staff in unit engagement toward charter renewal. FOLLOW-ON YEARS Beyond year all objectives and milestones should mirror those of year three. Some adjustments and modifications will be necessary over time, especially when council and or the BSA make changes to the registration and chartering process. What Constitutes a Proper Charter Submission by a Unit A charter renewal package can only be properly submitted for processing after a Commissioner, or approved representative, reviews it and signs it off following a detailed checklist and assuming no discrepancies or errors are found. The following key areas will be evaluated: Properly signed Charter Agreement (Goldenrod) Properly signed Charter Renewal Application; signed by IH & Unit Leader Properly signed & completed Adult Applications Crews & Ships: Venturing participants 18 or older must use an Adult Application Properly signed & completed Youth Applications Unit has at least 5 uniquely paid youth Unit registers required number and type of leaders Adults 100% Youth Protection trained, not expiring before 31 Dec of the chartering year Recharter Fees (matches amount listed on Recharter Application) SUMMARY The most significant way to achieve positive results within the council recharter process is through direct engagement with unit leaders. By meeting with leaders to review their status, provide answers to their questions, and guide them in the process, commissioners become the driving force to realize on time and accurate completion. When the entire council volunteer force works together to achieve a rapid and complete recharter effort, the biggest winners are the Scouts by freeing up time, resources, and energy to be better focused on their Scouting program.
I/M READINESS I/M Readiness I/M Readiness is a useful function used to check if all monitors are PASS, FAIL or N/A. The vehicle’s computer performs tests on the emission system during normal driving conditions. After a specific amount of drive time (each monitor has specific driving conditions and time required), the computer’s monitors decide if the vehicles emission system is working correctly. When the monitor’s status is: ● PASS - vehicle was driven enough to complete the monitor. ● FAIL - vehicle was not driven enough to complete the monitor. ● N/A - vehicle does not support that monitor. Below is an example: There are two ways to retrieve I/M Readiness Status data: ● One-click I/M readiness key ● Typical way: select I/M Readiness from Diagnostic Menu NOTE: ● To review I/M Readiness status, make sure that the ignition key is switched to ON with the engine off. ● Not all monitors are supported by all vehicles.
Sl No Article details Impact factor Citations Google Scholar SCOPUS 1 Varsha Srivastava, Y.C. Sharma, Mika Sillanpää, Green synthesis of magnesium oxide nanoflower and its application for the removal of divalent metallic species from synthetic wastewater Ceramics International 41, 5,6702-6709(2015). 0 0 2 , ,, , , ,Synthesis of biodiesel from Jatropha curcas oil using waste eggshell and study of its fuel properties, , 5,78, 63596-63604(2015). 3 ,,,, Removal of an azo dye (Orange G) from aqueous solution using modified sawdust, , 5, 235-243(2015). 4 , , , , Study of biodiesel blends on emission and performance characterization of a variable compression ratio engine, , 29, 4393-4398 (2015) 5 , , ,Application of nano-magnesso ferrite (n-MgFe2O4) for the removal of Co2+ ions from synthetic wastewater: Kinetic, equilibrium and thermodynamic studies, RSC Advances, 338, 6 , ,, Synthesis of a novel adsorbent, hydrous bismuth oxide (HBO2) for the removal of fluoride from aqueous solutions, , 55,604-614(2015) 7 , , , Critical Review on the Toxicity of Some Widely Used Engineered Nanoparticles , 54, 6209-6233 (2015) 8 , , , Response surface methodological approach for the optimization of adsorption process in the removal of Cr(VI) ions by Cu2(OH)2CO3 nanoparticles, ,326,257-270(2015).
Productivity and Technical Change Studies Program. National Bureau of Economic Research, Cambridge, MA. HONORS, AWARDS, AND FELLOWSHIPS 2007 Ranked #2 in the World for Academic Research on University Entrepreneurship (Based on Publications for the Period, 1981–2005, see ) 2003 Ranked in the Top 1% of Academic Economists Worldwide (#760) (Based on Publications for the Period 1990-2000) European Economic Association Publication-“Revealed Performances” (see ) 2009 Carlton Whitehead Distinguished Lecturer Rawls College of Business Texas Tech University 2007-2010 Visiting Professor-Project IRIS (Italian Research on Innovation Systems) University of Bologna 2008-present Senior Research Fellow Jerusalem Institute for Market Studies 2002-present Visiting Professor International Centre for Corporate Social Responsibility University of Nottingham 2000-2002 Research Fellow Leverhulme Centre for Research on Globalisation and Economic Policy University of Nottingham 1998 Award for Outstanding Research Contribution The Center for Investment Research Social Investment Forum 2006 Best Paper Award-Third Prize Journal of Management Studies 1996-1997 Faculty Award of Achievement in Research Arizona State University West (1 award for entire campus) 1996 Best Paper Award Research Methods Division Academy of Management 1989-1994 Faculty Research Fellow Productivity and Technical Change Studies Program. National Bureau of Economic Research, Cambridge, MA. 1991-1992 Senior Research Fellow ASA/NSF/BLS Research Program U.S. Bureau of Labor Statistics, Washington, D.C.
Introduction To assist CVEB Co-Chairs in identifying and recruiting external community leaders to be members of the board, this document outlines several suggested sources, including Veteran service providers, advocacy groups, and public service organizations. Please note that this document and the potential sources contained within are not intended to be either exhaustive or exclusive and should serve as a tool for Co-Chairs. Potential Board Member Sources Veteran Service Organizations (VSOs) Military Service Organizations (MSOs) Benefits Providers Homelessness services Transition support services Spousal support groups Educational Service Providers/ Organizations Local colleges/ universities Student Veteran organizations Employment Service Providers Job training programs Employment service providers Job placement programs Small business services Career Centers Financial Service Providers Banks or loan providers Financial advisors Healthcare Providers Medical treatment facilities (hospitals, outpatient clinics, pharmacies) Disability support services Mental health counseling services Substance abuse counseling services Trauma and PTSD services Housing Services Housing advocacy groups Housing identification and placement services Home accessibility services Mortgage providers Legal Services Veterans treatment courts
9/12/08 9 Traffic Flow – Queueing 2.4, 3.3, 3.4 9/15/08 10 Capacity and Level of Service - Freeways 3.2 & 2.5 9/17/08 11 Capacity and Level of Service - Freeways 3.2 & 2.5 9/19/08 12 Transportation Planning – The 4 Step Model 4.1 – 4.3 9/22/08 13 Transportation Planning – The 4 Step Model 4.1 – 4.3 9/24/08 14 Transportation Planning – The 4 Step Model 4.4 & 4.5 9/26/08 15 Highway Design - Earthwork 7.1 9/29/08 16 Highway Design – Stopping 6.3 & 7.2 10/1/08 17 Highway Design – Stopping 6.3 & 7.2 10/3/08 18 Highway Design – Horizontal and Vertical Alignment 7.1 & 7.2 10/6/08 19 EXAM # 1 – In class – 20% of course grade Classes 1 through 14 10/8/08 20 Highway Design – Horizontal and Vertical Alignment 7.1 & 7.2 10/10/08 21 Highway Design – Horizontal and Vertical Alignment 7.3 10/13/08 22 Highway Design – Horizontal and Vertical Alignment 7.3 10/15/08 23 Highway Design – Horizontal and Vertical Alignment 7.3 10/17/08 24 Pavement Design 9.1 – 9.5 10/20/08 25 Pavement Design 9.1 – 9.5 10/22/08 26 Pavement Design 9.1 – 9.5 10/24/08 27 Intersection Design and Signal Timing 8.1 – 8.3 10/27/08 28 Intersection Design and Signal Timing 8.1 – 8.3 10/29/08 29 Intersection Design and Signal Timing 8.1 – 8.3 10/31/08 30 EXAM # 2 – In class – 20% of course grade Classes 15 through 25
sustainability; manufacturability; ethical; health and safety; social; and political. Outcomes Addressed: Ability to apply knowledge of basic mathematics, science, and engineering Ability to design a civil engineering system to meet desired needs Ability to formulate and solve civil engineering problems Topics Covered: Note: this list is tentative. Date Class Topic Guest Lecture Labs 8/29/11 1 Course Introduction 8/31/11 2 Urban Development Theories Hotelling’s Ribbon Community / Von Thunen / Other Urban Forms / Sprawl 9/5/11 3 Comprehensive Planning Overview (video) History of Planning Zoning 9/7/11 4 Changes in Land Use – Market Forecasts, Population Changes Student Present. 9/12/11 5 Transportation Planning – Trip Generation – Productions. Discussion of counts/safety. 9/14/11 6 Transportation Planning – Trip Generation – In-field vehicle counts. Lab # 1 9/15/11 6 pm – College Station Council Chambers, 1101 Texas Avenue (across from New Main) P&Z Committee 9/19/11 7 Comprehensive Planning Overview Zoning Scott Shafer 9/21/11 8 Transportation Planning – Trip Generation – Productions – TransCAD Lab # 2 9/26/11 9 Field Trip – Carters Creek Waste Water Treatment Facility, 8 to 10 am, end of N Forest Drive David Coleman 9/28/11 10 Transportation Planning – Trip Generation – Productions – TransCAD Lab # 2 10/3/11 11 Environmental Planning 10/5/11 12 Transportation Planning – Trip Generation – Attractions & Balancing - TransCAD Lab # 3 10/10/11 13 Transportation Planning – Trip Distribution 10/12/11 14 Impact Analysis & HCS
management software) European Union FP7 programme Grid Computing (Brussels) October, 2007 Evaluation of applications for project financing Oracle9i, Oracle10g SQL and DBA training IQSoft John Brice Education Center 2005-2006 Course teacher Microsoft .NET based system (LMS) SUPRA Ltd. 2004 Installation, maintenance, testing, debugging, designing further developments Intranet, Internet, Mail server, Active Directory, Firewall settings for Microsoft SBS2000 server SUPRA Ltd. 2004 Sytem administrator Oracle installations on SUN HA Cluster TDC Ltd. 2003 System administrator
Internet information system for stock exchange TDC Ltd. 2001-2003 System integrator Introducing and applying Rational Unified Process (RUP) in the software development process of TDC Ltd. and for its Help Desk TDC Ltd. 2001-2003 Project leader, consultant Developing an object oriented distributed stock exchange trading system for brokerages based on Oracle database: integrated Front office, Back office. SUPRA Ltd., TDC Ltd. 1997- 2003 Project leader Program designer, developer System administrator Developing an integrated foreign exchange trading system SUPRA Ltd., OTP Bank 1997-2002 Project leader Program designer, developer System administrator System maintenance, support
Taking part in an international research and development collaboration project, named CICERO CERN, Geneva, SUPRA Ltd. 1994-1997 HP UNIX system administration Technical coordination Evaluation of tools Software development Professional knowledge CAT programs: Trados 2014, Wordfast, Passolo, Idiom Databases: design, application development, Oracle, SQL szerver, MySQL Technologies: J2EE, Microsft .NET, ORACLE PORTAL, Microsoft SharePoint, CORBA, WEB-service, SOA, web servers, application servers, CMS systems, e-Learning systems, mobile applications IT security: Microsoft ISA Server, Symantec products, firewalls, CISA certification Programming languages, frameworks: PL/1, JAVA, C++, Visual C++, C#, PHP, JavaScript, Oracle Forms, Reports, Oracle Designer, Oracle Jdeveloper, Sun Java Studio, Eclipse ERP systems: SAP R/3 Basis System, ABAP programming Foreign languages Hungarian: native English: fluent, active use, medium degree exam French: passive use, high degree exam
Member of the former “Centro Interdipartimentale di Studi sull’Utopia”, now “Centro Studi sull’Utopia”, Department of Modern Languages, Literatures and Cultures (1999- to date) Other work experiences October 2011-February 2013 - Coordination of the events for Dickens, celebrating in Bologna the bicentenary of the birth of Charles Dickens 2002-2014 Expert reader for ILE (Irish Literary Exchange) Peer rewiews for the journals “Between”, “La Questione Romantica”, “Altre Modernità”, “Prospero”, “Percorsi Storici”, “Textus”, “RPD Journal of Theories and Research in Education”, “Estetica”, “piano b. Arti e culture visive” and for the series Di/Segni
Area of School Respectful Leader Responsible Leader Safe Leader 1 Hallways Voice Level 0 Voice Level 0 Stay in your personal space Walk with a purpose Look for direction Stay in your lane Stay with group 2 Restroom Voice Level 0 Honor privacy Use only what you need and wash and be on your way Personal Hygiene 3 Cafeteria Voice Level 1 Listen/Follow requests Say please and thank you Clean up after yourself your hand first Pick a seat and eat Eat your own Etiquette 4 Morning Meetings Voice Level 1 Sit quietly with class Listen/ Follow Adult request 3 A’s Attend Appreciate Applaud Use stairs only 5 Bus Voice 1 Listen /follow adult request Use kind words Follow bus rules Stay seated Keep belongings in backpacks Stay in personal space 6 Recess Voice Level 3 Be kind and play Include others Report safety concerns to adults Listen/follow adult request Remember personal belongings Stay in designated play areas Use playground equipment appropriately 7 Drills Voice Level 0 Listen/Follow Adult request Stay with or find a Walk with a purpose Stay in Lane Follow Directions Immediately 8 Classroom Voice level Listen/ Follow teacher directive Give best effort Come Prepared Complete assigned tasks Keep hands, feet, and objects to self Keep a tidy work area
Dojo Dollars Dojo dollars will be given to students outside of the classroom when they are following expectations that are identified in that specific area. Daily Sporadic Related Arts, Custodians, Assistants, Special Education staff, Cafeteria workers, Admin. Dojo Dollars Dojo dollars will be put into a glass box and there will be a drawing from the box where students will receive prizes. Quarterly Morning Meeting Admin. Dojo Points Points are given out to reinforce children following the 3 expectations (Be Respectful, Be Responsible, and Be Safe). Daily Schoolwide Classroom or related arts teacher Email/ Shoutout Teachers recognize other staff members for going above and beyond. Weekly M.M. Anyone, tell admin. Food/ Candy/ gift card Teacher and/or will receive a food, candy, or gift card when exhibiting outstanding attendance or other behavior. 9 weeks Admin. Jeans Day Teacher and/or staff will receive a “Jeans Day”. Sporadic M.M. Admin. Happy Cart Teacher and/or staff will receive an item from “Happy Cart” when exhibiting expectations. Sporadic School /
LLP "GreenComerce" LLC Urumqi Ecological and Service Company “ TiChuntszyu” LLC Xinjiang Engineering Research Institute Hebei Biological Research and Technical Limited Liability Company “GenLiduo” LLP “SanBao” Xinjiang Commercial and Industrial Corporation LLC “XinGuanyuan” Xinjiang Ecological Scientific and Engineering Agricultural Company CNPC Xinjiang Company for Water-Efficient Technologies LLC “HenZhuisian” Xinjiang agri-forest and technical company OJSC “ChonChihonban” Xinjiang Company for Water-Efficient Technologies Ecological Scientific and Engineering Agricultural Company “Ba Ujousuyfen” Nassan TecnoclimaS.p.A. CJSC «Kurskpromteplitsa» Kazazkhstan Scientific-Research Institute for protection and phyto-sanitary control LLP "AZILSHAGRO" TULMOL
does not fit all of the states needs/requirements as well as our students’ needs/requirements. We hired highly qualified teachers in all content areas to develop curriculum, projects, and assignments. All teachers have a green light to try any innovative way for students to learn content and be able to demonstrate the knowledge. The graph also shows that we are focused more on the external rather than the internal. The reason for this is that overall we have had graduation rate issues with students at APS. Some of these problems were due to many students from other districts coming over to McKinley for the alternative education programming. This has caused a shift in not only not taking new students from outside the district but also a focus on making sure students come to McKinley with an end outcome in place. They must graduate either with a high school diploma or a G.E.D if they are not going to finish on time. The graph also shows that McKinley has a focus on flexibility rather than control. With a seat time waiver there are controls that the director must be aware of such as the auditing, paperwork, etc. With so much innovation or creativity trying to take place in the first year of the program there is a major emphasis on flexibility rather than control. The graph also shows that there is a human relationship model. The staff is relatively new and understands the challenges of working with alternative education students. These students are often the most troubled students. There has been a feeling of supporting each other and doing this as a unit. This is most likely none of the staff first choice of job. With that mentality they know that they must stick together lean on each other and work with one another. I understand what each of them have to deal with on a daily basis because I am teaching one hour a day and have worked at the building at a previous time.
This or That We both can't be satisfied This and That Both our interests can be met / Wrong My way is right and yours is wrong Different We each have different perceptions of this issue Defensive / Aggressive I am not safe and must defend myself or attack you Empathic / Assertive I understand what you want I also have needs Judgment / Blaming You caused this mess and must be punished Curiosity / Compassion What are you feeling I am prepared to listen You vs. Me We are enemies You & I vs. the Problem We have a common problem needs to be solved Dividing the (limited) Pie I must get as much as possible or I won't have enough Expanding the Pie Finding new opportunities and possibilities
Teaching Innovations / Curriculum Development 3rd Year Medical Student “Bootcamp” Curriculum Development TEACHING DOSSIER YEAR 2013 Education Administration Director - Undergraduate Surgical Education, Undergraduate, Medicine, Division of Orthopedic Surgery Member - Postgraduate Surgical Education Committee, Postgraduate, Medicine, Division of Orthopedic Surgery Undergraduate Education 2013 Jun 25 Elective student teaching, 4th Year Medical Student Rotation Teaching, -1, 8 hours Ms. Chandni Jain, 1st Year Student, Faculty of Medicine, University of Ottawa, Ottawa, Ontario. Ms. Jain assisted with elective total hip and knee replacement and was instructed in scrubbing, draping and sterile technique. 2013 Jun 24 - 2013 Jul 5 Elective student teaching, 4th Year Medical Student Rotation Teaching, -1, 75 hours Ms. Christy McKinnon, 4rd Year Student, Faculty of Medicine, Northern Ontario School of Medicine (NOSM), Thunder Bay, Ontario. Ms. McKinnon performed cortisone injections in the orthopaedic clinic and observed/assisted with hip and knee joint replacement surgery. For knee replacement surgery, she placed pins, performed patellar component preparation and placed subcutaneous sutures during wound closure. 2013 Jun 23 Elective student teaching, 4th Year Medical Student Rotation Teaching, -1, 5 Ms. Ida Owlia, 1st Year Student, Faculty of Medicine, University of Ottawa, Ottawa, Ontario. Ms. Owlia assisted with a difficult hip fracture repair and inserted the reconstruction screws under my and Dr. Cai Wadden’s supervision. She was also instructed in scrubbing and draping technique. 2013 Jun 6 Elective student teaching, 4th Year Medical Student Rotation Teaching, -1, 4 hours Ms. Catherine Cheng, 3rd Year Student, Faculty of Medicine, University of Ottawa, Ottawa, Ontario. Ms. Cheng attended Fracture Clinic and assessed fracture patients and follow-up total joint patients. 2013 Jun 3 - 2013 Jun 13 Elective student teaching, 4th Year Medical Student Rotation Teaching, -1, 75 hours Mr. Eric Gee, 3rd Year Student, Faculty of Medicine, University of Ottawa, Ottawa, Ontario. Mr. Gee observed hip and knee joint replacement surgery. For knee replacement surgery, he placed pins and performed patellar component preparation. He was able to inject an arthritic knee with cortisone under strict aseptic technique.
Peer reviewed online publication (Online Publication Title, Author(s), URL, Month, Day, Year) Non peer reviewed online publication (Online Publication Title, Author(s), URL, Month, Day, Year) Language Fluency Language Level of proficiency Proficiency Description Hobbies and Interests Just list them Other Awards/Accomplishment Just list them
The Career Services department helped CVI Client Bobby Glover secure an internship position at United Way. Who We Serve CVI Services from July 1, 2010 – June 30, 2011 Female 58% Male 42% Birth to 19 13% Ages 20 – 64 45% Ages 65 and over 42% Programs 362 Infants, preschoolers and their family members served in BEGIN early childhood program 100 School-aged children served by STARS 1,352 Children and adults received services at the Florence Maxwell Low Vision Clinic 203 Adults received Center-based vision rehabilitation services 493 Adults and their family members received Community-based vision rehabilitation services 1,827 People benefited from Client Services educational programs and case management 216 People attended Toastmasters, exercise classes, book club and support groups 36 Individual clients served by volunteers 3,412 Number of people served by CVI The VisAbility store has state-of-the-art visual technology products available for purchase in person and online. VisAbility Store Summary 3,729 Number of guests 10,548 Number of items sold CVI reached 7,000 people in the community through public education activities like CVI tours, health fairs and United Way events.
webquests are assigned at 10 point possible = 80 points. Rubric = 4 pts. possible for choice of website 6 pts. possible for quality response (well-written, appropriate response to the question/topic). Rubric for Webquests 6 points 3 points 2 point 0 points Choice of website Max pts: 4 Max pts: 2 Website chosen is highly relevant to the assignment. Website chosen is moderately relevant to the assignment Website is not chosen or not relevant to the assignment Quality response Max pts: 6 Response to the assignment is thorough providing a complete answer to the webquest. Response also includes information regarding how this information will be used by the participant in the future. Response to the assignment is thorough providing a complete answer to the webquest. Response to the assignment is provides a partial answer to the webquest. No response is submitted All assignments must be posted by the posted due date. Assignments will be accepted late but 1 point will be deducted for each week the assignment is submitted after the due date. EVALUATION OR GRADING POLICY: Methods of Evaluation Participants are evaluated by the following methods: Introduction = Pre/Post Tests = Discussion Forums = FITCHBURG STATE UNIVERSITY GRADUATE GRADING SYSTEM 4.0 95 - 100 A 3.7 92 - 94 A- 3.5 89 - 91 A-/B+ 3.3 86 - 88 B+ 3.0 83 - 85 B
KVAB Forward Look, Palace of the Academies, Brussels, Belgium (2016). Universidad Autónoma de Madrid, Spain (2016). Polytechnique Fédérale de Lausanne, Switzerland (2016). International Symposium on Parity Violation and Neutrino Physics, Shanghai, China (2016). Sources of Galactic Cosmic Rays, Paris, France (2016). High Energy Neutrino and Cosmic-Ray Astrophysics, Weizmann Institute, Rehevot, Israel (2016). XLV Intl. Meeting for Fundamental Physics, Granada, Spain (2017). Nederlandse Astronomenconferentie, Nijmegen, Netherlands (2017). Veritas 10-Year Celebration, Tucson, Arizona (2017). Tri-Institute Summer School on Elementary Particle Physics, Sudbury, Ontario (2017). Physics Summer School, Colorado (2017). Dark Matter, Neutrinos and Their Connections, Odense, Denmark (2017). Cosmo 2017, Paris, France (2017). RAPP Center Inauguration, Bochum, Germany (2017). Erice Summer School, Neutrinos in Cosmology, in Astro, in Particle and in Nuclear Physics, Erice, Italy (2017). Perspectives in Astroparticle physics from High Energy Neutrinos (PAHEN), Naples, Italy (2017). Supernova Neutrino OBServations (SNOBS), Mainz, Germany (2017). 10th Anniversary of Gravitation Astroparticle Physics Amsterdam (GRAPPA), Amsterdam, Netherlands (2017).
(US – Brazil Cooperative Research) & Zeppenfeld; also S. Pakvasa & X. Tata, U of Hawaii) 17,050 1998 – 2001 National Science Foundation (shared with Barger (US – Japan Cooperative Research) & Zeppenfeld; also P. Langacker, U of PA, & Pakvasa & Tata, U of Hawaii) 30,000 1995 – 98 National Science Foundation (shared with Barger (US – Brazil Cooperative Research) & Zeppenfeld) 10,000 1992 – 94 Texas National Research Laboratory Commission (shared with Barger, Olsson & Zeppenfeld) 100,000 100,000 130,000 1993 - 94 1992 - 93 1991 – 92 Balzan Prize 369,385 2016 - 2017 Hilldale Professorship 25,000 25,000 25,000 25,000 25,000 25,000 25,000 2017 - 18 2016 - 17 2015 - 16 2014 - 15 2013 - 14 2012 - 13 2011 – 12 25,000 2010 – 11 25,000 2009 – 10 25,000 2008 – 09 25,000 2007 – 08 25,000 2006 – 07 25,000 2005 – 06 25,000 2004 – 05 25,000 2003 – 04 25,000 2002 – 03 25,000 2001 – 02 25,000 2000 – 01 25,000 1999 – 2000 25,000 1998 – 99 25,000 1997 – 98 25,000 1996 – 97 25,000 1995 – 96 25,000 1994 – 95 20,000 1993 – 94 20,000 1992 – 93 20,000 1991 – 92
Improving Community Health through Planning and Partnerships Albemarle and Charlottesville Community Health Status Assessment Section II:What are the Community Strengths and Risks? Community Resources Transportation JAUNT Charlottesville Area Transit Bus Routes University Transit Service Bus Routes Greene County Vehicles RideShare Rideshare Number 127,063 103,821 11 9 14 11 1 Source: CAT, UTS, JAUNT, Green County Transit, Rideshare Transportation-Driving Alone Workers Driving Alone (%) Albemarle Charlottesville VA 2005-09 78 59 77 2006-10 77 59 77 2007-11 77 57 77 2008-12 79 58 77 2009-13 79 61 77 Workers Who Drive Alone to Work Who Have a Long Commute (> or = 30 minutes) (%) Albemarle Charlottesville VA 2008-12 26 9 38 2009-13 26 10 38 Source: US County Health Rankings Child Care 2012 2014 Totals for 2014 Available Care for Population under age 5 Years (%) Available Care for Population age 0-12 Years (%) Available Care for Population age 5 Years (%) Available Care for Population age 0-12 Years (%) Number of childcare slots available Population aged 0-12 Years 52 20 53 22 4,354 19,988 Sources: Virginia Department of Social Services & U.S. Census Bureau Access to Exercise Opportunities Percent of Population: Adequate Access to Exercise Opportunities (%) Living within ½ mile of a park (%) Albemarle 72 12 Charlottesville 100 72 Source: County Health Rankings & CDC-National Environmental Public Health Tracking Network
Improving Community Health through Planning and Partnerships Albemarle and Charlottesville Community Health Status Assessment Section III: What is our health status?(Part 1) Disease Prevalence Heart Disease Adults Aged 18 Years and Older with Heart Disease (2011-2012) Albemarle 6.0% Charlottesville 5.5% Virginia 4.2% Heart Disease in Medicare Beneficiaries (Mainly Adults Albemarle 21.7% Charlottesville 20.2% Virginia 24.7% Hypertension (High Blood Pressure) Percent of Adults Age 18 Years & Older with Hypertension, 2006-2012 Albemarle 23.8% Charlottesville No Data TJHD 23.1% Virginia 27.7% Percent of Medicare Beneficiaries with Hypertension, 2012 Albemarle 51.8% Charlottesville 50.2% Virginia 57.1% Diabetes Population Diagnosed with Diabetes, Age-Adjusted Rate, 2012 Albemarle 8.0% Charlottesville 9.9% Virginia 9.2% Percent of Medicare Beneficiaries with Diabetes, 2012 Albemarle 22.7% Charlottesville 23.5% Virginia 26.9%
Top Ten Leading Causes of Death in Albemarle in 2013, Rate per 100,000 Population Malignant Neoplasms (Cancer) 134.6 Diseases of the Heart 107.2 COPD and Asthma 32.1 Cerebrovascular Disease (Stroke) 30.2 Septicemia 27.2 Unintentional Injury 26.4 Alzheimer’s Disease 18.2 Influenza and Pneumonia 13.7 Diabetes Mellitus 9.2 Suicide 8.8 Top Ten Leading Causes of Death in Charlottesville in 2013, Rate per 100,000 Population Malignant Neoplasms (Cancer) 171.9 Diseases of the Heart 132.4 COPD and Asthma 41.2 Unintentional Injury 30.2 Cerebrovascular Diseases (Stroke) 27.6 Septicemia 27.1 Nephritis and Nephrosis 24.4 Alzheimer’s Disease 20.7 Primary Hypertension and Renal Disease 17.4 Chronic Liver Disease 17.1 Disease Deaths G. Cancer Related Deaths Disease Mortality, Rate per 100,000 Population, 3 Year Rolling Averages, 2011-13 Albemarle 107 Charlottesville 143 Virginia 158 Cancer Mortality, Rate per 100,000 Population, 3 Year Rolling Averages, 2010-13 Albemarle 141 Charlottesville 188 Virginia 165 Stroke-Related Deaths Stroke Mortality, Rate per 100,000 Population, 3 Year Rolling Averages, 2011-13 Albemarle 36 Charlottesville 41 Virginia 40 Deaths from Chronic Lower Respiratory Diseases Chronic Lower Respiratory Disease Mortality, Rate per 100,000 Population, 3 Year Rolling Averages, 2011-13 Albemarle 37 Charlottesville 34 Virginia 37 Diabetes Related Deaths Diabetes Mortality, Rate per 100,000 Population, 3 Year Rolling Averages, 2010-13 Albemarle 9 Charlottesville 14 Virginia 19 Source for Chart A – J: Virginia Department of Health, Division of Health Statistics Cancer Breast Cancer Breast Cancer Rates per 100,000, 5 year Averages, 2008-12 Albemarle 112.3 Charlottesville 124.6 Virginia 234.4 Prostate Cancer Prostate Cancer Incidence Rate per 100,000, 5 Year Averages, 2008-12 Albemarle 114.8 Charlottesville 221.5 Virginia 126.3
Murad Lachinov Personal details Name&Surname : Murad Lachinov Date of Birth : 05.07.1996 Sex : Male Marital Status : Single Nationality : Azerbaijani Phone No : +994557717020 Email : lachinovmurad1@gmail.com Summary -Proficient Internet user -Web browser social media skills -Office software skilss (Excell&Word&PowerPoint) Education Sep 2013 – Present Azerbaijan Tourism and Management University, Baku Tourism and Hotel İndustry Languages Azerbaijani – Native Turkish-Excellent English-Advanced Russian-Average Employment History: May - July 2015 June- November 2018 Eldorado Hilton Hotel Baku Waiter&RoomService Waiter&RoomService
CVIS Member – Roles and Responsibilities Attributes of the CVIS Member: Excellent safety performance Follows company policies Field experience Trust worthy Strong communicator - Not afraid to speak to craft and managers Have a positive attitude and Responsibilities of the CVIS Leader: Modivate and encourage craft to speak with them Have no favoritism Keep good notes and report issues both good and bad Schedule and follow through with your walks Report all issues from tour to the cvis leader Be available by phone or e-mail and respond within a timely manner Participate the Mass safety meetings Give feedback to the craft on items noted, be proactive Investigate issue’s Report and fix issues with team members Listen to all issues, even if its not safety related Talk with everyone NOBODY GETS HURT
Board of Directors, e-Health Initiative and e-Health Initiative Foundation, 2008 – 2011 Chair, 2011 Vice Chair, 2010 – 2011 Secretary and Executive Committee Member, 2009 - 2010 Member, Leadership Council, 2003 - 2011 Chairman, Informing and Supporting Care Delivery Blueprint Committee, 2007 - 2008 of Directors, Regional Health Information Organization, 2008 – 2011 Member, Finance Committee, 2008 – 2011 Member, Executive Committee, 2009 - 2011 Advisory Committee on Medical Staff – Hospital Relationships, American Hospital Association, Advisory Board, Program in Health Administration, at , 1999 – Present Advisory Board, Program in Healthcare Leadership, University of Denver, 2009 - 2011 Chair, Health Information Technology Advisory Panel, Joint Commission on Accreditation of Healthcare Organizations, 2005 – 2006 Council on Physician and Nurse Supply, 2006 – 2008 Steering Committee, Connecting for Health (a program of the Markle Foundation), 2004 – 2011 Steering Committee, ACTION Program to Translate Research into Action in Healthcare Delivery Systems, Agency for Healthcare Research and Quality (AHRQ), 2006 – 2011 Steering Committee, Healthcare Cost and Utilization Agency for Healthcare Research and Quality (AHRQ), 2007 – 2011 U.S. Advisory Committee, InterComponentWare A.G., 2005 - 2008 Board of Directors, Patient Safety Institute, Inc., 2001 – 2004 Board of Directors, Physcape, Inc., 2000 – 2004 Advisory Board, MyDocOnline, Inc., 2001 – 2004 Board of Directors, eHealth Solutions Group, Inc., 2000 – 2003 Medical Advisory Board, Med-Unite, Inc., 2001 – 2003 National Advisory Agency for Healthcare Research and Quality (AHRQ), 1999 - 2002 of Directors, Academy for Healthcare Quality, 1998 – 1999 Board of Directors, Health Care Quality , 1997 – 2000
ChromeVox and Accelerated Reader Lesson 2 Overview Accelerated Reader is software for K-12 schools for monitoring the practice of reading. It was created by Renaissance Learning and is very widely used in the state of Washington. The quizzes in Accelerated Reader are very accessible with ChromeVox on a Chromebook. Keystrokes for this Lesson Next or Previous Object: ChromeVox+Left or Right Arrow Next Line: ChromeVox+Down Arrow Previous Line: ChromeVox+Up Arrow Select Current Item: ChromeVox+Space Activity Accelerated Reader Quizzes
Syllabus Course (Course #) (Title) Semester and Year Credit Hours Course Type Core Elective Team Leader (Name) (Title – Asst. Prof. / Assoc. Prof. / Prof.) Department Contact Information (Office address – room #, building) (Phone #) (Email address) Subject area to be taught Lab/lecture to be taught Team Member Guest Lecturers (Department – and College if non-CVM) (Institution if non-OSU) Catalog-style Course Description, Including Course Goals (what the instructors intend to accomplish). Course Objectives: what students should know and be able to do at the end of the course
DRAWING OF YOUR ELEMENT SUPERHERO This section should include a drawing (in color) of your Element Superhero on a clean sheet of WHITE paper. -Drawing must illustrate at the characteristics/properties of the element. You will need to note these properties the drawing. -Drawing must correspond to the qualities of your superhero. For example, if sulfur is your chosen element, the superhero’s uniform or hair or skin, etc. must be yellow since sulfur has a characteristic yellow color. What do I turn in? 1. Element Worksheet 2. Element Superhero Drawing 3. Element Superhero Story RESOURCES ** has pictures if you need inspiration** Name ______________________________Period______Date_________________________________________ Element Superhero/Villain Project Rubric Project due:________________________ 20 15 10 5 0 Points Earned Character identity. Powers are very appropriate. Clear identity. Powers are appropriate. Identified, but powers are too general. Hard to tell who the characters are or what powers are present. No character is presented Periodic Information No errors noted. 1-3 errors noted. 4-5 errors noted. More than 5 errors. No information Content Properties of the element are clearly explained. Properties of the element are explained. Properties of the element are partially explained. Properties of the element are not explained. No content is presented Drawing of Hero/Villain Clearly shows character and powers. Shows character and powers. Adequate display of character and powers. Poor display of character and powers. No character drawn
“Intelligent Sensory Integrated Systems,” PI, New Opportunities Award, Canada Foundation for Innovation (CFI), 11/2005-3/2008. “Intelligent Sensory Integrated Systems,” PI, Ontario Research Fund, 11/2005-3/2008. “Real-time Human Gate Recognition for Automated Surveillance,” Co-I with D. Hatzinakos, K. Plataniotis, and P. Klentrou, Communications and Information Technology Ontario (CITO), 6/2004-5/2006. “Autonomous Integrated Vision Systems,” PI, Natural Sciences and Engineering Council of Canada (NSERC), Discovery Award, “Mixed-Signal VLSI Circuits and Systems,” PI, Connaught Foundation, 10/2002. “Mixed-Signal VLSI Circuits and Systems,” PI, University of Toronto, ECE Dept., 10/2002. $33,408 $17,225 $20,850 $10,000 $100,000 $100,226 $34,450 $83,400 $10,000 $100,000 ADVISEES SUPERVISION SUMMARY FORMER GRADUATE RESEARCH ADVISEES
2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2011-2012 2012-2013 2013-2014 2014-2015 King Sun (Francis) Tam T.K. Chan Po-Yu Liu Mustafa Alam Attia Ajmal Khan Taha Sheikh Houman Akbari Negar Habibi Yasaman Faghih John Tan Colin Li Chuan Qin Ruslana Gelman Angie Mehta Khaled Qasmieh Khalil Tina Tahmoures-Zadeh Jon Perras Natasha Baker Brian Choi David Wu Kim Liu Eric Pai Ryan Payogo Fady Akladios Benny Tu Crockett Vadim Smolyakov Chi Kin Chong Muhammad Farhandar Robert Gunabalendra Popovici Visnuthanan Siritharan John Sison Darshan Thothiraling Wen Jie Yan Xin Yun Zhang Zhao Yuan Zheng Miaad Seyedaliroteh Adam Shier Nikita Tarakanov Siddharth Kaul Chan Hu Ngen Junaid Ikram Sheraz Qadeer Richard Gao Derek Peterson Kyeong (Kris) Kang Zack Tzeng (design project) (design project) (design project) (design project) (design project) (design project) (design project) (design project) (design project) (design project) (design project, co-supervised with Prof. B. Bardakjian) (design project, co-supervised with Prof. B. Bardakjian) (design project, co-supervised with Prof. B. Bardakjian) (design project) (design project) (design project) (design project) (design project) (undergraduate thesis) (design project) (design project) (design project) (design project) (design project) (design project) (design project) (design project) (design project) (undergraduate thesis) (design project) (design project) (design project) (design project) (design project) (design project) (design project) (design project) (design project) (design project) (undergraduate thesis) (design project) (design project) (design project) (design project) (design project) (design project) (undergraduate thesis) (undergraduate thesis) (undergraduate thesis) (undergraduate thesis)
Sensory Microsystems,” PI, Natural Sciences and Engineering Council of Canada (NSERC), Discovery Award, 05/2007-04/2012. NSERC Industrial Postgraduate Scholarship (recipient: M.A.Sc. student Farzaneh Shahrokhi), Medtrode Corporation, 9/2006-8/2008. “Hybrid Integration Technologies for Interfaces,” Hybrid Integration project, PI, Canadian Microelectronics Corporation, 2006. Infrastructure Operating Fund Award, PI, Canada Foundation for Innovation (CFI), 4/2006-3/2010. “Intelligent Sensory Integrated Systems,” PI, New Opportunities Award, Canada Foundation for Innovation (CFI), 11/2005-3/2008. “Intelligent Sensory Integrated Systems,” PI, Ontario Research Fund, 11/2005-3/2008. “Real-time Human Gate Recognition for Automated Surveillance,” Co-I with D. Hatzinakos, K. Plataniotis, and P. Klentrou, Communications and Information Technology Ontario (CITO), 6/2004-5/2006. “Autonomous Integrated Vision Systems,” PI, Natural Sciences and Engineering Council of Canada (NSERC), Discovery Award, VLSI Circuits and Systems,” PI, Connaught Foundation, 10/2002. “Mixed-Signal VLSI Circuits and Systems,” PI, University of Toronto, ECE Dept., 10/2002. $22,500 $6,000 $5,000 $7,517 $33,408 $33,408 $17,225 $20,850 $10,000 $100,000 $112,500 $12,000 $5,000 $30,068 $100,226 $100,226 $34,450 $83,400 $10,000 $100,000 ADVISEES SUPERVISION SUMMARY CURRENT GRADUATE RESEARCH ADVISEES
2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2011-2012 2012-2013 2013-2014 2014-2015 King Sun (Francis) Tam T.K. Chan Po-Yu Liu Mustafa Alam Ahmad Attia Ajmal Khan Taha Sheikh Houman Akbari Negar Habibi Yasaman Faghih John Tan Colin Li Chuan Qin Ruslana Gelman Angie Mehta Khaled Qasmieh Khalil Oudah Tina Jon Perras Natasha Baker Choi David Wu Kim Liu Eric Pai Ryan Payogo Fady Akladios Benny Tu Crockett Vadim Smolyakov Chi Kin Muhammad Farhandar Robert Gunabalendra Popovici Visnuthanan Siritharan John Sison Darshan Thothiraling Wen Jie Yan Xin Yun Zhang Zhao Yuan Zheng Miaad Seyed Aliroteh Adam Shier Nikita Tarakanov Siddharth Kaul Chan Hu Ngen Junaid Ikram Sheraz Qadeer Richard Gao Peterson Kyeong (Kris) Kang Guang-Yo (Zack) Tzeng (design project) (design project) (design project) (design project) (design project) (design project) (design project) (design project) (design project) (design project) (design project, co-supervised with Prof. B. Bardakjian) (design project, co-supervised with Prof. B. Bardakjian) (design project, co-supervised with Prof. B. Bardakjian) (design project) (design project) (design project) (design project) (design project) (undergraduate thesis) (design project) (design project) (design project) (design project) (design project) (design project) (design project) (design project) (design project) (undergraduate thesis) (design project) (design project) (design project) (design project) (design project) (design project) (design project) (design project) (design project) (design project) (undergraduate thesis) (design project) (design project) (design project) (design project) (design project) (design project) (undergraduate thesis) (undergraduate thesis) (undergraduate thesis) (undergraduate thesis)
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Annex 2: Proposed Schedule for Formative Research Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Morning Arrival DG and SPRING Team in VARRAT 11:00-12:00 Official Launch 12:00-13:00 Review the objectives of the formative research and tools 9:00-11:00 FGD/Pregnant Patna and Ghatagaon 11:15-12:00 2 IDI/Pregnant Patna and Ghatagaon 9:00-11:00 FGD/Breastfeeding mothers <6 months, Patna and Ghatagaon 11:14-12:00 2 IDI/breastfeeding mothers <6months, Patna and Ghatagaon 9:00-11:00 FGD/GKS (Village Development Committee), Gatagagon 9:00-11:00 FGD/Nutrition Committee, Patna 8:00-12:30 Writing day with the two teams, compiling notes, identifying trends Lunch 13:00 to 14:00 Afternoon SC India SPRING arriving in Bubaneshwar Review the schedule and explain logistics Review the and explain techniques for qualitative research Practice one FGD and one IDI to highlight probing techniques 2:00-5:00 FGD/Anganwadi workers FGD/Panchayat Ghatagaon 2:00-4:00 FGD/Breastfeeding mothers < 2yrs, Patna and Ghatagaon 4:30-6:00 2 IDI/Breastfeeding mothers <2yrs old, Patna and Ghatagaon 2:00-4:00 PM FGD/mother-in-laws, Patna and Ghatagaon 4:30-6:00PM 2 IDI/Fathers, Patna and Ghatagaon Debrief/summarizing daily field notes on laptops in English Evening debrief 6PM to 8PM Evening debrief 6PM to 8PM Evening debrief 6PM to 8PM Evening debrief 6PM to 8PM Annex 3: Proposed Formative Research Teams Team Patna Team Ghatagaon Position Designated Person Position Designated Person Facilitator Facilitator
FACTOR BENCHMARK OF BEST PRACTICE 1 Guidelines Guidelines are available which are evidence based, up to date (< 3 yrs depending on organisational requirements), and used by everyone. 2 Education & Training All staff caring for patients with a central line will be formally trained and assessed as competent in this practice. 3 Assessment undertaken by a trained and competent practitioner All patients will have central line care needs assessed and documented in line with the guideline by a trained and competent practitioner. 4 Planning and individualised care by a trained and competent practitioner All patients will have their central line care needs planned and documented by a trained and competent practitioner. 5 Care delivery by a trained and competent practitioner All patients will have their central line care needs delivered, by a trained and competent practitioner according to their individualised care plan. 6 Evaluation and reassessment of care by a trained and competent practitioner All patients will have their central line care needs evaluated and their needs reassessed by a trained and competent practitioner. 7 Equipment / Resources All equipment and resources will be available for patients who have a central line in situ.