zilongwang/ReadingBank huggingface dataset:
You have just created a storyboard! Using this, create your infographic online. Select one of the following sites to use a template: Piktochart: Infogr.am: Visme: Canva: Creating an Infographic Assignment Rubric Criteria 100 Points Exemplary Admirable Acceptable Attempted Research and Content 35 Use of three or more websites Factual information is accurate Addresses topic completely and in depth Content is readily understandable Use of two websites Most information can be confirmed Addresses topic Content is mostly understandable Use of one website Some errors in information Barely addresses topic Content is somewhat understandable Use of only one website Numerous errors in information Does not adequately address Content is confusing Organization 20 Logical sequencing of information Original and creative Somewhat logical sequencing Original work Sequencing is poorly planned Little originality Sequencing is confusing Inconsistent information is presented Other people’s ideas presented as own Graphic Design 25 Graphics effectively entice audience; accurately convey message Visuals and images are attractive; adequately conveys message Use of visuals and images is limited; message is conveyed Use of visuals and images is confusing or absent; message is confusing Mechanics 20 Correct grammar, usage, mechanics, and spelling All sources are correctly Few grammar, usage, mechanics, or spelling errors Most sources are correctly cited Several grammar, usage, mechanics, or spelling errors Some sources are incorrectly cited Obvious grammar, usage, mechanics, or spelling errors Sources are not cited Final Score ________________
Creating Classes and Using ConnectED with Students A “How-to” Guide for CCPS Teachers 1. Go to www.connected.mcgraw-hill.com/ * Helpful tip: If you forget the web address, just Google ConnectED. It pops right up! *Remember, you and your students can access ConnectED anywhere you have internet access. You can even access ConnectED on your phone. 2. Enter your username and password * Helpful tip: If you have already registered in ConnectED, but forget your username and password, you can be reminded of your username and password through your e-mail. * If you’ve never registered for ConnectED, you must register before continuing. See your school’s Reading Specialist for your master code and registration information. You can also watch video tutorials on how to register by clicking on “Get ConnectED Help.” 3. Once you’ve successfully logged onto ConnectED, click on “Associated Course Content” for your Teacher’s Edition. 4. Click on “Manage and Assign” at the top of the page. 5. Click on “Create Class.” 6. Enter your name into the box and select your grade level. Do not choose the Simplified Login. Click “Save” at the bottom of the screen.
Creating Design Tables in CATIA – Alternate Method (The way that was shown in class) 1. Workbench Open the Sketcher Workbench and when part name dialog box opens, give it a name and deselect “Enable hybrid design” and select “Create a geometrical set” It should look like this: 2. Relations Tab: Click on the following setup to make sure the Relations Tab will show up in the Design Tree when it needs to: Tools – Options – Infrastructure – Part Infrastructure – Display- then make sure “Relations” is checked 3. Part Body: Define the “Part Body” in the Design Tree as the “In Work Object” CATIA will auto default to “Geometrical Set.1” being the in work object 4. Part Creation: Draw your part, when you give dimensions, you can right click on them and “Rename Parameter” It looks like this:
*Museum entrance fee is free. Production Budget: $6,200 Show Rights: $1,000 $300: Licensing for 3 performances $200: Scripts $500: Deposit with Performing Arts Department to secure performance Production: $5,200 $3,000: Scenic $1,000: Costuming $500: Lighting $500: Props $200: Symposium: $350 $200: Posters/Print material $150: Simple refreshments Tuition*: $4,000 $2,000: Junior Year $2,000: Senior Year Unexpected $500 $15,000 *any unused funds will go towards Elon tuition. Timeline: Proposed Experiences Proposed Product(s) Summer 2017 -Internship Abroad in Dublin, Ireland -Greater understanding of the professional theatrical industry outside of academia Fall 2017 -2 hours of 499 research -Contextual research regarding homosexual persecution in the Holocaust, Holocaust historiography, and other examples of Holocaust literature -HST339: “A History of the Holocaust” or ENG259: “Literature of the Holocaust” -Development of intellectual knowledge regarding the treatment of the gay community in Nazi Germany
is very effective Is very persuasive Is persuasive Is not very persuasive Is not at all persuasive Audience The audience is very engaged Excellent pacing Trailer is a perfect length The audience is engaged Good pacing Trailer is a good length The audience is somewhat engaged Fair pacing Trailer is too long/too short Does not engage the audience at all Poor pacing Trailer is too long/too short Information about the eBook Provides just enough information about the eBook Provides a good amount of information about the eBook Provides a fair amount of information about the eBook Does not provide enough information the eBook Citations Primary Source All citations are perfectly formatted in MLA Has a Primary Source creatively included Most citations are perfectly formatted in MLA Has a Primary Source included Does have citations, some not MLA formatted Does not have a Primary Source Does not have MLA formatted citations Does not have a Primary Source Student Poll Trailer was very convincing & original Trailer was convincing Trailer was fairly convincing Trailer was not convincing at all Planning Sheets: /5
A Format Picture menu will open in the document pane to the right. Select the Layout and Properties tab, the third option in the Format Picture Pane. If it is not expanded already, open the Alt Text menu by clicking on the arrow. Type the alt text in the Description box. Ignore the “Title” since it will not be read by a screen reader. Make Links Descriptive Links can sound confusing to a listener, especially if there are a lot of random characters in the address. You can make links more meaningful to listeners by providing a short description along with the address. This way the address will still be visible for readers who have a printed handout. Highlight the link text. On the Insert Ribbon, Select Hyperlink. Type the text that should appear in your document in the Text to Display field at the top. Layout the display text like this: Description of Link (Actual web address) Type the actual link in the Address field at the bottom. This is the one that will be followed when clicked on. Design Tables with Styles Here are some general guidelines to follow if you use tables Use Table Styles to make your tables easier to read and to appeal to visual learners. Avoid using tables with too many columns. Try to keep them to 6 columns or less. Avoid using empty cells to create padding or visual effects. Avoid nesting cells. Designate a header row. Use Styles You can change styles on the Ribbon under Table Tools > Design.
b) Identifying the Target Market’s Experienced and Desired Gains: For the target market, brainstorm a list that identifies the Pains and Gains that the target market experiences while they are completing the tasks or solving the problems? Then rank the Pains and Gains according to their intensity or relevance. Target Market Pains Describe the frustrations, negative emotions, challenges, risks and undesired expenses that your target market experiences while trying to achieve goals associated with participating in an Allied Health training program. These emotions and barriers may take place before, during and after their educational training. Target Market Gains Describe the benefits, positive emotions, functional utility, social gains, and cost savings that your target market experiences, or wish to experience, while trying to achieve goals associated with participating in an Allied Health Training Program. These emotions and benefits may take place before, during or after their educational training. Rank List of Pains Rank List of Gains Rank each pain according to the intensity it represents for your target market(s) and/or how often it occurs. (3=Intense, 1=Minimal) Rank each gain according to its relevance to your target market(s) and/or how often it occurs. (3=Substantial, 1= Insignificant) 2:
Helpful Resources 1. Picking a Domain Name: 2. Picking a Domain Name: 3. Picking a Domain Name: Locate Easy to Remember Phone Number & Buy It To Do: 1. Find an easy to remember phone number by calling the local phone service provider 2. If you can't make any headway you can always call easy to remember phone numbers and make offers. We have had quite a few people who are successful at buying great numbers this way for a very cheap price. Helpful Resources 1. Picking a Memorable Number: 2. Easy Vanity Number search 3. Getting a Vanity Number: Get a Logo & Color Scheme To Do: 1. If you don't have a logo the best resource to use is E-lance and get a couple graphic designers to bid on the project 2. Go to elance.com and create an account 3. Post your project on elance.com and keep the bidding open for a few days 4. Choose a service provider you would like to work with
Table of Contents/Agenda Time Slide Topic Page 9:00 am Table of Contents/ Agenda 2 2 Part 1 COURSE OVERVIEW, WELCOME & INTRODUCTIONS 3 Welcome, Course Overview and Agenda 3 4 Introductions 3 9:35 am 5 Part 2 MENTORS ROLES AND WHY USE POWERPOINT? 6 Mentors Roles 4 7 Mentors Roles (cont.) 4 8 Why use PowerPoint? 4 9 Multi Media PowerPoint Training 4 10:00 am 10 Part 3 TERMINOLOGY 11 Terminology 4 12 Explanation of Terminology 4 13 Getting Started 5 14 Opened Template 5 15 Slide Show Template 6 16 More Terminology 7 17 Save As (Your Name) 8 18 Top Tool Bar 9 10 Break 19 Home – Copy, Cut, Paste 10 19 Home - Slides 11 20 Home – Font 12 21 Home - Paragraph 13 22 Home – Drawing 14 22 Home – Editing 15 45 23 Lunch 24 Insert – Tables and Illustrations 16 25 Insert (cont.) – Links and Text 17 26 Design – Slide Size/Format, Themes 18 27 Transitions – Style, Sound, Speed and Preview 19 28 Animations – Add Animation, Animation Pane, Timing, Preview 20 29 Show – Start Slide Show, Set up Slide Show 21 30 Review – Proofing/Comments -- Spelling, Research, Thesaurus, Comments, Compare 22 31 View – Presentation Views, Master Views, Zoom, Color/Grayscale, Window 23 2:20 pm 32 BREAK 2:30 pm 33 Part 4 DEVELOP A SLIDE SHOW 34 Developing Your Slide Show 24 3:30 pm 35 Part 5 PRESENTATIONS, PRACTICUM AND COURSE FEEDBACK 36 Presentations 25 37 Practicum and Practicum Form 25-26 38 Back Home/Feedback 27-28
Insert – Add Pictures, Clip art, and sounds Design- color and design Transitions – Moving from Slide to Slide Animations – Adds movement to word Slide Show – Define and view presentation Review – Check / Add comments View – Presentation view type My Notes: Home Tab (Demonstrate and have athlete practice each task during review) Clipboard: Copy: Copy a highlighted object Cut: Cuts a highlighted object Paste: Pasted the object that has been cut or copied
Time in Minutes Slide # Topic/Purpose Exercise; Lecture; Brainstorm; Role Play; Q & A; Show & Tell (S & T) Participant Guide page # Adjustments / Comments 1 Course and Presenters Add Presenters Names 0 2 Part 1 COURSE OVERVIEW, WELCOME & INTRODUCTIONS 15 3 Welcome, Course Overview and Agenda Lecture 3 20 4 Introductions Show and Tell 3 User options 1,2, or 3 0 5 Part 2 MENTORS ROLES AND WHY USE POWERPOINT? 5 6 Mentors Roles Lecture 4 5 7 Mentors Roles (cont.) Lecture 4 5 8 Why use PowerPoint? Brainstorm 4 10 9 Multi Media PowerPoint Training Show and Tell 4 0 10 Part 3 TERMINOLOGY 11 Terminology Lecture 4 12 Explanation of Terminology Lecture /Demo 4 13 Getting Started Lecture/Demo 5 Athlete Participation 14 Opened Template Lecture/Demo 5 Emphasize no modifications to SOI Branded Template 15 Slide Show Template Lecture/Demo 6 Your SO Programs Template can be used here 16 More Terminology Lecture/Demo 7 Athlete Participation 17 Save As (Your Name) Lecture/Demo 8 Athlete Participation/Use template in Resource Folder 18 Top Tool Bar Lecture /Demo 9 10 Break – Move as needed Time in Minutes Slide # Topic/Purpose Exercise; Lecture; Brainstorm; Role Play; Q & A; Show & Tell (S & T) Participant Guide page # Adjustments / Comments
Crazy Willie Nelson (1961) Intro: (2 beats each Chord) [F] [Em7] [Dm7] [G7] [C] [C#dim] [Dm7] [G7+5] Verse 1: [C] Crazy, [A7] crazy for feeling so [Dm] lonely I'm [G7] crazy, crazy for feeling so [C] blue [Gdim] [Dm7] [G7] [G7+5] [C] I knew you'd [A7] love me as long as you [Dm] wanted And then [G7] someday you'd leave me for somebody [C] new [Dm7] [Ebdim] [C7] Bridge: [F] Worry, why do I [F#dim] let myself [C] worry? [B] [C] [C#] [D7] Wond'ring what in the world did I [G7] do? [G7+5] Verse 2: [C] Crazy for [A7] thinking that my love could [Dm] hold you I'm [F] crazy for [Em7] trying, [Dm7] crazy for [A7] crying And I'm [Dm7] crazy for [G7] loving [C] you. [Ab7] {c:Instrumental:} I'm [F] crazy for [Em7] trying and [Dm7] crazy for [A7] crying And I'm [Dm7] for [G7] loving [C] you. [Ab7] Repeat Verse 1 … Repeat Bridge ... Repeat Verse 2 … [C]
“Writing” Embedded Readings iFLT 2013 Laurie Clarcq How is an Embedded Reading created? TOP-DOWN: Take an authentic or original text and pare it down by Removing 1-3 sentences/clauses per inch of the reading ….without falsifying the piece. Repeat until you have reached the base reading. BOTTOM-UP: Take a skeleton/base and build it up. Create base story using target structure(s). Insert details/additional information in order to create additional levels. What type of text is appropriate for creating a Top-Down Reading? Embedded Readings can be made from (or into) many types of texts: Short stories News articles Novellas/Novels Song lyrics Notes/Letters Legends Blogs Conversations Emails Poetry Comic books Plays Biographies Essays Children’s books and more…. Evaluation Template for TOP-DOWN Embedded Readings Article/Text URL Topic/Unit Easily Understood Vocabulary And Phrases Cognates Possible “Target” Vocab and Phrases Extra © Clarcq, Whaley 2013 Is the level of difficulty of the original text important? YES!!! When evaluating which texts to adapt for students who are in their first 2-3 years as readers, look for text that: is “heavy” on highly familiar words and structures. is on cognates. contains high-frequency target structures. uses synonyms of highly-familiar words or structures.
Creating and Submitting Travel Authorizations Step Action Navigate to the Travel Authorization Application: Note: System quickly – save often and refresh browser. An error will occur if the session times-out, causing changes to be lost. Click to begin a new Travel Authorization. ProTip! Use the icon for a Saved or Submitted Travel Authorization to copy the information to make edits for resubmission on a new TA. Enter Traveler Information Traveler's First and Last Name Traveler’s Department Travel Location: All foreign travel for Official University Business must be reported to the Risk Management Insurance Office. Use the Search Term Keywords to add searchable terms. Travel Business Purpose should include all relevant travel information for approval purposes. Note: Complete all required (*) fields before submission. Enter Trip Information Travel Begin Date/End Date: Enter dates of entire trip. Personal Travel: Enter Number of Business Days and Upload Business Itinerary by clicking Add File and selecting appropriate file. Who Will Pay Travel University: Select if travel expenses will be paid in part or whole by the University. Third Party: Select if a third party is responsible in whole for the employee travel cost. This is also known as No Cost Travel.
ACTIVITY: UBT Team Charter (continued) Decision Making 2. What happens to issues not within the team’s boundaries? Will decisions be made by consensus? Will our work be in the form of recommendations or final decisions? What happens if we can’t reach consensus?
Rubric: Creating a Board Game 10 points 8 points 6 points 4 points 2 points Design & Creativity Everything is neatly created and directions were followed completely. Game board is excellent but some parts are a little sloppy. Game board is complete but 1 or 2 elements are missing and it could be neater. Most of the directions were ignored and the board is sloppy. There is a game board but it is not colored and no extra efforts were made at creativity. Questions There are 20 questions and answers, and they are well incorporated into the game. A couple of questions or answers are missing or incorrect. Some questions are missing OR one could play the game with answering most questions. Half of the questions are missing OR questions are hardly used in the game. Many questions are incorrect or missing and very few are required to play the game. Format & Purpose The purpose of the game relates directly to the science and the game board represents change. The purpose closely relates to the science and the game board somewhat represents change. The purpose partially relates to the science and the game doesn’t clearly represent change. The purpose slightly relates to the science but does not represent change. It is unclear what the purpose of the game is from the appearance. Directions Directions make it perfectly clear how to play the game. They are neatly typed with minimal grammatical errors. Directions are typed but have 2-3 minor grammatical errors. They are somewhat unclear or 1 step is missing. There are more than 3 errors. Directions are unclear and 2-3 steps could be added to clarify. Errors in grammar interfere with understanding of the directions. Much revision is needed. Complete revision needed. Many steps are missing or incomplete and it is very difficult to understand how to play the game. Content & Difficulty Questions and rules of play are of an appropriate level-- not too difficult and not too easy. of play are age appropriate but some questions are too easy or too difficult. Game is a bit too simple for the grade level and some questions are too easy. Game is very simple and most questions are too easily answered. Game is not appropriate for the grade level and questions are too easy or too difficult.
Sorting a table means to rearrange the table contents in some type of order such as alphabetical, numerical, or chronological order. We will sort the school name by alphabetical order. Select the column. Select the Layout contextual tab. Data group, select the Sort button. The following dialog box will open. Word has already filled in the necessary information: Sort by: Schools; Type: Text; Using: Paragraphs. Also the Ascending order is already selected. The user just needs to press OK. (If dates or numbers are sorted, the TYPE would change to numbers or dates.) Schools Population East Middle 650 1500 Southside Elementary 298 West Middle 850 The above illustration shows the table after the sort was completed. Notice that because the header row is bolded, it was not affected by the sort. Remember: AS YOU SORT A TABLE ALL ITEMS IN A ROW MOVE TOGETHER. To insert a column in the table, click inside the last column and on the Table Tools contextual tab, select Layout, Rows & Columns, Insert Right. Now insert a new row at the bottom of the table. The following illustrates the new table. Schools Population East Middle 650 1500 Southside Elementary 298 West Middle 850 Key in bold the header for the last column: Built and include the following dates in this order: 1985, 2009, 1954, and 1908. When deleting, the user must decide what to be deleted. The contents, the structure or both the contents and structure. To delete the contents of a table, row, column or cell, just select it and press the delete key. To delete the structure of a row, column, or the entire table including the contents, select it and on the Layout contextual tab, select delete and the following will open. This enables the user to delete cells, columns, row, and tables. There are four ways to enlarge the column width. Drag the column’s right border to enlarge Layout contextual tab, Cell Size and enter the cell width Layout contextual tab, Cell size, and select AutoFit.
d. d Write your answers in the empty boxes Main Idea Supporting Details TECR: Drag and Drop TECR Question Select the sentences that create a summary of the passage and place them in the correct order. (This is a drag and drop question but you could provide students a list of (8-10) sentences and then have them copy and paste into stacked text boxes. Notice not all statements will be utilized.) PCR: Narrative Task Write a continuation of the story____ using details from the passage. Describe what you think might happen to (character). What obstacles might he/she face, and what actions might he/she take to overcome them?
Some data fields are stored in the but not readily accessible. This tutorial demonstrates one method of making data more accessible. In this tutorial, use the NTM Structural model in Revit to determine the SF of fireproofing needed for the project. If the Type Properties are examined, the bf (bottom flange width) d (depth of the w flange) are contained for the object, however, when a schedule is created this data is not available. This tutorial goes through a process of how to make this data available in a schedule. For this tutorial, use the NTM-Structural 2016.rvt file found at: CFM 411 Winter 2016\Projects\NTM. On the open window, be sure to Detach from Central. When opening the model, Detach it from the Central model and Discard the Worksets. You will essentially go through this tutorial 2 times. Once to make the parameters available for the beams and then once to make the parameters available for the columns. Creating the Schedules Schedules are a means to get a list of materials contained in the Revit model in a tabular/ table format that can be exported to programs like Excel. A schedule for Structural Framing and for Structural Columns need to be created. Let’s start with Structural Framing. On the View Ribbon, from the Create section select Schedules, Schedule/Quantity. On the Filter List dropdown, select Structure. On the New Schedule window, change the name to Fireproofing select Structural Framing (the second time through select Structural Columns) and also select New Shell under Phase. OK. Add the Family and Type and Length fields. When scrolling up and down the Available fields, it is impossible to calculate the surface area of the and columns that need to be fireproofed because the bf (base flange width) and d (depth) fields are missing. Therefore the following steps need to be followed to make these fields accessible. The schedule will be completed later in the tutorial. Press OK. Selecting an object Select the 3D view of the project.
Locking objects together Changing the order of objects - layers Making objects semi-transparent 1.Page colour: 2.Entering text – type onto the page. 3.& 4. Rotating objects and Locking objects together 5. Order of objects – layers The fishing rod needs to be ‘behind’ the rectangle of water
Enrolling in a Course and Creating an Account with Orange County Virtual School Click to register today. From the registration welcome page, select the “New Students Start Here” button. Step 1: Customize your Results A series of questions are given to customize the course catalog results. Select “I live in ” option. Choose Orange County. Select student type – public/charter, private, or home school. Select Continue button. A progress screen generates. Select the Browse Course Catalog button to begin Step 2. Step 2: Browse your Course Catalog The student is taken to the FLVS course catalog – customized to their answers in Step 1. Search entire catalog by page. Use the search box to narrow the results. (Reset the search tab to go back to first page of catalog.) Use the filter options on the left to refine the search by Education Level and Subject. Choose the course. Select the Segment (1, 2, or both). Select the check box to acknowledge the prerequisites(s) for the course have been met. MAKE SURE TO SELECT THE DISTRICT FRANCHISE AS ***Orange County Virtual*** Choose preferred start date: Select the calendar icon and choose a date from the calendar provided. Select “Add to Backpack” in the Select a District Franchise. The student is taken to the Backpack each time a course is selected to confirm the choice. Select the “Add More Courses” button to go back into the Course Catalog to select another course. Or select the Continue button to go on and create an account.
Practice: Collaboration (coaching, feedback, reflection): 60% Course Rubric The course grade will be determined using the following criteria. Describe what is required for each Outcome and how many points are assigned to each proficiency level. Provide a clear and specific description of the criteria that will be used to evaluate student work. At the bottom of the rubric, state how many points are needed to earn each grade; weighting is accepted. Course Requirements (enter each criteria in the boxes below and assign a point value) Exemplary Demonstrates good understanding and Points: 5 Accomplished Demonstrates satisfactory understanding and skill Points: 4 Developing Demonstrates some understanding and skill Points: 3 Beginning Demonstrates little or no understanding or skill Points: 2 Not completed or not able to be scored Goal 1 Outcomes: Knowledge 5 eagerly participates in all models and actively engages with discussions and relections 4 somewhat participates in the models and offers limited discussions 3 participates with little discussion 2 no participation and no discussion. Goal 2 Outcomes: Practice 5 eagerly participates in discussions and reflections 4 somewhat participates in discussions and reflections 3 participates with little discussion 2 no participation and no discussion Goal 3 Outcomes: Implementation 5 eagerly works and collorborates with others to develop action plan 4 somewhat works and collorborates with others to develop action plan 3 works on action plan with little effort or discussion 2 no work on action plan and no discussion Goal 4 Outcomes: Sharing 5 eagerly shares their action plan and includes a thoughful reflection 4 somewhat shares their action plan and adds some reflection 3 shares action plan with little effort and little reflection 2 no sharing on action plan
Participation Requirement NOTE: Do not include attendance as criterion in the scoring; 100% attendance is required for all levels of credit. Reflects 15 collaborative hours completed per each credit. --------------This criterion is either met or not met. -------------- Does not reflect 15 collaborative hours completed per each credit. A = 15 to 20 B = 14 to 10 C = 9 to 5 D = 4 to 1 F = 0
Appendix 1 – notes on example videos Video What do you think the main purpose of the video was? How did the presenter try to persuade you of their arguments? What did you like/dislike about the style of the video Jean Menzies’ top 10 young adult books Top 5 animated films of 2015
develop graduates who are effective professionals and socially responsible citizens. 3. Most institutions of higher education have missions to serve the communities in which they reside; therefore the development of pipeline programs to promote inclusion of underrepresented populations assist in meeting that mission. MULTI-DIMENSIONAL Pipeline programs should be consistently multi-dimensional. Programs should begin early and persist through out schooling. Multi-Dimensional Pipeline programs include, but are not limited to: 1. Strengthening participants’ academic skills. 2. Provide an introduction to campus life. 3. Aid in the development of self-esteem, sense of purpose and cultural awareness. Additional strategies may also include: 1. Family and community support and involvement. 2. learning, career exposure and opportunities to engage with current students and faculty. RESPONSIVE ADMISSION CRITERIA Pipeline programs should review admission criteria and when possible develop a holistic admissions program, with less focus on test scores and other academic indicators, which do not necessarily measure intelligence or competence. CULTURAL COMPETENCE Pipeline programs should address the experiences of the targeted populations, not simply provide blanketed experiences. Research has shown that increased family, peer and community support can lead to 1. Shows current students how they can assist their own communities. 2. Provides local community members with opportunity to see healthcare professionals who have similar backgrounds and values as themselves. 3. In addition to the development of community specific clinical sites, program visibility in the
Now we are going to add a button You might find that there is an issue when you do this .This is because you have not defined button 1 You need to say what the name is of the thing you are going to put on your GUI otherwise you will get define errors in red on left hand side of screenshot below When you run it you should see the following
Include directions to the distribution point contact – such as “send to all NP’s providing services to Adult ICU pts.” UPDATE: IT Systems & Processes Distribution Provider Group Distribution Specifics – Contacts House Staff Email: Molly Cole, Lisa King, cc Don Brady GME distribution – identify house staff should be alerted for update (i.e. House Staff providing services to Adult Patients) Cole cc-Don Brady, MD – assoc dean of school of medicine “oversees” the process) NP’s Email: Jason Jean, Jerita Payne, Michelle Terrell, Jill Kinch, Devin Carr, Scott Simms, Avni Cipril NP Supervisor – APN Directors or Administrative Director Scalin in Advanced Practice Office provides spreadsheet updated & sent every 3 months – contact info & instructions VUH Attending Physicians Email: VUH Medical directors distribution list –(includes VUH and VCH attendings and service line directors and Lisa McMahan, Neesha, Stephan and Sunil) And ICU Medical Directors distribution list VUH Chiefs (& Kripalani) review the UPDATE communication & provide validation for which physicians should receive. If a targeted group, often Neesha &/or Sunil will handle themselves. If VUH Medical Directors or VUH ICU Directors, Debi or Maribeth should send via distribution list. Neesha Choma, Stephan Russ, & Sunil Kripalani (in distribution list) VUH Medical Director distribution list updated by: Megan M Rogers (also does Executive Medical Director list) ICU Medical Director Distribution list provided & updated by Barbara Martin VUH Surgical/Anesthesia Attgs – Email: Roger D’mochowski, MD only send to Roger when appropriate for this group Surgical – Quality Champion (he has only needed to do this once in early spring 2012 – will likely need “reminder”) Roger D’mochowski, MD VCH Attendings, Medical Directors (see above) Chief of Staff for VCH prefers to be in loop for all communications to peds providers – they are sent from her office with addendum at top from her – with the UPDATE email below. John Brock, MD, is the contact for surgical services – but this too shall go through Chief of Staff’s office & she will send to Dr. Brock for further dissemination. Meg Rush, MD – of Staff (not in distribution list but Lisa is) Lisa McMahan
UPDATE: IT Systems & Processes Distribution Guide Provider Group Distribution Point Specifics – Contacts Staff Email: Molly Cole, Lisa King, cc Don Brady GME distribution – identify which house staff should be alerted for update (i.e. House Staff providing services to Adult Patients) Molly Cole cc-Don MD – assoc dean of school of medicine “oversees” the process) NP’s Jason Jean, Jerita Payne, Michelle Terrell, Jill Kinch, Devin Carr, Scott Simms, Avni Cipril NP Supervisor – APN Directors or Administrative Director Shana Scalin in Advanced Practice Office provides spreadsheet updated & sent every 3 months – contact info & instructions VUH Attending Physicians Email: VUH Medical directors distribution list –(includes VUH and VCH attendings and service line directors and Lisa McMahan, Neesha, Stephan and Sunil) And ICU Medical Directors distribution list VUH Chiefs (& Kripalani) review the UPDATE communication & provide validation for which physicians should receive. If a targeted group, often Neesha &/or Sunil will handle themselves. If VUH Medical Directors or VUH ICU Directors, Debi or Maribeth should send via distribution list. Neesha Choma, Stephan Russ, & Sunil Kripalani (in distribution list) VUH Medical Director distribution list updated by: Megan M Rogers (also does Executive Medical Director list) ICU Medical Director Distribution list provided & updated by Barbara Martin VUH Surgical/Anesthesia Attgs – Email: Roger D’mochowski, MD only send to when appropriate for this group Surgical – Quality Champion (he has only needed to do this once in early spring 2012 – will likely need “reminder”) D’mochowski, MD VCH Attendings, Medical Directors (see above) Chief of Staff for VCH prefers to be in loop for all communications to peds providers – they are sent from her office with addendum at top from her – with the UPDATE email below. John Brock, MD, is the contact for surgical services – but this too shall go through Chief of Staff’s office & she will send to Dr. Brock for further dissemination. Meg Rush, MD – Chief of Staff (not in distribution list but Lisa is) Lisa McMahan
The vendor fields will populate based on the information in the vendor record. All of the remaining blank fields are optional. Note, for this vendor, the ‘Attention’ field which says to email the PO to an email address. Therefore, when you get to the ‘Method of PO Transmission’, you will want to change that from Fax to ‘Print’. ………….………………………………………………………………………………………………..
IV. Go to the Log In section at the top right corner of teacherpage.com Type in the User Name and Password you selected and log in! Go to Website Editor. V. At top of the editor are all the different functions you can play with. For today’s purposes, click on Edit Page, then scroll down to the Add Text section. You can select an Editor on the right side. I prefer Editor 2+ because to me it most resembles the functions in a Word document. You can now begin typing text, changing the font, the size, the color of text, etc. Take a few minutes to type some text such as a greeting or reminders for due dates. Play with the text, color, size, etc. VI. Now let’s practice adding a link to a website. Let’s say you want the students to study a site or use it to answer questions. Type the words Click Here to access many biographies on your web page Highlight the words you typed with your mouse. Then, go the Word document icons, and click on the world icon with a linked chain on it, also known as the Edit/Insert Link icon. When you click it, a box should come up. In the blank URL space, type in then click OK. Hey, you just made a connected link on your website! VII. Next is THE MOST IMPORTANT STEP. Let’s say you have typed out all the info you want, added links, etc. It will be lost forever, unless you follow these steps: 1. Scroll to the top of the page and click the gray bar that says Save Changes. 2. Go to the top right of your website and click View Changes. 3. Go to the top of your website and click Publish Changes, click OK, then wait for a box to appear that says Publishing Process Complete! You can repeat steps over and over, but if you neglect to follow them, all your work will be lost. VIII. Okay, let’s see what you did. Exit out of the website completely. Get on the internet and go to (whatever you chose as your user name is what to type after the / mark) Did it work? Do you now have a web page?? Let’s practice editing your page. Once you get used to it, you can add and delete text and links in a matter of minutes.
CLIENT RIGHTS COMMITTEE (CRC) Date this meeting: April 12, 2016 Date/time/location of next meeting: June 14, 2016, 1120 Seven Lakes Drive, West End NC Attending: George E. Reynolds, Jr., Lori Richardson, Teresa Butler, Carol Whitaker, Marilyn Gilliam, Nancy McNiff, Ross Streater, Bill Larrison, Leann Henkel Absent: Anthony Copeland Liaison: Anne Kimball Guest: Evelyn Savage (Sandhills Center) Recorder: Joann Cozart DISCUSSION/CONTENT DECISION Call to _________________________ Carol Whitaker The meeting was called to order at 5:00 p.m. by Chair Carol Whitaker. Introduction of New CRC Member _________________________ Carol Whitaker Carol Whitaker introduced Bill Larrison as the newest member of the CRC. Mr. Larrison is the hospital representative to the Sandhills Center Board and the Executive Director/CEO for Good Hope Hospital in Harnett County. Mr. Larrison was welcomed by all present. Approval of Minutes _________________________ Carol Whitaker McNiff made a motion to accept the February 9, 2016 minutes. Marilyn Gilliam seconded the motion. Members present unanimously to approve the minutes. Chief Legal Officer/Chief Corporate Compliance Carol Whitaker introduced Evelyn Savage, Chief Legal Officer and Chief Corporate Compliance Officer as our guest. Ms. Savage gave the committee an overview of her job duties. She supervises Program Integrity, Clinical/Business Records Management, Compliance/Policies and Procedures. Ms. Savage responded to questions from the committee. Announcements As April is Autism Awareness Month, Leann Henkel distributed pins to the committee in observance of that designation. George E. Reynolds, Jr., distributed NAMI handouts regarding an upcoming County education meeting and the NAMI Walks fundraiser. He also Moore
Day 1: The person who rolls the die will try to get his or her team to guess the answer on the bottom of this card by acting out without making any noise. light Day 1: The person who rolls the die will try to get his or her team to guess the answer on the bottom of this card by acting out without making any noise. darkness Day 1: Factoid Your team must correctly answer the question. What did God say to get rid of the darkness? a) Turn on the lights b) Let there be light c) Let the darkness be gone Day 1: Factoid Your team must correctly answer the question. (Choices for younger children) In what book of the Bible do we find the of creation? a) Psalms b) Matthew c) Genesis Day 1: Polygraph Your team must correctly answer the question. God created light just by speaking. ** True ** Day 1: Polygraph Your team must correctly answer the true-false question. The story of creation is in the New Testament. ** False ** Day 1: sculptorades The person who rolls the die will try to get his or her team to guess the answer on the bottom of this card by sculpting with clay without making any noise. nothing Day 1: sculptorades The person who rolls the die will try to get his or her team to guess the answer on the bottom of this card by sculpting with clay without making any noise. Day 1: cloodle The person who rolls the die will try to get his or her team to guess the answer on the bottom of this card by drawing on the white board without making any noise or writing anything. day Day 1: cloodle The person who rolls the die will try to get his or her team to guess the answer on the bottom of this card by drawing on the white board without making any noise or writing anything. God
per cent below the national level. Given that the demand from local employers and the Creative Economy as a whole in the UK lies predominantly in the need for an increase in a range of digital skills, this presents a particular local challenge of potential skills recruitment, and the retention of locally developed creative talent. Table 7 Creative Economy HE students in Lancashire by University, 2013/14 Broad code The University of Central Lancashire Edge Hill Uni Lancaster University Total % Provision Computer Sciences 575 430 490 1,495 16.90% Engineering & technology* 5 0 0 5 0.05% Architecture, building & planning** 790 0 0 790 8.91% Marketing 195 195 545 935 10.54% Mass communication & documentation 940 495 155 1,590 17.93% Creative arts & design 2,700 960 390 4,050 45.68% 5,205 2,080 1,580 8,865 * Only includes course related to – ceramics & glasses (J300), polymers & textiles (J400), and materials technology nec (J500) ** Does not include planning Source: HESA 2.4 Critical Issues Recruiting people who have appropriate digital skills was identified as being the principal problem, rather than sourcing people who have creative skills. There were felt to be different issues for digital companies as opposed to (creative) agencies. Skills gaps are more prevalent in the digital sub-sector than in the workforce as a whole, with 7 per cent of employees not fully proficient in their role (compared to 5 per cent in the economy as whole) at the UK level. This demonstrates a potential mismatch in of the scale and nature of provision which shows a significantly greater proportion of students studying to obtain “Creative Arts” rather than “Digital” skills (over 40 per cent compared to less than 20 per cent) at all levels. Within the 20 per cent, it is also noted that the predominant
TOTAL ESTIMATED COST TOTAL AMOUNT SOUGHT FROM CORK COUNTY COUNCIL: €_______________ Please provide details of your capacity to deliver this project (e.g. previous experience) and indicate whether or not you have operated a temporary pop-up shop before? Has this project received or applied for other sources of funding? Yes ____ No ____ If yes, please state the source and amount of funding: _________________________________________________________________________________
Employment Status Freelance (a contract of 364 days or shorter) Permanent or long term contract (365 days or longer) Sole trader Running own company Voluntary or unpaid basis Unemployed Student (please state) _________________________________
State v. Stodd: Stevie Stodd, a 3-year old child, “drives” a non-motorized toy car that his father gave him into the park. A police officer arrests young Stevie. He is tried and convicted for violating the city’s law State v. Edwards: A bee stings Sally, a little girl who is playing in the park. She has a allergic reaction. Her father uses his cell-phone to call an ambulance. The ambulance arrives and very carefully enters the park to save sally. A police officer arrests the ambulance driver, Mary Edwards. She is tried and convicted for violating the city’s law. State v. Budd: Julie Budd rides her bicycle through the park on her way to a girl-scout charity event. A police officer arrests Budd. She is tried and convicted for violating the city’s law. v. Karlberg: Kevin Karlberg, a commercial airline pilot, flies a Delta Airlines “Whisper Jet” over the park at approximately 1000 feet on his approach for landing. A police officer arrests him. He is tried and convicted of violating the city’s law. State v. Wadsworth: A monument to the town’s citizens who died in an overseas war is being built. A full-size military tank, donated by the government is placed in the park as part of the monument. A group of anti-war activists gives a police officer a tip about this activity, On the day the tank is
Pinterest – Activity Resource Website resource for ideas on adult and children’s activities Pinterest Creative Blog – Activities for children Website – Blog Great ideas for activities for children Anna Reyner Creative Arts Activities for Children Website ideas for activities for children Jump Start Creative Arts Activities for Adults and Children Website Again another resource for activities for children, but this website also provides loads of Creative Arts activates for Teens and Adults. Most activities provide lesson plans and Visuals. Incredible Art Creative Arts Activities for Kids Website An online resource with loads of age appropriate Creative Arts activities for Kids Design Mantic Creative Arts Activities for Kids Website Creative Arts activities for kids, including age appropriate painting activates, sculpture, recyclable and art history. Kinderart Creative Arts Activities for Kids Website Famous Artist Crafts - The Crafty Classroom presents this great collection of art projects for young students. Each one is based on a particular famous artist and is designed to teach kids a bit about art history and technique as they create their own emulations at home. The Crafty Classroom Arts Resources Website Links to loads of free art resources for tutors and childcare workers to explore. Clare Tames
Early Childhood Art Development Web Document - PDF Document outlining developmental stages and sample arts activates to promote development Arts Education Partnership Early Childhood Arts – Three Perspectives – The Arts Council Web Document - PDF Perspective One – The Landscape of Early Childhood Education and Care in Ireland Perspective Two – The Place of the Arts in Early Childhood Learning and Development Perspective Three – Supporting the Growth of Early Childhood Arts Practice in Ireland The Arts Council Aistear – The Early Childhood Curriculum Framework e-Book Essential reading - Aistear describes the of learning (dispositions, values and attitudes, skills, knowledge, and understanding) that are important for children in their early years, and offers ideas and suggestions as to how this learning might be nurtured. The Framework also provides guidelines on supporting children’s learning through partnerships with parents, interactions, play, and assessment. National Council for Curriculum and Assessment Siolta e-Book Síolta, the National Quality Framework for Early Childhood Education in Ireland is designed to define, assess and support the improvement of quality across all aspects of practice in Early Childhood Care and Education (ECCE) settings where children aged birth to six years are present Centre for Childhood Development and Education on behalf of the Department of Education and Skills Meeting the Challenge: Book Outline the biological and social sources of challenging behaviors and offers strategies Barbara Kaiser & Judy Sklar Rasminsky
Plagiarism and Copyright Organizer Plagiarism Definition Examples How It Affects My Life Citation(s) Copyright Definition Laws (Fair Use, Public Domain) How It Affects My Life Citation(s) Visit for help with MLA citations. Name(s):