zilongwang/ReadingBank huggingface dataset:
but this be tedious. Instead, we note that we are evaluating the function at five and nine points on the interval [0, 4]: xs2 = linspace( 0, 4, 5 ); fxs2 = f62( xs2 ); xs3 = linspace( 0, 4, 9 ); fxs3 = f62( xs3 ); Now, we can factor out 0.5 and all the products are the same, so essentially, these simplify to: a2 = 0.5*(fxs2(1) + 2*sum(fxs2(2:end-1)) + fxs2(end))*(4 - 0)/4 a3 = 0.5*(fxs3(1) + 2*sum(fxs3(2:end-1)) + fxs3(end))*(4 - 0)/8 where h = 1 and h = 0.5, respectively. We must now implement this as a function: function intf = comp_trap( f, ab, h ) where ab is a row vector of two values: [a, b]. The first step of the function is to assign these two entries to the variables a and b, respectively. The next step is to determine n from h: recall that and, therefore, . However, we have a problem with numerical calculations: it be that the result is not exactly an integer. Thus, it would be wise to use the round function: n = round( (b - a)/h + 1 ); Next, we must determine n linearly spaced points between a and b. Then, evaluate the function at each of those n points. Finally, calculate and return . function intf = comp_trap( f, ab, h ) % enter your implemention here end These pairs of Matlab commands should produce identical results: xs2 = linspace( 0, 4, 5 ); f622 = f62( xs2 ); a2 = 0.5*(f622(1) + 2*sum(f622(2:end-1)) + f622(end))*(4 - 0)/4
Second Year Fourth Semester A.THEORY Sl No. Subject Code Theory Contact Credit Points L T P Total 1 HU401 Values & Ethics in Profession 3 0 0 3 3 2 CH401 Basic Environmental Engineering & Elementary Biology 3 0 0 3 3 3 EC401 1. EM Theory & Transmission Lines 3 1 0 4 4 4 EC402 2. Digital Electronic & Integrated Circuits 3 1 0 4 4 5 EC403 Computer Organisation and Architecture 3 1 0 4 4 Total of Theory 18 18 B. PRACTICAL 6 HU481 Technical Report Writing & Language Lab Practice 0 0 3 3 2 7 EC491 1. EM Theory &Tx Lines Lab 0 0 3 3 2 8 EC492 2. Digital Electronic & Integrated Circuits Lab 0 0 3 3 2 9 EC493 Computer Organisation and Architecture Lab 0 0 3 3 2 Total of Practical 12 8 C. SESSIONAL 10 GS481 General Studies - IV Lab 3 1 0 4 4 Total of Sessional 4 4 of Semester 34 30
Third Year – Sixth Semester A.THEORY Sl No. Subject Code Theory Contact Hours/Week Credit Points L T P Total 1 HU601 Principles of Management 2 0 0 2 2 2 EC601 Digital Communications 3 0 0 3 3 3 EC602 Digital Signal Processing 3 0 0 3 3 4 EC 603 Telecommunication System 3 0 0 3 3 5 (No Lab) EC-604A EC-604B Antenna Theory & Propagation Information Theory & Coding 3 0 0 3 3 6 (With Lab) EC-605A EC-605B EC-605C Operating System Data Base Management Systems Electronic Measurement& Instrumentation 3 0 0 3 3 Total of Theory 17 17 B. PRACTICAL 7 EC691 Digital Communications 0 0 3 3 2 8 EC 692 Digital Signal Processing 0 0 3 3 2 9 F.E. EC-695A EC-695B EC-695C Operating System Data Base Management Systems Electronic Measurement & Instrumentation 0 0 3 3 2 10 EC-681 Seminar 0 0 3 3 2 Total of Practical 12 8 C. SESSIONAL 11 GS681 General Studies - VI Lab 3 1 0 4 4 Total of Sessional 4 4 Total of Semester 33 29
Fourth Year – Seventh Semester A.THEORY Sl No. Subject Code Theory Contact Credit Points L T P Total 1 Wireless Communication & N/W 3 0 0 3 3 2 EC702 Microelectronics & VLSI Designs 3 0 0 3 3 3 EC703 (With Lab) A. RF & Microwave Engineering. B. Optical Communication & N/W C. Computer Networks D. FPGA & Reconfigurable Computing 3 0 0 3 3 4 EC704 (No Lab) A. Radar Engg B. Embedded Systems C. Biomedical Instrumentation 3 0 0 3 3 5 F. E. EC705 A. Artificial Intelligence B. Robotics C. Software Engineering D. Power Electronics 3 0 0 3 3 Total of Theory 15 15 B. PRACTICAL 6 HU78 1 Group Discussion 0 0 3 3 2 7 EC79 2 VLSI Design Lab 0 0 3 3 2 8 EC79 3 A. RF & Microwave Engg. Lab B. Optical Communication & N/W Lab C. Computer Networks Lab D. FPGA & Reconfigurable Computing lab 0 0 3 3 2 9 F.E EC79 5 A.Artificial Intelligence Lab B.Robotics lab C.Software Engineering D.Power Electronics Lab 0 0 3 3 2 10 EC78 1 Industrial training 4 weeks during 6th -7 thSem-break 2 11 EC78 2 Project- 1 3 2 Total of Practical 15 12 C. SESSIONAL 12 GS781 General Studies - VII Lab 3 1 0 4 4 Total of Sessional 4 4 Total of Semester 34 31
Table 2: Case Profile Description Case 1 Case 2 Case 3 Case 4 Type Multi Purposive Building Hospital Building Office Complex Building Administrative building Employer Private Private Government Government Condition Completed Completed Completed Completed Category Luxury Super Luxury Semi Luxury Normal Duration Estimated : 18 Months Actual : 30 Months Estimated : 20 Months Actual : 26 Months Estimated : 24 Months Actual : 40 Months Estimated : 15 Months Actual : 18 Months Contract Price Accepted: USD 1.6 Million Actual : USD 2.27 Million Accepted: USD 8.95Million Actual : USD 12.69 Million Accepted: USD 15.61 Million Actual : USD 20.58 Million Accepted : USD 0.55 Million Actual : USD 0.76 Million Number of Stories 8 14 14 5 Parties Interviewed Client’s Representative : CL Consultant’s Representative : CN Contractor’s Representative : CR Labels for Interviewees CL01 CN01 CR01 CL02 CN02 CR02 CL03 CN03 CR03 CL04 CN04 CR04 Interviewees’ Designation of the Project CL01 - Representative of the client’s company who appointed as the team leader of the project CL02 - Head of the consultant team CL03 - Head of the Contractor’s team Interviewees’ of Expertise CL01 : Civil Engineering CN01: Quantity Surveying CR01: Project Management CL02: Architecture CN02: Project Management CR02: Quantity Surveying CL03: Construction Management CN03: Civil Engineering CR03: Project Management CL04: Civil Engineering CN04: Quantity Surveying CR04: Mechanical Engineering Interviewees’ Experience CL01 : 15 Years CN01 : 16 Years CR01 : 14 Years CL02 : 23 Years CN02 : 38 Years CR02 : 13 Years CL03 : 20 Years CN03: 15 CR03 : 21 Years CL04 : 26 Years CN04 : 8 Years CR04 : 53 Interviewees’ Company Scale CL01 : Large scale CN01 : Medium CL02 : Large scale CN02 : scale CL03 : Large scale CN03: Large scale CL04 : Medium scale CN04 : Large scale
Lesson Plans Week: 6 Gina Tanner: ECE 1 CTAE UNIT: 2/3 UNIT EQ: How can infants be cared for properly? TUESDAY WEDNESDAY THURSDAY FRIDAY Lesson EQ: What are the stages of pregnancy? What are the responsibilities of caring for a new born? How are infants transported safely? What preparations are needed for newborn infants? Assessment: Formative/ Summative Students will turn in charts KWL: pre-activity assessment Completion of egg babies: students turn in signed contracts Baby room flip books Warm Up: Show “From an Orange to a Watermelon” video clip Watch egg baby clip Make an oath to properly care for egg babies Show incredible rooms from Houzz.com Work Session: Have students use texts and work with partners to draw and label the stages of pregnancy/ infant development Students will find out the sex of their babies. They will make a plan for their babies’ arrival. We will discuss the egg baby project. Create egg babies and their carriers Students will create babies rooms for their egg babies. Differentiation: Content Process Product Negotiation Support Extension Response Group Work Gradation Role Content Process Product Negotiation Support Extension Response Group Work Gradation Role Content Process Product Negotiation Support Extension Response Group Work Gradation Role Content Process Product Negotiation Support Extension Response Group Work Gradation Role Closing Have students try on pregnancy belts to feel what it is like to be nine months pregnant What is it like to bring a newborn home? Share egg babies Share responses Standards ET-ECE-6 Explore prenatal development and the growth, development, and care of the infant. ET-ECE-6.3 Analyze the physical, emotional, social, and cognitive development of the infant ET-ECE-6.6 Determine strategies that promote the health and safety of an infant. ET-ECE 6.5 Analyze the physical, emotional, social, and cognitive development of the infant.
and switch B was open for a long time before t = 0. Then, at t = 0, switch B closed, and switch C opened. Then, one [second] later, switch A opened. Find vX (2[s]). Room for extra work Use the circuit below to solve. The switches A and C were closed for a long time and switch B was open for a long time before t = 0. Then, at t = 0, switch B closed, and switch C opened. Then, one [second] later, switch A opened. Find vX (2[s]).
Room for work 6. {30 Points} The dc in the circuit shown can be modeled with a 5.6[H] inductor in series with a 47[] resistor. The voltage across the motor is monitored using a 1000[V] full-scale voltmeter that has a meter resistance of 5[M]. The motor had been running for a long time, and then was shut down by opening the switch at t = 0. a) Find the voltage across the voltmeter right after the switch was opened, assuming that the models here all remain valid. b) Assume that an additional resistor RX is placed in parallel with the voltmeter. Find the value for RX needed to make sure that the magnitude of the voltage across the voltmeter does not exceed 1000[V] in this circuit. c) For the case in part b), assuming the value you found for RX, find the energy dissipated in RX for t > 0.
1. {20 Points} By proper choice of the components R1, C1, R2, and C2, the transfer function of this circuit can be made independent of frequency. In that case the circuit is called a compensated attenuator, and the components R1 and C1 can be used as an oscilloscope probe. In this application, the signal from a circuit being viewed on an oscilloscope is attenuated, and the input impedance of the oscilloscope is “compensated” by the probe so that it does not distort the measurement. Assume that in Figure 2, R1 and C1 represent the probe, while R2 and C2 represent the oscilloscope input. For an oscilloscope with an input R2 = 2.2[M] and a probe with R1 = 8.3[M] , it has been found that when the oscilloscope probe is connected to a square wave, that the image on the oscilloscope screen will be square when C1 = 46[pF]. a) Find the capacitance of the oscilloscope, C2. b) In the lab, we use probes that are called “ten-times probes”. What would you call the probe in this case? Room for extra work 2. {40 Points} Assume ideal op amps. a) Find vA as a function of vI. b) Find vB as a function of vI. c) Find iA as a function of vI. Room for work 3. {40 Points} The transfer function H(f) for an audio circuit has the straight-line approximation to the magnitude Bode plot shown in Figure 1. The frequency axis in this plot is not drawn to scale. The non-zero slope values are shown. Find f1. Find f2.
biased into the linear region, with r = 230[]. Find the voltage gain vo /vi in the passband. Room for extra work ECE 3355 -- Quiz #6 – April 27, 2017 – Solution Use the circuit shown to solve this problem. Assume that for the transistor,  = 40, and that it is operating at room temperature. Assume that the transistor is biased into the linear region, with r = 230[]. Find the voltage gain vo /vi in the passband.
QRS complex The peak of ECG signal is _______ 200 mv 130 mv 160 mv 100 mv To artificially simulate pace in heart, we require_____ for 2 msec. 5 V 3 V 7 V 6 V If any or both natural pacemakers become incapable of simulating Cardiac muscles properly _______ occurs. Strokes-Adam’s Disease Strokes-Man Disease Strokes-Heart Disease Bone of In designing artificial pacemakers, we use pattern “X Y Z”, In it “X” is used for relating Chamber used Chanber sensed Mode of operation None of above In designing artificial pacemakers, we use pattern “X Y Z”, In it “Y” is used for relating Chamber being used Chanber being sensed Mode of operation None of above
MSU Car Battery Management System Michigan State University Senior Design – ECE 480 – Team 7 Spring 2014 Project Sponsor: MSU Solar Car Project Facilitator: Binseng Wang Team Members: Michael Matthew Gilbert-Eyres Auez Ryskhanov Gerald Saumier Albert Ware
Table of Contents 1. Executive Summary…………………………………………………………………………3-5 1.1 Background 1.2 Currently Available Products 2. Technical Summary………………………………………………………………………..6-10 2.1 Function 2.2 Performance 2.3 Delivery Date 2.4 Environmental Conditions 2.5 Safety 2.6 Reliability 2.7 Maintenance 2.8 Size 2.9 Weight 2.10 Encasing 2.11 Communication Board Connections 2.12 Operating Instructions 2.12 Prototype Drawings 2.13 Initial Costs 3. FAST Diagram……………………………………………………………………………….11 4. Design……………………………………………………………………………………...12-15 4.1 Design Stages 4.2 Design Concept Rakings 4.3 Proposed Design Solutions 5. Project Management……………………………………………………………………..16-18 5.1 Non-Technical Roles 5.2 Technical Roles 5.3 Gantt Chart 6. Estimated Total Cost………………………………………………………………………..19 7. References……………………………………………………………………………………20
1.2 Currently Available Products 1.2.1 Elithion Lithiumate Pro Figure 1.2.1 Elithion is a leading manufacturer of Lithium-ion battery management systems. The Lithiumate Pro is an off the shelf, plug-and-play BMS system designed for professional applications. It uses a cell board which is mounted on each battery cell. It measures the voltage and temperature and balances the cell. The system supports up to 256 cells (~900V). The Lithiumate Pro uses dissipative (passive) balancing. It supports both CAN and RS232 communication systems. It is also compatible with many chargers and motor drivers. Although this system is ideal for the Solar Car team, the price of over $1,250 makes it impossible for the team to purchase. 1.2.2 Linear Technology LTC6804 Microprocessor-Controlled BMS Figure 1.2.2 Linear Technology specializes in microprocessor controlled battery management systems. The LTC6804 is a 3rd generation multi-cell BMS. It supports up to 12 series connected batter cells. It boasts an impressive measurement error less than1.2mV. Multiple LTC6804s can be connected in series to increase the number of cell monitored. The LTC6804 incorporates passive balancing. 1.2.3 Battery Tender BMS Figure 1.2.3 Battery Tender makes a simplistic battery management system. The system can operate up to ten 12V batteries. It uses a 4-step charging system to maintain voltage and keep a constant current. Since this device can only manage 10 battery cells, it does not meet the need for the Solar Car team.
The weight vector in the associative layer is assumed to be 8 bits. The connection weight between the two nodes in the associative layer is assumed to be 6 bits. And the size of the sorter can be dynamically sorted I.e. it can sort n inputs. 4.2 CONTROLLER FOR THIS ALGORITHM : The finite state machine for this algorithm is: The ouput signals that are high or active in the corresponding states are represented in states and assigned logic 1 and those are low and not active are not mentioned in the state diagram. 4.3 STATE TRANSITION TABLE: PRESENT_STATE INPUTS NEXT_STATE INITIAL MEMORY_READ MEMORY_READ TEMP_REG_OUT =1 LOAD_COUNTER_REGISTER MEMORY_READ TEMP_REG_OUT =0 LOAD_CY _REGISTER LOAD_COUNTER_REGISTERS ENABLE_COUNTER ENABLE_COUNTER REG_Mbx_LOAD REG_MBX_LOAD MEMORY_READ LOAD_CY_REGISTER SORT_DONE = 1 COMPARATOR_ENABLE_STATE LOAD_CY_REGISTER SORT_DONE = 0 LOAD_CY_REGISTER COMPARATOR_ENABLE_STATE COMPARATOR_OUT = 0 ENABLE_COUNTER COMPARATOR_ENABLE_STATE COMPARATOR_OUT = 1 BIT_SHIFTING BIT_SHIFTING MEMORY_READ_RESPONSE MEMORY_READ_RESPONSE OUTPUT OUTPUT DONE = 1 INITIAL OUTPUT DONE = 0 BIT_SHIFTING
Effect of EBG Presence on Elliptical Patch Antenna T maheshwar1, ch shekar2, p aruna3 1,2,3 Department of Electronics and communication Engineering,SreeDattha Institute of Engineering & Science Abstract: The Paper demonstrates the design and performance of Elliptical Patch antenna in presence of EBG structure at one of its sides and its performance is compared with conventional type under similar design conditions. Here the designed Elliptical Patch antenna has a major radius 4 and ratio 30. And EBG designed as single layer of one array of patches for EBG and having 0.5cm pillar height patch size of 2cm side length square shape patches with 0.2cm gap. Conventional antenna operated at a frequency of 2.6608GHz and in presence of EBG it works at 2.6683GHz Frequency and the comparative analysis is illustrated in this paper. Keywords: Energy Band gap Structure (EBG), Surface Wave Suppression, Radiation Enhancement, improved gain. I.INTRODUCTION The micro strip patch antennas have their various advantages in wireless communication applications because of their low cost manufacturing, compatibility with low size, and these micro strip antennas are low profile antennas. But still these antennas have narrow band width and its radiation enhancement is much needed for improvisation of its usage in our communication applications. Here I use EBG structures to enhance the antenna parameters. Generally the EBG structures mainly suppresses the surface wave propagations many researches concentrated on using this EBG in various methods to enhance the antenna parameters and to check its effects on Conventional antennas here in this paper we analyse the Elliptical Patch antenna and compare its radiation pattern width, gain directivity, intensity, front to back ratio and Radiation efficiency with conventional type. Fig [1]. Conventional and Designed antenna II. ANTENNA AND EBG DESIGNS 1.1. Antenna Here the same elliptical patch antenna is used for the analysis on same substrate under same execution conditions. The designs or shown in the below figure [1]. And the antenna is fed with micro-strip feed from wave port for excitation.
Network dialogue was respectful and fruitful and discussion outcomes are described in the following sections. 3.4 Dialogue on Barriers The Chin Advisors and service providers in the Network identified barriers which discouraged Chin families from accessing early childhood services and these are summarised below. Cultural barriers In preparing for the Network meetings, the dialogue between Chin Advisors included discussion on childhood and health issues in Burma. They talked about how, in Burma, caring for children and teaching domestic skills was women’s work. Older children, rather than parents, played with younger children. The men provided discipline and practical survival skills, such as fishing, making items, repairing things, and chopping wood. When settling in Australia, survival skills were no longer needed, reducing the men’s role. One man said: “I have no role here. I’ve lost my place and position”. Others said that they played sport with their children. When talking health services for young children in Burma, Advisory Group members talked about difficulties associated with malnourishment, sleeping and sickness. In the villages, there was little support from health services and no health education or advice on healthy diets. There were very occasional visits from health workers which were not well promoted. One person spoke about the annual visit to the village by a nurse who provided injections against polio, using the needle multiple times. When babies were born, older village women gave advice and helped with the birth. There was limited sterilization, and newborns were placed in kitchen bowls. Medication was not available and it was common for mothers and babies to die in child birth. Men were not present during births. Against this cultural background, parents in the Advisory appreciated being able to use the Maternal and Child Health system when in Australia, seeing their babies measured and weighed. They said they had learnt about healthy diets, developmental stages of the baby and use of nappies. However, there were a number of barriers that discouraged Chin families from using early childhood services once in Australia, particularly child care. Chin families: Were used to sharing child care within extended families in Burma Were used to sleeping in the same bed as their children and rarely being separated from them Were unfamiliar with Maternal and Child Health services, which were rarely available in villages in Burma Were unfamiliar with the concept of childhood services generally, because they were not provided in Burma Believed that kindergartens were not for them, but for rich people” Mistrusted services that were not inclusive or culturally competent
Weekly Classroom Plan Overview Prepared by Practicum Student with Mentor Teacher (Optional Use by University Supervisor) (To be submitted by practicum student/teacher candidate to VSU supervisor the week prior to scheduled day of onsite visits) Practicum student: Dates for Week: Week # School: Grade: Room # Mentor Teacher: University Supervisor: Directions: Practicum Student: In collaboration with your mentor, complete this weekly plan beginning at the end of your first week of placement. Continue the procedure, and submit document to your university supervisor throughout the semester. Beginning and ending times of activities 1st weekday of practicum: (List content area and/or activity.) 1st Weekday of Classroom Practicum: (Describe practicum students’ participation. TOV list can be used.) If you have a Professional Improvement Plan (PIP), what actions are you taking to meet PIP objectives? Special Event for This Week? Special Event for This Week? Date: Time: Date: Time: Event: Event: Professional Semester 1: Practicum Experiences [TOV] [T] Observations [O] Videotaping [V] Demonstrate professional dispositions Writes/Speaks standard formal English Uses academic language of the content areas Uses appropriate resources to support student learning Transition students from one activity to another Implement an interactive read aloud with small group Implement an interactive read aloud with whole group Teacher providing positive reinforcement (ST) Teacher providing specific positive reinforcement Observes teacher transitioning children from one activity to another Observe teacher greeting and dismissing students Observe teacher in informal interaction with students Lunch Teacher candidate providing positive reinforcement (ST) Teacher candidate providing specific positive reinforcement
Manage teaching formats group, small group, pair, individual, centers and stations) Differentiate instruction in response to the needs of the students Demonstrate an awareness of student behavior at all Collect and analyze data on student learning, reflect on students’ work, and develop strategies for improving learning Additional tasks not identified student in the classroom – if permission can be received Observe service provision for English language learners and students with disabilities Observe teacher collecting data specific to a striving/struggling learner for intervention Observe mentor teacher implementing behavior management plan Additional tasks not identified Additional tasks not identified Directions: Complete as many of the Professional Semester 2 and Professional Semester 3: Practicum Experiences Tasks, Observations, and Videotaping [TOV] as possible during the respective professional semester; also, complete as many of the Professional Semester 1: Practicum Experiences Tasks, Observations, and Videotaping [TOV] as possible in Professional Semester 2 and Professional Semester 3.
Weekly Classroom Plan Overview Prepared by Practicum Student with Mentor Teacher (Optional Use by University Supervisor) (To be submitted by practicum student/teacher candidate to VSU supervisor the week prior to scheduled day of onsite visits) Practicum student: for Week: Week # School: Room # Mentor Teacher: University Supervisor: Directions: Practicum Student: In collaboration with your mentor, complete this weekly plan beginning at the end of your first week of placement. Continue the procedure, and submit document to your university supervisor throughout the semester. Beginning and ending times of activities 1st weekday of practicum: (List content area and/or activity.) 1st Weekday of Classroom Practicum: (Describe practicum students’ participation. TOV list below can be used.) If you have a Professional Improvement Plan (PIP), what actions are you taking to meet PIP objectives? Special Event for This Week? Special Event for This Week? Date: Time: Date: Time: Event: Event: Professional Semester 1: Practicum Experiences [TOV] Tasks [T] Observations [O] Videotaping [V] Demonstrate professional dispositions Writes/Speaks standard formal English Uses academic language of the content areas Uses appropriate resources to support student learning Transition students from one activity to another Implement an interactive read aloud with small group Implement an interactive read aloud with whole group Teacher providing positive reinforcement Teacher providing specific positive reinforcement Observes teacher transitioning children from one activity to another Observe teacher greeting and dismissing students Observe teacher in informal interaction with students Teacher candidate providing positive reinforcement Teacher candidate providing specific positive reinforcement
Department of Elementary Education Practicum Handbook ECED 3690: Early Childhood Practicum & Seminar Grades 4 - 5 Spring 2018 VALDOSTA STATE UNIVERSITY DEPARTMENT OF ELEMENTARY EDUCATION MAIL 1500 North Patterson Street · 31698-0092 PHONE 229-333-5929 · FAX 229-219-1225
Demonstrate positive reinforcement Greet/supervise students upon arrival Follow the designated school/classroom management plan Implement a DAP writing activity Informal interactions with students recess, etc.) Collect data Monitor student activity Actively support students Complete an interest inventory Administer an assessment Score/grade an assessment Integrate technology Teach a portion of lesson(s) planned by the mentor teacher Implement an interactive learning center/board Conduct classroom procedures (attendance, count, line up students, etc.) Assist mentor teacher with assigned arrival/dismissal procedures Correctly follow emergency procedures Attend professional meetings if permitted Attend planning meetings if permitted Attend a parent/teacher conference if permitted Interview support faculty/staff Any additional not identified Recess Observe teacher reading to students Observe teacher conference with students Observe appropriate resources used by teacher Observe professional meetings if permitted Observe planning meetings if permitted Observe a parent/teacher conference if permitted Observe teacher performing required school duties (could include): Morning duty Bus duty Observe school/classroom management plan Observe teacher’s with-it-ness of student behavior (to prevent misbehavior) Observe teacher’s methods getting students’ attention Observe/discuss with teacher a systematical examination of results related to P–12 learning. Any additional tasks not identified Teacher candidate transitions students Teacher candidate collecting data Teacher candidate reading aloud to students Teacher candidate selected video clips to document teaching skills and knowledge for Professional Semester Any additional not identified Directions: Complete as many of the Professional Semester 1: Practicum Experiences Tasks, Observations, and Videotaping [TOV] as possible during Professional Semester 1. Professional Semester 2 and Professional Semester 3: Practicum Experiences Tasks Observations Videotaping In addition to Professional Semester 1 tasks… Teach collaboratively planned lessons with mentor teacher Implement independently-designed DAP reading lessons Implement independently-designed DAP writing lessons Implement independently-designed DAP math lessons In addition to Professional Semester 1 observations… Observe DAP reading lessons Observe DAP writing lessons Observe DAP math lessons Observe students’ learning levels for possible future intervention In addition to Professional Semester 1 videotaping… Teacher candidate selected video clips to document teaching skills and knowledge for
Due Dates and Teaching Responsibilities: Teacher Candidate Due Dates and Responsibilities: Mentor Teacher Due Dates and Responsibilities: University Supervisor Week 14: Copy of Weekly Class Schedule Final self-evaluation of 3rd videotaped lesson (COEHS CAPS Observation Instrument): Complete this form on LiveText, print a copy, and submit the copy to the university supervisor. Dispositions Self-Evaluation by Teacher Candidate: Complete the paper copy of this form and submit to the university supervisor Approve lesson Final evaluation of teacher candidate (COEHS CAPS Observation Instrument): Complete a copy of this form online ( print a copy, and submit the copy to the student teacher who will give it to the university supervisor. Dispositions Evaluation by Mentor of Teacher Candidate: Complete a copy of this form and give it to the student teacher who will submit it to the university supervisor. Final evaluation of teacher candidate (COEHS CAPS Observation Instrument): Complete a copy of this form on LiveText, print a copy, and place the copy in the student teaching file with the mentor’s final evaluation and the teacher candidate’s final evaluation. . Dispositions Evaluation by University Supervisor of Teacher Candidate: Complete this form on LiveText, print a copy, and place the copy in the student teaching file with the teacher candidate’s disposition and the mentor’s disposition. Week 15 : Copy of weekly schedule Approve lesson plans Arrange for teacher candidate to visit other grade levels and /or departments within the school. Week 16: Return teacher candidate file to Elementary Education Dept. with as listed in this handbook, pp. 14-15. Name School
1.5 TC plans strategies for tracking student progress and communicating results that reflect student achievement. InTASC 6 SCTS 4.0 Planning (Instructional Plans; Assessment) Standard 3b: Observing, Documenting, and Assessing TC strategies for tracking student progress; however, communication to students is limited to the use of report cards. Strategies for tracking student progress (i.e. observation, documentation, and other appropriate assessment strategies) include plans for communicating achievement results to students in an appropriate manner. Strategies for tracking student progress (i.e. observation, documentation, and other appropriate assessment strategies) include well-organized plans for communicating achievement results on a regular basis to students in an appropriate manner.
ECEG 351 Electronics II Spring 2017 Selected Answers to HW #5 [answer to Prob. 9.2 corrected 3/8/17; answer to Prob. 1 added 3/19/17] Remember to explain all answers in your solutions. You will not receive credit for merely repeating an answer given here. When an answer is not given below, it is either because the solution is trivial or because disclosure of the answer would give away too much of the solution to the problem. Although significant effort has been made to ensure that there are no errors in the answers below, some might nevertheless appear. Please let me know as soon as possible if you discover an apparent error. 9.2 a. |VOV| = 0.35 V; VSG = 1.15 V; VS = 1.15 V; VD1 = VD2 = −1.5 V [VD1, VD2 errors corrected 3/8/17] b. −2.3 V < VCM < 0.95 V 9.6 R = 12.5 k; RD = 4.0 k; W1/L1 = 44.4; W2/L2 = 44.4; W3/L3 = 88.8; W4/L4 = 22.2 −0.2 V < VCM < 0.5 V 9.16 a. gm = 426 A/V b. I = 85 A c. VRD = 2.0 V d. vdpk = 0.1 V (small-signal magnitude only) e. VDD > 2.1 V 1. x = 0.41 [answer added 3/19/17] 2. [expression for vC2 not 3. I < 1.8 mA; Ad = 360 V/V at I = 1.8 mA 4. resistor value mismatch = 2% 5. [proof]
Graduate Early Childhood Overview Semester Course Field Placement Course Course Spring 679: Observation and Assessment in ECE (3 credits) Tu 1pm-3:30pm 791E: Practicum in Education - ECE (children 5 and under) (1 credit - 72 hours) 665: Creative Media - ECE (1 credit) Tu 3:45pm-5:15pm 653: Materials for Teaching Reading (3 credits) Th 1pm-3:30pm Fall 654: Processes and Acquisition of Reading (3 credits) Tu 1pm-3:30pm 791E: Practicum in Education - ECE (Pre-K or Kindergarten) (1 credit - 36 hours) 662: Science Processes in ECE (4 credits with 36 hour Practicum) Th 1pm-4pm 660: Accommodating Special Needs in ECE (3 credits) Th 4:30pm-7pm Spring 656: Teaching of Reading and Writing in ECE (3 credits) Tu 1pm-3:30pm 791E: Phase I Internship (1st, 2nd, or 3rd grade) (Professional Development School) (1 credit) 669: Assessment for Reading Instruction (3 credits) Th 1pm-3:30pm 661: Mathematics Processes in ECE (4 credits) Th 4:30pm-7:30pm Fall 782: Internship Seminar in ECE (3 credits) 792E: Internship in Student Teaching (Split rotation in Pre-K/K and a primary grade) (6 credits) Revised: Fall 2015
Semester Plans & Tasks month, each member is assigned a task to complete. The table below provides the distributed tasks throughout the semester. Members January February March Mouhyemen Robotic Hand Testing Placing Orders for Switches PCB Design for Data & Robotic Hand Wireless Communication Sensors-to-Robotic Hand Testing Overall Testing Final Presentation Arian Robotic Hand Testing Mini-Project 2 Testing Sensors for Data Glove Designing and Building Data Glove Wireless Communication Building Data Glove Poster Design Overall Testing Ahmed PCB Design for Robotic Hand PCB Design for Data Glove & Robotic Hand Wireless Communication Progress Report Sensors-to-Robotic Hand Testing Overall Testing Final Report Final Presentation Nouran Robotic Hand Testing Seminar Summary Testing Sensors for Data Glove Designing and Building Data Glove Wireless Communication Progress Report Building Data Glove Poster Design Overall Testing Final Report
Competitor Products DG5-VHand Glove 3.0 CyberGlove II 5DT Data Glove P5 AcceleGlove Sensor Glove(OURS) Number of Sensors 8 18 7 7 6 5 + 5 Sensor Data Rate Customizable Fixed Fixed Fixed Customizable Operating Temperature 0 -50˚C 10 - 45˚C S.T.P S.T.P S.T.P S.T.P Devices supported in each environment >2 6 (maximum) 1 1 1 1 Operating system Windows Windows Windows 32 bit DLL Windows Only All Windows Wireless Technology WiFi WiFi Bluetooth Bluetooth Zigbee Battery Duration 6 hours 3 8 Not Needed 6-12 hours D.K. Battery Charger Internal External Internal Nil External External Operating Range < 10 m 15 m 20 m 1.22 m N.S 90 -100 m Interface Micro USB USB USB/Bluetooth USB USB USB Weight Unknown Unknown Unknown 127 grams 111 grams < 125 grams Price $585 $ 12,295 $1495 $49.99 $500 < $250 Haptic Feedback No No No No No Yes Software C ++ Own Language C Table 2: Benchmarking Table
Your ECERS-R Report to Plan Changes For detailed instructions on how to complete this form, please view the ECERS-R 107 webinar, here: First row is completed as an example, only Item ECERS-R Indicator What was observed Short-term goal, mid-term goal, not feasible goal Next Steps EXAMPLE 20. Art EXAMPLE 5.2 Many and varied art materials accessible for a substantial portion of the day EXAMPLE Not enough materials: missing from either the 3-D category or the paint category EXAMPLE EXAMPLE Review activities that are planned in the art center Decide what materials to add so that enough varied materials are available, without overwhelming children with too many options Decide if any materials should be removed (are children using them? Do they support the current theme?) Take inventory of art center supplies across classrooms Order materials, or collect recyclable collage materials from families or local businesses
nc:ContactInformationIsEveningIndicator nc:ContactInformationIsNightIndicator The last on the above list are perhaps replaced by ContactInformationAvailibilityCode. To preserve the greatest level of ‘backward compatibility’ or to at least minimize the version migration challenges and costs, then at a minimum, all ECF4 supported information should also be supported in ECF5. There may be ECF4 implementations that are unknown to the TC that utilize elements which have been removed in ECF5. If there are compelling and/or necessary reasons for replacing nc:PersonContactInformationAssociationType and nc:OrganizationContactInformationAssociationType with just nc:ContactInformationAssociationType, then the person contact specific elements (i.e. nc:ContactInformationIsHomeIndicator, and nc:ContactInformationIsWorkIndicator, could be accessed through a ContactInformationAssociationAugmentationPoint, such as PersonContactInformationAssociationAugmentation. Both nc:ContactInformation and nc:ContactInformationAssociation are required as the actual contact information is provided in nc:ContactInformation while the indicators (home, work, etc.) are provided in nc:ContactInformationAssociation. Other Augmentation Many elements, such as EntityPerson, contain two augmentation points (e.g. structures:ObjectAugmentationPoint and nc:PersonAugmentationPoint). When and how is structures:ObjectAugmentationPoint used? structures:ObjectAugmentationPoint is included in all NIEM complete types. There is no removing it. DocumentIdentification cardinality ECF 4.01 permits unlimited nc:DocumentIdentification elements in CoreFilingMessage. In ECF5 working draft 10, the limit in FilingMessage is at most one. Also, in ECF4, nc:DocumentIdentification is optional in CoreFilingMessage. In ECF5 it is mandatory in FilingMessage. Why has this changed? As used in FilingMessage, DocumentIdentification is a ‘Filing Identifier’ (see section 6.2.6 Filing Identifiers).
Muhlenberg University (June 2014) Wrestling with Rubrics in the Online Classroom – Teaching Professor Technology Conference, Atlanta, GA 2013 (October 2013) Roping in Runaway Readers: Engaging the Adolescent Learner in Reading and Writing Activities – International Reading Association, Chicago, Ill – 2012 Addressing Diversity in the Adolescent Classroom through Multicultural Literature Activities – 17th European Reading Conference, Mons, Belgium – 2011 Recommendations for professional development for content area teachers of English Language Learners – One Voice, Harrisburg. PA - 2011 Readers’ Theater in the Science Classroom - National Science Teacher Association Conference, PA – 2010 Challenging Teachers to be Agents of Change - One Voice Conference, CA – 2009 What’s Hot, What’s Not? Hot Topics in Reading – Academic Literacy Council – Carbon County IU#21 – 2008 Multicultural Literature for the K-8 Classroom – Keystone State Reading Conference, PA; Penn State Diversity Conference – 2008 Readers Theatre in Secondary Classroom – International Reading Assoc. Conference, IL – 2005 R.A.C.E. – Reading and Career Education - National High Schools that Work, TN Conference, TN and Carbon Lehigh Intermediate Unit, PA – 2003 Raging Hormones and Renegade Readers – Keystone State Reading Conference, PA – 2003 The L.A. Connection – Kutztown Middle Level Conference, PA Readability Issues – Writing Patient Information – Fox Chase Cancer Center, PA Teaming – Parkland School District, PA PSSA Improvement – Kutztown University, PA Dimensions in Learning – Southern Lehigh School District, PA Reading Across the Curriculum, Reading Counts Program, Using Reader Theatre at the Secondary Level, Reading Non-fiction Texts, Reading Strategies in the Content Area Classroom - Salisbury School District, PA
COMMITTEE WORK Faculty Advisory Committee – Cedar Crest College Institutional Review Board – Cedar Crest College Curriculum and Policy Committee – Cedar Crest College Graduate Programs Committee – Cedar Crest College Admissions Committee – Cedar Crest College Literacy Council – IU #21 Parent Partnership Committee - Material Selection Committee – Southern Career Education Committee – Carbon Lehigh Intermediate Unit TEACHING AWARDS Who’s Who America’s Teachers - 2005/06 & 2006/07 Lifetouch Creative Teacher Award PROFESSIONAL AFFILIATIONS Kappa Delta Pi Phi Theta Kappa International Reading Association National Reading Council KSRA – Keystone Reading Association C.A.R.E. – Colonial Area Reading Educators PRTE – Professors of Reading Teacher Educators PAC – TE – Pennsylvania Association of Colleges and Teacher Educators
Select for the result “1-0 (def)” if it was the away team defaulting the board or “0-1 (def)” if it was the home team. For a double default, select “0-0” for the board score. Verifying a match result As the visiting captain you are responsible for verifying the match result. Steps: to LMS Click on your club on the right of the screen Click on the “Fixtures tab”: In the lists of fixtures, find the one you want to verify (any matches with “Status” of “OU”) and click on the match result: If you are happy with the result, click on the “Verify” tab at the top: It will now show as being Verified: Result in dispute If you are not happy with the result, instead of clicking on “Verify” sent a note to the League Controller by: Providing a subject Entering an explanation regarding the dispute and Press the “Save” button When the League Controller logs in to LMS the next time, he’ll see a note at the bottom of his screen, notifying him of the “event”. Setting up and Managing the u125, u165 and Peter Hughes competitions LMS currently contains no functionality to create fixtures for these individual events. However, we can still use it to capture the results and submit the results for grading. On the left, click on the competition you wish to add or remove players for: Click on the Players tab:
Lead I: Positive electrode is placed just the left clavicle Negative electrode place just below the right clavicle Provides information the left lateral wall of chest. Lead II: Positive electrode just below the left pectoral muscle Negative electrode just below the right clavicle Provides information about the inferior wall of the heart Very common in cardiac monitoring because position of this lead is to actual conduction pathways. Lead III: Positive electrode is at the left pectoral muscle, and negative is the left clavicle. Provides information about the inferior wall of the heart MCL I Negative electrode is below the left clavicle and positive is at the right of the sternum at the fourth intercostals space. Useful in assessing the anterior wall of the heart (LV) and the conduction through the ventricles.
Rate: __80s-90s ________________________ Rhythm: __Irregular__________________________ P waves: __+ ↑ ~ NOT 1:1 (No P wave w/ beat 6 & 8) PR Interval: __0.16__ No P wave w/ beat 6 & 8______ QRS: 0.10 Dx: ____Sinus Rhythm with PVCs (“uniform” or “unifocal”) beat 6 & 8 ________ ECG #12 Rate: ______136_____________________ Rhythm: ____Regular________________________ P ___+ ↑ ~ 1:1 ___________________ PR Interval: 0.14 =__________________________ QRS: ___0.08-0.10 = ~__________________ Dx: __Sinus Tachycardia with ST Segment Elevation_ Comment: out this was not a 6-second strip! ECG #13
PR Interval: __0.08-0.10 = ________________________ QRS: _____0.10 =_____________________ Dx: ___Junctional Rhythm_________________ ECG #27 Rate: ___130-150_____________________ Rhythm: ___Irregular________________________ P __Absent_________________________ PR Interval: ____N/A__________________________ QRS: ____0.10____________________________ Dx: __Atrial Fibrillation (uncontrolled) ↑ST segment____________ ECG 28 Rate: ____50__________________________ Rhythm: ____Regular__________________________ P waves: __+ ↑ ~ 1:1 _______________________ PR Interval: ___0.32 = _______________________ QRS: _____0.10 = ~_______________________
Dx: Sinus Bradycardia, 1st degree AV Block, ↓ T Waves ECG #29 Rate: ______30______________________ Rhythm: _____Regular__________________________ P waves: ______+ ↑ ~ 1:1__________________________ PR Interval: _0.16 =________________________ QRS: ____0.10________________________ Dx: __Sinus Bradycardia ↓ T Waves___________________ ECG # 30 Rate: ___80’s____________________ Rhythm: __Irregular_______________________ P waves: __+ ↑ ~ NOT 1:1(No P: beats 3 & 7) PR Interval: __0.14 = (except beat 3 & 7)___________ QRS: __0.08 (except beats 3 & 7; 3 & 7 are wide, BUT HAVE a Different form; therefore “multifocal” or “multiform” PVCs)__ Dx: ___Sinus Rhythm with MultiFocal PVCs__________
Practice ECG Strips 2010 All leads are Lead II (unless otherwise ECG #1 Rate: ___38_______________________________ Rhythm: ___Regular___________________________ P waves:: +(present) ↑(upright) ~ (same conformation) 1:1 (with QRS Complexes) PR Interval: __0.34 sec, = (PRIs=throughout strip) QRS: _0.08-0.10 = ~ (QRS = throughout strip) Dx: Sinus Bradycardia, 1st Degree AV Block ECG #2 Rate: __80s-90s Rhythm: _ Irregular________________________ P waves: _ Absent________________________ PR Interval: _ Not Applicable (N/A)__________________________ QRS: _0.08-0.10 = Dx: Atrial Fibrillation (controlled)
TESTS/ECG METHOD PATIENT PREPARATION TIME ECG Deymed truscan Machine. The patient is required to cut The hair low or weave it 17-25mins ECG The patient removes all metallic objects from his/her body. 10-15mins Pre Exercise are placed on the patients chest wrists Arms &ankle and connected to the machine. 2mins exercise on threadwill 10-15mins Post Exercise The procedure above is also performed after The exercise Pre and Post Exercise The patients performed both before & after exercise 2mins exercise on threadwill 10-15mins ECHO Echocardiography The transducer(probe)is on the patients bare chest with different angular manipulation No special preparation required 15-20mins
Open Data Institute (2014b) ‘Lunchtime Lectures’ Website. Available online at: http://theodi.org/lunchtime-lectures Open Data Institute (2014c) ‘Data as Culture’ Website. Available online at: Open Knowledge Foundation (2012) ‘Data Bootcamps: Hands on data literacy workshops for the world’ Published 11.2.2012, Available online at: Partanen, Petja (2013) ‘Helsinki Region Infoshare: 2 Years of open public data publication’ 2013 Available online for download at: San Francisco Data (2014) ‘Featured Apps’ Website: Available online at: http://apps.sfgov.org/showcase/ Tene, Omer and Polonetsky, Jules (2012) ‘Big Data for All: Privacy and User Control in the Age of Analytics’ Northwestern Journal of Technology and Intellectual Property 239, September 20, 2012, Available at SSRN: Thornton, Sean (2013) ‘The Next Phase of Transparency How Chicago’s Data Dictionary is Enhancing Open Government’ 10.21.2013, Available online at: http://datasmart.ash.harvard.edu/news/article/the-next-phase-of-transparency-327 Ubaldi, Barbara (2013), ‘Open Government Data: Towards Empirical Analysis of Open Government Data Initiatives’, OECD Working Papers on Public Governance, No. 22, OECD Publishing. Web Foundation (2013) ‘Open Data Barometer: 2013 Researchers Handbook’, Report. Published June 2013, Available online for download at: W3C (2014) ‘Data Catalog Vocabulary (DCAT)’ Website. Available online at: World Bank (2014) ‘Data: Demand and Engagement’ Website. Available online at: