zilongwang/ReadingBank huggingface dataset:
concept notion thought belief aim theory belief opinion ideology …evokes a sense of empathy through… …allows readers to empathise with... …invites a sense of sympathy for… …creates a heightened personal response.. The audience is explicitly made aware of… This positions the reader to… …positioning the responder in a way that… …engages the viewer… …suggests a sense of pathos …illustrates a … mood …highlights the intended atmosphere that is… …illuminates the contextual influences that permeate the text… …foreshadows the entire scene, forcing readers to consider…
High Level (Score 5) Medium (Score 4-3) Low Level 2-1) Non Level (Score 0) Rater Feedback First Dimension: (Can include criteria detail) Specific Measure. Purpose of Measure. What success looks like. Specific Measure. Purpose of Measure. What success looks like. Specific Measure. Purpose of Measure. What success like. Specific Measure. Purpose of Measure. What success looks like. Second Dimension: (Can include criteria detail) Specific Measure. Purpose of Measure. What success looks like. Specific Measure. Purpose of Measure. What success like. Specific Measure. Purpose of Measure. What success looks like. Specific Measure. Purpose of Measure. What success looks like. Dimension: (Can include criteria detail) Specific Measure. Purpose of Measure. What success looks like. Specific Measure. Purpose of Measure. What success looks like. Specific Measure. Purpose of Measure. What success looks like. Specific Measure. Purpose of Measure. What success looks like. Fourth Dimension: (Can include criteria detail) Specific Measure. Purpose of Measure. What success like. Specific Measure. Purpose of Measure. What success looks like. Specific Measure. Purpose of Measure. What success looks like. Specific Measure. Purpose of Measure. What success like. Fifth Dimension: (Can include criteria detail) Specific Measure. Purpose of Measure. What success looks like. Specific Measure. Purpose of Measure. What success looks like. Specific Measure. Purpose of Measure. What success like. Specific Measure. Purpose of Measure. What success looks like.
administrative and financial dashboards to better meet the needs of our Trustees. This has allowed us to take some mission critical steps that will benefit our subsequent development of analytics in other areas - to identify systems and data elements of record, to engage data owners as stewards and co-contributors and to agree data governance principles. We are only at the beginning of a journey towards mutual understanding of our data and embedding analytics in institutional practice. However we’re confident that our starting point will create a solid foundation. We’re also clear that the journey is essential. From an interview with Ted Dodds, CIO - Data Quality Data quality is surfaced in issues ranging from cleanliness to provenance; for example: Can the data source be trusted? Is the data complete? Is it up to date? Is the data validated against standard coding frames? Michigan State University – MSU emphasises that the key to the institutional analytics mission is quality of data. You cannot derive valid actionable insights if the data are unreliable. Our emphasis is therefore on establishing ‘systems of record’ that ensure that key shared data items used by many different systems, such as names and addresses, are entered and managed in one place. To date, we have been principally focused on developing sound analytics capabilities around finance and human resources systems. However, we are attentive to a new wave of developments in the area of learning support, focusing ‘in time’ personalized support at the point of need. From an interview with David Gift, CIO – The Requirement There is a balance between answering known questions versus discovering unknown narratives. Experience commends atomic approaches linked to the potential for data capture as well as those dictated by established KPIs; ‘Deductive’ plus ‘Inductive’ data analysis. Adam Cooper of CETIS sums up this position: My take home, then, is … if we are serious about analytics we need to be thinking about exploratory data analysis and confirmatory data analysis and the label "analytics" is certainly inappropriate if neither is occurring. [Cooper, 2012][5] To build those inductive narratives, the inclusion of generic ‘connectors’ will be essential, including institutional IDs, IP addresses and time, in addition to operational coding frames, such as course and budget codes. Given these imperatives, data management is faced with key decisions about what to keep and for how long, what to aggregate and what to delete. Such decisions are susceptible to being made on the fly, influenced by immediate availability
3.3.1 Silver (standard) – Use Cases / Scenarios ‘Use cases’ that are anticipated in agencies are set out in the table below. The corresponding requirement sections of this standard are ticked in the columns. Use Case / Scenario SILVER Data profiling Data quality Data quality dashboards Data quality assessment Automated data cleansing Retrospective analytics Real-time analytics Predictive analytics Requirements analysis and design Data modelling Data lineage Data history / maintenance of history Data acquisition ETL – operational metadata ETL – transformation capabilities ETL – exception management and reporting ETL – reconciliation reporting ETL – scheduling capabilities ETL – performance Resilience Database support Security Business glossary Performance Analytics Data warehousing Use Case / Scenario SILVER Semantic OLAP Predefined reports Self-service administration Full-service administration Cloud compliant hosting facility NSW Government Data Centre Onshore/offshore management Service level management Multi-service broker provision Data sovereignty Backup and recoverability Archive and retention Audit Analytics Data warehousing
3.3.2 Gold (complex) – Use Cases / Scenarios ‘Use cases’ that are anticipated in agencies are set out in the table below. The corresponding requirement sections of this standard are ticked in the columns. Use Case / Scenario GOLD Data profiling Data quality Data quality dashboards Data quality assessment Automated data cleansing Retrospective analytics Real-time analytics Predictive analytics Requirements analysis and design Data modelling Data lineage Data history / maintenance of history Data acquisition ETL – operational metadata ETL – transformation capabilities ETL – exception management ETL – reconciliation reporting and reporting ETL – scheduling capabilities ETL – performance Resilience Database support Security Business glossary Performance Analytics Data warehousing Use Case / Scenario GOLD Semantic layer OLAP Predefined reports Self-service administration Full-service administration Cloud compliant hosting facility NSW Government Data Centre Onshore/offshore management Service management Multi-service broker provision Data sovereignty Backup and recoverability Archive and retention Audit Analytics Data warehousing
Analytics 102 Webinar Summary Creating a customized Dashboard Login into Google Analytics Click on the “Reporting Tab” On the left hand side there is a tab labeled “Dashboards” click on it You will have 2 options (private and new dashboard), click on the “New Dashboard” option Name your Dashboard something like “Key Metrics” Then click on “Create Dashboard” Now you will create your first widget or metric that you want to measure First name your widget (metric) that you want to include on your dashboard. Some things to include are Revenue, Transactions (orders placed), ROAS (return on ad spend), etc Then select how you want to view metrics (timeline, table, pie chart, etc) Next select the metric that matches your widget title. You can type in the search feature. Once you select the metric hit the “Save” button Add as many metrics as you like and you can organize the order by dragging the different widgets around the page. Ecommerce Tracking Set-Up Now you will set up your E-commerce features, which will allow you to track your sales and the different sources where they are coming from. Now go to the ‘View’ column and click on the ‘Ecommerce Settings’ In the ‘Enable Ecommerce’ section you will ‘Turn On’ both of the features. Then click ‘Next Step’ In the ‘Enhanced Ecommerce Settings’ you will now ‘Turn On’ these settings. Then you will click on ‘Submit’
UNIT 1: Use the following to review for you test. Work the Practice Problems on a separate sheet of paper. What you need to know & be able to do Things to remember A. Solve for x when the angles are supplementary. Angles add to 180º 1. 2. One angle is 12 more than twice its supplement. Find both angles. B. Solve for x when the angles are complementary. Angles add to 90º 3. 4. 3x + 10 and 2x – 5 are complementary. Solve for x. C. Recognize and solve vertical angles Set vertical angles to each other 5. 6. D. Name and solve problems involving angles formed by 2 parallel lines and a transversal. Consecutive interior angles are supplementary. Alternate interior, alternate exterior, and corresponding angles are congruent. 7. 8. 9. 10.
E. Recognize and solve midsegment of a triangle problems A midsegment connecting two sides of a triangle is parallel to the third side and is half as long. 11. 12. F. Recognize and solve triangle proportionality theorem problems If a line to one side of a intersects the other two sides of the triangle, then the line divides these two sides proportionally. 13. 14. G.Solve for x in problems involving the sum of the interior angles of a triangle. The interior angles of a triangle sum to 180°. 15. 16. H. Solve for x in problems involving the exterior angle theorem. The measure of an exterior angle of a triangle equals to the sum of the measures of the two remote interior angles of the triangle. 17. 18. I. Recognize and solve problems involving the congruent base theorem. If two sides of a are , then the angles opposite those sides are . 19. 20. J. Name Corresponding Parts of Triangles. 25. 26.
Given , the and the find the value of x. If two tangents of meet at the external point , find their congruent length. The measure of is . What is the measure of ? Isosceles triangle is inscribed in this circle. and . What is the measure of ? In this diagram, segment is tangent to circle at point . The measure of minor arc is . What is ? STANDARD: SPHERES Surface Area – Volume - A sphere has a radius of 8 cm. What is the surface area? Answer in both decimal and exact -form. When comparing two different sized bouncy balls, by how much more is the volume of larger ball if its radius is 3 times larger than the smaller ball? Find the volume of the following figures. 24. 25. Unit 4 Key Notes: Combine like terms when adding and subtracting polynomials
Analyze the ways in which the Soviet Union was able to maintain control of the Eastern Bloc nations in the period between 1945 and 1988. Stalin 1945-1953 Khrushchev 1953-1964 Brezhnev 1964- 1982 Gorbachev 1985-1991 Tehran Conference Yalta Conference Potsdam Conference “Iron Curtain” speech West Germany (Federal Republic of Germany) East Germany (German Democratic Republic) Truman Doctrine containment Marshall Plan Berlin Airlift, 1948-49 NATO Warsaw Pact hydrogen bomb “massive retaliation” Eastern Bloc Joseph Stalin gulags Josip Broz Tito Nikita Khrushchev De-stalinization 20th Party Congress speech Gosplan Boris Pasternak, Dr. Zhivago Aleksandr Solzenitsyn, One Day in the Life of Ivan Denisovich Hungarian Uprising, 1956 “Peaceful Coexistence” Austrian independence Geneva Conference, 1955 Sputnik “space race” U-2 incident Berlin Wall Cuban Missile Crisis Leonid Brezhnev “Prague Spring” “socialism with a human face” Alexander Dubcek Brezhnev Doctrine Willy Brandt Ostpolitik détente Salt I Helsinki Conference Soviet invasion of Afghanistan Solidarity Pope John Paul II Lech Walesa Atlantic Alliance Margaret Thatcher Helmut Kohl Ronald Reagan Mikhail Gorbachev glasnost perestroika INF Treaty, 1987 START Treaty, 1990 Revolutions of 1989 German reunification Vaclav Havel, “Velvet Revolution”
7. Test & Evaluate Location: Computer Lab Materials: Microsoft Excel Equations/Functions to produce the Cone Data Table This Handout Process: Open Microsoft Excel Save the file – lastname_firstname_ConeChart Go to box B1 – type “Start” In box C1 – type “Increase by” Box B2 – type a starting value of your choice. This value represents the radii values. Box C2 – type an interval that you would like to increase your radius by to show a variety of values. Titles B4 – “radius (cm)” C4 – “height (cm)” D4 – “slant height (cm)” E4 – “Lateral Area (cm2)” F4 – “Ratio V:LA” G4 – “Circumference of Net Circle (r=s)” H4 – “Circumference of Cone Base (r=r)” I4 – “Central Angle of Cone Net” (degrees)” J4 – “Explementary Angle” Formulas B5 – “=B2” (this means the value your placed in Box B2 will appear when you press Enter) B6 – “=B5+$C$2” (This to add the constant value from Box C2 to the value in the Previous Box) Think about solving the Cone Volume formula for “h”. What do you get? Show calculations here:
186. On October 10th, Nikle Company purchased supplies worth $1,800 on account. (a) Write the journal entry in the space below. (b) Nikle Company paid this bill on October 25th. Write the journal entry in the space below. 187. On October 17th Nikle Company purchased a building and a plot of land for $750,000. The building was valued at $500,000 while the land carried a value of $250,000. Nikle paid $300,000 down in cash and signed a notes payable for the balance. In the space below write the journal entry. 188. On November 1st Nikle Company made a cash payment of $200,000 on a note payable that was generated in the purchase of a building and land plot. Write the journal entry for this payment in the space below.
9. Cary Parsons, Capital 10. Cary Parsons, Drawing 11. Fees Earned 12. Wages Expense 13. Rent Expense 14. Utilities Expense 15. Truck Expense 16. Miscellaneous Expense 17. Insurance Expense Transactions Account(s) Debited Account(s) Credited a. Purchased supplies for cash. b. Paid the annual premiums on property and casualty insurance. c. Received cash for a job previously recorded on account. d. Paid a creditor a portion of the amount owed for equipment previously purchased on account. e. Received cash for a completed job. Transactions Account(s) Debited Account(s) Credited a. 3 1 b. 4 1 c. 1 2 d. 8 1 e. 1 11 205. On January 1, 2010, Cary Parsons established a catering service. Listed below are accounts to use for transactions (a) through (f), each identified by a number. Following this list are the transactions that occurred in Parsons’ first month of operation. You are to indicate for each transaction the accounts that should be debited and credited by placing the account number(s) in the appropriate box. 1. Cash 2. Accounts Receivable 3. Supplies 4. Prepaid Insurance 5. Equipment 6. Truck 7. Notes Payable 8. Accounts Payable 9. Cary Parsons, Capital 10. Cary Parsons, Drawing 11. Fees Earned 12. Expense 13. Rent Expense 14. Utilities Expense 15. Truck Expense 16. Miscellaneous Expense 17. Insurance Expense Transactions Account(s) Debited Account(s) Credited
Answers: PROBLEM SET #1 none local max none none absolute & local min absolute & local max none d, e, and f max & absolute min max min max j, m, p PROBLEM SET #2 x = 1 x = 0 increasing: decreasing: min: (2, -16) local max: (-4, 92) increasing: decreasing: local max: (-2, 4) increasing: decreasing: local min: (0, 0) increasing: decreasing: , local min: local max: increasing: decreasing: min: (2, ) local max: (0,0) absolute max: (3, 9) local & absolute min: decreasing: local & absolute max: (-1, 3) absolute min: decreasing: local & absolute max: (0, 4) decreasing: local and absolute max: absolute min: PROBLEM SET #3 x = 0 concave up: concave down: inflection point: (-2, 0) concave up: concave down: inflection point: concave up: concave down: inflection points: (0, 0) concave up: concave down: inflection pts: (1, 5.5) & (3, 13.5) local minima: local maximum: (0, 9) maximum: (1, 4) minima: local maxima: minima: local maximum: (-6,116)
EXAMPLE Analyzing Problem Statement Date: What is your problem statement based on behavior data (Big 5 data, attendance data, minor referral data, teacher survey, observation, etc) 4th and 5th grade students are increasing in aggressive behaviors at recess. Analysis Prevention (How can we the problem context? What procedures or adult roles can be altered to prevent the problem?) 4th and 5th grade students have recess at different times, are separated on playground, Teaching (What can we teach the students? What behavioral lesson will you have, etc) Create behavior lessons on playground expectations Acknowledgement (How can we acknowledge the positive? How will we adjust our acknowledgement system?) Have all staff outside on playground carry and distribute school-wide acknowledgement Extinction (How can we eliminate the acknowledgment of the negative behavior? How can we avoid the problem context?) Active supervision and continued early consequences, including 5 minutes of timeout during recess. Corrective Consequence (What are efficient, consistent consequences for the negative or the positive behavior?) Establish “Friday Five”: Extra 5 minutes of recess on Friday afternoon for 5 days of “X” problems or fewer. Data Collection (what data will we collect, ODRs, observations, etc, to see if we have adequately address the issue? Review ODR data for the playground and speak with staff members assigned to monitor the recess times at the end of the month
KMnO4 crystals, Methylene blue crystals, 25% Sucrose solution or Karo, 40% red Sucrose solution (250mL for dialysis bags), ruler, forceps, slides, cs, 4 medicine droppers Lab 5 Exercise 6 Tissues (Sec A-D) Per Lab: Epithelial tissue slides (See tissue lab notes) Simple squamous – 52, 13, 56 Simple cuboidal – 3, 21 Simple columnar – 7 Stratified squamous keratinized - Stratified squamous nonkeratinized – 14 Stratified cuboidal - Transitional – 3 Psuedostratified ciliated columnar – 5 Connective tissue slides Loose (areolar) – 6 Reticular – 25 Adipose – 33 Dense regular elastic – 18 Dense regular collagenous - Dense irregular collagenous – 57 Hyaline cartilage – 5 Fibrocartilage – 4 Elastic cartilage – 4 Bone – 37 Blood – 8 Muscle tissue slides Skeletal – 41 Smooth – 40 Cardiac – 43
pH meter Per Table: Wet and dry spirometers Disposable mouthpieces 250mL beaker pH paper straw Unit 23: Urinary System Anatomy p. 513 Per Lab: Urinary system model Kidney model Nephron model Bladder slides Kidney slides Per Kidney for dissection Colored pencils Unit 24: Urinary System Physiology p. 535 Per Lab: Animal blood test strips (for at least four tests) Fake urine (See following pages for ‘recipes’. Make 5 unknown urine samples) Per 4 inch piece of dialysis tubing 2 pieces of string 250mL beaker 100mL graduated cylinder Unit 25: Digestive System p. 549
encouraged to disagree or voice opposite points of view. (Practice Clinical Focus Question Your best friend has been hospitalized following a vehicle accident in which he sustained injuries to the left temporal and parietal areas. He is right handed. What results of his injuries do you anticipate? Explain. Standard 2 - Nervous System III (General and Special Senses) – 2 CLE 3251.3.4 Investigate organs for perception of external stimuli and to the maintenance of homeostasis. CLE 3251.Inq.1 Recognize that science is a progressive endeavor that reevaluates and extends what is already accepted. CLE 3251.Inq.6 Communicate and defend scientific findings. CLE 3251.Inq.5 Compare experimental evidence and conclusions with Identify the structures and functions of the body’s sensory organs. Hole’s Human Anatomy and Physiology Chapter 12 - Nervous System III This chapter focuses on how the special senses of the body work, paying particular attention to the eye and the ear. Optical Illusions Academic Vocabulary Sensory receptors, exteroreceptive senses, visceroreceptive senses, Golgi tendon organs, olfactory organs, vestibule, utricle, saccule, mascula Performance Tasks Clinical Question Based on your knowledge of the way in which the senses interact, explain why a blind person who has had bilateral amputations cannot learn to use artificial legs. Prepare a presentation to present to the
Cardiovascular System (Heart) Immediate and short term effects of exercise Be able to define and explain each: Increased heart rate Systolic/diastolic blood pressure Increased blood pressure Long term and effects of regular exercise Be able to define and explain each: Cardiac Output (HR x SV = CO) Decreased resting HR Faster recovery Increased stroke volume Increased size of heart Effects on blood pressure Healthy veins and arteries Rest Required for adaptation to take place Time to recover before next session Diet Effects on blood pressure Effects on cholesterol HDL & LDL Recreational Drugs Effects of alcohol and smoking/nicotine on blood pressure Useful definitions Heart Rate Stroke volume Cardiac Output Blood Pressure Respiratory System (Lungs) Immediate and short term effects of exercise Be able to define and explain each: Increased breathing rate Increased depth of breathing Oxygen Debt Long term and effects of regular exercise Be able to define and explain each: Increased lung capacity/volume Increased vital capacity Recreational Drugs Effects of alcohol and smoking/nicotine on the exchange Useful definitions Oxygen Debt Breathing Rate Capacity Tidal Volume
Muscular System Name all muscles (deltoid, trapezius, latissimus pectorals, biceps, triceps, abdominals, quadriceps, hamstrings, gluteals, gastrocnemius) Role of muscles and how they work Agonist Antagonist Immediate and short term effects of exercise Be able to define and explain each: isometric and isotonic contractions responses – increased fuel/energy demands, lactic acid, muscle fatigue Long term and effects of regular exercise Be able to define and explain each: increased strength increased size/hypertrophy Risk of injuries muscle strain muscle atrophy(due to injury and inactivity), treatment using common techniques e.g. R.I.C.E Rest Required for adaptation to take Time to recover before next session Diet effects of protein in building and repairing muscles Performance Enhancing Drugs use of steroids to aid muscle building and recovery Useful definitions Isometric Isotonic Agonist Antagonist Skeletal System Functions of the skeleton Movement support protection Ranges of movement Hinge joint (elbow and knee)
Once again, the proposal was found to be harmful to the setting of “other heritage assets” (the Old Lodge etc.), as well as to the historic setting of the Hall itself. This harm was assessed as “less than substantial” for the purposes of paragraph 134 of the NPPF, which requires such harm to be weighed against public benefits. Sustainability Once more the proposal was found not to amount to sustainable development, being in the open countryside where it would be largely reliant on private transport and make little contribution to sustaining local facilities; largely it appeared owing to the absence of any such facilities. In short, for the purposes of paragraph 8 of the NPPF the proposal would have little social cohesion with the existing community, be remote from services and facilities and be harmful to local landscape character and visual amenity. Paragraph 55 of the NPPF was, however, noted as recognising that enabling development may be likely, by its very nature, to be located in a rural area and that this fact should be considered in weighing the scheme in the overall balance. Justification for an enabling development, the amount and type At the Hearing, in response to the inspector’s questions, Mr Spry confirmed that the Hall and most of the surrounding land was purchased with the intention of making it a family home “but with an enabling development in mind”. This is perhaps a singular admission as the Spry family, being property developers, accepted that a housing development contrary to policy was a fundamental aim and not, it appears, a “subsidy of last resort” as required by the HE Guidance. The inspector’s finding on the first appeal that English Heritage declined grant aid, in part, because funds might be achieved through the proposed enabling development earned the inspector’s comment that such a ground for grant refusal “sits uneasily with the HE Guidance that enabling development is a subsidy of last resort”. In the first appeal, the inspector found that there was “an imbalance between the conservation deficit and residual profit” from the proposed enabling development and hence criterion (f) of the HE Guidance was not satisfied. On the second appeal, the inspector accepted that 35 units were the minimum required to repair the Hall so as to remove it from the Buildings at Risk Register and that the concerns of the previous
Teacher: Russo Course: Anatomy Period(s): 2,4,5 Week of: 8/10/17 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Understand the characteristics of life and organization of the human body Daily Learning Goal Understand classroom rules, procedures and policies. Explain what is regenerative science Understand classroom rules, procedures and policies. Explain what is regenerative science Activities: Pass out and review course syllabus. Pose questions regarding the natural world and make observations about the human body. Video and worksheet along with class discussion on regenerative medicine. Classwork / Homework Review class rules and procedures, video and discussion Review class rules and procedures, video and discussion
Cancer can develop when a tumor suppressor gene is (turned off/activated) Cancer can develop when a proto-oncogene is (turned off/ activated) Tissues: Complete the following table: Category of tissue Specific tissue type Defining features Functions Locations in human body Epithelial Tissue – Is characterized by: A single layer of flattened cells Many layers of flattened cells Skin, Lining of the oral cavity Simple cuboidal Single of column-shaped cells Category of tissue Specific tissue type Defining features Functions Locations in Human body Connective Tissue – Is characterized by: Cells suspended in a liquid medium Shock absorption Located in the knee joints and between the vertebrae A high proportion of elastin fibers Gives structure to the ear Located in all joints, covering the ends of long bones Bone Highly vascularized to provide nutrients to the Located below all epithelial tissue
Question 11 All of the following are veins which drain the stomach, with the exception of? Your answer was not correct A Left gastric B Right gastric C Gastroduodenal Correct Answer D Gastroepiploic Your Answer Explanation Veins of the same name accompany the arteries and drain into the portal vein itself, or its splenic and superior mesenteric tributaries. The prepyloric vein, unaccompanied by an artery, drains into the right gastric vein. The arterial blood supply of the stomach is the left and right gastric arteries, the six short gastric arteries and the left and right gastroepiploic arteries Question 12 Superior pancreaticoduodenal vein drains into which of the following? Your answer was correct A Portal vein Correct Answer B Inferior vena cava (IVC) C Superior mesenteric vein D Splenic vein
Which of the following statements is true in relation to the axillary artery? Your answer was not correct A Arises from the vertebral artery B Has no branches in it's 3rd part Your Answer C Is clasped in its 3rd part by the cords of the brachial plexus D Supplies the pectoral muscles via the superior thoracic artery Correct Answer Explanation It arises form the subclavian artery. It has 3 branches at its third part. It is clasped by the brachial plexus at the second part of the artery Question 138 Which is not a branch of the axillary artery? Your answer was not correct A Thoraco-acromial, 2nd part Your Answer B superior thoracic, 1st part C posterior circumflex humeral, 3rd part D Circumflex scapula, 3rd part Correct Answer Explanation Circumflex scapula is a branch of the subscapular artery
Minor Award Name Anatomy & Physiology Minor Award Code 5N0749 Level 5 Suggested resources to support delivery: Theme/Topic Type Relevance Author/Source Web Link Study skills for learning Anatomy & Physiology Textbook Palgrave Study to Learn Anatomy & Physiology A guide that provides the learner with novel and creative ways to understand anatomy and physiology. Includes body memory tricks, visual learning tips. Also contains systems based crosswords that are an excellent teaching resources. Author – Charmane McKissock Anatomy & Physiology- all systems Anatomical Models Safety Tec have a range of anatomical models that can be used as teaching aids. Very beneficial for learners with a visual learning style. Safety Tec, Carhue, Berrings, Co cork Anatomy & Physiology- all systems Website Anatomy Interactive website containing videos, songs, puzzles, jigsaws, word searches and interactive games. This website was developed by a science teacher in and the website activities can be used as a classroom resource or students can be encouraged to play the games individually. Ben Crossett / Media Saints Anatomy & Physiology- all systems Website Univadis Contains 3D Anatomy interactive models that enable the learner to view the human body in different layers and angles. The 3D models can be viewed in layers, can be Univadis is provided by Sharpe and (Human Health) Limited who provide
Anatomy & Physiology – all systems Textbook Chapter 6 – Body Structure and Function ‘Essentials for Nursing Assistants’ Shelia Sorrentino. 7th Edition. Anatomy & Physiology – all systems Textbook The content of this textbook addresses all learning outcomes for this minor award. Ruth Hull (2009) Anatomy &Physiology for beauty and complementary therapies. Anatomy & Physiology – all systems Textbook Part Two – Supporting the patient with human functioning. Each chapter in this section of the book with a different aspect of patient care e.g. Chapter 5 – Communication, Chapter 6 – Elimination, Chapter 7 – Moving and positioning, Chapter 8 – Nutrition, fluid balance and blood transfusion, Chapter 9 – Patient comfort, Chapter 10 – Respiratory care. Each of these chapters contains a detailed and extensive section containing the relevant anatomy and physiology for that aspect of patient care. Dougherty L. and Lister S. (2011) The Manual of Clinical Nursing Procedures. Eighth Edition. Wiley-Blackwell Anatomy & Physiology- all systems Textbook The content of this textbook addresses all learning outcomes for this minor award. Author-Roger Watson (2011) Anatomy and Physiology for Nurses. Elsevier
Where are neurotransmitter receptors located? The myelin sheath The nuclear membrane The postsynaptic membrane Synaptic vesicle membranes The Nodes of Ranvier Which of the following is a function of prolactin? Dominant in milk production in the mammary glands Stimulate the ejection of milk from the mammary glands Both A and B None of the above All of the following are probable causes of myopia EXCEPT: The shape of the eye is elongated from front to back Light rays entering the eye focus on a point in front of the retina Decreased thickness of the lens The cornea is too curved for the length of the eyeball All of the above answers are probably causes of myopia Which of the following statement(s) is(are) FALSE? An interruption of blood flow to the brain for even 20 seconds may impair brain function Glucose supply must be continuous Neurons in the brain rely almost exclusively on aerobic respiration to produce ATP Both A and B Both B and C The difference between presbyopia and hyperopia is that: Presbyopia is associated with farsightedness hyperopia is associated with nearsightedness Presbyopia is associated with old age while hyperopia can be associated with all ages Presbyopia is caused by a loss in elasticity of the lens while hyperopia is caused by an irregular eye shape. Both b and c are acceptable answers Both a and c are acceptable answers Hypoglycemia triggers the release of hormone? Thyroid-stimulating hormone Growth Hormone-Releasing Hormone Corticotropin-Releasing Hormone Adrenocorticotropic Hormone (ACTH) Prolactin-Releasing Hormone of the following mechanoreceptors are associated with fine touch? Pacinian corpuscles Meissner’s corpuscles Ruffini’s endings Merkel Disks Both a and d
Free Response 1. List the 5 types of cells of the anterior pituitary, with at least one hormone each secretes. (10 points) 2. List the steps of the actions of water-soluble hormones and explain why they are different from lipid-soluble hormones. (7 points) 3A. Strokes, also known as Brain Attacks, are the 3rd leading cause of death in the U.S. as well as one of the top causes of adult disability. Please list and explain the 2 types of strokes. (4 points) Questions 3-10 pertain to the following diagram of the brain. Label each part according to its category. Image sampled from Pearson Education (2011) 3. ________________________________ 4.________________________________ 5. ________________________________ 6. ________________________________ 7. ________________________________ 8. ________________________________ 9. ________________________________ 10. ________________________________
Anatomy and Physiology Date Topic Bell-work Agenda Homework Monday (8/26) Anatomical Position, Directional Terms, Meaning of Life Medical Terminology: Putting it together Quiz on Friday Bell-work 10 characteristics of life Slide 13-44 The Anatomist: Chapter 2 and 3 due Friday Quiz - Friday Tuesday (8/27) Regional Terms, Cavities, Membranes Describe metabolism. Explain the two different types of feedback loops. Bell-work Handout: Regional Terms Slides 45-56 Handout: Cavities No Homework Wednesday (8/28) History of A&P Two word expressions Bell-work Slides 57-71 Four Humors Matching No Homework Thursday (8/29) Key Ideas from Chapter One Word Formation: nouns Bell-work Mapping ME! Diagramming regional terms, directional terms, nine divisions of the abdomen, cavities, membranes No Homework Friday (8/30) Medical Terminology / Key Ideas from Chapter One Take 5 minutes to study for your medical terminology quiz Bell-work Quiz Discuss Chapters 2&3 of the Anatomist Finish Mapping ME! Handout: Medical / Applied Sciences Body Farm: Article
In addition to 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students will: Compare and contrast the skeletal and muscular systems structurally and functionally. Explain how antagonistic muscle groups work together. Create a model demonstrating how the environment can disturb the internal balance of the skeletal and muscular systems and how these systems react to maintain homeostasis. Students will: 1. Identify the parts and organelles of bone cells. 2. Identify the major parts and organelles of muscle cells. 3. Name and describe the location of the major bones of the human skeletal system. 4. Name and describe the location of the major muscle groups of the human muscular system. Define “antagonistic muscles.” 1. List environmental changes that can affect the skeletal system. Describe how environmental changes can affect the muscular system. Recognize or recall specific vocabulary such as: Striated, smooth, and cardiac muscle. Voluntary, involuntary movement. Antagonistic, osteocyte. Long, short, irregular, and flat bones. Major bones of the body. Student’s performance reflects insufficient progress towards foundational skills and knowledge. Topic: Digestive and Cardiovascular System Driving Questions: What important chemical and mechanical processes take place in the digestive system? How does the cardiovascular system work with the digestive system to maintain homeostasis? How do these systems respond to negative impacts? Crosscutting Concept: Structure and Function, Systems and System Models, Stability and Change, Energy and Matter
Dermis – Contains vessels, nerves, sebaceous, eccrine, apocrine glands, hair follicles, and connective tissue (such as collagen) Papillary layer – thin layer of connective tissue, generates fingerprints Reticula Layer – thick layer of connective tissue making most of the dermis Epidermis Stratums basale – nucleated and highly mitotic, contains melanocytes Stratum spinosum – some mitosis, some minor keratinization, lends strength Stratum Granulosum – start of keratin formation in earnest Stratum Lucidum – only in hands and feet, a dead thin layer of keratinized cells Stratum corneum – anucleated and dead, keratinized, water proofing Cells in the Integumentary System Merkel – sensory cells that interact with the nerves in the ddermis Keratinocytes – the majority of cells in the epidermis – produce keratin as a barrier to water and protect Langerhorn Cells – the skins immune cells, involved with responding to allergens/pathogens/injury Melanocytes – found deep in the dermis, responsible for producing types of melanin that act as a shield for ultraviolet light, cause the skin to have color
Section Recommendation Evidence Impact/Notes 17.06(4) A pharmacy may not utilize lyophilization equipment to prepare lyophilized drug substances or ingredients used in CSPs. Strike this requirement or modify language to lyophilization in a sterile environment within an ISO 7 buffer room. If this section is left as it is currently written, patient access to critical medications will be affected. For example. DMSA (dimercaptosuccinic acid) is only available from a compounding pharmacy. It is a nuclear medicine where technetium 99m is mixed in a lyophilized kit at the hospital. It is the only diagnostic agent for detecting polycystic kidney disease in children in the United States. 17.07 (1) A BUD must be calculated from the time of compounding and shall include the time a drug will reside inside an implantable infusion pump reservoir. Modify language to BUD assignment must meet current USP <797> standards. USP <797> See current USP 797 for required BUD standards. 17.18 (10) Each secondary engineering control have ducted air returns mounted low on the wall in to create a general top-down dilution of room air with HEPA-filtered make-up air. Modify language to comply with current USP <797> standards and also meets CETA Application Guide (CAG)-003 which is referenced in USP <797>. While it is agreeable that low wall air returns are preferred and should be installed with any renovation or new build, meeting the requirements CETA guidelines should be sufficient (as evidenced by their reference in USP <797>). 17.45 (2) After compounding is completed, a pharmacist shall visually examine each CSP for the presence of particulate matter with a lighted white and black background or high intensity LED light, unless the CSP is light sensitive. Modify language to state a properly trained person shall visually examine each CSP for the presence of particulate matter with a lighted white and black background or high intensity LED light, unless the CSP is light sensitive. While it is agreed that every CSP should be examined, the criteria for who performs this visual inspection should be training. Attachment Provided by AnazaoHealth 11/30/2017
Academic Staff: The academic staff members are adequate in number, qualification and experience. S/No. Name Rank Qualification Area of Specialization 1 S.G. Ademola Reader B.Sc, M.Sc(Ibadan) Ph.D (LAUTECH Nutrition Biochemistry 2 G.O. Farinu Professor B.Sc, M.Sc Ph.D (Ibadan) Nutritional Biochemistry 3 A.A. Odunsi Professor B.Sc, M.Sc Ph.D (Ibadan) MBA(LAUTECH) Monogastric nutrition/ Feed Resources Management 4 I.A. Emiola Professor B.Agric(Ife) M.Sc Ph. D (Ibadan) Monogastric nutrition and Feed Toxicology 5 O.S. Adedeji Reader D.V.M. M.Sc (Ibadan) Ph.D (LAUTECH) Vet Anatomy 6 L.O. Ojedapo Senior Lecturer B.Sc, M.Sc (Ibadan) Ph.D (LAUTECH) Breeding and Genetics 7 O.O. Ojebiyi Senior Lecturer B. Agric (Ife) M.Sc (Uyo) Ph.D (LAUTECH) Non ruminant nutrition and Management 8 O.A. Amao Senior Lecturer B.Sc (ilorin), M.Sc (UNAAB) Ph.D (Ibadan) Reproductive Physiology 9 V.O. Asaolu Senior Lecturer B.Sc, M.Sc Ph.D (Ife, Ibadan) Ph.D (Ibadan) Ruminant Nutrition 10 A.O. Ige Senior Lecturer B.Tech (LAUTECH), MSc Ph.D (Ibadan) Breeding and Genetics 11 A.O. Akinwumi Lecturer II B.Tech. (LAUTECH), M.Sc(Ibadan) Animal Product and Processing 12 D.O. Okunlola Lecturer II B.Sc, M.Sc (Ibadan) Ruminant Production 13 T.K. Ojediran Lecturer II B. Tech(LAUTECH) M.Sc(Ibadan) Feed Resources and Toxicology Technical 1. Mrs. A. F. Folaranmi HND Chemistry/Biology Chief Technologist 2. Mr. K. O. Moradeyo HND Technologist II Administrative Staff: 1. Mrs. N. R. Adigun Secretary 2. Mrs. T. R. Adeleke Data Management Officer
Example #2: “A Tale of Two Cities” by Charles Dickens starts with following lines: “It was the best of it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair.” The repetitive structure used in the above lines make it the most memorable and remarkable start of a narrative ever achieved by a writer. “It” repeated all the way through the passage makes the readers focus more on the traits of the “age” they are reading about.
- Consent from mother - IV Fluid bolus (20mL/kg) - Push-dose Epi at bedside (give 1mcg/kg bolus q2-3 min) OR increase infusion rate - Intubation with paralytic 6. Resolution - No intubation 4 min into state 4. Laryngospasm 4. Laryngospasm HR to 110 over 1 min O2SAT 65% over 60 sec. RR 0 BP 80 /60 High pitched stridor noise, followed by no visible chest movement. Learner Actions - BVM ventilation with PEEP valve (difficult to bag with poor chest rise) - Update team - Apply pressure to Larson’s point with jaw thrust - Administer deeper sedation - Administer paralytic - Intubate paralytic Modifiers - 1 min of BVM O2SAT to 75% Triggers - Paralytic given 6. Resolution - 2 min of laryngospasm 5. Bradycardia 5. Bradycardia O2SAT 95% over 1 min of bagging HR 35 over 1 min Learner Actions - Give atropine 0.02mg/kg iv (0.56mg) - Continue bagging patient if not yet intubated Modifiers Triggers - Atropine given 6. Resolution - 13 minutes 6. Resolution 6. Resolution HR: 100/min BP: 90/50 RR: 10 (vented) O2SAT: 100% Learner Actions - Post-intubation sedation - ICU Consult - Update mother Modifier - Mother not updated gets very upset. Questions care. Threatens to sue. Triggers - ICU consult END CASE Section VII: Supporting Documents, Laboratory Results, & Multimedia Laboratory Results No blood work required. Images (ECGs, CXRs, etc.) Initial CXR - normal pediatric CXR CXR source: Post-intubation - normal CXR source: http://jetem.org/ettcxr/ Section VIII: Debriefing Guide
Nominees must accept nomination before it is submitted Nominator must provide: 200-word biography of the Citizen, Youth Volunteer or Business being nominated Three (3) additional letters of support from other members of the community prestigious awards will be presented at a gala dinner at the Ancaster Mill on Tuesday, April 10, 2018 CRITERIA CITIZEN OF THE YEAR Individuals must have performed the act for which they are being nominated in a voluntary capacity in the community, over and above those required of them in the performance of their regular professional duties. Or, in the course of their professional activity, have brought outstanding/remarkable attention to the community on a provincial, national or international basis. YOUTH VOLUNTEER OF THE YEAR Individuals must be 19 years of age or under as of December 31, 2017 and have performed their volunteer activity in the community. A $500 scholarship to the winner will be donated by the Ancaster Rotary Clubs BUSINESS OF THE YEAR Must be in business in the community Must use, but not restricted to, criteria listed below Will be judged on community involvement for the overall business or on a project/program basis. Must show commitment to the project/program (i.e. longevity of commitment, fundraising, etc.) ADDITIONAL CRITERIA FOR BUSINESS OF THE YEAR Leadership Volunteerism Community Benefits
Poetry Rubric for Anaphora Poem: 20 points Poetry 1 2 3 4 Score Ability to captivate the reader Unfocused; author seems unsure of direction Some focus, but lacks continuity Well focused and interests reader throughout. Captivates and involves reader deeply. Sensory Images Difficult to visualize image or emotion Some use of image, idea, or emotion Clear use of sensory images to portray ideas or emotions Vivid, detailed images and intensely felt emotion Use of Language Imprecise or inappropriate choice of words Expresses thoughts marginally Appropriate choice of language Uses rich and imaginative language Punctuation Arbitrary punctuation Some meaningful punctuation Punctuation meaningful throughout Punctuation enhances conveyance of thoughts and images Organization All one stanza and no clear shift Two or more stanzas and a shift; uses some anaphora Two or more stanza with clear shift; uses anaphora Two or more stanzas thoughtfully arranged with clear shift; uses anaphora Poetry Rubric for Anaphora Poem: 20 points Poetry 1 2 3 4 Score Ability to captivate the reader Unfocused; author seems unsure of direction Some focus, but lacks continuity Well focused and interests reader throughout. Captivates and involves reader deeply. Sensory Images Difficult to visualize image or emotion Some use of image, idea, or emotion Clear use of sensory images to portray ideas or emotions Vivid, detailed images and intensely felt emotion Use of Language Imprecise or inappropriate choice of words Expresses thoughts marginally Appropriate choice of language Uses rich and imaginative language Punctuation Arbitrary punctuation Some meaningful punctuation Punctuation meaningful throughout Punctuation enhances conveyance of thoughts and images Organization All one stanza and no clear shift Two or more stanzas and a shift; uses some anaphora Two or more stanza with clear shift; uses anaphora Two or more stanzas thoughtfully arranged with clear shift; uses anaphora
Name Name dates Name dates Name dates Name dates Name dates Name dates Name dates Name dates Name dates Name dates Name dates Name dates Name dates Name dates Name dates Name dates Name dates Name dates Name dates Name dates Name dates Name dates Name dates Grandfather dates Grandmother dates Grandfather dates Grandmother dates Father dates Mother dates Subject y
Christianity also negates the worship of images and it is a command given as early as in the Old Testament times to Moses on Mount Sinai. Early idol-worship practices occurred and Paul, the Apostle states that the sacrifices pagans offer to are for demons and not to God. So, Jesus himself abolished the Jewish sacrificial system and instituted worship to God with prayers. Any form of idolatry is prohibited as the spirits are identified as demons or evil spirits impersonated by Satan and believers are not to engagein praying to the spirits. The Christian perspective of death is that Jesus has overcome the power of death through his resurrection and He has abolished the fear of death over all those who believe in Him. As a result, Chinese Christians, even pregnant women need not have any qualms about attending funerals as the fear of spirits is unfounded, and they are in victory, liberated by the Gospel of Jesus Christ.Anderson (2015) explains in his series of books the different aspects of freedom in Christ and one aspect is freedom of man in Christ from superstition and atavistic fears. There is a distinctive contrast between Christian practices and Chinese traditional culture regarding beliefs in the afterlife. In the Chinese cultural context, the present life and the afterlife are connected and they cannot be separated, due to the influence of Buddhist teachings. If the soul of the deceased is adequately provided for, it would not wander around and cause difficulties for the living. Instead they have the ability to bring prosperity humans. The spirits are also considered dangerous as they are believed to feel offended if they are not appeased by sacrificial offerings. Tan (2003) explains that Chinese believe that the dead will benefit from the actions of the living descendants and vice-versa. However, according to the bible, he emphasizes, there is no ‘two-way merit system’and in Ecclesiastes 9:5-6, the dead are said to be ignorant of all the human affairs of the living and have nothing to do with those who are alive. In other