...J O U R N A L F O R N U R S E S I N S T A F F D E V E L O P M E N T Volume 22, Number 1, 15–20 A 2006 Lippincott Williams & Wilkins, Inc. The Clinical Scholar Model (CSM) is a . . practice–education partnership focused on . . Clinical Scholar Model improving the outcomes of clinical nursing . . . education by bridging the academic and . . Providing Excellence in Clinical service settings. An expert clinical nurse . . . Supervision of Nursing Students serves as a clinical scholar (CS) to . . coordinate, supervise, and evaluate the . . clinical education of nursing students in . Gayle Preheim, EdD, RN, CNAA, BC . . collaboration with school of nursing faculty. . Kathy Casey, MS, RN . This article describes the model’s evolution, . . Mary Krugman, PhD, RN, FAAN . how the model is differentiated from . . traditional clinical instruction roles and . . responsibilities, and the benefits to the . . . collaborating clinical agency and school . . of nursing. . . . ................................................ . he shortage of nurses and nursing faculty experienced throughout the nation provides opportunities for increased collaboration between clinical agencies and schools of nursing (Rice, 2003). Recently, nursing schools across the nation have increased enrollments to address the nursing workforce demands (American Association of Colleges of Nursing [AACN], 2003b; National League for Nursing, 2004). Clinical agencies have responded to these expanded enrollments by adding...
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...Kamin blocking effect (KBE) on human learning based on contiguity of repeated classical conditioning (CS-US) University of New South Wales Abstract The Kamin blocking effect is the idea that temporal contiguity and repeated contingency of CS-US pairing is enough to cause a conditioning, especially if the US is unexpected. This study investigates whether the blocking effect (which was observed in rats) is also present in humans. Participants were presented with images of food pairing. Subjects must predict whether the food pairings will cause an allergic reaction. The results suggest that participants who were pre-exposed with repeated conditional and unconditional stimulus (CS-US->CR) will show low levels of blocking in contrast...
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...the main reasons as put forth by Arnfast and Jorgensen (2003), imitate the three main reasons that code switchers give for using their skill. These reasons are: to fill in linguistic gaps for words, acquisition or maintenance of social power, and social acceptance. After much research and by reading several studies of these approaches, I came to the conclusion that code switching is used rarely for one purpose. It is also doubtful that the users are completely aware of all the reasons that they switch code. Through my research, I interviewed four of my fellow teacher co-workers, as well as two of the professors at Northeastern Illinois University. During my interview, I asked them a series of questions regarding their experiences with students who are able to code switch. These questions were: What do you know what Code Switching means? Given the brief explanation,...
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...Abstract Code-switching is commonly viewed with suspicion in EFL classes. The present article is to investigate and show the teachers and students’ attitudes to code-switching (CS) used by teachers in EFL classes in China. A four-section 20-item questionnaire was developed and distributed to the students and teachers. The data from the questionnaire were tabulated, and frequencies and percentages were conducted by SPSS program. The results display that students have the similar opinions with the teachers in most of question items. This consistency suggests that teachers and students have a similar positive attitude to teachers’ code-switching in EFL classroom. However there are some discrepancies in attitudes between the two samples in some question items. These discrepancies suggest that the use of code-switching in EFL classroom should be adapting to the practical teaching. Keywords: Code-switching, Attitude, Investigation, EFL class 1. Introduction In many cases, code-switching is commonly viewed with suspicion in EFL classes. Teachers and researchers in English as a second or foreign language have, on the whole, been concerned to minimize code-switching in the classroom, taking it that the switches either indicate a failure to learn the target language or an unwillingness to do so. Willis (1981), for instance, suggests that “if the students start speaking in their own language without your permission… it generally means that something is wrong with the lesson” (p. xiv). Cummins...
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...data-gathering exercise. These activities are designed to be student-directed, but faculty-facilitated. One of the CS faculty coaches will role play the "patient," while the student small group collectively interviews "the patient" with history-taking questions. Both CS faculty coaches can make teaching points throughout the exercise. Important teaching points to point out to students throughout these exercises include: * Remind students about essential data gathering and DPR communication techniques. * If it is not explicitly clear how a focused question relates to the differential diagnosis for the case, ask students to describe why they are asking that particular question. * If important questions relevant to the case have not been asked by the student group, point it out to them, so that students recognize these data are important to the case. Throughout these exercises, CS faculty will need to announce "time-outs," interrupting the discussion in order to direct students to revisit and revise their differential diagnosis list. Suggested timing 5 minutes Initial differential diagnosis (prior to interview) 10 to 15 minutes HPI 5 minutes Time-out for revised differential diagnosis 10 minutes (total) PMH, FH, SH, ROS 5 minutes Time-out for revised differential diagnosis 15 minutes Hypothesis-driven physical exam (discussion) 5 minutes Time-out for revised differential diagnosis Remind students about their post-class assignment (H&P write-up)...
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...each considered important? h. Define foreign key. What is this concept used for? i. What is a transaction? How does it differ from an update operation [3 marks each] Question 2 2.1 Specify the following queries in SQL on the database schema of figure 1 a. Retrieve the names of all senior students majority in CS (computer science). b. Retrieve the names of all courses taught by Professor King in 2013 and 2014 c. For each section taught by Professor King, retrieve the course number, semester, year, and number of students who took the section. d. Retrieve the name and transcript of each senior student (class=4) majority in CS. A transcript includes course name, course number, credit hours, semester, year, and grade for each course completed by the student. [4 marks each] 2.2 Write SQL update statements to do the following on the database schema shown in figure 1 a. Insert a new student, <’Johnson’, 25,1,’math’> in the database b. Change the class of student ‘Smith’ to 2 c. Insert a new course, <’Knowledge Engineerig’,’ÇS4390’,3,ÇS’> d. Delete the record for the student whose name is ‘Smith’ and whose student number is 17. [3 marks each]...
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...6 ASSIGNMENT 3 MGT 505 WK 6 Assignment 3 - 10 C's of Effective Writing Review the email to Bobby Johnson found in Chapter 5 under the heading : “Choosing a Channel” in your textbook. Write a 3-4 pages paper that answers the following: Identify the communication problems with the email. Using the 10 Cs for Writing Effectively, rewrite the email...... More Details hidden... Activity mode aims to provide quality study notes and tutorials to the students of MGT 505 WK 6 Assignment 3 in order to ace their studies. MGT 505 WK 6 ASSIGNMENT 3 To purchase this visit here: http://www.activitymode.com/product/mgt-505-wk-6-assignment-3/ Contact us at: SUPPORT@ACTIVITYMODE.COM MGT 505 WK 6 ASSIGNMENT 3 MGT 505 WK 6 Assignment 3 - 10 C's of Effective Writing Review the email to Bobby Johnson found in Chapter 5 under the heading : “Choosing a Channel” in your textbook. Write a 3-4 pages paper that answers the following: Identify the communication problems with the email. Using the 10 Cs for Writing Effectively, rewrite the email...... More Details hidden... Activity mode aims to provide quality study notes and tutorials to the students of MGT 505 WK 6 Assignment 3 in order to ace their studies. MGT 505 WK 6 ASSIGNMENT 3 To purchase this visit here: http://www.activitymode.com/product/mgt-505-wk-6-assignment-3/ Contact us at: SUPPORT@ACTIVITYMODE.COM MGT 505 WK 6 ASSIGNMENT 3 MGT 505 WK 6 Assignment 3 - 10 C's of Effective Writing ...
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...activities throughout the day. My students participate in P.E. one day a week. I make sure the children remain active throughout the day by doing yoga for not only relaxation but also to strengthen muscles. During recess I initiate ad participate in activities such as, leap frog, catch, tag, and jumping rope to encourage the development of gross motor skills. I use developmentally appropriate materials to strengthen gross motor skills such as balls, jump ropes, and scarves. I support fine motor skills by teaching my students how to use lace boards, scissors and promoting the manipulation...
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...Anx.31 J - M Sc CS (SDE) 2007-08 with MQP Page 1 of 16 Annexure No. SCAA Dated BHARATHIAR UNIVERSITY, COIMBATORE – 641 046 M. Sc COMPUTER SCIENCE For School of Distance Education (Effective from the academic Year 2007-2008) Scheme of Examinations 31 J 29.02.2008 Year Subject and Paper I Paper I Paper II Paper III Paper IV Practical I Paper V Paper VI Paper VII Practical II Project Advanced Computer Architecture Computer Graphics & Multimedia Software Engineering Computer Networks Computer Graphics and Multimedia Lab Advanced Operating System Internet programming and Web Design Data Mining and Warehousing Internet programming and Web Design Lab Project Work and Viva Voce Total University Examinations Durations Max in Hrs Marks 3 100 3 100 3 100 3 100 3 100 3 3 3 3 100 100 100 100 100 1000 II For project work and viva voce (External) Breakup: Project Evaluation : 75 Viva Voce : 25 1 Anx.31 J - M Sc CS (SDE) 2007-08 with MQP Page 2 of 16 YEAR – I PAPER I: ADVANCED COMPUTER ARCHITECTURE Subject Description: This paper presents the concept of parallel processing, solving problem in parallel processing, Parallel algorithms and different types of processors. Goal: To enable the students to learn the Architecture of the Computer. Objectives: On successful completion of the course the students should have: Understand the concept of Parallel Processing. Learnt the different types of Processors. Learnt the Parallel algorithms. Content: Unit I...
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...Virtual Police Department Crime Laboratory 2121 Virtual Blvd. Virtual, MD 20000 Report of Examination |To: |Det. Adams |Report Date: |10/05/2014 | | |Virtual Police Department | | | | |2121 Virtual Blvd | | | | |Virtual MD, 20000 | | | | | | | | | |Agency Case #:12-030104 | | | | | | | | |Lab #: |FA-14-30104 | |Reference: Laboratory Analysis Request submitted on 03/20/2014 | |Type of Examination: Firearms Analysis ...
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...CS 340 – Legal & Ethical Issues in Computing – FALL 2012 - 3 hours C Course designation: CS 102 or an equivalent is a required pre-requisite. Extensive use of the computer is required for a passing grade in this course. Course Objective: To increase awareness of the ethical and legal issues of computing and responsible use. Course Description: By way of case study and fact pattern analysis, we will find and frame legal and ethical issues presented by past, contemporary and emerging technology. Cases and events will be examined. At the conclusion of the semester, students will be able identify and discuss legal and ethical issues presented by technology. Instructor: Office Hours: Leslie Dixon 9 am – 11:30 am M W and by Office: 202B Houser Hall; 205-348-1663 appointment Email: Ldixon@cs.ua.edu (please include a subject) Course Websites: http://cs340.cs.ua.edu & https://ualearn.blackboard.com/ Twitter: cs340 Required Text: Ethics in a Computing Culture Binkman ISBN: 1-111-53110-2 Required Access: Global Technology Watch ISBN: 1-111-37635-2 Grading: Writings, quizzes, in-class work, participation: Project: Exams (3 @ 15% each): 30% 25% 45% Writings: Approximately 3 times this semester, students will write an essay or reflection on a current event in technology. Material for these will be provided through the Global Technology Watch website. Project: This semester students will work in teams of approximately 4-5 students on a project concerning ethics and popular culture or legal...
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...|DETAILS OF ASSIGNMENT | | |STUDENT NAMES: |IDS: | |Adam Carlyon |9948252 | |UNIT CODE * NAME |LMC 501B | |ASSESSMENT TITLE |Assessment Task 2 – Case Study – Part 2 | |TUTOR’S NAME: |Terry Landells |DATE OF SUBMISSION: |22/04/2013 | | | | |DECLARATION | | |We declare that ( the first four boxes must be completed for the assignment to be accepted): | |□ This assignment does...
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...1. How were you first introduced to CS? How have you continued to develop your technical skills and seek additional exposure to the field? “We all got 1s.” This sentence was my introduction to CS, as I listened to my friends complain about their poor performance in AP Java. I couldn’t blame them: rather than go through the work to hire a trained professional in Java, our school opted to have a teacher with no knowledge of the language lead the course, cutting costs at the price of a lackluster education. I wasn't discouraged; despite disappointment by the lack of support for CS in high school, I saw that it was a promising field which offered me different perspectives on problem solving. In college, I have taken on classes in Python and Java...
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...Biology-Zoology Advisor Signature: Student Name: Student ID: Major 78-86 hours, 36 UD Required Biology Core courses: (58-60) BI 211, 212, 213 Principles of Biology CH 221, 222, 223 General Chemistry BI 314 Introductory Genetics BI 315 Cell Biology BI 316 Evolution BI 331 General Microbiology BI 357 General Ecology Field Biology: (choose one) BI 317 Vertebrate Natural History (4) BI 321 Systematic Field Botany (4) BI 361 Marine Ecology (5) BI 451 Invertebrate Zoology (5) BI 454 Plant Ecology (4) BI 474 Biology of Insects (5) Plant Biology: (choose one) BI 321 Systematic Field Botany (4) BI 330 Plant Physiology (5) BI 340 Plant Nutrition (4) BI 371 Structure of Seed Plants (4) BI 454 Plant Ecology (4) Zoology Emphasis: (16-20) Choose one: (Biology of Invertebrates) BI 451 Invertebrate Zoology (5) BI 474 Biology of Insects (4) Choose One: (Biology of Vertebrates) BI 317 Vertebrate Natural History (4) BI 324 Comparative Vertebrate Anatomy (5) BI 453 Marine Vertebrates (4) Choose One: (General Zoology) BI 326 Developmental Biology (4) BI 360 Animal Behavior (4) BI 432 Immunology (4) BI 434 Comparative Animal Physiology (4) BI 437 Neurobiology (4) Any Upper Division Biology course: (Advisor approved) Hrs 15 15 4 4 4 4 4 4-5 Has Lacks Student Signature: Date: Program notes & Additional Degree Requirements Biology majors, regardless of emphasis, are required to maintain a C average in courses that are used to satisfy biology degree requirements. Students graduating in the various emphases...
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...COMPUTER SCIENCE APPLICATION DEVELOPMENT 2011 JOHN DENVER SABERON DIAZ Academic Year Yr Level Student No. 06/14/2014 2014-2015 - First Semester Third Year A1101241 MALE March 10, 1994 BLK 251 LOT 4 HANZEL ST.,, PEMBO, MAKATI CITY Gender Date of Birth Encoded Subject(s) A.Y. 2014-2015 - First Semester CFN A114A568 A114A602 A114A604 A114A606 A114A607 A114A608 A114A609 A114A674 Total Units: Course Code PHY1LAB CS 106 ECO 1 POL 115 SLELEC 1 CS 107 CS 108 POL 102 Course Description MECHANICS AND HEAT WITH LABORATORY METHODS OF RESEARCH PRINCIPLES OF ECONOMICS WITH LRT PERSONS AND FAMILY RELATIONS ELECTIVE 1 STRUCTURE OF PROGRAMMING LANGUAGE MANAGEMENT INFORMATION SYSTEM PHILIPPINE GOVERNMENT AND CONSTITUTION Section II-BCNA (IRREG) Units 4.0 Time 05:00 PM - 07:00 PM 12:00 PM - 01:00 PM 04:00 PM - 05:00 PM 06:00 PM - 07:30 PM 03:00 PM - 06:00 PM 01:00 PM - 02:00 PM 02:00 PM - 03:00 PM 11:00 AM - 12:00 PM Days MWF MWF MWF T TH T TH MWF MWF MWF Room HPSB 509 HPSB 512 HPSB 512 HPSB 512 B2 103 HPSB 512 HPSB 512 HPSB 504 III-ACSAD 3.0 III-ACSAD 3.0 III-ACSAD 3.0 III-ACSAD 4.0 III-ACSAD 3.0 III-ACSAD 3.0 IV-CBPW- 3.0 DANCE 26.0 Please register me in the above listed courses. I have already TAKEN and PASSED the PRE-REQUISITES, otherwise, I shall not claim credits for them. Approved: STUDENT'S SIGNATURE Dr. ANTONIO G. MARALIT Dean/Director NOTICE TO EVERY STUDENT Students cannot claim credits for unofficially registered courses. The Removal of Incomplete grade...
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