Common Core Initiative FAQ 19  Who is leading the Common Core State Standards Initiative? The Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center); As part of this process, they have convened a National Policy Forum composed of signatory national organizations to share ideas  How will states adopt the common core state standards? States will adopt the common core state standards through a process that respects unique state contexts. CCSSO and the NGA Center will ask states to share their adoption timeline and process in early 2010, when the K-12 common core state standards are completed. A validation committee will verify that states have accurately adopted the common core state standards  Are these national standards? No. This initiative is driven by collective state action and states will voluntarily adopt the standards based on the timelines and context in their state.  What grades will be covered in the common core state standards? The English-language arts and math standards will be K-12 standards.  
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Microprogram for MicroMIPS Fig. 14.8 The complete MicroMIPS microprogram. fetch: PCnext, CacheFetch PC + 4imm, PCdisp1 lui1: lui(imm) rt  z, PCfetch add1: x + y rd  z, PCfetch sub1: x - y rd  z, PCfetch slt1: x - y rd  z, PCfetch addi1: x + imm rt  z, PCfetch slti1: x - imm rt  z, PCfetch and1: x  y rd  z, PCfetch or1: x  y rd  z, PCfetch xor1: x  y rd  z, PCfetch nor1: x  y rd  z, PCfetch andi1: x  imm rt  z, PCfetch ori1: x  imm rt  z, PCfetch xori: x  imm rt  z, PCfetch lwsw1: x + imm, mPCdisp2 lw2: CacheLoad rt  Data, PCfetch sw2: CacheStore, PCfetch j1: PCjump, PCfetch jr1: PCjreg, PCfetch branch1: PCbranch, PCfetch jal1: PCjump, $31PC, PCfetch syscall1:PCsyscall, PCfetch Computer Architecture, Data Path and Control # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # State State State State State State State State State State State State State State State State State State State State State State State State State State State State State State State State State State State State State 0 (start) 1 7lui 8lui 7add 8add 7sub 8sub 7slt 8slt 7addi 8addi 7slti 8slti 7and 8and 7or 8or 7xor 8xor 7nor 8nor 7andi 8andi 7ori 8ori 7xori 8xori 2 3 4 6 5j 5jr 5branch 5jal 5syscall Slide 35
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The Reality of Organizational Change Individuals Current Current state state Future Future state state Transition Transition state state Current Current state state Transition Transition state state Future Future state state Future Future state state Transition Transition state state Current Current state state Transition Transition state state Future Future state state Current Current state state Transition Transition state state Current Current state state Future Future state state Current Current state state Future Future state state Transition Transition state state Organization Future state 12
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Logic Representative: Logic Equations ° Next state from current state • State 0 -> State1 • State 1 -> S2, S6, S8, S10 • State 2 ->__________ • State 3 ->__________ • State 4 ->State 0 • State 5 -> State 0 • State 6 -> State 7 • State 7 -> State 0 • State 8 -> State 0 • State 9-> State 0 • State 10 -> State 11 • State 11 -> State 0 CPE 442 multicontroller..15 °Alternatively, prior state & condition S4, S5, S7, S8, S9, S11 -> State0 _________________ -> State 1 _________________ -> State 2 State2 & op = lw -> State 3 _________________-> State 4 State2 & op = sw -> State 5 _________________ -> State 6 State 6 -> State 7 _________________ -> State 8 State1 & op = jmp -> State 9 _________________ -> State 10 State 10 -> State 11 Intro. To Computer architecture
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2014 Membership • • • • • • • • • • • • • • • • • • • AlabamaView Auburn University AlaskaView University of Fairbanks – Alaska ArkansasView University of Arkansas—Fayetteville CalView University of California – Davis ColoradoView Colorado State University GeorgiaView University of West Georgia HawaiiView University of Hawaii IdahoView University of Idaho IndianaView Purdue University IowaView Iowa State University KansasView University of Kansas KentuckyView Murray State University LouisianaView University of Louisiana—Lafayette MarylandView Towson University MichiganView Michigan Tech Research Institute MinnesotaView University of Minnesota MississippiView University of Mississippi MontanaView Montana State University NebraskaView University Of Nebraska—Lincoln • New HampshireView University of New Hampshire • New YorkView State University of New York • New MexicoView New Mexico State University • North Carolina View East Carolina University • North Dakota ViewUniversity of North Dakota • OhioView University of Miami • PennsylvaniaView California University of Pennsylvania • South Dakota ViewSouth Dakota State University • TexasView Stephen F. Austin State University • UtahView Utah State University • VermontView University of Vermont • VirginiaViewVirginia Polytechnic • West VirginiaView West Virginia University • WisconsinView University of Wisconsin—Madison • WyomingView University of Wyoming • • • • ConnecticutView University of Connecticut OregonView Oregon State University OklahomaView University of Oklahoma Rhode IslandView University of Rhode Island
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REFLECTIVE JOURNALING TOOLS Reflective J ournalingTools LEARNING: • How is practice different from theory? Did this exercise help you to understand your theory and the application of theory better? How? Why? • Did you learn anything that helped you to better understand a theory, the use of a test that you were taught in lectures/labs? • What did you learn that were not taught in lectures (e.g. communication with patients), and how did you cope or learn more about this to improve your performance? Or how can this be incorporated into lectures? • Did this exercise help you to remember or recall later other aspects of previous experiences that you have forgotten? • Did this exercise help you identify areas that need to be changed, improved etc. in yourself/peers/staff/clinical training etc. Why and how? • What actions did you take you take and what are the results (what did you learn)? SELF ASSESSMENT: • Did you identify areas/issues that you were unclear of, or disagreed with your supervisors/peers, or different from what you have learned in your past lectures? Justify the actions taken. Did this help you in your learning? How? • Have you been open to share with others and to listen what others have to say? • Have you paid attention to both your strong and weak points? Can you identify them? What are you going to do about them? • How did faculty supervision/RW help you in your clinical experiences in relation to your professional growth? (eg. did it encourage you to be more independent, to become more confident in professional activities and behaviors etc) • What have you noted about yourself, your learning altitude, your relationship with peers/supervisors etc. that has changed from doing this exercise? COMMUNICATION: • What have you learned from interacting with others (peers/supervisors/staff etc)? • Did your peers gain anything from YOUR involvement in this exercise and vice versa? • Did this exercise encourage and facilitate communication? • Did you clarify with your supervisors/peers about problematic issues identified? Why (not)? What are the results? • How could you/your peers/staff help you overcome negative emotions arising from your work? Did your show empathy for your peers? PROFESSIONALISM: • Did you learn that different situations call for different strategies in management? • What are the good and bad practices that you have identified? How would you suggest to handle the bad/poor practices identified (if any)? • Did you learn to accept and use constructive criticism? • Did you accept responsibility for your own actions? • Did you try to maintain high standard of performance? • Did you display a generally positive altitude and demonstrate self-confidence? • Did you demonstrate knowledge of the legal boundaries and ethics of contact lens practice? EMOTION & PERSONAL GROWTH: • Did you reflect on your feelings when dealing with the case/peers/supervisor (eg. frustration, embarrassment, fear) for this exercise? If not, why not? If yes, who should be responsible — you, your patient or your supervisor? Why? • Did you find reflection (as required for this exercise) helpful, challenging, and enjoyable, change the way you learn? How? Why (not)? • How and what did you do to handle negative emotions arising from doing this subject? How could these feelings be minimized? • Did you try to find out if your feelings were different from your peers? Why? What did you do to help your peers? • Did you reflect on your learning altitude? How was it? Is there room for improvement? How? Why (not)? • What did you learn about your relationship with your peers/supervisors? What did you learn about working with others? Ideas for Reflective Journaling Writing Contributor(s): Dr. Michael Ying and Dr. Pauline Cho
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Achieving Certification Project Informaton Technology Management Human Resources Diagram is for illustrative purposes only and does not reflect all requirements for certification, or our complete offering in training Intermedia Advanced Entry te (Senior Professional in Human Resources) Validates the Level SPHR PHR (Professional in Human Resources) Validates the skills necessary for working in Human Resources Management in large and small enterprises; minimum 1-4 years experience for PHR, depending on level of education skills necessary for working in Human Resources Management in large and small enterprises; minimum 5-7 years experience for SPHR, depending on level of education CAPM (Certified Associate in Project Management) requires at least 1500 hours of project experience OR 23 hours of project management education by the time they sit for the exam (our program meets this requirement) PMP (Project Mgmt Professional) requires 5 yrs of project mgmt experience, with 7,500 hrs leading projects & 35 hrs of project mgmt education OR A 4-yr degree and 3 yrs of project mgmt experience, w/ 4,500 hrs leading projects & 35 hrs project CCENT (Cisco Certifiedmgmt Entry ed CCNA (Cisco Certified Network Technician) Network Associate) validates validates the ability to the ability to install, install, operate and configure, operate, and troubleshoot a small troubleshoot medium-size enterprise branch network, routed and switched including basic network networks; recommended 1-3 security; first step towards years professional CCNA experience CompTIA A+ certification is the starting point for a career in IT. The exams cover maintenance of PCs, mobile devices, laptops, operating systems & printers; Cert consists of two exams, no professional experience requirements Server+ certification validates knowledge in system hardware, software, storage, best practices in IT environment, disaster recovery & troubleshooting; recommended A+ certification and 18 months professional experience Six Sigma Green Belt (SSGB) certification Validates knowledge and professional experience of data collection and analysis for Six Sigma projects; required 3 years professional experience Network+ certification validates entry level knowledge of network technologies, installation & config, media and topologies, management, and security; recommended A+ certification and 9 months networking experience Security+ certification validates entry-level knowledge of Information Security practices; recommended Network+ certification and two years of technical networking experience, with an emphasis on security SSCP (Systems Security Certified Practitioner) validates knowledge and professional experience in Information Security practices; minimum 1 year experience CISSP (Certified Information Systems Security Professional) validates knowledge and professional experience in Information Security practices; minimum 5 years’ experience (complete listing at vets.syr.edu/vctp)
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F: Understanding of professional and ethical responsibilities Level of Achievement: 1 Below Expectations Level of Achievement: 2 Meets Expectations Level of Achievement: 3 Exceeds Expectations Is not aware of ethical standards in EECE such as IEEE or ACM guidelines Is aware of professional standards. Knows, respects, and abides by professional standards. Demonstrates ethical behavior Has been caught cheating or plagiarizing. Recognizes when major ethical issues are present. Does not participate in unethical activity. Regularly incorporates ethical considerations into discussions, decision making and behavior. Maintains professional interaction with others Shows little respect for others, is late or absent Participates in team for classes and team efforts, does what is meetings, and makes few required. contributions. Has knowledge of professional standards of ethics Demonstrate s objectivity Has personally biased perspective of problems and issues, is unable to assess things objectively. Is able to listen to other viewpoints and tries to maintain a fair and objective perspective. Shows respect for others, has professional and competent demeanor, contributes significantly to team efforts. Is able to analyze a problem objectively and pro-actively recognize individual/cultural biases in themselves or others.
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