PLACEMENT HOW? Placement Placement Test Test Transfer Transfer Credits Credits SAT SAT or or ACT ACT Scores Scores High High School School AP AP Scores Scores (Mathematics) (Mathematics) WHAT TO DO? Take Take placement placement test test on on any any campus campus at at Testing Testing Center. Center. Accuplacer Accuplacer MATH MATH can can be be taken taken twice. twice. Students Students who who wish wish higher higher placement placement must must then then “appeal”. “appeal”. Appeal Appeal is is request to take a pencil-and-paper type test on material from the course they request to take a pencil-and-paper type test on material from the course they placed placed into. into. Bring Bring transcript transcript showing showing general general education education math math credits credits from from another another college college or or university university to to CCBC CCBC for for evaluation. evaluation. If If completed completed in in Maryland, Maryland, the the highest highest level level developmental math course, Intermediate Algebra can be used for placement. developmental math course, Intermediate Algebra can be used for placement. Placement Placement by by SAT SAT MATH MATH score score of of 500 500 or or higher higher (or (or by by ACT ACT MATH MATH score score 21 21 or or higher) places the student into an entry-level general education math course higher) places the student into an entry-level general education math course (MATH (MATH 111, 111, 125, 125, 131/2/3, 131/2/3, 135, 135, 163). 163). For For higher higher placement, placement, the the student student must must take take Accuplacer MATH. MATH. Accuplacer Students Students with with documentation documentation of of AP AP math math scores scores of of 3, 3, 4, 4, or or 5 5 from from high high school school can can be awarded college credit and placement according to this chart. be awarded college credit and placement according to this chart.
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Time Barbie Tootle Hayes Cape Cartoon Room I Cartoon Room II Suzanne M. Scharer Rosa M. Ailabouni Monday Aug 5th, 2013 10:10-11:50 A1L-A Analog Circuits I Chr: Ming Gu, Shantanu Chakrabartty Track: Analog and Mixed Signal Integrated Circuits A1L-B Low Power Digital Circuit Design Techniques A1L-C Chr: Joanne Degroat Student Contest I Track: Digital Integrated Chr: Mohammed Ismail Circuits, SoC and NoC Track: INVITED ONLY A1L-D Design and Analysis for Power Systems and Power Electronics Chr: Hoi Lee, Ayman Fayed Track: Power Systems and Power Electronics A1L-E Design and Analysis of Linear and Non-Linear Systems Chr: Samuel Palermo Track: Linear and Non-linear Circuits and Systems A1L-F Emerging Technologues Chr: Khaled Salama Track: Emerging Technologies Monday Aug 5th, 2013 13:10-14:50 A2L-A Analog Circuits II Chr: Ming Gu, Shantanu Chakrabartty Track: Analog and Mixed Signal Integrated Circuits A2L-B Low Power VLSI Design Methodology Chr: Genevieve Sapijaszko Track: Digital Integrated Circuits, SoC and NoC A2L-C Student Contest II Chr: Sleiman Bou-Sleiman Track: INVITED ONLY A2L-D Power Management and Energy Harvesting Chr: Ayman Fayed, Hoi Lee Track: Power Management and Energy Harvesting A2L-E Oscillators and Chaotic Systems Chr: Samuel Palermo, Warsame Ali Track: Linear and Non-linear Circuits and Systems A2L-F Bioengineering Systems Chr: Khaled Salama Track: Bioengineering Systems and Bio Chips A4L-A Analog Design Techniques I Chr: Dong Ha Track: Analog and Mixed Signal Integrated Circuits A4L-B Imaging and Wireless Sensors Chr: Igor Filanovsky Track: Analog and Mixed Signal Integrated Circuits A4L-C Special Session: Characterization of Nano Materials and Circuits Chr: Nayla El-Kork Track: SPECIAL SESSION A4L-D Special Session: Power Management and Energy Harvesting Chr: Paul Furth Track: SPECIAL SESSION A4L-E Communication and Signal Processing Circuits Chr: Samuel Palermo Track: Linear and Non-linear Circuits and Systems A4L-F Sensing and Measurement of Biological Signals Chr: Hoda Abdel-Aty-Zohdy Track: Bioengineering Systems and Bio Chips B2L-A Analog Design Techniques II Chr: Valencia Koomson Track: Analog and Mixed Signal Integrated Circuits B2L-B VLSI Design Reliability Chr: Shantanu Chakrabartty, Gursharan Reehal Track: Digital Integrated Circuits, SoC and NoC B2L-D B2L-C Special Session: University and Delta-Sigma Modulators Industry Training in the Art of Chr: Vishal Saxena Electronics Track: Analog and Mixed Signal Chr: Steven Bibyk Integrated Circuits Track: SPECIAL SESSION B2L-E Radio Frequency Integrated Circuits Chr: Nathan Neihart, Mona Hella Track: RFICs, Microwave, and Optical Systems B2L-F Bio-inspired Green Technologies Chr: Hoda Abdel-Aty-Zohdy Track: Bio-inspired Green Technologies B3L-A Analog Design Techniques III Chr: Valencia Koomson Track: Analog and Mixed Signal Integrated Circuits B3L-B VLSI Design, Routing, and Testing Chr: Nader Rafla Track: Programmable Logic, VLSI, CAD and Layout B3L-C Special Session: High-Precision and High-Speed Data Converters I Chr: Samuel Palermo Track: SPECIAL SESSION B3L-D B3L-E Special Session: Advancing the RF/Optical Devices and Circuits Frontiers of Solar Energy Chr: Mona Hella, Nathan Neihart Chr: Michael Soderstrand Track: RFICs, Microwave, and Track: SPECIAL SESSION Optical Systems B5L-A Nyquist-Rate Data Converters Chr: Vishal Saxena Track: Analog and Mixed Signal Integrated Circuits B5L-B Digital Circuits Chr: Nader Rafla Track: Programmable Logic, VLSI, CAD and Layout B5L-C Special Session: High-Precision and High-Speed Data Converters II Chr: Samuel Palermo Track: SPECIAL SESSION B5L-D Special Session: RF-FPGA Circuits and Systems for Enhancing Access to Radio Spectrum (CAS-EARS) Chr: Arjuna Madanayake, Vijay Devabhaktuni Track: SPECIAL SESSION B5L-E B5L-F Analog and RF Circuit Memristors, DG-MOSFETS and Techniques Graphine FETs Chr: Igor Filanovsky Chr: Reyad El-Khazali Track: Analog and Mixed Signal Track: Nanoelectronics and Integrated Circuits Nanotechnology C2L-A Phase Locked Loops Chr: Chung-Chih Hung Track: Analog and Mixed Signal Integrated Circuits C2L-B Computer Arithmetic and Cryptography Chr: George Purdy Track: Programmable Logic, VLSI, CAD and Layout C2L-C Special Session: Reversible Computing Chr: Himanshu Thapliyal Track: SPECIAL SESSION C2L-D Special Session: Self-healing and Self-Adaptive Circuits and Systems Chr: Abhilash Goyal, Abhijit Chatterjee Track: SPECIAL SESSION C2L-E Digital Signal Processing-Media and Control Chr: Wasfy Mikhael, Steven Bibyk Track: Digital Signal Processing C2L-F Advances in Communications and Wireless Systems Chr: Sami Muhaidat Track: Communication and Wireless Systems C3L-A SAR Analog-to-Digital Converters Chr: Vishal Saxena Track: Analog and Mixed Signal Integrated Circuits C3L-B Real Time Systems Chr: Brian Dupaix, Abhilash Goyal Track: System Architectures C3L-C Image Processing and Interpretation Chr: Annajirao Garimella Track: Image Processing and Multimedia Systems C3L-D Special Session: Verification and Trusted Mixed Signal Electronics Development Chr: Greg Creech, Steven Bibyk Track: SPECIAL SESSION C3L-E Digital Signal Processing I Chr: Ying Liu Track: Digital Signal Processing C3L-F Wireless Systems I Chr: Sami Muhaidat Track: Communication and Wireless Systems C5L-A Wireless Systems II Chr: Sami Muhaidat Track: Communication and Wireless Systems C5L-B System Architectures Chr: Swarup Bhunia, Abhilash Goyal Track: System Architectures C5L-C Image Embedding Compression and Analysis Chr: Annajirao Garimella Track: Image Processing and Multimedia Systems C5L-D Low Power Datapath Design Chr: Wasfy Mikhael Track: Digital Integrated Circuits, SoC and NoC C5L-E Digital Signal Processing II Chr: Moataz AbdelWahab Track: Digital Signal Processing C5L-F Advances in Control Systems, Mechatronics, and Robotics Chr: Charna Parkey, Genevieve Sapijaszko Track: Control Systems, Mechatronics, and Robotics Monday Aug 5th, 2013 16:00-17:40 Tuesday Aug 6th, 2013 10:10-11:50 Tuesday Aug 6th, 2013 13:10-14:50 Tuesday Aug 6th, 2013 16:00-17:40 Wednesday Aug 7th, 2013 10:10-11:50 Wednesday Aug 7th, 2013 13:10-14:50 Wednesday Aug 7th, 2013 16:00-17:40 B3L-F Carbon Nanotube-based Sensors and Beyond Chr: Nayla El-Kork Track: Nanoelectronics and Nanotechnology 5
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5. Mean projections and mean student scores are calculated. Student Projection1 Student Score 1 Student Projection 2 Student Score 2 Student Projection 3 Student Score 3 Student Projection 4 Student Score 4 Student Projection 5 Your School Student Score 5 Student Projection 6 Student Score 6 Student Projection 7 Student Score 7 Student Projection 8 Student Score 8 Student Projection 9 Student Score 9 Student Projection 10 Student Score 10 Student Projection 11 Student Score 11 Student Projection 12 Student Score 12 Student Projection 13 Student Score 13 Student Projection 14 Student Score 14 Student Projection 15 Student Score 15 Student Projection 16 Student Score 16 Student Projection 17 Student Score 17 Student Projection 18 Student Score 18 Student Projection 19 Student Score 19 Student Projection 20 Student Score 20 Mean Projected Score Mean Student Score Copyright © 2003. Battelle for Kids
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XP Creating a Table Caption • HTML allows you to specify a caption for a table. • The syntax for creating a caption is: caption text – – – – alignment indicates the caption placement a value of “bottom” centers the caption below the table a value of “top” or “center” centers the caption above the table a value of “left” or “right” place the caption above the table to the left or right Creating Web Pages with HTML, 3e Prepared by: C. Hueckstaedt, Tutorial 4 28
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DEN 219/229 Reflection Journal Rubric GRADING Criteria Reflective Student Aware Student Reflective Novice BelowExpectations Clarity Language is clear and expressive. The reader can create a mental picture of the situation being described. Abstract concepts are explained accurately. Explanation makes sense to an uninformed reader. The learning experience being reflected upon is relevant and meaningful to student and course learning goals. Minor, infrequent lapses in clarity and accuracy. There are frequent lapses in clarity and accuracy. Language is unclear and confusing throughout. Concepts are either not discussed or are presented inaccurately. The learning experience being reflected upon is relevant and meaningful to student and course learning goals. Student makes attempts to demonstrate relevance, but the relevance is unclear to the reader. Most of the reflection is irrelevant to student and/ or course learning goals. The reflection demonstrates connections between the experience and material from other courses, but lacks relevance and depth. There is little to no attempt to demonstrate connections between the learning experience and previous other personal and/ or learning experiences. Student makes attempts at applying the learning experience to understanding of self, others, and/ or course concepts but fails to demonstrate depth of analysis. There is some attempt at self-criticism, but the selfreflection fails to demonstrate a new awareness of personal biases, etc. No attempt to demonstrate connections to previous learning or experience. Student’s language is clear and expressive Relevance The learning experience is relevant and meaningful to student. Interconnections The reflection demonstrates connections between the experience and material from The reflection demonstrates other courses; past connections between the experience and material from experience; and/ or personal goals. other courses. Analysis The reflection moves beyond simple description of the experience Self-criticism Ability of the student to question their own biases, stereotypes, preconceptions, and/ or assumptions. The reflection moves beyond simple description of the experience to an analysis of how the experience contributed to student understanding of self, others, and/ or course concepts. The reflection demonstrates student attempts to analyze the experience but analysis lacks depth. The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions, and/ or assumptions and define new modes of thinking as a result. The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions. Adapted from University of Iowa, Office of Service Learning Reflection does not move beyond description of the learning experience(s). No attempt at selfcriticism.
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X. Professional Development Activities (Four total) • Include at least one from a school placement. • You may use up to three from Student Teaching • Orientation and Mid-Semester Seminar. The Smart Board assignment from orientation is required. Evidence and reflection paper plus caption if you also use for portfolio.
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