Tips For Success Communicating With Your Instructors Communicating with your Instructor can be very important. For the successful college student, it is vital!If an emergency prevents you from attending class, you need to call your instructors to tell them what’s going on and to get your assignments. If they are not in, leave a message or contact the division office. Always!!It is a must that you always leave a message for the Instructor/Counselor to call you back - or if you must, leave word with the secretary of what you need to tell the Instructor. Be prepared to have documentation for your reasons of non-attendance. back | home | next
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Replay    QoE measurement  Old way: QoE = Server + Network  Modern way: QoE = Servers + Network + Browser Browsers are smart  Parallelism on multiple connections  JavaScript execution can trigger additional queries  Rendering introduces delays in resource access  Caching and pre-fetching HTTP replay cannot approximate real Web browser access to resources 0.25s 0.25s 0.06s 1.02s 0.67s 0.90s 1.19s 0.14s 0.97s 1.13s 0.70s 0.28s 0.27s 0.12s 3.86s 1.88s Total network time GET /wiki/page 1 Analyze page GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET combined.min.css jquery-ui.css main-ltr.css commonPrint.css shared.css flaggedrevs.css Common.css wikibits.js jquery.min.js ajax.js mwsuggest.js plugins...js Print.css Vector.css raw&gen=css ClickTracking.js Vector...js js&useskin WikiTable.css CommonsTicker.css flaggedrevs.js Infobox.css Messagebox.css Hoverbox.css Autocount.css toc.css Multilingual.css mediawiki_88x31.png 2 Rendering + JavaScript GET GET GET GET GET GET GET GET GET ExtraTools.js Navigation.js NavigationTabs.js Displaytitle.js RandomBook.js Edittools.js EditToolbar.js BookSearch.js MediaWikiCommon.css 3 Rendering + JavaScript GET GET GET GET GET GET GET GET GET GET GET 4 GET GET GET GET GET GET page-base.png page-fade.png border.png 1.png external-link.png bullet-icon.png user-icon.png tab-break.png tab-current.png tab-normal-fade.png search-fade.png Rendering search-ltr.png arrow-down.png wiki.png portal-break.png portal-break.png arrow-right.png generate page send files send files mBenchLab – [email protected] BROWSERS MATTER FOR QOE? send files send files + 2.21s total rendering time 6
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Consolidation Collate info from many customers to discern patterns. SUBMISSIONS Consolidated Work Models Merge the work models to reveal common strategies and individual differences. It’s sometimes unclear whether assignments have been successfully posted to student drop-boxes. The size limit for submitted assignments sometimes makes it difficult to submit program files using databases or images. Instructors are not consistent about assignment deadlines, with some permitting late assignments and some forbidding them. Some instructors post assignments on the system, but most still provide hard copies in class. SECURITY Having assignment grades posted on the system as soon as they’re ready is convenient, as long as it’s secure. Separate logins are not required when students shift from one course’s dropbox to another’s. USABILITY Many icons are provided, but they’re small, often obscure, and have long delays before tool-tips appear. Students may use drop-box to submit early assignments, but must notify instructor by e-mail of having done so. Instructor may toggle descriptions on (making interface crowded) and off (hiding info from users). Users may post profiles that include a photo, a list of interests, and contact information. NOTIFICATIONS Instructors may input settings so graders are notified when students submit assignments. Grade screens use Student may access extremely small font, schedule of all events allowing display of (including due dates) large classes without occurring in the next much scrolling, but two weeks for all of damaging readability. student’s classes. Team assignments are Calendar arrangement System automatically Most pages include now permitted, but of due dates is logs out students and help documents it’s confusing whether confusing, allowing instructors after explaining the team members can instructor to list fifteen minutes of purpose and usage of overwrite each assignments above inactivity. the fields on those other’s submissions. their due dates. pages. Student profiles list first and most recent access times, but do not log all uploads and downloads. CS 321 Lesson Two Understanding Interaction Page 11 CONSISTENCY Students report increased levels of interrupted service when uploading assignment files from off campus. Affinity Diagram Instructor may post announcements to individual students, project teams, and entire classes. Calendar of upcoming assignments may be displayed for one class or for all classes. Instructors may retrieve logs of every participant’s access to their account for a particular class. Chart a hierarchical diagram (often wall-sized) to reveal the scope of the problem across all customers.
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Important Legal Information for Adolescents and Parents According to Iowa law, a minor (an individual younger than 18 years) may seek medical care for the following without the permission or knowledge of his parents: • Substance abuse treatment; • Sexually Transmitted Infection(STI) testing and treatment; • HIV testing – if test is positive, Iowa law requires parent notification; • Contraceptive care and counseling, including emergency contraception; and Even though teenagers young • Blood donation if 17and years of age or adults can receive these treatments older. without their parent’s knowledge, it is important to remember parents are a key part of all aspects of your life. We encourage parents and teens to be open and honest with each other when it comes to health care decisions. It is important for teens to know that if they are covered by their parents’ medical insurance and want it to cover their treatment, they will need to consent to their medical records being shared – possibly even with parents. A minor may also consent for evaluation and treatment in a medical emergency or following a sexual assault. However, treatment information can not be kept confidential from parents. Bill of Rights for Teens and Young Adults • The things you tell us in confidence will be kept private. • We will speak and write respectfully about your teen and family. • We will honor your privacy. YOU HAVE THE RIGHT TO: Emotional Support • Care that respects your teen’s growth and development. • We will consider all of your teen’s interests and needs, not just those related to illness or disability. Respect and Personal Dignity • You are important. We want to get to know you. • We will tell you who we are, and we will call you by your name. We will take time to listen to you. • We will honor your privacy. Care that Supports You and Your Family • All teens are different. We want to learn what is important to you and your family. Information You Can Understand • We will explain things to you. We will speak in ways you can understand. You can ask about what is happening to you and why. Care that Respects Your Need to Grow and Learn • We will consider all your interests and needs, not just those related to your illness or disability. Make Choices and Decisions • Your ideas and feelings about how you want to be cared for are important. • You can tell us how we can help you feel more comfortable. • You can tell us how you want to take part in your care. • You can make choices whenever possible like when and where you YOU HAVE THE RIGHT TO: receive your treatments. Bill of Rights for Parents Respect and Personal Dignity • You and your teen will be treated with courtesy and respect. Make Decisions About Your Teen’s Care • We will work in partnership with you and your teen to make decisions about his care. • You can ask for a second opinion from another healthcare provider. Family Responsibilities YOU HAVE THE RESPONSIBILITY TO: Provide Information • You have important information about your teen’s health. We need to know about symptoms, treatments, medicines, and other illnesses. • You should tell us what you want for your child. It is important for you to tell us how you want to take part in your teen’s care. • You should tell us if you don’t understand something about your teen’s care. • If you are not satisfied with your teen’s care, please tell us. Provide Appropriate Care • You and the other members of the health care team work together to plan your teen’s care. • You are responsible for doing the things you agreed to do in this plan
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26 Fed. Agencies o Task Force Chair  U.S. Department of Housing and Urban Development - Shaun Donovan, Secretary o Task Force Members                          U.S. Department of the Treasury – Jacob Lew, Secretary U.S. Department of the Interior – Sally Jewell, Secretary U.S. Department of Agriculture – Tom Vilsack, Secretary U.S. Department of Commerce – Penny Pritzker, Secretary U.S. Department of Labor – Thomas Perez, Secretary U.S. Department of Health and Human Services – Kathleen Sebelius, Secretary U.S. Department of Transportation – Anthony Foxx, Secretary U.S. Department of Energy – Ernest Moniz, Secretary U.S. Department of Education – Arne Duncan, Secretary U.S. Department of Veterans Affairs – Eric Shinseki, Secretary U.S. Department of Homeland Security – Janet Napolitano, Secretary U.S. Environmental Protection Agency – Regina McCarthy, Administrator Small Business Administration – Karen Mills, Administrator U.S. Army Corps of Engineers – Jo-Ellen Darcy, Assistant Secretary of the Army (Civil Works) White House Office of Management and Budget – Sylvia Burwell, Director White House National Security Staff – Lisa Monaco, Assistant to the President for Homeland Security and Counterterrorism White House Domestic Policy Counci - Cecilia Muñoz, Director National Economic Council – Gene Sperling, Director White House Council on Environmental Quality – Nancy Sutley, Chair White House Office of Science and Technology Policy - John Holdren, Director White House Council of Economic Advisors – Jason Furman, Chair White House Office of Public Engagement and Intergovernmental Affairs – Valerie Jarrett, Senior Advisor to the President White House Office of Cabinet Affairs – Danielle Gray, Assistant to the President and Cabinet Secretary 32
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//----------------------------------------------------------------// Determines if the specified word begins with a particular // two-character consonant blend. //----------------------------------------------------------------private static boolean beginsWithBlend(String word) { return ( word.startsWith ("bl") || word.startsWith ("sc") || word.startsWith ("br") || word.startsWith ("sh") || word.startsWith ("ch") || word.startsWith ("sk") || word.startsWith ("cl") || word.startsWith ("sl") || word.startsWith ("cr") || word.startsWith ("sn") || word.startsWith ("dr") || word.startsWith ("sm") || word.startsWith ("dw") || word.startsWith ("sp") || word.startsWith ("fl") || word.startsWith ("sq") || word.startsWith ("fr") || word.startsWith ("st") || word.startsWith ("gl") || word.startsWith ("sw") || word.startsWith ("gr") || word.startsWith ("th") || word.startsWith ("kl") || word.startsWith ("tr") || word.startsWith ("ph") || word.startsWith ("tw") || word.startsWith ("pl") || word.startsWith ("wh") || word.startsWith ("pr") || word.startsWith ("wr") ); } } Code\Chap5\PigLatinTranslator.class Java Foundations, 3rd Edition, Lewis/DePasquale/Chase 5 - 14
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//----------------------------------------------------------------// Determines if the specified word begins with a particular // two-character consonant blend. //----------------------------------------------------------------private static boolean beginsWithBlend(String word) { return ( word.startsWith ("bl") || word.startsWith ("sc") || word.startsWith ("br") || word.startsWith ("sh") || word.startsWith ("ch") || word.startsWith ("sk") || word.startsWith ("cl") || word.startsWith ("sl") || word.startsWith ("cr") || word.startsWith ("sn") || word.startsWith ("dr") || word.startsWith ("sm") || word.startsWith ("dw") || word.startsWith ("sp") || word.startsWith ("fl") || word.startsWith ("sq") || word.startsWith ("fr") || word.startsWith ("st") || word.startsWith ("gl") || word.startsWith ("sw") || word.startsWith ("gr") || word.startsWith ("th") || word.startsWith ("kl") || word.startsWith ("tr") || word.startsWith ("ph") || word.startsWith ("tw") || word.startsWith ("pl") || word.startsWith ("wh") || word.startsWith ("pr") || word.startsWith ("wr") ); } } Code\Chap5\PigLatinTranslator.class Java Foundations, 3rd Edition, Lewis/DePasquale/Chase 5 - 29
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Writing Intensive Course Rubric 2=Acceptable 1=Unacceptable Writing assignments are incorporated as an integral, ongoing part of the course, and the writing assignments are effectively integrated, structured, and sequenced in a way that clearly articulates how it helps students improve their writing Writing assignments are not incorporated as an integral component of the course, writing assignments are not structured and sequenced in a way that can help students improve their writing in any clear way From the course syllabus and course assignments, it is clear that students have many opportunities to receive constructive criticism on drafts, and the opportunity to revise their work, particularly drafts of longer projects. From the course syllabus and course assignments, it is unclear whether students have many opportunities to receive constructive criticism on drafts, or the opportunity to revise their work, particularly drafts of longer projects. From the course syllabus and course assignments, it is clear that assignments and course planning devote ample time for students to reflect on their writing and their intellectual growth. From the course syllabus and course assignments, it is clear that assignments and course planning do not devote any time for students to reflect on their writing and their intellectual growth. As stated in the course syllabus, written assignments are a major component of the course grade. The course syllabus clearly and amply explains the writing-intensive nature of the course and contains a detailed schedule for writing assignments and revisions. Written assignments are not a component of the course grade. The course syllabus does not explain the writing-intensive nature of the course and does not contain a schedule for writing assignments and revisions. The Writing Intensive Course has at least one rubric created for grading writing assignments and the rubric is distributed to the students before the writing assignments are due. The Writing Intensive Course has no rubric, and thus no rubric is distributed to the students before the writing assignments are due.
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Participants Title Aldrich, Christine EOPS/CARE Director Barrios, Mary Beth Associate Dean, Counseling & Student Success Bell, Richette Director of Admissions and Records Bonacic, Trish Director CalWorks, TANF, GAIN and SRC Curry, Keith Provost, El Camino Compton Center Estrada, Maria FYE Coordinator/ Counselor Griffin, Shateo Coordinator of Student Success Services & Programs Haynes, Vanessa SSSP Counselor/Professor of Counseling & HDEV Humphreys, Phillip Dean, Student Services Jimenez Albert Instructional Specialist-SI & Basic Skills Coordinator Klier, Robert Associate Dean, Academic Affairs - ECC Lundquist, Sara VP Student Services - Santa Ana College Meadors Josh Research Analyst, Office of Institutional Research Mendoza, Eric Director, Student Development & Athletics Martinez, Elizabeth Director of Enrollment Services Murray Rodney Dean of Student Learning, Division 2 Maruri, Carlos SSSP Counselor Pascual, Mytha Director of Financial Aid & Scholarships Patel, Dipte Dean, Counseling and Student Success- ECC Perez, Barbara Vice-president, EL Camino College Compton Powers, ,Ethel Senior Administrative Assistant Osanyinpeju, Abiodun Interim Dean of Student Learning, Division 1 Reyes, Idania Student Equity Director - ECC Roach Donald Division Chair of Division 3 & Professor of Math Subramaniam, Chelvi Dean of Student Success, Division 3 Villalobos, Jose President CCCFT/ Basic Skills Coordinator/ Wallano Eyob Division Chair of Division 1 & Professor of Biology Subramaniam-8.20.15
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