Copy Responsible: copyright relevance for South African teachers and librariansKerryn Mckay
A presentation, licensed under Creative Commons BY-SA 2.5 South Africa which provides a context for the IDRC-funded ACA2K project, its findings and relevance for South African librarians and teachers. The presentation is compiled by Caroline Ncube, senior lecturer within the University of Cape Town's IP Law & Policy Research Unit
Copy Responsible: copyright relevance for South African teachers and librariansKerryn Mckay
A presentation, licensed under Creative Commons BY-SA 2.5 South Africa which provides a context for the IDRC-funded ACA2K project, its findings and relevance for South African librarians and teachers. The presentation is compiled by Caroline Ncube, senior lecturer within the University of Cape Town's IP Law & Policy Research Unit
Assignment 3 Single Line Diagram Systemmellies4kxl
Assignment 3
Single Line Diagram
System Data
MVAbase=100 KVbase=230
P1== Slack Bus PG2=50MW PG3=60 MW
PLoad 4=70 MW and QLoad4=70MW
PLoad 5=70 MW and QLoad5=70MW
PLoad 6=70 MW and QLoad6=70MW
V1=1.05+0i V2mag=1.05 V3mag=1.07
Line data
The Assignment:
Use 10 iterations to find the load flow solution, and show results on the single line diagram.
From To R X Bcap (Half)
1 2 0.1 0.2 0.02
1 4 0.05 0.2 0.02
1 5 0.08 0.3 0.03
2 3 0.05 0.25 0.03
2 4 0.05 0.1 0.01
2 5 0.1 0.3 0.02
2 6 0.07 0.2 0.025
3 5 0.12 0.26 0.025
3 6 0.02 0.1 0.01
4 5 0.2 0.4 0.04
5 6 0.1 0.3 0.03
ENG 315
Due Week 2 and worth 100 points
Choose one of the professional scenarios provided in Blackboard under the Course Info tab, or click here to view them in a new window.
Write a Professional Email Message (in the form of Figure 5.1 on page 84 of BCOM9) from the perspective of a character in the scenario. The email should discuss the communication issue provided in the scenario and should be addressed to another character from the scenario.
The message should take the form of an email; however, you will submit your assignment to the online course shell.
The professional email message must adhere to the following requirements:
1. Content:
Address the communication issue from the scenario.
Request a face-to-face meeting to discuss the issue (at a specific time).
Concentrate on the facts of the situation and avoid using overly emotional language.
Assume your recipient is learning about the situation for the first time through your communication.
2. Format:
Use a descriptive subject line or heading.
Include an appropriate and professional greeting / salutation.
Use email form including: To:, From:, Subject:, and Signature.
3. Clarity / Mechanics:
Focus on clarity, writing mechanics, and professional language/style requirements.
Run spell/grammar check before submitting.
4. Your assignment must:
This course requires use of Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.
5. Submitting your assignment:
Submit your assignment through the online course shell only.
6. The specific course learning outcomes associated with this assignment are:
Plan, create, and evaluate professional documents.
Deliver professional information to various audiences using appropriate tone, style, and format.
Analyze professional communication examples to assist in revision.
To download the assignment instructions provided above and assignment rubric, click here.
By submitting this paper, you agree: (1) that you are submitting your paper to be used and stored as part of the SafeAssign™ services in accordance with the Blackboard Privacy Policy; (2) that your institution may use your paper in accordance with your institution's policies; and (3) that your use of SafeAssign will be without recourse against Blackboa ...
1 Introduction to the U.S. Legal System Midterm Exami.docxjeremylockett77
1
Introduction to the U.S. Legal System
Midterm Examination Checklist (Fall 2019)
Overview and Purpose: The midterm examination (exam) for GOVT/CRJU 2392 is scheduled
for Monday, Oct. 14, 2019. The exam is designed to assess your comprehension of important
concepts described in the course textbook (Banks and O’Brien), lectures, and in-class
discussions.
Procedure: The exam is closed book and closed notes: Students will not have access to any
resources during the exam session. Students must complete their own work and avoid looking at
their neighbors’ exam booklets. Communication with another student during the exam session
will be considered cheating, resulting in a failing grade and a report filed with appropriate
university authorities.
If possible, students should avoid bringing excess personal belongings to the exam session. All
cell phones must be placed in “silent” mode prior to beginning the exam, and all phones or any
other communicative devices (i.e. Apple Watches) should be stored away in students’ pockets,
backpacks, purses, etc. Similarly, all study aids must be stored away prior to beginning the
exam. Any use of devices during the exam session will be considered cheating and disciplinary
proceedings will be initiated.
Once a student begins the exam, that student will not be permitted to leave the room. If a student
leaves the room, the exam will be considered completed. All university and department policies
concerning cheating and academic honesty are in full effect for the exam session.
Content: Student comprehension of the material covered will be evaluated through objective
response items (20 points; multiple choice) and four short essay prompts (40 points). In the
latter section, students will have the option of choosing from a bank of pre-selected short essay
prompts drawn from textbook and in-class discussion themes. The essays students will be
required to answer are also provided at the end of the PowerPoint slides that guide class
discussions. I am providing these questions to you well in advance of the exam to allow you to
practice drafting answers that effectively communicate knowledge.
2
Content (continued):
Ultimately, students are responsible for any and all material covered in the textbook (Banks and
O’Brien) and weekly lectures/discussions. As mentioned previously, the content provided in
lecture/discussion slides emphasizes the most important, or fundamental, themes of each chapter.
While the exam will draw heavily from the lecture/discussion slides, a few exam items are designed to
assess whether students have actually read textbook chapters. This is inevitable, as our meetings do not
provide enough time to cover all legal system concepts in extreme detail. However, students should pay
particular attention to the following terms and concepts:
Civil Law Systems Common Law Systems
U.S. Institutional Structure ...
POSC 100 Introduction to American Government Professor Bre.docxChantellPantoja184
POSC 100: Introduction to American Government
Professor Brett Murdock
Instructions, Format, and Sample of Discussion of Current Event
At each class session, a group of students will be assigned to briefly analyze a current political
event of their choice and post their analysis on Titanium. The next week, that same group of
students will be required to post on Titanium a comment on (or “reply” to) another student’s
analysis. Then, time permitting, we will have an active discussion and debate about the more
interesting Titanium discussion posts in class.
Please make sure your discussion and posts are submitted within the required timeframe to
receive credit.
Instructions for Discussion of Current Event:
Find and read an article or two online, in the newspaper, in a magazine, etc. that deals with a
government/political issue that interests you. Write one paragraph that summarizes the key
points and facts of the article(s). Then write one paragraph about your opinions, views, and
analysis of the article.
Format:
1 - Basic subject matter of your current event in the “subject” field of your post on Titanium
2 - Name of Student
3 - Title of Article(s)
4 - Source of Article(s)
5 - Link to Article(s) (if online)
6 - 1 Paragraph summarizing the key points and facts of the article
7 - 1 Paragraph about your opinions, views, and analysis of the article.
Sample:
Jane Q. Student
Exclusive: U.S. delays deadline for finalizing Obamacare health plans
Reuters
http://www.reuters.com/article/2013/08/28/us-usa-healthcare-obamacare-
idUSBRE97R04X20130828
Agenda - Health Care, The Obama Biden Plan
Change.gov The office of the President-Elect
http://change.gov/agenda/health_care_agenda/
President Obama’s healthcare plan was formed to create affordable, accessible healthcare for
the citizens of the United States. The US Department of Health and Human Services (HHS)
has recently changed the dates on which they will be signing agreements with insurance
companies to begin implementing President Obama’s Patient Protection and Affordable Care
Act (PPACA). The original date for the HHS to reach agreements with insurance companies
was set for the first week of September. The plans to meet in the upcoming week are no longer
going to happen, with the HHS giving no reason for the change of plans. However, a
spokesperson from the HHS has given a statement ensuring that agreements will be reached
shortly. Critics of this health care have been voicing their opposition, and even gone as far as
to form coalitions to put a stop to the funding of this bill. Attempts to defund “Obamacare” have
created a great deal of controversy, not just between Democrats and Republicans, but within
the parties as well. Republicans have been successful in defunding over $1 billion just this
year. States have begun to discuss their own implementation plans. For example, last week
California discussed a slow implementa.
· Avoiding Unauthorized Practice of LawIt is widely known that u.docxLynellBull52
· Avoiding Unauthorized Practice of Law
It is widely known that utilizing paralegals is a frequent concern for practicing attorneys, especially when a paralegal’s actions may leave them performing tasks (e.g., advising on legal rights, negotiation or settlement, management of a law practice, etc.) which could result in the unauthorized practice of law. Per the American Bar Association, one must possess a law license in order to perform such tasks.
Write a five to six (5-6) page paper in which you:
1. Determine three (3) most important characteristics of an effective paralegal. Justify your response.
2. Develop at least three (3) general guidelines for conducting legal research that a new paralegal should follow on in order to ensure that the attorney for whom the paralegal works is referencing valid laws within his / her legal documents.
3. Propose two (2) strategies that a paralegal could take in order to avoid the unauthorized practice of law. Provide a rationale to support your response.
4. Compare and contrast the key differences between the activities of paralegals versus those of attorneys in preparing a case for trial.
5. Use at least two (2) quality references. Note: Wikipedia and other Websites do not quality as academic resources.
Your assignment must follow these formatting requirements:
. Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
. Analyze what paralegals do, the career choices available to paralegals, their role in the legal profession, and the need for continuing education and training.
. Examine the paralegal workplace, tasks, and functions of a paralegal and accounting procedures in the law office.
. Use technology and information resources to research issues in paralegal studies.
. Write clearly and concisely about paralegal studies using proper writing mechanics.
BCJ 2001, Theory and Practices of Law Enforcement 1
Course Description
Presents the historical development of law enforcement, organization, administration, and systems of local, state, and
federal policing with an emphasis on theories as they relate to practices.
Course Textbook
Dempsey, J. S., & Forst, L. S. (2011). Police. Clifton Park, NY: Delmar.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze and discuss conventional crimes, as well as economic crimes, from historic and contemporary
viewpoints.
2. Assess and describe the growing menace of syndicated crime and the changes t.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
7464 Pblproposal Ecb
1. Project Based Learning Proposal Erica Boswell November 11, 2009 Overview Title: Making and Enforcing Laws Goal: The Goal of “Making and Enforcing Laws” is to provide fifth grade students at Fairview Elementary School the opportunity to learn about the process of creating a new law and the job that the police and court system have when enforcing laws and penalties when the laws are broken. Students will use projects and tasks to learn and create their own ideas about this important part of the government. Objectives: Through completion of this project, the students will have knowledge of the process that a bill goes through on its journey to becoming a law. During this project, the students will master the following standard: SS4CG3 – The student will describe the functions of government. Explain the process for making and enforcing laws. Rationale It is very important that students create a foundation for learning at the elementary school level. Failure in solidifying this basis of knowledge generates a difficulty for the student in the higher grades. As the minds of the elementary student is developing, project based learning becomes especially critical for creating meaning for these students. This aspect of our proposal is aimed towards fifth grade students at Fairview Elementary School in Henry County, Georgia. Our group has created a proposal in which the social studies class will operate as a mini-society, and “Making and Enforcing Laws” is merely one component of the unit. Prerequisites Students will need access to a computer and internet. Students will need to be proficient in using Comic Life. Students will need to be proficient in using Microsoft Publisher and Word. Resources One computer for each student, installed with Windows XP or Vista Microsoft Office 2003 or higher on each computer Including Microsoft Word and Microsoft Publisher Comic Life software, to be already installed on each computer A 30-day trial of Comic Life can be downloaded for free at the following website: http://plasq.com/downloads. However, licenses can be purchased for 25, 50, 250, or 1000 computers at a cost ranging from $199 to $999: https://store3.esellerate.net/store/checkout/CustomLayout.aspx?s=STR7424382398&pc=&page=MultiCatalog.htm Promethean Board or LCD Projector for teacher demonstration and viewing of videos Paper, pencil, social studies book, and notebook Internet access Processes Day 1: Students will begin their lessons by completing a journal reflecting on what would happen without laws or rules. After completion of the journal, the teacher will lead a discussion on how things would be different if there were no rules. They should be prompted to think of the many communities that they are members of, from their homes and schools to Georgia and the United States. The students can organize this information into a one-sided multi-flow Thinking Map showing the effects of having no laws or rules to guide the behavior of the community members. Day 2: Students will begin today’s lesson by viewing the SchoolHouse Rock video: “How a Bill Becomes a Law.” This video can be found in most school media centers or on at the following link: http://www.schoolhouserock.tv/Bill.html. This website provides lyrics to the song and a link to YouTube for access to the video. The teacher will lead discussion on the similarities of passing national laws to passing state laws. The following link provides a video created by Georgia Public Broadcasting on the process that a bill goes through to become a law in the state of Georgia: http://link.brightcove.com/services/player/bcpid9525047001?bctid=1417300664. These videos can either be viewed as a class or individually. The class will create a Flow Map of the process that a bill goes through to be enacted as a law. Day 3: The teacher will lead a discussion on what roles certain laws have – to maintain order, to create fairness for people, etc. Students will brainstorm on what “laws” that they would like to see enacted in their own classroom community. They will write their ideas down on paper using complete sentences, specifically stating what would or would not be allowed in their community. The teacher will collect these “bills” and sort them into the following categories: Education, Security, Ethics, Housing, and any other categories into which the bills may fall. The teacher may also have bills prepared to insert into the stack that the class may have neglected. The students will then be separated into Committees to review the bills, with there being an equal number of bill categories and Committees. The students will review and discuss the bills and vote within their Committee. Only those bills having a majority vote after discussion will move on to the next step. The teacher will collect those bills moving on and those to be discarded. (Of course, the teacher does have the final say in this activity – in order to maintain his or her classroom.) Day 4: The class will start by being separated into two groups – the House and the Senate, with two students staying out to act as the presenters of the bills. The bills will be presented to each group, discussed, and then voted upon. After voting, if it has received a majority vote, the bill will move on to the next group. Only those bills receiving a majority vote in both groups will move to the teacher (aka: Governor/ President) for review. The teacher will review the laws and announce the community laws to the class. The teacher will assign a small group of students one of the new laws to discuss and analyze. They will decide on an appropriate punishment for breaking this law. Day 5: The teacher will lead a class discussion of their laws and the penalties assigned. The class will discuss how the national government (ie: principal and other administration) do have a certain hold and control over the local government. This reinforces to the students how their classroom community’s laws, punishments, and penalties must fit into the scheme of the larger community – the school. The class will decide on which specific laws will be enacted into their classrooms and the penalties for breaking these laws. The students will work with their small groups from the end of Day 4 to type their law and the appropriate consequence, creating a poster using Microsoft Publisher. The students will work individually to create a Comic Life representation, using their own words to describe the process that a bill goes through when becoming a law. These documents will be posted in the classroom for students to view and refer to throughout the school year. The student will also write a three to four paragraph using Microsoft Word reflection on the process that a bill goes through. The student will need to address the following topics: difficulties experienced with the process, why it is important for citizens to understand this process, and what the student gained from completing this process. The student will print out a copy of their reflection, their poster, and their Comic Life. Feedback The student’s knowledge will be assessed by evaluating the reflection, poster, and Comic Life creation using the following rubric: How a Bill Becomes a Law – Comic Life4321ScoreContent AccuracyAll content is accurate. There is no incorrect factual information.Most of the content is accurate, but there is one piece of inaccurate information.The content is generally accurate, but more than one piece of information is clearly flawed or inaccurate.Content is typically confusing or contains more than two factual errors.x2Sequencing of InformationInformation is organized in a clear, logical way.Most information is organized in a clear, logical way. Incorrectly sequenced information does not affect comprehension.Some information is organized in a clear, logical way. Incorrectly sequenced information begins to affect comprehension.There is no clear plan for the organization of information.x2How a Bill Becomes a Law – Microsoft Office ReflectionThoughtfulness of ResponseReflection shows thoughtfulness and addresses each of the 3 topics in the prompt.Reflection shows some thoughtfulness and addresses each of the 3 topics in the prompt.Reflection shows minimal thoughtfulness and/or only 2 topics in the prompt.Reflection shows little to no thoughtfulness and/or addresses only 1 topic in the prompt.x2Supporting DetailsReflection provides ample details or examples and response is well supported.Reflection provides some details or examples and response is fairly well supported.Reflection provides minimal details or examples and response is not well supported.Reflection provides little to no details or examples and response is not well supported. x2How a Bill Becomes a Law – Microsoft Publisher posterLawThe law is clearly defined and uses precise language.The law is fairly well defined and uses accurate language.The law is minimally defined and is not supported through the language used.The law is not defined.x2ConsequenceThe consequence is well defined and uses precise language.The consequence is fairly well defined and uses accurate language. The consequence is minimally defined and is not supported through the language used.The consequence is not defined.x2How a Bill Becomes a Law – Spelling and GrammarSpelling and GrammarPresentation has 1-2 misspellings or grammatical errors.Presentation has 2-3 misspellings, but no grammatical errors.Presentation has 2-3 grammatical errors but no misspellings.Presentation has more than 4 grammatical and/or spelling errors.x1Total Score (out of 25) Expertise 19050-3810Erica Boswell is currently in her sixth year of teaching math at Winder-Barrow Middle School in Barrow County, Georgia. Mrs. Boswell has served on The Techy Teachers, a task force responsible for the creation and implementation of workshops focused on the use of blogs, Comic Life, VoiceThread, and Digital Storytelling in the classrooms. She served as project manager for “Storytelling: It’s Digital!” Mrs. Boswell is a first-year student at the University of West Georgia, working towards her Specialist Degree in Instructional Technology. She completed her Bachelors (2003) and Masters (2004) Degrees in Middle Grades Education at the University of Georgia. In addition to teaching eighth grade math and language arts, she serves as the grade level and school wide math chairperson, sits on the leadership team, and coaches track.