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How Elevators Work
Elevators use a system of cables, pulleys, and counterweights to lift passengers between floors of a building. An electric motor powers the system, pulling the elevator cab up or lowering the counterweight, while sensors ensure the cab stops level with each floor. Modern elevators can carry heavy loads efficiently using these mechanical and electrical systems.
How Elevators Work
Elevators use a system of cables, pulleys, and counterweights to lift passengers between floors of a building. The elevator car is suspended from steel cables that wind around traction sheaves in the machine room above. As the cables wind and unwind, the counterweights move in the opposite direction of the car to balance the load and allow smooth lifting and lowering of passengers.
How Elevators Work
Elevators use a system of cables, pulleys, and counterweights to lift passengers between floors of a building. An electric motor powers the system, pulling the elevator cab up or lowering the counterweight, while sensors ensure the cab stops level with each floor. Modern elevators can carry heavy loads efficiently using these mechanical and electrical systems.
Diagram of an elevator
This diagram shows the key components of a typical overhead traction elevator, including the elevator machine, controller, selector, hoist ropes, cab, car guiding rails, counterweight, safety devices like limit switches and buffers, and components that control speed and movement like the selector driving tape, overspeed governor, and door operator.
Pruneda curriculum vitae updated 5 15 12
This curriculum vita summarizes Rebecca Pruneda's educational and professional background. It includes her academic degrees and certifications, graduate internships, employment history in special education teaching roles, leadership experience, professional development training, and references. The vita provides a comprehensive overview of her qualifications and experience in the education field.
PISE/ ETLISE
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
Course embedded et[1]05 13 12
This report summarizes course-embedded internship activities completed by the student, totaling 150 hours. It includes 5 activities ranging from 5 to 15 hours each, related to standards for technology facilitation and leadership. For each activity, the report lists the course, date completed, time spent, activity description, and a 150-word reflection on what was learned. Overall, the summaries indicate the student engaged in self-assessments, research plan drafting, revising based on feedback, developing a leadership vision, and observing an SBDM meeting to explore leadership and technology integration in educational settings.
Validated summary report 05 12 12
This document contains reflections from activities related to developing technology skills and assisting other teachers in developing their skills. It discusses helping teachers learn new programs, providing strategies for student-centered learning, assisting teachers in addressing student diversity, and sharing resources on copyright and district tools. The reflections show the value of mentoring other teachers, engaging in ongoing learning, and applying skills to help administration and improve equitable access to technology.
Recommended
How Elevators Work
Elevators use a system of cables, pulleys, and counterweights to lift passengers between floors of a building. An electric motor powers the system, pulling the elevator cab up or lowering the counterweight, while sensors ensure the cab stops level with each floor. Modern elevators can carry heavy loads efficiently using these mechanical and electrical systems.
How Elevators Work
Elevators use a system of cables, pulleys, and counterweights to lift passengers between floors of a building. The elevator car is suspended from steel cables that wind around traction sheaves in the machine room above. As the cables wind and unwind, the counterweights move in the opposite direction of the car to balance the load and allow smooth lifting and lowering of passengers.
How Elevators Work
Elevators use a system of cables, pulleys, and counterweights to lift passengers between floors of a building. An electric motor powers the system, pulling the elevator cab up or lowering the counterweight, while sensors ensure the cab stops level with each floor. Modern elevators can carry heavy loads efficiently using these mechanical and electrical systems.
Diagram of an elevator
This diagram shows the key components of a typical overhead traction elevator, including the elevator machine, controller, selector, hoist ropes, cab, car guiding rails, counterweight, safety devices like limit switches and buffers, and components that control speed and movement like the selector driving tape, overspeed governor, and door operator.
Pruneda curriculum vitae updated 5 15 12
This curriculum vita summarizes Rebecca Pruneda's educational and professional background. It includes her academic degrees and certifications, graduate internships, employment history in special education teaching roles, leadership experience, professional development training, and references. The vita provides a comprehensive overview of her qualifications and experience in the education field.
PISE/ ETLISE
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
Course embedded et[1]05 13 12
This report summarizes course-embedded internship activities completed by the student, totaling 150 hours. It includes 5 activities ranging from 5 to 15 hours each, related to standards for technology facilitation and leadership. For each activity, the report lists the course, date completed, time spent, activity description, and a 150-word reflection on what was learned. Overall, the summaries indicate the student engaged in self-assessments, research plan drafting, revising based on feedback, developing a leadership vision, and observing an SBDM meeting to explore leadership and technology integration in educational settings.
Validated summary report 05 12 12
This document contains reflections from activities related to developing technology skills and assisting other teachers in developing their skills. It discusses helping teachers learn new programs, providing strategies for student-centered learning, assisting teachers in addressing student diversity, and sharing resources on copyright and district tools. The reflections show the value of mentoring other teachers, engaging in ongoing learning, and applying skills to help administration and improve equitable access to technology.
Action research working copy
The document discusses implementing a technology education program in primary grades at Fairmeadows Elementary School. It describes conducting a needs assessment that found the existing laptop reservation system was inequitable and primary grade teachers were not using the mobile laptop labs. A new reservation system and a committee were formed to create a technology training program for primary teachers. The program trained teachers to use laptops with small reading groups to address teachers' concerns about classroom control. The goals were to provide students more access to technology and for teachers to gain skills in using technology in a workable way with young children.
Etl intern superv_eval_su2_11_sig.doc completed
This document is a supervisor evaluation form for an educational technology leadership internship. It consists of 8 standards and performance indicators to evaluate the intern's skills and abilities in areas such as technology operations, planning learning environments, teaching and assessment, productivity, and leadership. The supervisor rates the intern's performance as exemplary, proficient, minimally proficient, or unacceptable in each criterion and provides comments to justify their ratings.
Pruneda curriculum vitae updated 5 2 12
Rebecca Pruneda is a special education teacher seeking a principal position. She has a Masters in Educational Technology Leadership from Lamar University and over 15 years of experience as a special education teacher in Dallas and Duncanville, Texas. Her resume outlines her educational background, certifications, employment history, leadership experience, and professional development. She provides references from her current and past principals and supervisors.
Podcast rubric for the water cycle
This rubric evaluates podcasts on the water cycle based on several categories: introduction, content, delivery, interviews, music/graphics, technical production, and group work. An exemplary podcast would have a catchy introduction engaging the audience about the water cycle. It would provide accurate, succinct information from a variety of expert sources. The delivery would be rehearsed with clear enunciation. It could include interesting interviews and music/graphics that enhance the presentation without being distracting. The technical production would have smooth transitions and consistent volume. An exemplary group project would have equal contribution from all members to the finished product.
Dc basics
The document discusses issues around raising children in a digital age, including cell phone use in schools, technology addiction, digital citizenship, and skills needed for students. It suggests educators need to consider core issues, teaching responsibilities, and building curriculum to teach important skills as technology advances.
Pruneda curriculum vitae updated 9 25 11
Rebecca Pruneda has over 15 years of experience as a special education teacher in Texas. She has a Master's degree in Educational Technology Leadership and certifications in special education and general education. Her professional experience includes teaching various special education subjects at multiple grade levels and serving in leadership roles such as department chair and special education liaison.
Week 2 assignment staff development agenda and reflections
The document provides guidance for a preliminary staff development agenda on designing engaging lessons for colleagues. The agenda must demonstrate understanding of learner-centered principles, create a positive environment, focus on an identified objective, include active participation, facilitate consensus-building on teaching approaches, and conduct an evaluation. The agenda includes an introduction to refresh knowledge on learner-centered principles, an activity to create a teaching tool using recyclables, an activity to identify engaging activities for different learners, and a conclusion to refine lessons based on the activities.
Revised new plan
This action research plan aims to create an equitable schedule for mobile laptop labs that promotes their usage across grade levels. The plan involves surveying teachers to understand barriers to lab use, researching best practices, interviewing select teachers, creating mini-lessons based on needs, and establishing a wiki for resources. Ongoing data collection through surveys, the schedule, and wiki comments will evaluate progress in increasing younger grades' usage and balancing usage across staff.
New plan
This document outlines an action research plan with the goal of creating an equitable schedule for mobile laptop labs that promotes their usage across grade levels. The plan involves surveying teachers to understand barriers to lab use, researching best practices, interviewing select teachers, creating mini-lessons to address needs, and using a wiki to document progress. Data will be collected through ongoing surveys, the interactive schedule, and wiki comments to evaluate the effectiveness of interventions in increasing equitable access to the mobile labs.
Action Research Plan
This document outlines an action research plan with the goal of creating an equitable schedule for mobile laptop labs that promotes their usage across grade levels. The plan involves surveying teachers to understand barriers to lab use, researching best practices, interviewing select teachers, creating mini-lessons to address needs, and using a wiki to document progress. Data will be collected through ongoing surveys, the interactive schedule, and wiki comments to evaluate the effectiveness of interventions in increasing equitable access to the mobile labs.
Action research plan
The document outlines an action research plan with the goal of creating an equitable schedule for mobile laptop labs that promotes usage across grade levels and prevents overuse by some teachers. The plan includes surveying teachers to understand reluctance in using labs and determine how to increase comfort levels. It also involves researching online and in literature for similar problems and solutions taken. The timeline starts in September 2010 with disseminating and completing surveys, and ongoing research through April 2011 to evaluate changes in lab usage.
Action research plan
The document outlines an action research plan with the goal of creating an equitable schedule for mobile laptop labs that promotes usage across grade levels and prevents overuse by some teachers. The plan includes surveying teachers to understand reluctance in using labs and determine how to increase comfort levels. It also involves researching online and in literature for similar problems and solutions taken. The timeline starts in September 2010 with disseminating and completing a survey, and ongoing research through April 2011 to evaluate changes in lab usage.
Action research plan
This action research plan aims to create an equitable schedule for mobile laptop labs that promotes usage across grade levels. The plan involves surveying teachers to understand reluctance towards lab usage and determine how to increase comfort. Mini-lessons will be created based on teacher needs identified through surveys and interviews. A wiki will be used to address ongoing needs and document progress over time. Surveys will evaluate changes in teacher perspectives and usage data will assess impacts on equitable access across grades.
Addressing Ethics With Young Students
The document discusses introducing cyber ethics education to students at a young age. It argues that cyber ethics should be taught starting in elementary school, as children are learning about consequences and abstract concepts. Several topics are identified as important to cover, including plagiarism, copyright, hacking, and software piracy. While teachers recognize the importance of teaching these topics, studies show they are not frequently covered in classrooms. The FBI also advocates for early cyber ethics education to help address the problem of students engaging in cybercrimes without understanding they are illegal.
Disrupting class
Christensen argues that schools need to shift from a teacher-centered model to a student-centered model to address changing societal needs and learning styles. Traditional schools focus on sustaining innovations that satisfy existing customers rather than disruptive innovations that could better serve non-consumers. Disruptive innovations in education would use new technologies to customize learning for individual students, making it more intrinsically motivating and accessible for underserved groups. The book proposes that educational disruptions could start by targeting areas of "non-consumption" like tutoring and home schooling, then improving to eventually challenge traditional schools. This would allow innovations to avoid obstacles within the existing education system and scale up cost-effectively using less personnel.
Pruneda curriculum vitae
This curriculum vita outlines Rebecca Pruneda's academic and professional background. She has a Masters in Educational Technology Leadership from Lamar University and Bachelors in Psychology from the University of Houston. Her professional experience includes over 15 years working as a Special Education teacher in Dallas and Duncanville ISD. She has held various leadership roles and participated in ongoing professional development activities.
Assessing the validity of technology application assessments
This document discusses different assessments for evaluating technology applications. It describes the National Education Technology Standards for Students (NETS*S) which assess skills needed for the 21st century like creativity, communication, and research. An assessment measuring these goals is worthwhile. The document also describes the Texas STaR Chart which assesses teachers, administrators, and infrastructure through a self-assessment. It organizes results on a scale to allow for comparisons over time. Some assessments are necessary to evaluate programs and secure funding but not every test is always appropriate.
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Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
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Action research working copy
The document discusses implementing a technology education program in primary grades at Fairmeadows Elementary School. It describes conducting a needs assessment that found the existing laptop reservation system was inequitable and primary grade teachers were not using the mobile laptop labs. A new reservation system and a committee were formed to create a technology training program for primary teachers. The program trained teachers to use laptops with small reading groups to address teachers' concerns about classroom control. The goals were to provide students more access to technology and for teachers to gain skills in using technology in a workable way with young children.
Etl intern superv_eval_su2_11_sig.doc completed
This document is a supervisor evaluation form for an educational technology leadership internship. It consists of 8 standards and performance indicators to evaluate the intern's skills and abilities in areas such as technology operations, planning learning environments, teaching and assessment, productivity, and leadership. The supervisor rates the intern's performance as exemplary, proficient, minimally proficient, or unacceptable in each criterion and provides comments to justify their ratings.
Pruneda curriculum vitae updated 5 2 12
Rebecca Pruneda is a special education teacher seeking a principal position. She has a Masters in Educational Technology Leadership from Lamar University and over 15 years of experience as a special education teacher in Dallas and Duncanville, Texas. Her resume outlines her educational background, certifications, employment history, leadership experience, and professional development. She provides references from her current and past principals and supervisors.
Podcast rubric for the water cycle
This rubric evaluates podcasts on the water cycle based on several categories: introduction, content, delivery, interviews, music/graphics, technical production, and group work. An exemplary podcast would have a catchy introduction engaging the audience about the water cycle. It would provide accurate, succinct information from a variety of expert sources. The delivery would be rehearsed with clear enunciation. It could include interesting interviews and music/graphics that enhance the presentation without being distracting. The technical production would have smooth transitions and consistent volume. An exemplary group project would have equal contribution from all members to the finished product.
Dc basics
The document discusses issues around raising children in a digital age, including cell phone use in schools, technology addiction, digital citizenship, and skills needed for students. It suggests educators need to consider core issues, teaching responsibilities, and building curriculum to teach important skills as technology advances.
Pruneda curriculum vitae updated 9 25 11
Rebecca Pruneda has over 15 years of experience as a special education teacher in Texas. She has a Master's degree in Educational Technology Leadership and certifications in special education and general education. Her professional experience includes teaching various special education subjects at multiple grade levels and serving in leadership roles such as department chair and special education liaison.
Week 2 assignment staff development agenda and reflections
The document provides guidance for a preliminary staff development agenda on designing engaging lessons for colleagues. The agenda must demonstrate understanding of learner-centered principles, create a positive environment, focus on an identified objective, include active participation, facilitate consensus-building on teaching approaches, and conduct an evaluation. The agenda includes an introduction to refresh knowledge on learner-centered principles, an activity to create a teaching tool using recyclables, an activity to identify engaging activities for different learners, and a conclusion to refine lessons based on the activities.
Revised new plan
This action research plan aims to create an equitable schedule for mobile laptop labs that promotes their usage across grade levels. The plan involves surveying teachers to understand barriers to lab use, researching best practices, interviewing select teachers, creating mini-lessons based on needs, and establishing a wiki for resources. Ongoing data collection through surveys, the schedule, and wiki comments will evaluate progress in increasing younger grades' usage and balancing usage across staff.
New plan
This document outlines an action research plan with the goal of creating an equitable schedule for mobile laptop labs that promotes their usage across grade levels. The plan involves surveying teachers to understand barriers to lab use, researching best practices, interviewing select teachers, creating mini-lessons to address needs, and using a wiki to document progress. Data will be collected through ongoing surveys, the interactive schedule, and wiki comments to evaluate the effectiveness of interventions in increasing equitable access to the mobile labs.
Action Research Plan
This document outlines an action research plan with the goal of creating an equitable schedule for mobile laptop labs that promotes their usage across grade levels. The plan involves surveying teachers to understand barriers to lab use, researching best practices, interviewing select teachers, creating mini-lessons to address needs, and using a wiki to document progress. Data will be collected through ongoing surveys, the interactive schedule, and wiki comments to evaluate the effectiveness of interventions in increasing equitable access to the mobile labs.
Action research plan
The document outlines an action research plan with the goal of creating an equitable schedule for mobile laptop labs that promotes usage across grade levels and prevents overuse by some teachers. The plan includes surveying teachers to understand reluctance in using labs and determine how to increase comfort levels. It also involves researching online and in literature for similar problems and solutions taken. The timeline starts in September 2010 with disseminating and completing surveys, and ongoing research through April 2011 to evaluate changes in lab usage.
Action research plan
The document outlines an action research plan with the goal of creating an equitable schedule for mobile laptop labs that promotes usage across grade levels and prevents overuse by some teachers. The plan includes surveying teachers to understand reluctance in using labs and determine how to increase comfort levels. It also involves researching online and in literature for similar problems and solutions taken. The timeline starts in September 2010 with disseminating and completing a survey, and ongoing research through April 2011 to evaluate changes in lab usage.
Action research plan
This action research plan aims to create an equitable schedule for mobile laptop labs that promotes usage across grade levels. The plan involves surveying teachers to understand reluctance towards lab usage and determine how to increase comfort. Mini-lessons will be created based on teacher needs identified through surveys and interviews. A wiki will be used to address ongoing needs and document progress over time. Surveys will evaluate changes in teacher perspectives and usage data will assess impacts on equitable access across grades.
Addressing Ethics With Young Students
The document discusses introducing cyber ethics education to students at a young age. It argues that cyber ethics should be taught starting in elementary school, as children are learning about consequences and abstract concepts. Several topics are identified as important to cover, including plagiarism, copyright, hacking, and software piracy. While teachers recognize the importance of teaching these topics, studies show they are not frequently covered in classrooms. The FBI also advocates for early cyber ethics education to help address the problem of students engaging in cybercrimes without understanding they are illegal.
Disrupting class
Christensen argues that schools need to shift from a teacher-centered model to a student-centered model to address changing societal needs and learning styles. Traditional schools focus on sustaining innovations that satisfy existing customers rather than disruptive innovations that could better serve non-consumers. Disruptive innovations in education would use new technologies to customize learning for individual students, making it more intrinsically motivating and accessible for underserved groups. The book proposes that educational disruptions could start by targeting areas of "non-consumption" like tutoring and home schooling, then improving to eventually challenge traditional schools. This would allow innovations to avoid obstacles within the existing education system and scale up cost-effectively using less personnel.
Pruneda curriculum vitae
This curriculum vita outlines Rebecca Pruneda's academic and professional background. She has a Masters in Educational Technology Leadership from Lamar University and Bachelors in Psychology from the University of Houston. Her professional experience includes over 15 years working as a Special Education teacher in Dallas and Duncanville ISD. She has held various leadership roles and participated in ongoing professional development activities.
Assessing the validity of technology application assessments
This document discusses different assessments for evaluating technology applications. It describes the National Education Technology Standards for Students (NETS*S) which assess skills needed for the 21st century like creativity, communication, and research. An assessment measuring these goals is worthwhile. The document also describes the Texas STaR Chart which assesses teachers, administrators, and infrastructure through a self-assessment. It organizes results on a scale to allow for comparisons over time. Some assessments are necessary to evaluate programs and secure funding but not every test is always appropriate.
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