Transcript: SPE Office: 1st floor of Petroleum Department Building Email : email@example.com firstname.lastname@example.org HISTORY (cc) photo by Metro Centric on Flickr doodles 1 Boards of SPE UPN selected in Conocophilips Internship 3 Boards of SPE UPN selected in Conoco Phllips Practical Working 2 Boards of SPE UPN selected in VT Schlumberger 5 (Board & SPE Member) as SPE Java Scholarship recipient 1 Boards of SPE UPN Selected SPE Star Scholarship IPTC As UPN representatives Fisrt Winner in Oil Rig Building Competition 2010 Malaysia 3 times as Host of President Visitation (2009, 2010, 2011) 2010 Outstanding Student Chapter & Gold Standartd 2011 Outstanding Student Chapter & Gold Standard Member Benefits notes Budapest San Francisco Connecting Members Globally Notes ACHIEVEMENT Stockholm 2010 SPE Membership Reaches New PeakMembership Reaches 79,300, Including More Than 18,600 Students 7,800 new members joined SPE in 2007 (cc) photo by jimmyharris on Flickr (cc) photo by Franco Folini on Flickr Double click to crop it if necessary SPE Board Directors 2012 Intangible Leadership opportunities Networking “Soft skills” experience www.SPE.org SPE Membership by Region 2007 Membership, Excluding Student Members outlook Become a new Member of SPE photo frame http://upnvysc.spe.org/ Place your own picture behind this frame! (cc) photo by Metro Centric on Flickr Tangible Journal of Petroleum Technology (monthly) Technical papers, books, journals Online resources – www.spe.org Conferences, forums and workshops Visiting lectures by distinguished experts details Assets map 2013 SPE President Egbert Imomoh AFREN PLC 2012 President Ganesh C Thakur Chevron Energy Technology Company (ETC) Important Details Director Shoutern Asia Pasific Jhon Boardman RISC Pty Ltd
Transcript: Looking Ahead Complacence Roadblocks Laziness Financial/Technical Barriers Negligence Spills, Refining and Exploration Do we have a moral responsibility? What can we do? Unwillingness to recognize a problem Solid Waste-landfilling & Incineration Go out and do your part! Enviromental Issues Air Pollution Or The Environment: Discuss. Become Amish? Should there be tougher legal restrictions? Moral vs. Legal? Increasing Population Lack of Perspective
Transcript: Analyte Elution The sample should be stored in fridge no longer than 5 weeks. The compounds are sensible to light. Consequently should be avoided the light exposition of them for long period of time. Mantain the same pH as the sample and evaluate the addition of 20 = 40% methanol to elute non-polar interferences. % of methanol can be increased for additional extract cleanliness. Column Equilibration Acetonitrile Choosing the cartridge Elute with buffer at least 2 pH units above the pK of the basic analyte. Alternatevely use high ionic strength buffer (>0.1M). Elution with methanol containing 2-5% of ammonia or other volatile base is common Analyte Elution Solvatation For ion exchange silica-based sorbents, it is recomended the follow solvents (volume 1 mL/100mg of the sorbent) : SPE Conditioning Methanol Washing step * 100 ugL−1 of the 24 selected compounds * It is possible to prepare this in water, acetonitrile or methanol. * As it will be used water as a migration solution, the solution should be prepared in ACN. Sample Loading A good elution solution should elute the analyte in as low as volume as possible Prior to sample loading, the SPE column should be "normalized" to match the conditions of the pre treated sample. 20 - 50 mM buffer the sample pH as sample. Sample Preparation A typical volume of solvatation solvent is 1 mL/100mg of the sorbent. Ion exchange sorbent capacity is measured in milli-equivalents per gram of sorbent (meq/g), based on the number of available ionic groups on the sorbent. For example, ISOLUTE SAX has an exchange capacity of 0.6 meq/g. This means a 1 g ISOLUTE SAX column can retain up to 0.6 mmol of an anionic (acidic) compound. Conditions Capacity of the cartridge Extraction efficiency is flow rate dependent, so evaluation of the extraction efficiency vs. flowrate is a useful part of the method development process. Recomended 1 ml/min.
Transcript: Saba7 el 5eir ana hena leh? Marketing Intro. Strategic Planning Situational Analysis STP Marketing Mix The Where The What The How Vision Mission Objectives Marketing vs Market Research Situational analysis Research: is the process of gathering information to learn about something that is not fully-known. The heart of any business is making and keeping connections with your customers, but you have no idea where they are or what they want unless you research the markets. Market Research: is a narrower concept because it is research focused on a specific market. Marketing research: is the function that links the consumer, customer, and public to the marketer through information – information used to identify and define marketing opportunities and problems; generate, refine, and evaluate marketing actions; monitor marketing performance. Marketing research specifies the information required to address these issues, design the methods for collecting information, manages and implements the data collections process, analyzes, and communicates the findings and their implications. What is Segmentation? Why Types: • Geographic • Demographic • Psycho-graphic • Behavioral Targeting What is Targeting? Types Concentrated differentiated undifferentiated Positioning Define this AWESOME thing Process ads How to use it here. Features Reliability Confused Positioning Under-Positioning Over-Positioning Identify Your USP Segmentation SPE ana hab2a akwa ragol f el 3alam f kamal el agsam Delivery El Sh7at Mabrook Stratigic Planing Durability Choosing Variables: Important Distinctive Superior. Communicable Pre-emptive Affordable Profitable Image ana hab2a akwa ragol fel 3alam Personnel Service Fatal Mistakes ana hadrab 2 f el yom le modet sana. ana hakol 7 mrat fel yom le modetn 6 shohor.
Transcript: huddle Mrs. Rossi huddle to crowd together crowd huddle separate
Transcript: The experiment was conducted in the basement of Zimbardo designed the experiment in order to induce disorientation, depersonalization and deindividualization in the participants. Goals and methods Zimbardo and his team aimed to test the hypothesis that the inherent personality traits of prisoners and guards are the chief cause of abusive behavior in prison. It was funded by the US Office of Naval Research and was of interest to both the US Navy and Marine Corps as an investigation into the causes of conflict between military guards and prisoners. The Stanford Prison Experiment made by Victoria Puzankova Outline The End The experiment shows that environment is very important in shaping behavior. None of the participants who acted as guards showed sadistic tendencies before the study. Therefore the roles people play can shape behavior and attitudes. Several guards became increasingly cruel as the experiment continued; experimenters reported that approximately one-third of the guards exhibited genuine sadistic tendencies. Most of the guards were upset when the experiment concluded after only 6 days. Zimbardo can be seen talking to the guards: "You can create in the prisoners feelings of boredom, a sense of fear to some degree, you can create a notion of arbitrariness that their life is totally controlled by us, by the system, you, me, and they'll have no privacy... We're going to take away their individuality in various ways. In general what all this leads to is a sense of powerlessness. That is, in this situation we'll have all the power and they'll have none." Zimbardo and his team selected the 24 males. 1) Introduction to SPE Philip Zimbarbo Sponsors 2)Goals and methods Testing inherent personality Zimbarbo and his team Creation of the prison's atmosphere 3)Results Changing in behaviors 4)Conclusion The Stanford prison experiment (or SPE) was a study of the psychological effects of becoming a prisoner or prison guard. The experiment was conducted at Stanford University from August 14 to August 20 1971 by a team of researchers led by psychology professor Philip Zimbarbo.
Transcript: 09.00-10.00 Breakfast 10.00-11.00 Information about the group project 11.00-13.00 Group project 13.00-14.00 Lunch 14.00-18.00 Group project 18.00-19.00 Dinner 19.00-21.00 Group Presentations Objectives Cost effective Excursion to the University Approximate expenses for each student: Travel 50-70 € Food 30 € Accommodation per night 19-25 € Other 500 € Total: 6500-8000 Euro Group Projects Venue and date of the event Exposition More comprehensive information about a particular theme Engineers present lectures about innovative technologies and methods related to the topic of the event Field examples Group projects to be prepared based on the topic of the event About SPE Symposium Support by GSSPE and P&E related companies Special committee compsed of the representatives from: Special committee to arrange: Clausthal-Zellerfeld Industrail hub Excursions to other companies Can be attached to another event About SPE Symposium Objectives Organization Budget Several companies might exhibit their services and technologies Opportunity to have more detailed information how different tools operate T-shrits with logos of the involved companies to be distributed for the attendants of the event 08.00-09.00 Breakfast 09.00-10.00 Introduction 10.00-11.30 Lecture & Presentation 11.30-11.45 Coffee Brake 11.45 – 13.15 Lecture & Presentation 13.15-14.15 Lunch 14.15-15.45 Lecture & Presentation 15.45-16.00 Coffee brake 16.00-17.30 Lecture & Presentation 17.30- Dinner 20.00- Party Students to be splited into several groups Each group to have a special project Groups guided and adviced by the mentors Mentors to asses the performance of the groups and the students individually Committe to select a winner Special gifts and certificates for the first team Event Agenda First Day List of content Topic of the event ->GSSPE ->SPE TU Clausthal student chapter ->SPE TU Freiberg student chapter ->P&E companies Second Day Inside Companies Facilities ->Venue and date of the event ->Accommodation, food and transport for the participants ->Topic and group project for the participants Sponsorship Bring students close to industry Enhance students knowledge on specific theories and topics Give an insight of a real working environment Networking and socializing Develop teamwork skills Strengthen bilateral relations between the TU Clausthal and TU Freiberg Universities Two days long event Lectures presented by industry experts Exposition hosted by the companies to be involved Mentors to guide and monitor student group projects Certificates and awards Organization Budget
Transcript: Special Education in Public Schools Understanding your students to provide appropriate educational support. Individual Behavioral Support Plan Individual Behavioral Support Plan Required by Public Law 108-446 for students with disabilities who exhibit problematic behavior Proactive intervention approach that includes: Functional behavioral assessment Use of positive behavioral supports Precursors to Problematic Behavior Precursors to Problematic Behavior The precursors to problematic behaviors may include physiological factors, classroom environmental factors, and curriculum and instruction factors. By identifying these antecedents to problematic behavior, the teacher can provide appropriate adaptations to facilitate the pupil's success and prevent the problem behavior from occurring. Functional Behavioral Assessment Functional Behavioral Assessment Strategy that seeks to determine the purpose or function that a particular behavior serves-what is occasioning and maintaining the behavior Positive Behavioral Supports Positive Behavioral Supports An alternative approach to punishment; a schoolwide, proactive way of addressing problematic behaviors Educational Placements for Students with Emotional or Behavioral Disorders Educational Placements for Students with Emotional ... Levels of Prevention Levels of Prevention Primary Prevention Universal interventions (Schoolwide, classroom, specific Setting system) Secondary Prevention Specialized Group Interventions (at-risk supports Tertiary Prevention Specialized interventions (individual student system) Students with chronic/intense problem behavior (1%-7%) Students at risk for problem behavior (5%-15%) Students without serous problem behavior (80%-90%) Exceptionalities Exceptionalities Under IDEA (Individuals with Disabilities Education Act), the criteria for identifying pupils suspect of being learning disabled require that: A child has a severe discrepancy between achievement and intellectual ability in one or more of the following : Oral expression Listening Comprehension Written Expression Basic Reading Skill "1. The child does not achieve commensurate with his or her age and ability levels in one or more areas listed in (a)(2), when provided with learning experiences appropriate for the child's age and ability levels. 1 Reading Comprehension Mathematics Calculation Mathematics Reasoning The Individuals with Disabilities Education Act (IDEA) defines a specific learning disability as: “a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations.” Specific Learning Disability Specific Learning Disability includes: Perceptual disabilities Brain injury Minimal brain dysfunction Dyslexia Developmental aphasia Characteristics According to the National Dissemination Center for Children with Disabilities (known as NICHCY), specific learning disabilities commonly affect skills in the areas of: Reading (called dyslexia) Writing (called dysgraphia) Listening Speaking Reasoning Math (called dyscalculia) Signs that a child might have a learning disability tend to appear in elementary school. For example, difficulty learning the alphabet, problems with following directions, trouble transforming thoughts into written words and misreading math problems are all possible indicators of a specific learning disability. Characteristics Educational Strategies Using Scaffolding in the Classroom Educational Strategies Introduce the Concept Regulate difficulty during guided practice Provide varying contexts for student practice Provide feedback Increase student responsibility Provide independent practice IDEA defines this as: “having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that— (a) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis [a kidney disorder], rheumatic fever, sickle cell anemia, and Tourette syndrome; (b) adversely affects a child’s educational performance.” Other Health Impairment Other Health Impairment Since there are so many impairments that fall under other health impairments, it would be best to research the specific impairment that your student faces to learn more about how you can provide assistance for them in the classroom. Characteristics Characteristics Successfully educating students with OHIs begins with individualized education programs (IEPs). An IEP should list all of a student’s special needs. Parents, whether your child gets access to medicine, has specific nutritional needs or receives other appropriate accommodations, reiterate these needs to your son’s or As
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