Transcript: 1st step Pilih satu tajuk presentation Add text add image/shapes/diagram Audio format: MP3,M4A,FLAC,WMA, WAV,OGG,AAC,MP4 dan 3GP import power point present share BANNER DAN BUNTING MY3L PREZI Add sound/backgroud track Next Sign up free account! edit path and insert animation klik NEW PREZI CADANGAN REKABENTUK PERKONGSIAN ILMU BERSAMA SPE pilih TEMPLATE Format file: FLV,F4V,AVI, MOV,MPG,MPEG,MP4,3GP
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: SPE Hi there! This is an interactive Prezi CV. Use your mouse to explore it (zoom in/out with the scroll button) or simply follow the slides. Kolmakova Alexandra EDUCATION EDUCATION School #106 2005-2016 School #106 2005-2016 Caspian University 2016-2020 Psychologist Caspian University 2016-2020 Additionally 2015 Journalist Additionally 2015 LANGUAGES LANGUAGES ENGLISH SPANISH LATIN Pre Intermediate Studied In future WORK EXPERIENCE WORK EXPERIENCE JOB #1 Promoter - Tele2 - MyChina JOB #1 2014 JOB #2 Pr-manager of Caspian University JOB #2 2017 INTERESTS INTERESTS DANCE DANCE WRITER WRITER ESOTERICS BOOKS PEOPLE ESOTERICS BOOKS PEOPLE ACHIEVEMENTS Facts about me I don't like stupid questions I don't like stupid questions In my childhood I was on the verge death and life In my childhood I was on the verge death and life I dream of touching a fox I dream of touching a fox SKILLS ADVICE FIRST FIRST SECOND SECOND THIRD THIRD And... And...
Transcript: structure Mission SPE-CUSC is one of the biggest, most effective and reputable student chapters, was founded in 1987. SPE-CUSC as a nonprofit organization, plan, organize, and hold a lot of events which aim to link the Academic life to the Practical life and allow the students to know what is going in real life work environment. SPE begins within the American Institute of Mining, Metallurgical and Petroleum Engineers (AIME). AIME was founded in 1871 in Pennsylvania. In 1913, a standing committee on oil and gas was created within AIME and proved to be the genesis of the Society of Petroleum Engineers (SPE). In 1957, the organization was officially founded as SPE, a constituent society of AIME. SPE became a separately incorporated organization in 1985. Feel the change External Affairs presentation team Thank you English Club July 2006, Chapter of the month. 2008, Outstanding Middle East .Student Chapter. January 2009, Chapter of the month 2009, SPE Outstanding Chapter Award. 2011, Our chapter has achieved the Gold Standard Award. August 2012, chapter of the month. February 2013, chapter of the month. Achievement Magazines Membership Activities Online Radio EgyTom Mission Vision Workshops SPE is a not-for-profit ,engaged in energy resources development and production ,key resource for technical knowledge ,provides services , and Income is invested back into SPE to support many other society programs. Values Paper Contest To collect, disseminate, and exchange technical knowledge concerning the exploration, development and production of oil and gas resources, and related technologies for the public benefit; and to provide opportunities for professionals to enhance their technical and professional competence. Background EUR SPE sponsors more than 100 conferences, exhibitions, forums and workshops each year. The technical programs are presented and created entirely by SPE members and industry professionals. Events SPE International Achievements The Egyptian section was established on April 26, 1976 and it is a semi-autonomous unit and self-governing within the framework of SPE policies. Mission SPE Trivia SPE CUSC SPE is the largest individual membership organization serving professional engineers, scientists and managers in the exploration and production (E&P) segments of the worldwide oil and gas industry. SPE School Orientation The chapter now has more than 600 members all from different departments of the Faculty of Engineering. More than 104,000 members in 123 countries participate in 187 sections and 238 university chapters. SPE’s membership includes more than 29,000 student members. Egypt section
Transcript: huddle Mrs. Rossi huddle to crowd together crowd huddle separate
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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