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29th Annual Women's Business Leadership Conference
Please check back for more information on the 30th Annual Women's Business Leadership Conference in March 2021
Wednesday, March 4, 2020 | Hyatt Regency Hotel | Tulsa, Oklahoma
Learn more about moving toward your career goals, developing yourself and others, and enhancing your leadership skills from expert women leaders.
For more information:
Sponsorship opportunities are available.
8:30 a.m.
9:00 a.m.
Welcome and Introductions
Dr. Alexis Smith Washington, Associate Professor of Management
Dr. Alexis Smith Washington, Associate Professor of Management
Spears School of Business, Oklahoma State University, Stillwater, OK
Dr. Ken Eastman, Dean, Spears School of Business, Oklahoma State University, Stillwater, OK
Mary Frates, President, Oklahoma International Women's Forum, Oklahoma City, OK
9:15 a.m.
Colette Herrick, Chief Executive Officer, Insight Shift, Salt Lake City, UT
10:00 a.m.
Ollie Christina Starr, Interior Designer, Philanthropist, Actor, member of Cherokee Nation, Claremore, OK
10:45 a.m.
11:00 a.m.
Lisa Osborne Ross, President, Edelman, Washington, D.C.
11:45 a.m.
12:00 p.m.
Welcome: Lou C. Kerr, President and Chair, The Kerr Foundation, Inc., Chair, Oklahoma International Women's Forum, Oklahoma City, OK
1:15 p.m.
Maribeth Kuzmeski, President, Red Zone Marketing and Assistant Professor of Professional Practice, Spears School of Business, Oklahoma State University, Stillwater, OK
2:00 p.m.
Karyl Innis, Chief Executive Officer and Founder, The Innis Company, Dallas, TX
2:45 p.m.
Shannon Block, President and Chief Executive Officer, World Forward Foundation, Golden, CO
3:30 p.m
Dr. Alexis Smith Washington
Spears School of Business, Oklahoma State University, Stillwater, OK
Shannon Block
President and Chief Executive Officer, World Forward Foundation, Golden, CO
Shannon Block is a human-centered, systems leader with more than 15 years of experience building award-winning teams in high-pressure environments, while managing a variety of complex issues. She has board experience governing companies over 1 billion in revenues, over 2 trillion in member revenue and over 3K employees. Block is a driven and accomplished chief executive championing system-wide excellence in both for-profit and non-profit organizations. She has CEO experience managing 900+ employees, 16 departments, 21 locations and cross-functional teams across 30 countries and serves 2.44 million customers annually. Block has Big 4 leadership experience at both PwC and Deloitte leading Innovation, M&A, and Data Management teams and has founder experience in managing success in a startup environment. Block is a Lean Six Sigma black belt that leverages a variety of change management tools to create actionable strategic plans, workforce alignment, and rapid growth across complex industries from health care to zoos. She is a global keynote speaker on strategy, innovation, and workforce development and has presented at conferences hosted by Bloomberg, CNBC, and YPO. She is seasoned in leading companies by developing and executing enterprise-wide strategic plans that deliver significant financial returns through mission-based programming, cultural transformation, teamwork, external stakeholder management, and marketplace differentiation.
Colette Herrick
Chief Executive Officer, Insight Shift, Salt Lake City, UT
Colette is the CEO of Insight Shift, a Utah-based firm since 2003. A uniquely experienced Executive Leadership Coach, Strategic Facilitator and Organizational Consultant, her clients have described her as "compassionately insightful." She builds trust quickly, evoking courageous conversations through the art of skillful questions, mindful attention, and a thoughtful curiosity of each client's unique experience and aspirations. From seasoned academic department chairs and physicians to educational leaders and corporate directors, she partners with clients' guiding transformational learning through best practices, evidence-based methods, and a wealth of professional and practical knowledge. As a facilitator, she taps the collective intelligence of groups through an engaging, co-creative, and strengths-based approach. Her clients benefit from greater alignment, innovation, and the energy to move vision to action. Early in her career, she served as the Chief Cardiac Transplant Coordinator at the University of Utah Health Sciences Center, and was a pivotal contributor to the development and success of that world renowned transplant program. In 1990 she joined a biotech organ transplant division of Johnson & Johnson and managed a team in more than half the geographic United States. In that leadership role, she had front line responsibility for 18-20 million dollars of revenue per year.
Karyl Innis
Chief Executive Officer and Founder, The Innis Company, Dallas, TX
Karyl Innis knows why successful people succeed and when they don't, how to help them. She is a career expert, the CEO and Founder of The Innis Company, which is a global career management consulting company and one of the most successful woman-owned businesses in the country. Every year thousands of people create strategies and take action to accelerate their careers fueled by Innis' coaching, advice, speeches and workshops. Innis works with business executives to break through the "barriers" that prevent them from succeeding to the highest corporate levels. She creates breakthrough strategies for executives seeking to grow and transform their work lives. Innis is an advisor to executives around the world on issues of their own career success and the career development and management of their employees. As a "personal brand" expert, Innis uses business principles and brand management techniques to clarify clients' marketplace appeal and enhance their personal careers. Innis' deep knowledge of corporations and careers, coupled with her personal presence, places her in hundreds of venues: stages, boardrooms, convention halls, interview rooms, conference centers, training rooms, sound stages, radio stations, local and national television studios
Lisa Osborne Ross
President, Edelman, Washington, D.C.
Lisa Ross is the President of Edelman, Washington D.C Office. Edelman's DC office is one of the firm's global hubs and a center of excellence for integrated advocacy programming, reputation, issues and modern crisis management as well as home to integrated brand marketing for several leading companies. Ross, a D.C. native, joined Edelman from APCO Worldwide where she was the managing director of its Washington, D.C. office. Earlier, Ross had a 15-year career at Ogilvy, culminating in her role as head of public affairs. Earlier, she served in the first and second terms of the Clinton Administration, specializing in policy development and issues management. During this time, she was communications director for the U.S. Department of Labor's effort to promote high-performance workplaces, deputy director of the bipartisan Federal Glass Ceiling Commission and chief of staff of the White House Office of Women's Initiatives and Outreach.
Ollie Christina Starr
Interior Designer, Philanthropist, Actor, member of Cherokee Nation, Claremore, OK
It was 1941, the beginning of empowerment for women when Ollie Christina Starr, the sixth child in a family of 8 with one brother and six sisters was born. Native of Mayes County, Oklahoma raised by a Cattleman father and a Mother who taught at a local two-room schoolhouse. Starr learned early in life, boundaries are limitless; this has made her the "darling" of getting things done. While raising her family in Rogers County, Starr built a successful interior design company, which she operated for 25 years. Starr took a leap of faith and relocated to Atlanta, Georgia working as a house manager began an acting career. She then moved to Hollywood, Florida, and became a Starr, marrying Mr. Starr. Florida is where she became a landlord in a declining area. She took on the task of bringing the community together to reclaim the neighborhood. Starr was honored by the City of Fort Lauderdale, the State of Florida and several national organizations for her community leadership. After 10 years, Starr returned to Oklahoma to be near her family and the Cherokee community. Starr has a heart for service and is an asset to her tribal nation and her surrounding community. She continues to work tirelessly promoting care issues for older Cherokees, secure grant money to enable young women to pursue higher education and help improve living conditions in Cherokee senior facilities. In addition, she was instrumental in helping revitalize the Indian Women's Pocahontas Club a century-old organization. Starr has a demonstrated ability to empathize with all people, overcoming obstacles, raising awareness, and promote unity in cross-cultural, multi-diverse settings to accomplish amazing tasks. Ollie received the 2014 Cherokee National Community Leadership Award, received a nomination for the 2015 Andrus Award for Community Service and was an honoree at the 2015 AARP Oklahoma Indian Elder Honors.
Maribeth Kuzmeski
Assistant Professor of Professional Practice, Spears School of Business, Oklahoma State University, Stillwater, OK
Maribeth Kuzmeski, Ph.D. teaches an integrated marketing course at Oklahoma State. Outside of the classroom, Maribeth is a sought after female speaker, and rated a Top 25 C-Suite Speaker by Meetings & Conventions Magazine. She trains organizations on marketing, sales, and persuasive communications strategies. Her list of past audiences she has trained and consulted with include Fortune 500 companies, entrepreneurialminded corporations, financial services firms, women's organizations, and industry associations. Maribeth brings an evidence-based approach to her audiences enabling them to learn from what has been researched, is working elsewhere, and can be applied to their own businesses and lives. She also is the President of the business development firm, Red Zone Marketing. Maribeth has written 7 books including the bestseller The Connectors. She has also written a book with her daughter, The Engaging Child: Raising Children to Speak, Write, and Have Relationship Skills Beyond Technology. She is a media contributor appearing on NBC, FOX, USA Today, The New York Times, Fox, Wall Street Journal, and Forbes. She also hosts a popular podcast featuring inspiring businesswomen, The Female Insight Zone. Maribeth also has her own charitable foundation supporting women in business, The Red Zone Leadership Foundation. She has a bachelor's degree from the Newhouse School of Public Communications at Syracuse University, an MBA from The George Washington University, and a Ph.D. in Business Administration from Oklahoma State University.
Dan Sulivant and Marilyn Mabrey Sulivant
Mary F. Michaelis
Cancellation Policy:
If a participant would like to cancel her/his registration less than 5 days prior to the conference, you are welcome to send a substitute. All guarantees have been submitted to the hotel, so refunds are not attainable. A refund is available given notification no later than 6 days prior to the conference. If you are transferring your registration to a colleague, please contact the OSU Center for Executive and Professional Development at 405-744-5208 or firstname.lastname@example.com.
For additional information Contact:
Holly Bergbower, Program Coordinator, Center for Executive and Professional Development
Oklahoma State University, 294 Business Building
Stillwater, OK 74078-4011 USA
Telephone: 405-744-5208


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- Salary: Up to £50,000 DOE
- Location: Wirral
- Contract: Permanent
Hours of Work: Monday to Friday 9-5
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To apply for the Senior Software Developer role, you will have a minimum of 5 years industry testing experience, ideally with experience of document management, FCA regulated companies, and excellent knowledge of the following systems:
net MVC
Web API. 2.0
MS SQL Server
Entity Framework
MSMQ / Rabbit MQ
Overview of Responsibilities
Determining the direction of software development and technology uses
Works with key decision makers to determine best course of direction for the business
Propose technical and functional designs to meet requested requirements
Development of high quality code in line leading to a high quality end product
To manage the development work within a project
Lead technical demonstrations to the project team and wider business users as required
To support UAT by providing a quick turnaround of defects
Provide out of hours support within reasonable expectation to support release processes and emergencies
Support the testing team with technical support and guidance
Essential Skills:
Minimum of 5 years' industry development experience
Ideally experience of working in an FCA regulated company
Positive attitude towards changing requirements and feedback
Experience of utilising a TDD approach to development
Working within JavaScript frameworks (Aurelia Framework)
Working with Continuous integration tools (TeamCity & Octopus)
Excellent Knowledge of Microsoft technology stack
net MVC
Web API. 2.0
MS SQL Server
Entity Framework
MSMQ / Rabbit MQ
Excellent knowledge of other notable technologies
Visual Studio
VS Code
Jasmine Test Framework.
Git (or equivalent source code management system)
Keywords: C#, SQL, Developer, ASP.net, MSMQ, Rabbit MQ
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Unfortunately due to time restrictions we cannot respond to every applicant, in the event that we haven't contacted you within 48 hours please take it you have not been successful for this particular role, but your details will be kept on file and considered for all future vacancies
We are acting on behalf of the client as an Employment Agency in relation to this vacancy
We are an equal opportunities agency and welcome applicants from all backgrounds


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text:
Unexpected Facts About the Cast of Young Sheldon
The CBS comedy "Young Sheldon" has become as popular as the show it was spun-off from, "The Big Bang Theory." People say it is the incredible performance by lead actor Iain Armitage, who plays the titular character. Others think it has to do with actor Jim Parsons, who originally played Sheldon on "The Big Bang Theory" and who narrates Sheldon's young life, acting as a guiding hand in his role as an executive producer that the show is so successful. In reality, there are many reasons behind the show's success and a lot has to do with the show's cast.
Click "Next Page" to find out more about the cast of Young Sheldon.


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About 15 results.
Giuseppe Sinopoli (Italian pronunciation: [dʒuˈzɛppe siˈnɔːpoli]; 2 November 1946 – 20 April 2001) was an Italian conductor and composer.
Description provided by Wikipedia.
Search predictions are possible search terms you can use that are related to the terms you're typing and what other people are searching for.
This is the list of all entities in this result page. Click an entity to go directly to the entity box.
Authority control is a method of creating and maintaining index terms for bibliographical material in a library catalogue. The links produced by the authority control template on Wikipedia go to authority control data in worldwide library catalogues.


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S.F. Examiner article about Z340
Newspapers.com recently added more old issues of the S.F. Examiner newspaper to its archives. I found this old article about Z340. I've never seen it before!
Are the ciphers gibberish?
Someone on Quora asked, "How do people know that the Zodiac Killer's cyphers aren't just gibberish that have no real meaning?" I responded with the following article which I also posted on Quora: There are four total ciphers: Z408, Z340,…
Real Story of Zodiac
Reelz is airing a new episode of Real Story of…, a docu-series that "unpicks fact from fiction with interviews from the real people behind these extraordinary events". I was interviewed briefly about the Zodiac's ciphers. Let's see if they included…
"Behind True Crime" Podcast
Catch me and fellow Code Team member Ryan Garlick on the "Behind True Crime" podcast, where we chat about the Zodiac case and the ciphers:
Craig Bauer's solution to Z340
The finale of "The Hunt for the Zodiac Killer" features code team member Craig Bauer's solution to Z340 which made quite a splash in Zodiac and crypto communities. Much has been written about it on other sites already so I'll…
New online tool: Cipher Explorer
In my forum posts and presentations I've often needed a way to mark up Zodiac's ciphers to communicate ideas about them. Forum member Largo created an excellent Zodiac ciphers font which made it possible for me to make a web-based…
Episode one is a hit
The first episode of "The Hunt for The Zodiac Killer" made a big splash and scored almost 1.4 million viewers when it aired this past Tuesday: Check out some of the reactions from Michael Butterfield, Tom Voigt, and Nick Pelling….
Craig Bauer: Attacking the Zodiac Killer
Code team member Craig Bauer talks about his experiences during "The Hunt for the Zodiac Killer": Attacking the Zodiac Killer My lips are sealed as to what happened (why ruin the suspense?), but the show premieres Tuesday November 14, 2017…
Code breakers unite!
New Zodiac ciphers font
Largo on morf's Zodiac forum shared with us his very nice Z340 and Z408 fonts that had been bundled with his "Peek-a-boo" tool for visualizing transpositions. I combined the fonts into a single font file and adapted them for use…


text:
09 September 2020
Award-winning inflight broadband has already been used by millions of passengers.
08 September 2020
New system provides unique roll-on/roll-off communication and sensor capability for government special operations forces.
24 September 2020 - 24 September 2020
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Find out about our Government GX for Sea solution for communications certainty.
18 September 2020
Inmarsat's Donna Bethea Murphy, SVP Regulatory, recently presented a USTTI webinar to educate policy makers on the role of satellite in the 5G network of networks.


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As of this post it's still up, though I'm sure someone at AMD will be yelling at them to take it down. I won't post all the images in the review, but I will post their Cinebench R20 results, since we have a thread for comparison. Also the review mentions that the Turbo function was not working on their X470 board yet, and that it hit 75 degrees under stress with stock cooling.
|CPU Name
|CPU Speed
|Cinebench R20 Single Core Speed
|Ryzen 1800X
|4 ghz
|Ryzen 2700X
|Ryzen 3600 (on X470 board)
|3.6 ghz (No Turbo)


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R.N., Hellenic Red Cross, Athens – Greece
Teaching and assessing are two dimensions within the same learning process rather challenging and demanding. Nor assessing can stand alone neither teaching can be considered comprehensive if evaluation has not taken place. Personal characteristics of the assessor and successful management of the factors which interfere within this learning process in classroom and in nursing clinical practice are essential for ensuring that learning takes place. This article attempts to discuss the role of the teacher as a facilitator of learning in teaching and assessing nursing students. Significant factors which influenced the assessment process are also critically discussed. A meaningful mentor – student relationship facilitates the acquisition of knowledge and skills but also assists the creation of a worth ? remembering educational experience.
assessing, facilitation of learning, teaching, nursing students.
In the last decades nursing education, as many other fields of nursing, is undergoing fundamental changes in order to meet the needs of a rapidly changing society (Slevin and Lovery 1991, Quinn 1995.) These changes entailed the adaptation of new roles for all those who were actively involved in nursing education: teachers, tutors, practitioners who act as mentors or preceptors for students in clinical practice. Significant influence on these changes has been the application of different teaching theories in nursing. In particular Carl Roger's humanistic theory (1969) initiated a new approach to teaching and learning, widely used by many teachers and has been adopted as a philosophy by many academic institutions worldwide. Rogers (1983) believed in the innate potential for growth and development of each single individual and supported the notion that the teachers' role should be concerned with the facilitation of the learning experience (Bradshaw, 1989). In this article we will attempt to explain the characteristics of the role of the teacher as a facilitator of learning in teaching and assessing nursing students. Significant factors which influenced the assessment process, vital in ensuring that acquisition of knowledge takes place, will be critically discussed.
The facilitator and the learners
According to Furzard (1995), the term 'facilitator' was considered by teaching circles as more affirmative term than the term teacher, although this does not release the facilitator from the process of teaching. Nursing teachers are being encouraged to use teaching methods which will enable students to be more responsible for their learning (Lister 1990), and that the application of these methods presupposes different orientations and attitudes. Teachers have to adopt the role of facilitator of learning (Coulter, 1990), as according to Rogers (1969) we cannot teach another person but we can only facilitate his learning. As Cross (1996) reports, the application of the humanistic approach into the teaching process involves a total reappraisal of the role and function of the teacher. The teacher who acts as a facilitator of learning is seen by Rogers (1983), as a provider of learning resources and as a person who simultaneously shares his knowledge and his feelings with the learners. Quinn (1995) underlines the importance of the relationship between the learner and the facilitator characterizing it as a central element for meaningful learning. This relationship requires particular qualities of the facilitator such as warmth, genuineness, trust, acceptance and empathetic understanding. (Rogers 1983). According to Burnard (1992), these qualities entail that the facilitator treats others as equal human beings with interest in the relationship which is then created between them and himself.
As the aspiration of Rogers' theory is the 'fully functioning person', the best approach for the facilitator to assist the learners to perform at their full potential, is to know them well (Furzard 1995). Many factors although influence this process such the workload in the ward and the time factor which often disrupts discussion at rather critical learning stages. The next step for the facilitator is to create a supportive educational environment, which will provide a safe basis for meaningful learning (Marson, Hartlebury, Johnston and Scammell, 1990). Rogers explains that significant learning is more likely to take place when students perceive the relevance between the topic under discussion and their own learning commitment to learn. The learning environment should encourage collaboration (Mc Millan & Dwyer 1990) as according to Burnard (1992) learning is a partnership. McKenna (1995) reports, that all the members of the group including the facilitator become a community of learners. Mc Millan and Dryer (1990) sees the teacher and the student as key players in this prospect and learning as the educational environment and the method or approach of the group of actors. The facilitator should accept and encouraged learners to be active, should be able to recognize their differences in personality and should acknowledge the prospect of making errors by tolerating imperfection.
Hinhcliff (1996) underlines that in order to bring this type of teaching, special skills are required from the facilitator, in building a long‐lasting relationship, such as to listen and respond consistently, to share personal experiences and to assist students to identify their attitudes and their base of knowledge. Also Brookfield (1986) comments that students' past experiences should be used as educational resources and that teachers should be willing to share their experiences with learners. In particular this is the critical constituent of the rapport between facilitator and learner that provides a feeling of flexibility and openness (Brookfield, 1986).
The scene of learning
The physical environment also has an important role in the facilitation of learning, as the rearrangement of the seating within a classroom may minimize some of the barriers between the teacher and the learners (Quinn, 1995). This would be more preferable as it allows a degree of openness, where each member of the group can have eye contact with all the other members and participation is considered more achievable (Ewan, 1996). Also the lighting and adequate ventilation and air ‐ conditioning of the room, which additionally contribute to an effective learning environment have to take into account. As most significant learning is acquired through doing (Rogers, 1969), some teaching sessions include demonstration of a skill particularly within a practice – based profession. As adults are competency based learners, they should be given the opportunity to apply the knowledge and experience gained at the lectures. According to Quinn (1995), creating an environment that requires learners to be actively involved is a very important aspect of facilitating their independence. Hincliff (1992) underlines that once the teacher adopts a student center ‐ approach and acts as facilitator of learning; this implies that students would be allowed to develop their skills at their own pace. Apart from the relationship between facilitator and learners and the external conditions, the process of facilitation goes over certain stages which Burnard (1992) characterizes as key features. Adapting a student ‐ centered approach the facilitator should focus upon learners' needs and set explicit educational goals.
Critiquing the approach
The approach is not without its problems. The openness between the educator and the learner can create an atmosphere of mutual trust, but could possibly lead to disclosure of personal information, which might require further support by other professionals such as psychologists or counselors in some cases. The teacher should be characterized of sensitivity, understanding and the wisdom to know when more specific professional help is required. However it would appear that humanistic approach is rather suitable for the education of nurses who are expected to use such an approach in the care of their patients. The teachers while adopting such an approach have to diminish traditional approaches, adopt an open stance towards learners and continually reflect and evaluate their practice as nurses and educators. In this way students will in turn help themselves to become caring nurses and reflective practitioners, so essential characteristics for a humanistic profession. Educators however have to early assess their limitations in nursing and as reflective practitioners acquire the latest knowledge and experience for their professional development and for the benefit and support of the students.
Assessing in nursing
Assessment has always been a sequence of teaching, as teaching and evaluating are integral parts of one learning process (While, 1994). As While (1991) states, learning which she characterizes as sophisticated, is a complex activity and its evaluation part consists a 'stubborn problem', which always presented many difficulties for the assessors (Wood 1986). The complexity of the assessment process is magnified, as in nursing education theory and practice are often assessed simultaneously and this assessment according to Andrysyszyn (1989) is three‐dimensional. The three dimensions which ought to be assessed consist of the cognitive, psychomotor and affective domain of learning. The assessment of the three domains provides a more holistic picture of students' performance or students' abilities upon specific competencies. Andrysyszyn (1989) claims that the evaluative process poses a challenge but also offers a tremendous degree of responsibility for the nursing faculty,and as a consequence for all those who are involved in the education of students. Clinical evaluation poses problems for nurse educationalists (While 1991) as many factors affect the validity of the assessment process in clinical practice (Girot, 1993).
Additionally adjustment to the environment where assessment takes place has to be considered. While (1991) underlines the importance of the adjustment process that the student has to undertake as he is allocated to every clinical placement. This include physical adjustment but also adjustment with the patients and the other members of the staff. Meanwhile the student is adjusting himself to the placement he/she is simultaneously learning new skills and is sometimes continuously assessed. While (1991) characterize this less than an ideal situation, but the outcome of this process reveals another aspect of dynamic education, the importance for further and on – going planning with the student in order to achieve specific performance criteria. This gives a very energetic character to nursing education as it indicates the cooperation between assessor and the student through a mutually agreed plan, which can be review each singe day or week according to students' personal educational needs and performance.
Considerations of the assessment process
Another important factor which influences the assessment process is the relationship between the student and the assessor. As Reilly and Oerman (1992) asserts, evaluation should be a growing experience and key characteristics for this relationship should be mutual trust and respect (Nicklin and Kenworthy 1996). With this friendly approach the assessor tries to evaluate the incidence of other physical or emotional factors for the student such as fatigue, stress, which additionally impede upon students' performance (Stoker 1994). Quinn (1995) highlights as main factors which influence the assessment process, students' state of preparation, the level of anxiety and the presence of others while evaluation takes place. She claims that the presence of others may affect students' feeling of responsibility and may modify the degree of their decision making. Students when another person is present while they are being assessed may have the impression that the main responsibility lays upon the teacher – assessor (Quinn 1996). Although this may be the case, as students are not yet qualified nurses, there is a challenge in experiencing this feeling, in order to become responsible practitioners. In relation to the students' preparation except their personal work, knowledge or skill exercise, Stoker (1994), makes a link between the level of preparation and the feeling conveyed by the assessor about the importance of the assessment as a process. From the assessors' point of view the assessment process can be influenced by his personal feelings and attitudes towards students (Stoker 1994). Even external features, general characteristics, such as the social group the student comes from, can shade the assessment of learning (Hull 1994). For this reason Rowtree (1987) emphasizes that the evaluator should go beyond those characteristics and students' behavior. The assessor has to understand and simultaneously be aware of students behavior, verbal and non verbal. This adds one more characteristic, necessary skill for the assessor, self awareness. Personal bias or prejudice about the learner, or the perceived level of his knowledge or skills may influence the assessment process and the relationship between the assessor and the student.
Another difficulty for the assessor could be the lack of his/her familiarity about the program of studies of the particular student (Stoker, 1994). This would lead the assessor to establish a different level of the assessment criteria, which the learner might not be able to achieve (Stoker 1994). Finally environmental factors can influence the validity of the assessment process. Stoker and Hull (1994), asserts that when the students perform at their everyday working environment, rather than in a simulated surrounding, this can provide an accurate, as possible, representation of their abilities. When the students are aware where they can find the necessary equipment, the resources needed to facilitate the performance of the nursing skill; this can provide them some degree of ease. This has to be taken into consideration in relation to students' adjustment to the environment, as combination of the two difficulties can cause major problems for the students, if assessment for example is taking place during the first weeks of a student' new clinical placement. Additionally a very busy working area with many distractions may result in a lack of concentration upon the skill under assessment for both the student and possibly the assessor. Reality however is often as demanding as described but nevertheless this should be taken into account by the assessor for the educational benefit of the nursing student and the patients.
It can be concluded that teaching and assessing nursing students is a challenging process for both the student and the mentors. Personal awareness of the assessor and control of the factors which interfere within this process, are essential key‐characteristics for its safe ‐ guarding. Furthermore an open relationship which supports critical discussions between the teacher and the students can create a supportive learning environment and can bring to light those factors by both sides, hopefully before they become problems or established prejudices. By this way action planning can be used for scheduling how to protect the validity of the assessment process and assessment can be used for evaluating both the whole process and its final outcome.
Teaching and assessing are two dimensions within the learning process. Nor assessing can stand alone neither teaching can be considered comprehensive if evaluation has not taken place. Clinical placements are where theory and practice is integrated in the real world of healthcare (Pellatt, 2006). Because clinical placements are not always as attractive and welcoming to the students (Castledine, 2002) a good mentor – student relationship will allow not only sharing of new knowledge and skills between the two parts (Morton – Copper and Palmer 2000) but also will facilitate the creation of a valuable and most importantly worth ‐ remembering educational experience.
Andrusyszyn M. A (1989) Clinical evaluation of the affective domain. Nurse Education Today Vol. 9:75‐81
Bradshaw L (1989) Teaching and assessing in clinical practice. Prentice Hall, London.
Brookfield J (1986) Understanding and facilitating adult learning. Open University Press, Milton Keynes.
Burnard P (1992) Professional development module: facilitating learning. Part (ii): the process of facilitating. Nursing Times. Vol 88 (6): i‐viii.
Castledine G (2002) Students must be treated better in clinical areas. British Journal of Nursing. 11(18):1222
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Ewan C, White, R (1996) Teaching nursing. A self instructional handbook. 2nd ed. Chapman and Hall.
Furzard B (1995) Innovative Teaching Strategies in Nursing. 2nd ed. An Aspen Publication, London.
Girot E. A (1993) Assessment of competence in clinical practice‐a review of the literature. Nurse Education Today Vol. 13 :83‐90
Hincliff S (1996) The Practitioner as a Teacher. Bailliere Tindall, London.
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Lister P (1990) Facilitating learning: a personal challenge. Senior Nurse. Vol. 10 (4):22‐23
Marson S, Hartlebury M, Johnston R, Scammell, B (1990) Essential of Nursing Management. Managing People. Mc Millan Education L.T.D., London.
Mc Kenna G (1995) Learning theories made easy: humanism. Nursing Standard. Vol. 9 (31):29 ‐31
Mc Millan M, Dryer J (1990) Facilitating a match between teaching and learning styles. Nurse Education Today. Vol. 10:186‐192
Morton – Cooper A, Palmer A (2000) Mentorship, Preceptorship and Clinical Surervision. Blackwell Science, Oxford.
Nicklin P, Kenworthy N (1996) Teaching and Assessing in Nursing Practice. An Experiential Approach. Balliere Tindall. London.
Pellatt G (2006) The role of mentors in supporting pre – registration nursing students. British Journal of Nursing. Vol.15 (6):336‐340
Quinn F.M. (1995) The Principles and Practice of Nurse Education. 3rd ed. Chapman and Hall, London.
Reilly D.E, Oerman, M.H. (1992) Clinical Teaching in Nursing Education. 2nd ed. National league of nurses. New York.
Roger C (1983) Freedom to Learn for the 80's. Charles E. Merrill Publication Company, London.
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Slevin O, Lavery M.C (1991) Self‐directed learning and students supervision. Nurse Education Today. Vol.11:368‐377
Stoker D (1994) Assessment in learning. (iii) Methods of assessment. Nursing Times. Vol. 90 (13): ii‐viii
Stoker D, Hull C (1994) Assessment in learning. (ii) Assessment and learning outcomes. Nursing Times. Vol. 90 (12) :ii‐viii
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Our new two roller mill takes the guesswork out of achieving the ideal crush for your brewery. The Hullwrecker ™ grain mill features a fully adjustable roller gap from 0.025 all the way to 0.1, allowing you to finely tune the crush to your extract preference.Online Service
This mill setup is an excellent choice for brewpubs. It balances functionality and performance with price. The Crankandstein 328G roller mill will crush approx 15lb/minute and produce a nice crush that balances grain bed fluidity with mash efficiency. Items used in the build Heavy duty wooden table (used)— 40 Two 7' pOnline Service
RAD manufactures the legendary RR300 roller mill that is perfectly adapted to brewers' needs. Roller mills, grain hopper bins and grain transportation systems will integrate fully into your brewery, for enhanced extraction and flavour in your freshly milled grain.Online Service
The classic crush distribution for brewing is tested by standard sieves, and Brewmax will supply those with our 4 roll and 6 roll mills. ( or we will sell them separately if you need) I have attached an article from some Tasmanian academics who claim they got an approximation of the perfect crush with just two passes through a two roller mill.Online Service
18 Results of Roller Mills For Sale in Canada & USA Misc Renn ACE Apollo Machine & Products Ltd. Automatic Badger Bearcat Champion Farmatic RAD; Roller Mill; Applied filters. . which is clear from the now lower prices for the common models that made up the bulk of most collections. It's likely that can be attributed to demographics.Online Service
Milled two batches of beer so far, and mill works well. The rollers can be set close enough to use on smaller grains like rye malt, although it bogged down on these harder grains, and the feed had to be slow into the hopper (used cordless drill to drive).Online Service
Used 2 Roll Mills Below is 's inventory of unused and used 2 roll mills. If you are looking to sell your used 2 roll mill submit a request online or contact Erik Eichert at 630-238-7480Online Service
A wide variety of roller mill price options are available to you, There are 1,454 suppliers who sells roller mill price on, mainly located in Asia. The top countries of suppliers are China, India, and South Korea, from which the percentage of roller mill price supply is 99%, 1%, and 1% respectively.Online Service
Home>Crusher and Mill >rad two roller mill. rad two roller mill. . We have a 2 roller rad mill . ABT offers high quality malt mills in a variety of styles and price points: For brewers on a budget: The RAD Equipment 200 and 300 Series mills For heavy-duty 2-roller .Online Service
RAD manufactures the legendary RR300 roller mill that is perfectly adapted to brewers' needs. Roller mills, grain hopper bins and grain transportation systems will integrate fully into your brewery, for enhanced extraction and flavour in your freshly milled grain.Online Service
Triple Roller Mills Ask Price. DOLPHIN® INSTRUMENTS IS ONE OF THE LEADING MANUFACTURER AND EXPORTERS. WE ARE ISO 9001 CERTIFIED TRIPLE ROLLER MILL : WITH CROMPTON MOTOR Consists of S.S. 304 quality roller. Unit fitted with motor, chain driven oil immersed gear box heavy duty M.S. construction. All contact parts of S.S.Online Service
Additional Info: Used 2017 Renn Hammer mill, Model-RH-A 2236 Serial#RHA36C003 105 hardox hammers, 8''X14' discharge auger with swivel head, 12''X14' double pivot style feed auger, 1-3/4'' 20 spline 1000 PTO, 1-3/4 20 spline PTO output, 540 output, 1 set 3/16 screens, 1 set 5/16 screens. Price .Online Service
Mill, Roller, Raymond 5048, (2)Mill, Roller, Raymond 5048, (2) Manufacturer: Raymond (2) Used 5048 C-E Raymond High Side Roller Mills. Units are equipped with all internal related grinding components; gear housing with gear, horizontal shaft with pinion, mill bottom with related oil reservoir and.Online Service
2.4 Global Vertical Roller Mill Average Price by Manufacturers (2015-2020) 2.5 Manufacturers Vertical Roller Mill Production Sites, Area Served, Product Types 2.6 Vertical Roller Mill Market Competitive Situation and Trends 2.6.1 Vertical Roller Mill Market Concentration Rate 2.6.2 Global Top 3 and Top 5 Players Market Share by RevenueOnline Service
Jun 04, 2013 · Laboratory testing two roll mill mixing compound . Will produce two roll mill for plastics industry, pvc, pe, pp, . two roller mill working video - Duration: .Online Service
Final price does not include electric motor, barnacle magnets or mill installation. Ceramic Barnacle Magnets 160 each (16 / 30″ Roll, Aprox 1 Magnet / 2″) Rolling capacity of roller mill is based on rolling dry barley @ 48 LBS / Bushel. Electric motor to run at 1,750 RPM, approximate prices based on 230 / 460 volt series motorOnline Service
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The Pepetools Ultra Series 90mm combination rolling mill is an amazing tool for such a reasonable price. This model offers you great quality, decent roller dimensions, and a powerful reduction gearbox for optimized efficiency.Online Service
Sep 19, 2016 · roller mill, grinder, flour mill, wheat flour mill testing For more information, please contact us: Skype: grainoilmachine; Email: [email protected]Online Service


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Article Published: Tuesday 25th July, 2017 - 7:51pm
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A memorial service is scheduled for late bluegrass fiddler Kenny Baker. The revered musician was a longtime member of Bill Monroe's Blue Grass Boys. See the full obituary.
Lance Leroy and Bobby Osborne will host the memorial service on Wed., Aug. 3 at 7 PM at the Ernest Tubb Record Shop on Music Valley Drive.
• • • •
Country singer Jack Barlow died July 29 after struggling with a longtime illness. He was 87.
The Illinois native had a hit in the 1960s with first release "I Love Country Music." He went on to record four albums and release numerous singles including "Catch the Wind." Barlow was a frequent performer at the Grand Ole Opry during this time.
By the 1970s he began singing jingles for Big Red chewing gum and others. He later voiced commercials for Busch Beer, Budweiser, Chrysler, Dollar General, Kraft, Uncle Ben's Rice, Dodge, and Kellogg's.
Barlow got his start in the music business as a radio DJ, following his time in the Navy during WWII.
He is survived by his wife of 24 years, Dianne, several children and grandchildren.
A public memorial will be held Aug. 13 from 5-9 p.m. at Harpeth Hills Memory Garden Funeral Home, 9090 Hwy. 100, Nashville, TN 37221.
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About the AuthorSarah Skates has worked in the music business for more than a decade and is a longtime contributor to MusicRow.
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Corso Como Santono ($199) are currently $139.99 at Piperlime. Save an additional 20% off with THANKYOU thru tonite. Black is the color choice.
Size 8 – I have those quilted two-tone Corso Como pumps (sold out) that a cute, petite blogger shared way earlier this year. She recommended to size up in those, so I applied that advice to these boots. I wear 7.5, sometimes 8 depending on the brand. The 8 felt great in these.
The shaft fit fine. I have a medium calf, I'd say. Definitely not thin. I didn't like the part where the shaft meets the main part of the shoe. It was a little too full. Just a little. I don't nesc like a tight, fitted boot all the way thru because that gets a bit stripper-ish. But the shape has to look right.
Speaking of shape, the foot is just too elongated for my 5'2″ height. They look a little mannish, like a man's dress shoe shape.
While we're at it, this is the dirt cheap Old Navy embroidered skirt that I've talked about a couple times and shared in my Gap promo picks post earlier today. Loveth!
I'm not knockin' these boots….oh, that was toooooo good (slaps knee. hard) …but they just weren't el perfecto. Too bad because I got 20% off, less a rewards card when I ordered them last week. Drat.
Promo panic. Just realized I didn't order Mini G's skinny cords or my Banana Republic Liberty leopard print scarf in camel. 35% off with THANKYOU, baby. Ends tonite. No, Gap, THANKYOU for the promo and showing a little urxtra 5% to cardholders.
Buh bye…
p.s. Remember Ebates. Click here to join.