zilongwang/ReadingBank huggingface dataset:
c. Explain how your plans build on each other and include meaningful tasks that develop the student competencies listed above while making connections between psychomotor and cognitive or affective domains. Organize your response: Identify the movement pattern, performance concept, or fitness concept being addressed. Explain how it is addressed in Lesson 1 Explain how Lesson 2 builds on Lesson 1 Explain how Lesson 3 builds on Lesson 2 Describe the connection to the cognitive or affective domain addressed during these lessons. d. Explain how you will structure the learning environment to be both emotionally and physically safe. Aspect of learning environment Is this designed to make the environment emotionally or physically safe? How does this make the environment safe?
3. Supporting Students’ Physical Education Learning a. Justify how your understanding of your students’ prior academic learning, experiences, and personal/cultural/community assets (from prompts 2a–b above) guided your choice or adaptation of learning tasks and materials/equipment. Be explicit about the connections between the learning tasks and students’ prior academic learning, assets, and research/theory. Organize your answer: Chosen learning task or material (or adaptation of either) Associated student learning or asset Why did you make this choice? What research supports this choice? How does the research support this choice? Describe and justify why your instructional strategies and planned supports are appropriate for the whole class, individuals, and groups of students with specific learning needs. Consider students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students needing greater support or challenge. Organize your answer: Instructional/planned support How is this tied to the learning objective? Why is this appropriate for the whole class or what particular group of students is this designed for?
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. (SL.6.5) (DOK 2,3) Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. (SL.7.5) (DOK 2,3) Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (SL.8.5) (DOK 2,3) Adapt speech to a variety of contexts and tasks, such as conducting interviews and participating in public performances, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations) (SL.6.6) (DOK 1,2) Adapt speech to a variety of contexts and tasks, such as conducting interviews and participating in public performances, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations) (SL.7.6) (DOK 1,2) Adapt speech to a variety of contexts and tasks, such as conducting interviews and participating in public performances, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations) (SL.8.6) (DOK 1,2) Speaking and Listening Standards 612 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
LAFS.2.SL.1.AP.3b Answer questions about what a speaker says in order to clarify misunderstandings. LAFS.2.SL.2.AP.6a Produce (through dictation, writing, word array, picture) complete sentences when appropriate to task and situation. Unit 3 Comprehension Reading Standards: Foundational Skills LAFS.K.RF.1.AP.1a During shared reading activities, indicate need to turn the page for continued reading. Weekly Assignment 8: After reading a text, draw, dictate, or write a narrative to identify key details from the story.
Students will discover different cultures exploring their different cultures. Essential Understanding (Representation) Students will create a map. Students will describe how weather conditions effect people. Students will create a visual representation of cultural differences. Essential Questions Why do we use maps? How does weather effect our geography? Why is it important to know your surroundings? SS.K.G.1.In.c Recognize selected cardinal directions on a map. SS.K.G.1.Su.c Recognize directions in which objects and people move. SS.K.G.1.Pa.c Track movement in different directions. SS.K.G.1.In.d Recognize a water feature on a map or globe. SS.K.G.1.Su.d Recognize a water feature in a picture of a location. SS.K.G.1.Pa.d Associate a picture with a place. SS.K.G.2.In.b Identify features of own home, such as home is where I live and it is on a street. SS.K.G.2.Su.b Recognize a feature of own home, such as home is where I live. SS.K.G.2.Pa.b Associate own home with a person or object. SS.K.G.3.In.a Recognize basic landforms, such as hills and forests. SS.K.G.3.Su.a Recognize a basic landform, such as hills or forests. SS.K.G.3.Pa.a Associate land with grass, dirt, or trees. SS.K.G.3.In.b Recognize basic bodies of water in the local environment, such as a river and lake. SS.K.G.3.Su.b Recognize a basic body of water in the local environment. SS.K.G.3.Pa.b Recognize water in the environment. SS.K.G.3.In.c Recognize types of weather and a way weather affects people. SS.K.G.3.Su.c Recognize a type of weather and a way weather affects people. SS.K.G.3.Pa.c Associate a type of weather with its effect on people.
Data and Information Indiana Academic Standard Clarifying Statement(s) Vocabulary K-2.DI.1 Use technology resources to solve age-appropriate problems and communicate thoughts, ideas, or stories in a step-by-step manner. (1) The key is to use a step-by-step manner so that they can make the connection in 3-5 to an algorithmic approach. K-2.DI.2 Understand how to arrange (sort) information into useful order, such as sorting students by birth date, without using a computer. K-2.DI.3 Recognize that software is created to control computer operations. (1) Allow students to work with various software. software – a general term for the various kinds of programs used to operate computers and related devices Computing Devices and Systems Indiana Academic Standard Clarifying Statement(s) Vocabulary K-2.CD.1 Use standard input and output devices to operate computers and other technologies. (1) There is no requirement for a specific type of technology that students have to use. Districts decide what kind of devices and other technologies students will use. Example: A keyboard is an input device that sends information about the keys you press. This is received by the computer and it displays the correct letter or number. A monitor is an output device. It displays all the information that has been sent to it by input devices.
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Weight Transfer Grade 2 3 Learning Goal Students: 3A-Transfer weight from feet to different body parts/bases of support for balance and/or travel. (S1.E9.2) Forward roll*SPARK Skill Card-Forward roll to sit 2 Students: 2A-Attempting to transfer weight from feet to hands for momentary weights support. Weight Transfer Grade 1 3 Learning Goal Students: 3A-Transfer weight from one body part to another in self-space in dance or gymnastics environment. (S1.E8.1) Egg roll (example, but not limited to) 2 Students: 2A-Transfer weight from side to side demonstrating some critical elements. *(Examples-not maintaining proper form, not getting to knees, letting go of tucked position)
iMovie App: The Year in Review create a movie trailer about a topic of interest DIGITAL LITERACY CURRICULUM ORGANIZERS My Online Connections Students explore the concept that people can connect, share, communicate and collaborate with others through the Internet. DIGITAL LITERACY COMPETENCIES SUGGESTED LEARNING OPPORTUNITIES/ INSTRUCTIONAL RESOURCES Communication and Collaboration Students in K-2 will be able to: Recognize how they are connected to different people and places, in-person and on the Internet Communicate with others using digital tools with adult supervision Identify and apply cooperative group rules to effectively collaborate in a classroom learning project Students in Grade 3 will be able to: Communicate digitally with others by selecting and using a variety of appropriate communication tools (under teacher supervision) Participate in communication at a distance with others of different cultures or geographic areas to gain different perspectives of topics Create projects that use text and various technologies (e.g. drawing program, presentation software) to communicate and exchange ideas Communicate information and ideas effectively to multiple audiences using a variety of media and formats Kindergarten-Grade 3 Resource: Suggested Activities: Purpose of the Internet Circles of Connection Online Community Maps
DIGITAL LITERACY CURRICULUM ORGANIZERS Digital Citizenship Students understand safe, legal and responsible use of technology and information. They are able to manage risks (e.g. cyberbullying) online, as well as problematic content (e.g. violence), and to avoid and limit these risks. DIGITAL LITERACY COMPETENCIES SUGGESTED LEARNING OPPORTUNITIES/ INSTRUCTIONAL RESOURCES Staying Safe Online Students in K-2 will be able to: Identify and articulate school rules for the use of digital tools Explain ways to responsibly handle requests from websites that ask for private information Identify and discuss ways to stay safe on the Intern Demonstrate how to create strong, secure passwords Students in Grades 3 will be able to: Demonstrate compliance with school rules regarding responsible use of technology Look for privacy policies and seals of approval when choosing secure sites Create secure passwords in order to protect their private information and accounts online Recognize SPAM, the forms it takes, and identify strategies for dealing with it Protect themselves from online identity theft by thinking critically about the information they share online Recognize the Internet as a place to develop relationships but not to reveal private information online Realize how media can play a powerful role in shaping ideas about gender roles Grade 1 Resource: Suggested Activities: Going Places Safely Keep it Private Grade 2 Resource: Suggested Activities: Staying Safe Online Keep it Private Grades 1-2 Resource: Suggested Activities: Sending Email Follow The Digital Trail Screen Out The Mean Grades 1-3 Resource:
4 Students demonstrate understanding of spoken words, syllables, and sounds (phonemes): Distinguish long from short vowel sounds in spoken single-syllable words. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). 5 Students know and apply grade-level phonics and word analysis skills in decoding words: Know the spelling-sound correspondences for common consonant digraphs. Decode regularly spelled one-syllable words. Know final -e and common vowel team conventions for representing long vowel sounds. Decode two-syllable words following a basic pattern by breaking the words into syllables. Read words with inflectional endings. Recognize and read grade-appropriate irregularly spelled words. 6 Utilizing a range of text types, students explain major differences between books that tell stories and books that give information. 7 Students know and use various text features (e.g., illustrations, headings, table of contents, glossaries, icons) to locate key facts and describe information in a text. 8 Students compare and contrast the experiences of characters in stories. 9 Students identify basic similarities and differences between two informational texts on the same topic. 10 With guidance and support from adults, students focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. 11 Students write in a variety of genres, including opinion pieces, narratives, and informative/explanatory texts, that identify a topic, supply appropriately sequenced facts or details, and provide some sense of closure. 12 Students participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and large groups. 13 Students describe people, places, things, and events with relevant details, expressing ideas orally or using drawings or other visual displays to clarify thoughts, ideas, and feelings.
(Refer activity 1 page 4 of Science for Daily Use 3) Everybody, read the instruction. Can you tell which sense organs you will use to describe the following: 1. The height of the building _________ 2. The taste of ampalaya _________ 3, The texture of a silk cloth __________ 4. The fragrance of sampaguita. _________ 5. The beautiful music _________ 6. The heat of the hot pot. _________ 7. The color of your friend’s eyes ________ 8. The flavors of your mother’s recipe ________ 9. The sound of the guitar _________ 10. The temperature in Baguio City ________ Can you use more than one sense organ to describe things? Let us see. Let’s have another activity. Everybody, read the instructions. Get the objects and describe them. Write your observation on the table. Using the Sense Organs Five senses The eyes, nose, ears, tongue and skin. Seeing Smelling Hearing Tasting Touching Can you tell which sense organs you will use to describe the following: Eyes Tongue Skin Smell Ears Skin Eyes Tongue Ears Skin Yes
(H) use comparative language to describe two numbers up to 20 presented as written numerals; and (I) compose and decompose numbers up to 10 with objects and pictures. (3) Number and operations. The student applies mathematical process standards to develop an understanding of addition and subtraction situations in order to solve problems. The student is expected to: (A) model the action of joining to represent addition and the action of separating to represent subtraction; (B) solve word problems using objects and drawings to find sums up to 10 and differences within 10; and (C) explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences. (4) Number and operations. The student applies mathematical process standards to identify coins in order to recognize the need for monetary transactions. The student is expected to identify U.S. coins by name, including pennies, nickels, dimes, and quarters. (5) Algebraic reasoning. The student applies mathematical process standards to identify the pattern in the number word list. The student is expected to recite numbers up to at least 100 by ones and tens beginning with any given number. (6) Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: (A) identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles; (B) identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world; (C) identify two-dimensional components of three-dimensional objects; (D) identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably; (E) classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size; and (F) create two-dimensional shapes using a variety of materials and drawings. (7) Geometry and measurement. The student applies mathematical process standards to directly compare measurable attributes. The student is expected to: (A) give an example of a measurable attribute of a given object, including length, capacity, and weight; and
Striking with Short Implement-3rd Grade 3 Learning Goal Students: 3A-Strikes an object upward with a short-handled implement while demonstrating 3 of the 5 critical elements of a mature pattern. Short-Handled Implement Critical Elements: Racket back in preparation for striking Step with opposite foot as contact is made Swing racket paddle from low to high Coil and uncoil the truck in preparation for and execution of the striking action Follow through for completion of the striking action Paddles, ping pong, lollipop rackets, pickleball, tennis 2 Students: 2A-Strikes an object upward with a short-handled implement while demonstrating 2 of the 5 critical elements of a mature pattern. Striking with Short Implement-2nd Grade 3 Learning Goal Students: 3A-Strikes an object upward using 5 consecutive hits with a short-handled implement (S1.E24.2) Paddles, ping pong, lollipop rackets, pickleball, tennis 2 Students: 2A-Strikes an object upward using 3-4 consecutive hits with a short-handled implement
Underhand Rolling-5th Grade 3 Learning Goal Students: 3A-Roll underhand using a mature pattern in non-dynamic environments (closed skills) with different sizes and different types (S1.E13.5) 3B-Roll underhand to a large target with accuracy (70-90%) Bowling, junk out of my yard, pin down 2 Students: 2A-Rolls underhand using a mature pattern with some accuracy Underhand Roll-4th Grade 3 Learning Goal Students: 3A-Roll a ball using a mature pattern: Face target in preparation for rolling action Arm back in preparation for action Step with opposite foot as rolling arm moves forward Release ball between foot and knee level Follow through to target 3B- Roll underhand to a target with consistent accuracy Bowling, junk out of my yard, pin down 2 Students: 2A-Roll underhand to partner or target with reasonable accuracy
Underhand Throw-1st Grade 3 Learning Goal Students: 3A-Throws underhand demonstrating 3 of the 5 critical elements of a mature pattern: (S1.E13.1) *Face target in preparation for throwing action *Arm back in preparation for action *Step with opposite foot as rolling arm moves forward Release ball between knee and waist level Follow through to target Bowling, junk out of my yard, pin down, underhand toss Priorities with critical elements: Face target Arm back Step with opposite foot 2 Students: 2A-Throws underhand with opposite foot forward Underhand Throw-Kindergarten 3 Learning Goal Students: 3A-Throws underhand demonstrating 2 of the 5 critical elements of a mature pattern: (S1.E13.1) *Face target in preparation for throwing action Arm back in preparation for action *Step with opposite foot as throwing arm moves forward Release ball between knee and waist level Follow through to target Bowling, junk out of my yard, pin down, underhand toss Step with opposite foot forward has to be one of the critical elements Priorities with critical elements: Face target Arm back Step with opposite foot 2 Students: 2A-Throws underhand with opposite foot forward
Volley Underhand-3rd Grade 3 Learning Goal Students: 3A-Strikes (volleys) an object with an underhand or sidearm striking pattern, sending it forward demonstrating 4 of the 5 critical elements. (S1.E22.3) Volley Underhand Critical Elements Face the target in preparation for the volley Opposite foot forward Flat surface with hand for contact of the ball or volleybird Contract with ball or volleybird between knee and waist level Follow through upward and to the target. Volleyball, 4-square, pickleball, 2 Students: 2A-Strikes (volleys) an object with an underhand or sidearm striking pattern, sending it forward over a net, to the wall or over a line to a partner, while demonstrating 2 of the 5 critical elements. Volley Underhand-2nd Grade 3 Learning Goal Students: 3A-Strikes (volleys) an object upward with 5 consecutive hits. (S1.E22.2) Balloon activities, Don’t touch the ground, 2 Students: 2A-Strikes (volleys) an object upward with 3-4 consecutive hits
Volley Underhand-1st Grade 3 Learning Goal Students: 3A-Strikes (volleys) an object with an open palm, sending it upward. (S1.E22.1) Balloon activities, Don’t touch the ground, 2 Students: 2A-Strikes (volleys) an object with a non-open hand Volley Underhand-Kindergarten 3 Learning Goal Students: 3A-Strike (volley) a lightweight object (balloon) sending it upward. (S1.E22.K) Balloon activities, Don’t touch the ground, 2 Students: 2A-Strike (volley) a lightweight object (balloon) goes in different directions rather than upwards Volley-To strike or give impetus (the force or energy in which a body moves) to an object by using a variety of body parts National Standards and Grade Level Outcomes for K-12 Physical Education-SHAPE
<He/She> demonstrates use of stress-management strategies by oneself or with others in a variety of contexts. <He/She> identifies the importance of taking responsibility for personal hygiene practices on a regular basis. <He/She> identifies ways to prevent reactions to various environmental conditions. <He/She> identifies the function and structure of primary and permanent teeth. <He/She> describes feelings associated with participation in physical activities as these feelings contribute to personal health and well-being. <He/She> identifies ways to be physically active indoors and outdoors in own community on a daily or regular basis. <He/She> is able to determine how much personal time is spent in active and sedentary activity for a set period of time. <He/She> demonstrates an understanding of food groups, serving sizes, and serving numbers that support good health. <He/She> identifies the function of a variety of food groups for growth and development. <He/She> describes the best type and quantities of fluid to consume during various physical activities under different conditions. <He/She> is able to develop a personal action plan for daily personal health practices. <He/She> develops a personal action plan for daily active living, including reasons for choice of activities. <He/She> is able to assess personal food intake for a period of one to three days, and identify factors that may influence food choices. <He/She> is able to use problem-solving strategies to reduce barriers to healthy eating, and improve food choices, if appropriate. <He/She> is able to detect, analyze, and correct errors in personal movement patterns. <He/She> identifies personal and controllable factors that may affect movement skill development. <He/She> identifies biomechanical concepts for controlled movement, including balance activities. <He/She> designs movement sequences that show contrast in levels, planes, pathways, and directions. <He/She> shows an understanding of the terms that describe the action of the muscles and joints.
(3) demonstrate intermediate-high level speaking proficiency as defined in the ACTFL Proficiency Guidelines established by the American Council on the Teaching of Foreign Languages; (4) comprehend, interpret, and evaluate information received in the target language through reading and listening at the level that results from demonstrating the speaking proficiency; and (5) use familiar topics to write narratives and descriptions of a factual nature or routine correspondence consisting of several paragraphs at a level understandable to a native speaker of the target language. REVIEW’S COMMENTS/FINDINGS: Standard Evidence of Proficiency Candidate: Explain evidence in this column for each standard. Type of Evidence A-B-C-D Degree of attainment 0-1-2-3 Met Not Met B. A teacher who is a native speaker of the modern language to be taught must: (1) demonstrate advanced level speaking proficiency in English and the target language as defined in the ACTFL Proficiency Guidelines; (2) comprehend, interpret, and evaluate information received in the target language and in English through reading and listening at the level that results from demonstrating the speaking proficiency; and
REVIEW’S COMMENTS/FINDINGS: Subp. 4.Subject matter standard for teachers of classical languages and cultures/Greek and Latin. A candidate for licensure as a teacher of classical languages and cultures must complete a preparation program under subpart 2, item A or B, subitem (3), that must include the candidate's demonstration of the knowledge and skills in items A and B. Standard Evidence of Proficiency Candidate: Explain evidence in this column for each standard. Type of Evidence A-B-C-D Degree of attainment 0-1-2-3 Met Not Met A. A teacher of classical languages and cultures must: (1) understand language as a system; (2) understand first and second language acquisition theory and how this informs practice; (3) demonstrate competencies in four modalities of reading, speaking, listening, and writing: (a) the teacher must:
Acetone (K-CHECK Tablets) (for urine, serum or plasma) PURPOSE: To define the procedure to be used for testing acetone using K-Check Reagent Tablets (Biorex Labs). POLICY: Testing of acetone will be done according to the following procedure. PRINCIPLE: Acetoacetic acid or acetone in urine or blood will form a colored complex with nitroprusside in the presence of glycine. A buffer provides the optimum pH for this reaction. REAGENTS: K-CHECK (Biorex Labs) Reagent Tablets. INSTRUMENT N/A SPECIMEN: Fresh urine, serum, plasma or whole blood. Refrigerate specimens for up to 48 hrs if cannot be tested immediately. Avoid urines with preservatives. INTERFERING SUBSTANCES Urines containing bromsulfalein, sulfhydryls, or very high quantities of phenylketones may give false positive results, as will urines preserved with 8-hydroxyquinoline. L-dopa metabolites may give an atypical reaction which could be interpreted as a positive result. QUALITY CONTROL The following should be run each time a test is run: 1, Positive; Standard (see below), 2. Negative: Distilled water. STANDARD
Annex A: NUMBER AND SIZE OF DIVISIONS No of Teams No of Teams No of Teams No of Teams P D1 25 8 9 8 26 8 9 9 27 8 10 9 P D1 D2 28 8 10 10 29 6 6 6 6 5 30 6 6 6 6 6 31 7 6 6 6 6 P D1 D2 32 8 6 6 6 6 33 8 7 6 6 6 34 8 7 7 6 6 35 8 7 7 7 6 P D1 D2 36 8 7 7 7 7 37 8 8 7 7 7 38 8 8 8 7 7 39 8 8 8 8 7 P D1 D2 40 8 8 8 8 8 41 8 8 8 9 8 42 8 8 8 9 9 43 8 9 8 9 9 P D1 D2 44 8 9 9 9 9 45 8 7 6 6 6 6 6 46 8 7 7 6 6 6 6 47 8 8 7 6 6 6 6 P D1 D2 48 8 8 8 6 6 6 6 49 8 8 8 7 6 6 6 50 8 8 8 7 7 6 6 51 8 8 8 7 7 7 6 P D1 D2 52 8 8 8 7 7 7 7 53 8 8 8 8 7 7 7 54 8 8 8 8 8 7 7 55 8 8 8 8 8 8 7 P 56 8 57 8 58 8 59 8
D1 D2 8 8 8 8 8 8 8 8 9 8 8 8 8 8 9 9 8 8 8 8 9 9 9 8 P D1 D2 60 8 8 8 9 9 9 9 61 8 8 8 10 9 9 9 62 8 8 8 10 10 9 9 63 8 8 8 10 10 10 9 P D1 D2 D3 64 8 8 8 10 10 10 10 65 8 9 8 10 10 10 10 66 8 8 8 7 7 7 7 7 7 67 8 8 8 8 7 7 7 7 7 P D1 D2 D3 68 8 8 8 8 8 7 7 7 7 69 8 8 8 8 8 8 7 7 7 70 8 8 8 8 8 8 8 7 7 71 8 8 8 8 8 8 8 8 7 P D1 D2 D3 72 8 8 8 8 8 8 8 8 8 73 8 8 8 8 8 9 8 8 8 74 8 8 8 8 8 9 9 8 8 75 8 8 8 8 8 9 9 9 8 P D1 D2 D3 76 8 8 8 8 8 9 9 9 9 77 8 8 8 8 8 10 9 9 9 78 8 8 8 8 8 10 10 9 9 79 8 8 8 8 8 10 10 10 9 80 8 81 8 82 8 83 8
D1 D2 D3 D4 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 9 8 8 8 8 8 8 8 8 8 8 8 9 9 8 8 8 8 8 8 8 8 8 8 9 9 9 8 P D1 D2 D3 D4 108 8 8 8 8 8 8 8 8 8 9 9 9 9 109 8 8 8 8 8 8 8 8 8 10 9 9 9 110 8 8 8 8 8 8 8 8 8 10 10 9 9 111 8 8 8 8 8 8 8 8 8 10 10 10 9 P D1 D2 D3 D4 112 8 8 8 8 8 8 8 8 8 10 10 10 10 113 8 8 8 8 8 9 8 8 8 10 10 10 10 114 8 8 8 8 8 9 9 8 8 10 10 10 10 115 8 8 8 8 8 9 9 9 8 10 10 10 10 P D1 D2 D3 D4 116 8 8 8 8 8 9 9 9 9 10 10 10 10 117 8 8 8 8 8 10 9 9 9 10 10 10 10 118 8 8 8 8 8 10 10 9 9 10 10 10 10 119 8 8 8 8 8 10 10 10 9 10 10 10 10 Annex B: FINANCE 2016/17 Part I Fees
Geometry Trajectory –Putting It All Together Each concept builds on the previous idea and students should explore and construct concepts in such a sequence VAN DE WALLE VAN DE WALLE Level 0 *Kindergarten Level Visualization The object of thought (focus) is individual shapes. – Students are operating on specific examples of the shapes they see. – Orientation may even change what a student observes. – The goal is to see likenesses and differences. Level 1 Analysis The object of thought is classes of shapes. – Students consider all shapes in a class instead of an individual example. – What makes a shape “a shape”? The outcome is discovering properties of shapes. – Focus on properties. – Apply ideas to entire classes of figures. Level 2 Information Deduction The objects of thought are the properties. – Students understand that properties are related. – One set of properties may relate to another property. – Students can understand logical reasoning about the properties. The outcomes are relationships among properties. Level 3 Deduction The objects of thought are the relationships among the properties. The products of thought are the deductive axiomatic systems. Level 4 Rigor The objects of thought are the deductive axiomatic systems. The products of thought are comparisons and contrasts among different axiomatic systems of geometry. Adapted from the van Hiele Levels of Geometric Thought and taken from van de Walle & Lovin Teaching Student-entered Mathematics (k-3) The Big Picture in Kindergarten
Children: Yes, we see a circle. Going on a shape hunt, Here we go. Going on a Flat Shape Hunt Circle what you found: square rectangle circle triangle hexagon Draw the shape: My shape was a :____________________ Circle what you found: square rectangle circle triangle hexagon Draw the shape: My shape was a :____________________ Circle what you found: square rectangle circle triangle hexagon Circle what you found: square rectangle circle triangle hexagon
Awards/Honors 2016 Best Doctor’s Inc., Voted Best Doctors in America 2015-16, San Diego Metro Magazine 2013 $1M from the Allen Taylor Foundation, Research Award for the Development of Novel Therapies for Diseases of the Central Nervous System. 2010 Bi-National Emergency Committee Award For Service to Community 2000 University of Chicago, Department of Radiation and Cellular Oncology, Resident Research Award 1995 University of Chicago, Summer Research Forum Award Committees UNIVERSITY OF CALIFORNIA SAN DIEGO Member, Quality Improvement Committee (QIC), Director for Radiation Oncology (2006-2009) Mentor, UCSD Health and Medical Professions Preparation Program (2005-present) Member, Moores Cancer Center Committee (2005-2009) Member, UCSD Proton Center Development Committee (2011-present) RADY CHILDREN’S HOSPITAL, SAN DIEGO Member, Cancer Committee (2005-present) Press Releases “Physicians at the University of California San Diego for Image-Guided Radiosurgery from Varian Medical Systems.” Wireless News- July, 2007. “Physicians at University of California San Diego Deliver Non-Invasive Neurosurgery Using Image-Guidance Tools from Varian Medical Systems.” San Diego, CA, September, 2007. “Moores UCSD Cancer Center Seeks to Develop .” UCSD press release, September, 2007. “Is Radiosurgery the Right Treatment for Trigeminal Neuralgia?” , Press Release, December 2007. News Stories/Interviews Tumors Treated with Ease Thanks to New Method, Channel 10 News Story, San Diego, CA, January 2007. Physicians at the University of California, San Diego Treat Trigeminal Neuralgia Using Trilogy Technology for Image-Guided Radiosurgery for Varian Medical Systems. Forbes Magazine, July 2007. Moores UCSD Cancer Center Seeks to Develop Proton/Particle Treatment and Research Center. FreshNews.com, San Diego/Orange County, September 2007.
Kiwanis Club of Long Beach Island Newsletter December, 2017 Celebrations Happy Birthday No Birthdays this month Kiwanis Anniversaries No Anniversaries this month Wedding Anniversaries No wedding anniversaries this month Schedule of Events 12/2 – Ship Bottom Christmas Parade 12/6 - 9/AM – Regular Meeting at Ship Bottom Firehouse followed by Board Meeting 12/12 – 10:00/AM – Wrap gifts and sort socks - Ship Bottom firehouse 12/13 –9/AM – Children’s Christmas Breakfast (following a short business meeting) 12/14 – Christmas Luncheon at Buckalews followed by Christmas Show at the Surflight Theatre 12/16 – Christmas Food Drive at Acme/LBI, Acme/Manahawkin and Murphy’s Market/Beach haven 12/20 – 9/AM – Regular Meeting at Ship Bottom Firehouse
C. Prayer for the new church - Paul always prayed for the churches he had planted, as he tells the Ephesians: “I have not stopped giving thanks for you, remembering you in my prayers” (1:16). A new church is like a tender new plant, needing to be showered in prayer. Satan does not like when the gospel penetrates an unreached ethnic group and will attack the new church with all his fury. You could pray like this: [9,10] IV. Resources for Missions Prayer [11]
20 Based on Uncle Roy’s advice to the narrator, the reader can infer that Uncle Roy — F is concerned the narrator will be punished by her grandmother for her actions G has had a similar experience with the narrator’s grandmother in the past H thinks the way the narrator’s grandmother has been tricked is amusing J is sure someone else will tell the narrator’s grandmother before the narrator has a chance to
Future Outlook In 250 words or less, please describe how you would plan to use the money given to you to ensure that you can graduate at K-State? Please include any jobs you plan to acquire, loans you will receive, etc. Student Financial Assistance Form K-State Proud Award I, ________________________________, give permission to the Student Opportunity Awards (SOA) committee to consult with K-State’s Office of Student Financial Assistance (SFA) regarding any financial support I may have been awarded from K-State. The committee works in consultation with the Office of Student Financial Assistance to ensure that K-State Proud Awards will not negatively impact other forms of financial aid. Information provided by SFA will be used to verify financial need and will remain strictly confidential. _________________________________ (signature) _________________________________ _______________________________ (social security number) (K-State eID) Please return this completed form to
Unit 4 By the Sea Lesson: 1-15 Genre Target Strategy Target Skill Grade Range/Text Complexity The Ocean Nonfiction Predicting and Visualizing K/2 Humphrey the Lost Whale Nonfiction Asking Questions, Predicting, and Visualizing K/2 Water, Water Everywhere Nonfiction Making Connection, Predicting, Visualizing K/1 Hello Ocean Realistic Fiction Making Connection, Predicting, Visualizing K/3 I Can…
Unit 5 Stick to It! Lesson: 1-15 Genre Target Strategy Target Skill Lexile Grade Range/Text Complexity Grandma Lena’s Big Ol’ Turnip Fiction Clarifying and Predicting K/2 Tillie and the Wall Fiction Making Connections, Predicting and Visualizing K/1 People Just Like You and Me Nonfiction Clarifying and Making Connections K/1 Wanda’s Roses Fiction Clarifying and Making Connections K/2
Unit 7 Teamwork Lesson: 1-15 Genre Target Strategy Target Skill Lexile Grade Range/Text Complexity Cooperation Nonfiction Asking Questions and Making Connections K/2 Swimmy Fantasy Visualizing, Predicting and Making Connections K/2 Everyone Needs a Grocery Story Nonfiction Asking Questions, Predicting and Making Connections K/1 The Little Red Hen Fable Asking Questions, Predicting and Making Connections K/1 I Can…. With prompting and support R.L.K.1
Unit 8 Ready, Set, Grow! Lesson: 1-15 Genre Target Strategy Target Skill Lexile Grade Range/Text Complexity A Tree is a Plant Nonfiction Asking Questions and Clarifying K/2 Becoming Butterflies Fiction Visualizing, Making, Connections and Predicting K/2 All Living Things Nonfiction Clarifying, Making Connections, Asking Questions and Predicting K/2 Zinnia’s Flower Garden Fiction Clarifying, Making Connections, Asking Questions and Predicting K/2 I Can… with prompting and support
Unit 10 Windy Days Lesson: 1-15 Genre Target Strategy Target Skill Lexile Grade Range/Text Complexity Gilberto and the Wind Fiction Clarifying and Predicting K/2 What Happens When the Wind Blows Nonfiction Visualizing, Asking Questions, Clarifying and Predicting K/2 So Much Is Moving Nonfiction Asking Questions, Making Connections, and Clarifying K/2 Wind Says Good Night Fiction Asking Questions, Making Connections, and Clarifying K/2 I Can… With prompting and support: R.L.K.5 Recognize common types of text such as: Storybooks
Grade 6 GEOMETRY Essential Knowledge Skills and Processes – At a Glance Target for Understanding: Properties and Relationships 6.11 Identify and label the axes of a coordinate plane. Identify and label the quadrants of a coordinate plane. Identify the quadrant or the axis on which a point is positioned by examining the coordinates (ordered pair) of the point. Graph ordered pairs in the four quadrants and on the axes of a coordinate plane. Identify ordered pairs represented by points in the four quadrants and on the axes of the coordinate plane. Relate the coordinate of a point to the distance from each axis and relate the cordinates of a single point to another point on the same horizontal or vertical line.† 6.12 Characterize polygons as congruent and noncongruent according to the measures of their sides and angles. Determine the congruence of segments, angles, and polygons given their attributes. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving practical and mathematical problems.† 6.13 Sort and classify polygons as quadrilaterals, parallelograms, rectangles, trapezoids, kites, rhombi, and squares based on their properties. Properties include number of parallel sides, angle measures and number of congruent sides. Identify the sum of the measures of the angles of a quadrilateral as 360°.
Ramirez, J. Martin (2008). Justification of aggression in several asian and european countries with different religious and cultural background. International Journal Of Behavioral Development, 31(1), Serial No. 51: 9-15. Rhodes, R. E. and Smith N.E.I (2006). Personality correlates of physical activity: a review and meta-analysis. Br J Sports Med, 40:958-965. Slabbert, Andre D. and Ukpere, Wilfred I. (2010). A preliminary comparative study of rugby and football spectators’ attitudes towards violence. African Journal of Business Management. Vol. 4(4), pp. 459-466. Wolfe, Jessica F. (2011). The effects of perceived success or failure on locus of control orientation in college students. Spring Journal of Psychology. Volume 4. Mr. K. R. Steven Dr. Bhaskar D. Salvi Research Scholar Research Guide
The Ethics of Genetic Engineering By Karina Toy The finale of Dan Brown’s latest novel, Inferno, reveals that Bertrand Zobrist, the antagonist, has created a “sterility plague,” that for the past seven days has infected every person in the world. (Brown 438). This plague is meant to solve the issue of overpopulation by genetically altering human beings and rendering a random one third of the population infertile. The protagonist, Robert Langdon, sees this solution as “‘…genetic terrorism…..it’s changing who we are, who we’ve always been, at the most fundamental level’” (Brown 439). On the other side is the antagonist’s perspective, in which he “…dreamed of fixing the fatal flaw in human evolution….the fact that our species is simply too prolific…we can’t seem to control our own numbers” (Brown 439). This essay focuses on the ethics of genetic engineering by looking at both sides: from the perspective of changing humans’ at the most fundamental level, to the perspective of improving a species. It assumes that genetic engineering at the scope of this book is already scientifically possible and perfected, so any safety and health risks of the unknown are null. In addition, this work focuses solely on somatic genetic enhancement, which is genetic engineering of the body that aims to improve the functioning of the human individual, and avoids the topics of GMOs or cloning (Koepsell 5). It simply looks at whether genetically modifying humans is ethical from different standpoints in philosophy, religion, bioethics, and policy making. Philosophy In philosophy the main argument against genetic engineering is that it violates the inherent “dignity” of humans to alter their DNA under any circumstance (Rifkin). The “natural” state of humans, unaltered by mortal intervention, is inherently dignified. According to this train
Linguistic convergence of kattunayakans Telugu in Madurai District Dr.K.Umaraj and R.Rekha Department of Linguistics Madurai Kamaraj University Madurai-21 9487223316 Kattunayakans are the primitive tribes of the South India and they are settled mainly in the state of Kerala, Tamilnadu , Karnataka and Andra Pradesh. The word ‘Kattunayakan’ means ‘the king of Jungle’ . Most of the kattunayakans are engaged in the collection and gathering of forest produces. Some of the Scholars name this community as follows Sholannayakas, Jenu Kuruman, Jenu-Kurba, Kadu kaurumban , Kathnnayakkan, Kathnnayakkan, Kathunaickan, Kattu Naicken, Naicken, Ten Kurmba, Ten Kuruman, Ten Kurumban. ‘Jenu’ and ‘thenu’ means ‘honey’ in English. So their main traditional occupation is gathering honey. However they are good in Hunting, Astrology and Black magic. The kattunayakans who are living in Madurai district speak their mother tongue Telugu in their home situations and with their relatives. Whenever they are coming out from their native place they will use Tamil language. Due to the over usage of Tamil language by the Kattunayakans , The Tamil language will convergence with the minority language kattunayakan Telugu and become more and more similar to Tamil language. The present paper aims to study the how far the majority language Tamil convergences with the minority language kattunayakans Telugu in Madurai district. For this study the researcher collected data from Telugu speaking kattunayakans who are residing in the Cinna muppanpatti village near Madurai district and The data was collected at lexical level only. Lexical Level Noun Eng. Tamil Kattunaiyakan Andra Telugu Telugu Months January tai tai pusyamu February maaci maaci maagamu March pankuni pankuni palganamu April cittirai cittirai jayojasTamu May vaikaaci vaikaaci vaicaakamu June aani aani jayojaTamu July aaTi aaTi aacaataamu
Animals Duck vaattu battu baattu Snake pāmpu pāmpu paamu Crokodile mutalai mutalai mosali Elephant yāṉai eṉikā enuka Horse kutirai kuh;ram kuram Monkey kuraṅku kōtti kootti Squirrel aṇil uṭatta utatta Fox nari keṉṭikāṭu nakka wolph ōnāy tōṉṭōl todeelu Tortoise āmai tāmpēlu taabeelu Fish mīṉ pikkē ceepalu Crab naṇṭu eṭraka piita Nature Canal kaṇmāy ceṟuvu kaaluva Pond kuḷam kuṭṭai ceruvuu River āṟu ōṅka nadii Falls aruvi nīlu paṭittāvu jalapaatam Canal maṭai tūmpu kaaluva Dam aṇai aṇaikaṭṭu dyaam Storm puyalkāṟṟu curukāḷi tupaanu Lightening miṉṉal miṉṉal merupu Moon nilā nilā candrudu Sun cūhpyaṉ pottu suuryuni Star naṭcattiram naṭcattiram staar sky vāṉam mottu aakaasanaloo Earth puumi puumi buumi
This Self-Assessment Questionnaire (SAQ) is a tool to be used by an agency to: Develop fiscal and administrative controls. Evaluate the adequacy of existing procedures, both as written and actually performed. Ensure that written procedures and actual practices are the same. Each agency should review its procedures at least biennially to ensure compliance with the minimal internal control standards as set forth in this SAQ. By completing the SAQ, an agency can identify potential internal weaknesses. The SAQ is designed so that a “No” response indicates an area of concern, which may require corrective action in written procedures and/or actual practices, such as: Developing new or revised procedures to correct the deficiency found; or Implementing a compensating control. The Comments/Issues column should be used for agency’s notes. SAQs should be reviewed and approved by management and the original maintained in the agency’s files for audit purposes. This document is to be used to help complete the agency’s Biennial Report on Internal Controls, which is due by July 1 of each even-numbered year. Thank you for your cooperation. K. Performance Measures Yes No N/A Comments/Issues Are there policies and procedures regarding Performance Measure responsibilities? Does the agency have a strategic plan outlining an organized, documented method of determining what an agency hopes to accomplish and how it will accomplish it? Has the agency established and provided performance measures to Governor’s Finance Office and Budget Division as part of the agency’s budget request? Does the agency ensure performance measures are an accurate and reliable measurement of desired fiscal and program objectives, based on the agency’s mission statement, goals, and actual practices? Does the agency maintain detailed documentation describing how performance measures are determined and monitored, including formulas and any back-up documentation? Do both fiscal and program staff review performance measures to ensure consistency with budget instructions?
When do you perform the inventory? Production When do you produce? Production times in general: from - until: Production times for organic goods: from - until: Please describe your production process short: How do you record the produced amounts and products in the production storage? production control system (data processing) lists (data processing) handwritten lists others: Please attach an example –see annex no.: Do you produce organic and conventional goods with the same production facilities? yes no If yes: How is the cleaning of the facitlity between the production of conventional and organic goods done? (relevant are detergents/cleansers for containers, equipment, facilities that get in contact with the relevant organic goods. The flushing with water cetera according to regulations must be documented and specify - e.g. working surface flushed with "detergents" and rewashed with water twice)