zilongwang/ReadingBank huggingface dataset:
Curricular Competencies Content Using oral, written, visual, and digital texts, students are expected individually and collaboratively to be able to: Comprehend and connect (reading, listening, viewing) Read for enjoyment and to achieve personal goals Recognize and understand the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view Recognize and understand the diversity within and across First Peoples societies as represented in texts Understand the influence of land/place in First Peoples and other Canadian texts Access information for diverse purposes and from a variety of sources Evaluate the relevance, accuracy, and reliability of texts Apply appropriate strategies in a variety of contexts to comprehend written, oral, visual, and multimodal texts, to guide inquiry, and to extend thinking Recognize and understand how various forms, formats, structures, and features of texts enhance and shape meaning and impact Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts Recognize and understand how language constructs personal, social, and cultural identities Construct meaningful personal connections between self, text, and world Students are expected to know the following: Text forms and genres including creative spoken forms Text features and structures form, function, and genre of texts oral language features and structures narrative structures found in First Peoples texts protocols related to the ownership of First Peoples oral texts legal status of First Peoples oral tradition in Canada Strategies and processes reading strategies oral language strategies metacognitive strategies writing processes presentation techniques Area of Learning: ENGLISH LANGUAGE ARTS — Spoken Language Grade 11 Learning Standards (continued) Curricular Competencies Content Evaluate how literary elements, techniques, and devices enhance and shape meaning and impact Recognize an increasing range of text structures and understand how they contribute to meaning Identify bias, contradictions, distortions, and omissions Language features, structures, and conventions features of oral language elements of style rhetorical devices persuasive techniques
Learning Standards Curricular Competencies Content Using oral, written, visual, and digital texts, students are expected individually and collaboratively to be able to: Comprehend and connect (reading, listening, viewing) Read for enjoyment and to achieve personal goals Understand and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view Understand the diversity within and across First Peoples societies as represented in texts Understand the influence of land/place in First Peoples and other Canadian texts Use information for diverse purposes and from a variety of sources to inform writing Evaluate the relevance, accuracy, and reliability of texts Understand and appreciate how different forms, formats, structures, and features of texts reflect a variety of purposes, audiences, and messages Think critically, creatively, and reflectively to analyze ideas within, between, and beyond texts Identify and understand the role of personal, social, and cultural contexts, values, and perspectives in texts Understand and appreciate how language constructs personal, social, and cultural identities Construct meaningful personal connections between self, text, and world Evaluate how text structures, literary elements, techniques, and devices enhance and shape meaning and impact Students are expected to know the following: Text forms and genres Text features and structures form, function, and genre of texts elements of visual/graphic texts narrative structures found in First Peoples texts protocols related to the ownership of First Peoples oral texts Strategies and processes reading strategies oral language strategies metacognitive strategies writing processes Language features, structures, and conventions elements of style exploration of voice usage and conventions literary elements and devices literal and inferential meaning Area of Learning: ENGLISH LANGUAGE ARTS — Creative Writing Grade 12 Learning Standards (continued) Curricular Competencies Content Create and communicate (writing, speaking, representing) Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and transform thinking Respond to text in personal, creative, and critical ways
Area of Learning: ENGLISH FIRST PEOPLES — EFP Grade 12 Learning Standards (continued) Curricular Competencies Content Assess the authenticity of First Peoples texts Analyze the influence of land/place in First Peoples texts Examine the significance of terms/words from First Peoples languages used in English texts Discern nuances in the meanings of words, considering social, political, historical, and literary contexts Identify bias, contradictions, distortions, and omissions Create and communicate (writing, speaking, representing) Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understandings and extend thinking Demonstrate speaking and listening skills in a variety of formal and informal contexts for a range of purposes Select and apply appropriate oral communication formats for intended purposes Express and support an opinion with evidence Respond to text in personal, creative, and critical ways Use writing and design processes to plan, develop, and create engaging and meaningful texts for a variety of purposes and audiences Assess and refine texts to improve clarity, effectiveness, and impact Experiment with genres, forms, or styles of texts Use the conventions of First Peoples and other Canadian spelling, syntax, and diction proficiently and as appropriate to the context Transform ideas and information to create original texts, using various genres, forms, structures, and styles Recognize intellectual property rights and community protocols and apply as necessary Text features and structures narrative structures, including those found in First Peoples texts form, function, and genre of texts elements of visual/graphic texts Strategies and processes reading strategies oral language strategies metacognitive strategies writing processes presentation techniques Language features, structures, and conventions features of oral language elements of style language change syntax and sentence fluency rhetorical devices usage and conventions literary elements and devices literal and inferential meaning persuasive techniques citations and acknowledgements
Learning Standards Curricular Competencies Content Using oral, written, visual, and digital texts, students are expected individually and collaboratively to be able to: Comprehend and connect (reading, listening, viewing) Read for enjoyment and to achieve personal goals Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view Recognize the diversity within and across First Peoples societies as represented in texts Recognize the influence of land/place in First Peoples and other Canadian texts Use information for diverse purposes and from a variety of sources Evaluate the relevance, accuracy, and reliability of texts Select and apply appropriate strategies in a variety of contexts to comprehend written, oral, visual, and multimodal texts, to guide inquiry, and to extend thinking Understand and appreciate how different forms, formats, structures, and features of texts reflect a variety of purposes, audiences, and messages Think critically, creatively, and reflectively to analyze ideas within, between, and beyond texts Recognize and identify personal, social, and cultural contexts, values, and perspectives in texts, including gender, sexual orientation, and socio-economic factors Appreciate and understand how language constructs personal, social, and cultural identities Students are expected to know the following: Text forms and genres Reconciliation in Canada Text features and structures form, function, and genre of texts elements of visual/graphic texts narrative structures found in First Peoples texts protocols related to the ownership of First Peoples oral texts the legal status of First Peoples oral tradition in Canada Strategies and processes reading strategies oral language strategies metacognitive strategies writing processes presentation techniques multimodal reading strategies Area of Learning: ENGLISH LANGUAGE ARTS — English Studies Grade 12 Learning Standards (continued) Curricular Competencies Content Construct meaningful personal connections between self, text, and world Evaluate how literary elements, techniques, and devices enhance and shape meaning and impact Recognize an increasing range of text structures and how they contribute to meaning Identify bias, contradictions, distortions, and omissions Language features, structures, and conventions elements of style usage and conventions citation techniques
Learning Standards Curricular Competencies Content Using oral, written, visual, and digital texts, students are expected individually and collaboratively to be able to: Comprehend and connect (reading, listening, viewing) Understand and appreciate the complexities of digital citizenship Read for enjoyment and to achieve personal goals Understand the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view Understand the diversity within and across First Peoples societies as represented in texts Understand the influence of land/place in First Peoples and other Canadian texts Use information for diverse purposes and from a variety of sources Evaluate the relevance, accuracy, and reliability of texts Select and apply appropriate strategies in a variety of contexts to comprehend written, oral, visual, and multimodal texts, to guide inquiry, and to transform thinking Recognize the complexities of digital citizenship Recognize and understand how different forms, formats, structures, and features of texts reflect a variety of purposes, audiences, and messages Think critically, creatively, and reflectively to analyze ideas within, between, and beyond texts Identify and understand the role of personal, social, and cultural contexts, values, and perspectives in texts Students are expected to know the following: Text forms and genres Text features and structures, including multimedia form, function, and genre of multimedia texts relationships between form, function, and technology interactivity formatting and graphics narrative structures found in First Peoples texts protocols related to the ownership of First Peoples oral texts Strategies and processes multimodal reading strategies multimodal writing strategies metacognitive strategies writing processes reading strategies oral language strategies multimedia presentation processes Area of Learning: ENGLISH LANGUAGE ARTS — New Media Grade 12 Learning Standards (continued) Curricular Competencies Content Recognize and identify personal, social, and cultural contexts, values, and perspectives in texts, including gender, sexual orientation, and factors Appreciate and understand how language constructs personal, social, and cultural identities Language features, structures, and conventions elements of style usage and conventions citation techniques economic
Curricular Competencies Content Using oral, written, visual, and digital texts, students are expected individually and collaboratively to be able to: Comprehend and connect (reading, listening, viewing) Read for enjoyment and to achieve personal goals Understand and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view Understand the diversity within and across First Peoples societies as represented in texts Understand the influence of land/place in First Peoples and other Canadian texts Use information for diverse purposes and from a variety of sources Evaluate the relevance, accuracy, and reliability of texts Select and apply appropriate strategies in a variety of contexts to comprehend written, oral, visual, and multimodal texts, to guide inquiry, and to transform thinking Understand and appreciate how different forms, formats, structures, and features of texts reflect a variety of purposes, audiences, and messages Think critically, creatively, and reflectively to analyze ideas within, between, and beyond texts Identify and understand the role of personal, social, and cultural contexts, values, and perspectives in texts` Appreciate and understand how language constructs personal, social, and cultural identities Construct meaningful personal connections between self, text, and world Evaluate how techniques and devices enhance and shape meaning and impact Students are expected to know the following: Text forms and genres Creative spoken genres Text features and structures Oral language features and structures form, function, and genre of texts features and structures of First Peoples texts narrative structures found in First Peoples texts issues related to the ownership of First Peoples oral texts and protocols for their use the legal status of First Peoples oral tradition in Canada Strategies and processes multimodal writing strategies metacognitive strategies writing processes reading strategies oral language strategies presentation techniques Area of Learning: ENGLISH LANGUAGE ARTS — Spoken Language Grade 12 Learning Standards (continued) Curricular Competencies Content Create and communicate (writing, speaking, representing) Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and transform thinking Respond to text in personal, creative, and critical ways Language features, structures, and conventions features of oral language elements of style usage and conventions
employees in many aspects of their daily lives. Plus, there are also numerous career opportunities worldwide in a future-proof and innovative industry. “It all contributes to the fact that often multiple generations of the same family work for us, and many for decades”, noted Angelika Szczesny-Kluge. Date: 12 November 2018 Scope: 3,266 characters, including spaces Figures: 1 Fig. 1: Members of the EWM family for 10, 20, 25 and 30 years (from left to right). Stefan Giebl, Johannes Rosbach, Jürgen Pfeiffer, Mario Pfeiffer, Veronika Klein, Claudia Feierabend, Jutta Petersdorf, Peter Schönberger, Evelin Lange, Peter Willamowski, Linda Altgeld, Holger Klett, Nicole Löhr, Kai Neuer, Willi Wiens, Volker Simon, Nils Bajohr, Olaf Brandstädter, Franz Schmidt, Winfried Hahmann and Jürgen Schneider. About EWM: EWM AG is Germany’s largest and one of the most important worldwide manufacturers of arc welding technology. The family-run company from Mündersbach has been living their motto, “We are welding”, for over 60 years with forward-looking, well thought-out and sustainable complete solutions designed with a large helping of passion for industrial clients, as well as skilled craft businesses. EWM develops high-end welding technology. The company, based in Germany’s Westerwald region, offers complete systems that cover everything from high-quality welding machines (and all associated components), through welding torches, to welding consumables and accessories for manual and automated applications. EWM has made a name for itself worldwide thanks to its plants in Germany, China and the Czech Republic. Users praise the products’ ease of operation and excellent results. Companies value the solid consultancy, service and enormous savings that come with EWM systems. The welding processes, some of which are patented, reduce the consumption of materials, energy and time during operation, and produce up to 75 percent fewer welding fume emissions. The innovative welding manufacturer currently employs around 700 employees at 14 German and 7 international locations, with just under 400 of these being based at their original headquarters in Mündersbach.
APPLIED DESIGN, SKILLS, AND TECHNOLOGIES – Automotive Technology Big Ideas – Elaborations Grade 11 social and environmental impacts: including operator and public safety; emissions and effects on the environment; manufacturing, packaging, disposal, and recycling considerations related to vehicle parts and products technologies: tools that extend human capabilities APPLIED DESIGN, SKILLS, AND TECHNOLOGIES – Automotive Technology Curricular Competencies – Elaborations Grade 11 design for the life cycle: taking into account economic costs and social and environmental impacts of the product, from the extraction of raw materials to eventual reuse or recycling of component materials impacts: including the social and environmental impacts of extraction and transportation of raw materials; manufacturing, packaging, and transportation to markets; servicing or providing replacement parts; expected usable lifetime; and reuse or recycling of component materials appropriate test: includes evaluating the degree of authenticity required for the setting of the test, deciding on an appropriate type and number of trials, and collecting and compiling data share: may include showing to others or use by others, giving away, or marketing and selling APPLIED DESIGN, SKILLS, AND TECHNOLOGIES – Automotive Technology Content – Elaborations Grade 11 diagnostics: onboard diagnostic systems, external diagnostic systems fundamental automotive tools and equipment: hand, power, and pneumatic tools and equipment (e.g., wheel balancer, tire changer) lifting equipment: for example, jacks, hoists, stands procedures: planning, integrity, stability vehicle systems: for example, driveline, suspension, steering, electric vehicle safety systems: for example, air bags, crumple zones, restraints
Please keep in mind that if your project is selected you will be required to create and maintain a website for the action. Deliverable Nr. Title Typology Didactic materials Learning tools Virtual platform Website Database CD-Rom/DVD Books/Other academic publications Paper-Brochure-Newsletter Other (please specify): Description (Please attach table of content) Impact Language N° of copies Estimated Date of publication F.2.3. Specific Activity: RESEARCH (if applicable) Research Activity Nr. Person in charge Title Description Methodology Impact Resulting publications F.2.4. Specific Activity: EVENTS Event Nr. Title Typology Conference Webinar Workshop Roundtable debate Study visit Promotional event Other (please specify): Description (Please attach draft programme) Impact Host country Duration
Area of Learning: Work Experience 12B Grade 12 BIG IDEAS Experiences outside of school expand our workplace skills and career-life options while providing opportunities for self-discovery. Personal awareness and pathway options are developed through an inquiry mindset. Understanding and applying one’s personal rights and responsibilities as a worker builds a safer work environment for all. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Connect and Wonder Apply novel and guided approaches to utilize personal strengths, preferences, and skills Assess knowledge of self and prior work experience, and identify personal areas of interest to explore options for work placement Explore and Investigate Refine job search and interview skills Identify, apply, and reflect on transferrable skills specific to the work placement Implement a plan to address skill development and refinement Access information and ideas on workplace safety prior to work placement to determine workplace safety risks Identify, demonstrate and incorporate provincially legislated safety and site-specific work-site safety procedures while at the work placement Experience and Develop Demonstrate understanding of cultural sensitivity, workplace ethics and etiquette Demonstrate progression of skills learned specific to the work placement Contribute to care of self, others, and community Develop skills to work respectfully and constructively, both independently and with others, to achieve common goals Students are expected to know the following: Workplace Safety occupational health and safety rights and responsibilities, including trade-specific hazards, risk reduction, and rights and procedures to refuse unsafe work worker insurance potential hazards in their occupation/industry sector workplace incident and accident response procedures and protocols injury prevention awareness Workplace Skills essential skills for a continually changing labour market responsibilities and expectations associated with participating in a work experience placement general and site-specific workplace expectations cultural land use considerations and First Peoples knowledge problem-solving and conflict resolution strategies, and interpersonal skills self-advocacy skills and self-efficacy job search and interview skills for work experience benefits of volunteerism
Area of Learning: FRENCH IMMERSION LANGUAGE ARTS (FILA) — Language and Culture of the French-Speaking World Grade 11 BIG IDEAS Communicating and living in French fosters a sense of belonging to the Francophone community. Linguistic variations offer cultural reference points within the French-speaking world. Learning French helps students establish their place in the world and forge their identity by opening doors in their personal, social, and work life. The life experience, culture, and current context of the audience influence the interpretation of a text. Linguistic and cultural identities are shaped by what we hear, see, read, and write. The exploration of texts reveals the depth and complexity of human life. Learning Standards Curricular Competencies Content Students are expected to do the following, using oral, written, and visual media: Explore and Reflect Use their language and cultural knowledge to reflect on their identity within the French-speaking world Understand the role bilingualism plays in their life in order to facilitate decision-making in their personal and working life Interpret a text to identify explicit and implicit messages Grasp the importance of social, historical, and cultural contexts in approaching various texts Interact with Francophones and have life experiences in the French-speaking world Examine diverse points of view in Francophone and First Peoples cultures Examine the roles that stories and the oral tradition play in Francophone and First Peoples cultures Compare their personal values and points of view with those expressed in a text in order to call into question their opinions Students are expected to be able to know and understand the following in various contexts: communication strategies language registers taking the floor courtesy formulas social, historical, and cultural elements traditions and customs protocols for using First Peoples stories literary elements stylistic devices semantic field expressions text organization structure of texts
Use their language and cultural knowledge to reflect on their identity and understand their role within the French-speaking world Analyze the influence and importance of social, historical, and cultural contexts as well as diversity in approaching various texts Compare the roles that stories and the oral tradition play in Francophone and First Peoples cultures Interact with Francophones and have life experiences in the French-speaking world Analyze the symbolism in a text in order to grasp its meaning Expand on common threads and diverging elements within a theme in Francophone and First Peoples texts in order to deepen and expand knowledge of society Identify the type and intention of a text Analyze a problem statement in order to understand the issues at hand Evaluate the acquisition of new knowledge concerning a text Analyze the stylistic devices in order to identify a message Develop a critical mind, clarity, and coherence in responding to texts to better know and understand the issues of society language registers moderating a debate moderation negotiation reformulation professional interaction citation techniques social, historical, and cultural elements protocols for using First Peoples stories literary elements stylistic devices denotation and connotation symbolism text organization structure of an essay structure of a blog Area of Learning: FRENCH IMMERSION LANGUAGE ARTS (FILA) Grade 12 Learning Standards (continued) Curricular Competencies Content Create and Communicate Communicate using a variety of expressions and presentation formats according to the context Nuance their opinions to adapt to communication situations Synthesize ideas and information obtained from diverse texts Moderate a discussion in order to optimize interactions Develop various elocution styles in their oral communications in order to create the desired effect structure of an e-mail structure of a letter structure of a résumé language elements structure of relative subordinate clauses verb tenses and modes digital language editing strategies
help debaters to proceed with a positive conciliatory spirit. It will be otherwise if the debaters raise controversial issues at the outset. If they do. they will have left small chances of a successful debate. It will be a narrow and tense debate. The participants may be ungenerous to each other’s viewpoints, with each looking for his for, repitition chance to expose the other’s slips and faults. lie objective can become defeating rivals rather than reaching usefull conclusions. An experienced debater says in this regard: “Make your partner answer in the affirmative and avoid his saying “no” as far as you caii, because once lie says “no” his pride will impel him to adhere to his word, An answer of “no“
5. Confining debates to a specified place Muslim scholars have pointed out that debates and disputes should be private, attended by only chosen individuals. This, they say, is more conducive to intensive thinking, clarity of minds, and honest intentions. In contrast, a large audience is more conducive to pomposity, and aggressiveness even when defending a false case. The following verse from the Holy Qur’an has been quoted in support of the above guidance: “Say: ‘I do admonish you on one point: that ye do stand up before God, - it may be in pairs, or it may be singly, - and reflect.’.” (XXXIV, 46) When a big number of people meet, forming a
The mirror fix involves several elements: (1) Employ the spare BL13 M0 SiC mirror to replace the cracked BL10-1 M0 mirror. (2) Provide a fan allocation mask to create a shadow between the BL10-2 centerline acceptance and the BL10-1 off axis acceptance and limit the BL10-1 mirror acceptance to 1.0mrad. (3) Design and fabricate a new vacuum system and mirror mover such that the existing mirror can continue to operate (poorly) until the new system is installed. Deliverables: (1) Design package, travelers, etc in time to fabricate, process, assemble, and install mirror system and associated mask during the December 2013 shutdown. (2) Archive above drawing package (model, drafts, and images). (3) Fabrication problem resolution, assembly, installation, and alignment oversight. Boundary Conditions: (1) The revised system shall employ the 40mm x 20mm x 360mm SiC replacement mirror per SSRL engineering note M547 (attached). (2) The BL5-2 M1 mirror system (see SA-451-409-00) provides a reference design as a departure point for the mirror system design. (3) The mirror cooling shall use the updated heat exchanger system consisting of a water cooled copper rail – Si pad (PF-451-409-26) – mirror body circuit with the thermal contact between elements provided by a 0.05mm GaIn layer. The BL5-2 M1 mirror system heat exchanger (SA-451-409-01) provides a reference design. (4) The mirror system shall include a Compton mask if feasible to minimize the diffuse secondary power absorbed by the vacuum chamber walls. (5) The mirror system and associated mask must fit into the space between the BL10 injection stopper system (item 2, AD-441-146-00-c6) and the downstream mask (item 5, AD-441-146-00-c6). The reflected beam axis must remain the same as the existing system. Provided the mirror and mask are independently positioned, the vacuum system can be connected directly to the injection stopper tank without intervening bellows. A bellows shall be included between the mirror vacuum system and the downstream mask.
Area of Learning: Applied Design, Skills, and Technologies — Graphic Production Grade 11 BIG IDEAS Design for the life cycle includes consideration of social and environmental impacts. Design choices require the evaluation and refinement of skills. Tools and technologies can be adapted for specific purposes. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Applied Design Understanding context Engage in a period of user-centered research and empathetic observation Participate in reciprocal relationships throughout the design and production process Defining Establish a point of view for a chosen design opportunity Identify potential users, intended impact, and possible unintended negative consequences Make inferences about premises and constraints that define the design and production Ideating Generate ideas and add to others’ ideas to create possibilities, and prioritize them for prototyping Critically analyze how competing social, ethical, and sustainability considerations impact designed solutions to meet global needs Work with users throughout the design process Students are expected to know the following: design and production opportunities technologies for image development in prepress through post-production environments elements and principles of design as communication tools design for the life cycle intellectual property use and its ethical, moral, and legal considerations, including cultural appropriation standards of production and limitations of chosen materials for efficient output standards-compliant technology balance of form and function influences on culture through graphic production graphic design through various stages of project use of typography to communicate a message or idea materials organization, planning, and time frame role of manufacturing in meeting consumer needs and wants design presentation skills for potential clients appropriate use of technology, including digital citizenship, etiquette, and literacy
Area of Learning: MATHEMATICS — Workplace Mathematics Grade 11 BIG IDEAS Proportional reasoning is used to make sense of multiplicative relationships. Mathematics informs financial decision making. 3D objects are often represented and described in 2D space. Flexibility with number builds meaning, understanding, and confidence. Representing and analyzing data allows us to notice and wonder about relationships. Learning Standards Curricular Competencies Content Students are expected to do the following: Reasoning and modelling Develop thinking strategies to solve puzzles and play games Explore, analyze, and apply mathematical ideas using reason, technology, and other tools Estimate reasonably and demonstrate fluent, flexible, and strategic thinking about number Model with mathematics in situational contexts Think creatively and with curiosity and wonder when exploring problems Understanding and solving Develop, demonstrate, and apply mathematical understanding through play, story, inquiry, and problem solving Visualize to explore and illustrate mathematical concepts and relationships Apply flexible and strategic approaches to solve problems Solve problems with persistence and a positive disposition Engage in problem-solving experiences connected with place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures Students are expected to know the following: financial literacy: personal investments, loans, and budgeting rate of change how probability and statistics are used in different contexts interpreting graphs in society 3D objects: angles, views, and scale diagrams Area of Learning: MATHEMATICS — Workplace Mathematics Grade 11
Area of Learning: MATHEMATICS — Foundations of Mathematics Grade 12 BIG IDEAS Probabilistic thinking informs decision making in situations involving chance and uncertainty. Modelling data requires an understanding of a variety of functions. Mathematical analysis informs financial decisions. Through explorations of spatial relationships, we can develop a geometrical appreciation of the world around us. Learning Standards Curricular Competencies Content Students are expected to do the following: Reasoning and modelling Develop thinking strategies to solve puzzles and play games Explore, analyze, and apply mathematical ideas using reason, technology, and other tools Estimate reasonably and demonstrate fluent, flexible, and strategic thinking about number Model with mathematics in situational contexts Think creatively and with curiosity and wonder when exploring problems Understanding and solving Develop, demonstrate, and apply conceptual understanding of mathematical ideas through play, story, inquiry, and problem solving Visualize to explore and illustrate mathematical concepts and relationships Apply flexible and strategic approaches to solve problems Solve problems with persistence and a positive disposition Engage in problem-solving experiences connected with place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures Students are expected to know the following: geometric explorations: constructions conics fractals graphical representations of polynomial, logarithmic, exponential, and sinusoidal functions regression analysis combinatorics odds, probability, and expected value financial planning Area of Learning: MATHEMATICS — Foundations of Mathematics Grade 12 Learning Standards (continued)
Area of Learning: MATHEMATICS — Geometry Grade 12 BIG IDEAS Diagrams are fundamental to investigating, communicating, and discovering properties and relations in geometry. Finding invariance amidst variation drives geometric investigation. Geometry involves creating, testing, and refining definitions. The proving process begins with conjecturing, looking for and refining the conjecture, and the process may end with a written proof. Geometry stories and applications vary across cultures and time. Learning Standards Curricular Competencies Content Students are expected to do the following: Reasoning and modelling Develop thinking strategies to solve puzzles and play games Engage in spatial reasoning in a dynamic environment Explore, analyze, and apply mathematical ideas using reason, technology, and other tools Estimate reasonably and demonstrate fluent, flexible, and strategic thinking about number Model with mathematics in situational contexts Think creatively and with curiosity and wonder when exploring problems Understanding and solving Develop, demonstrate, and apply conceptual understanding of mathematical ideas through play, story, inquiry, and problem solving Visualize to explore and illustrate geometric concepts and relationships Apply flexible and strategic approaches to solve problems Solve problems with persistence and a positive disposition Engage in problem-solving experiences connected with place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures Students are expected to know the following: geometric constructions parallel and perpendicular lines: circles as tools in constructions perpendicular bisector circle geometry constructing tangents transformations of 2D shapes: isometries non-isometric transformations non-Euclidean geometries
approaches) persistence and a positive disposition: not giving up when facing a challenge engaging in research and exploration with vigour and determination statistical thinking: gain deeper understanding through data collected to answer questions about local cultures connected: through daily activities, local and traditional practices, popular media and news events, cross-curricular integration by posing and solving problems or asking questions about place, stories, and cultural practices. Explain and justify: use arguments based on statistical thinking to convince includes anticipating consequences decisions: Have students explore which of two scenarios they would choose and then defend their choice. many ways: including oral, written, visual, use of technology communicating effectively according to what is being communicated and to whom Represent: using models, simulations, tables, graphs, words, numbers, symbols connecting meanings among various Online simulation-based learning tools can help us gain intuition of inferential concepts, such as sampling distribution, interval estimation, and hypothesis tests. communication: communicating statistical findings in context, appropriate to the target audience writing a report on a research project involving an observational study writing a report on a research project involving a designed experiment presenting to an audience on a research project involving an observational study presenting to an audience on a research project involving a designed experiment
This third interview presented an educator with a preconceived view of the meaning and value of the Sacrament of Baptism. This view dictates how well he believes confirmation will be accepted personally, but also in the larger Lowell First Church community. Yet, from an educational background, he was open to the validity of redefining the term and using it in worship as a way of reinforcing growth in the congregations' spiritual lives. Throughout the interview he began to envision a new form of confirmation as being quite helpful, in fact, believing it could very well reignite the congregation's passion for the Lord each time it celebrated spiritual anniversaries. Worship Service Confirmation Preparation Conversation Following the collection of this data received from the survey, sermons, conversations and interviews, as was noted in the previous chapter, it was important to test the research with the presentation of a confirmation ritual in worship. Easter Sunday was chosen as the perfect setting for this event and preparations ensued. Having previously confirmed two other individuals during the last service of Baptism, I assumed it would be rather easy to find others wanting to confirm the waters of their Baptism. Finding several who were interested in Baptism itself, and having them note that their interest grew out of corporate conversations regarding confirming one's commitment to Christ in the Community of Faith, I was not completely concerned that the process or design of this project had somehow backfired to scare away any confirmation
Age at which you were first introduced to religious practices? Under 3 □ 13-15 □ 31-40 4-6 □ 16-18 □ 41-50 7-9 □ 19-25 □ 51-60 10-12 □ 26-30 □ 61 or older Age at which you first considered Jesus Christ as your personal Lord and Savior? Under 3 □ 19-25 □ I do not consider 4-6 □ 26-30 Jesus to be my r-, _ personal Lord and 7-9 □ 31-40 Savior 10-12 □ 41-50 13-15 □ 51-60 16-18 □ 61 or older Please continue to next section. You ha\'c completed Pan 2 of 6. Thank you' Are you in full agreement with the doctrine of the Church of the Nazarene? d Yes, completely d No, there are major differences for me d Mostly d This doesn't matter to me in my d 1 am unaware of the doctrine of the spiritual experience Church of the Nazarene d No, there are a few differences lor me To what extent does your agreement affect your participation in worship? d Greatly d Not at all d Minimally 19. Please briefly explain how your agreement affects your participation in worship:
Area of Learning: Applied Design, Skills, and Technologies — Computer Studies Grade 10 BIG IDEAS User needs and interests drive the design process. Social, ethical, and sustainability issues are influenced by design. Complex tasks require different technologies and tools at different stages. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Applied Design Understanding context Engage in a period of research and empathetic observation Defining Identify potential users, societal impacts, and other relevant contextual factors for a chosen design opportunity Identify criteria for success, intended impact, and any constraints or possible unintended impacts Ideating Screen ideas against criteria and constraints Critically analyze and prioritize competing factors to meet community needs for preferred futures Maintain an open mind about potentially viable ideas Prototyping Identify and use sources of inspiration and information Choose a form for prototyping and develop a plan that includes key stages and resources Prototype, making changes to tools, materials, and procedures as needed Record iterations of prototyping Students are expected to know the following: design opportunities computer hardware, peripherals, internal and external components, and standards distinctions between software types, cloud-based and desktop applications intermediate features of business applications, including word processing, spreadsheets, and presentations operating system shortcuts and command line operations preventive maintenance of hardware and software computer security risks hardware and software troubleshooting wired and wireless computer networking evolution of digital technology and the impact on traditional models of computing risks and rewards associated with big data, connectivity, and the Internet of Things principles of computational thinking introductory computer programming concepts and constructs
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The phrase “you control” applies to both “enchanted creature” and “enchantment creature.” That is, Kestia’s ability triggers when an enchanted creature you control attacks, not any player’s enchanted creature. Lord Windgrace {2}{B}{R}{G} Legendary Planeswalker — Windgrace 5 +2: Discard a card, then draw a card. If a land card is discarded this way, draw an additional card. −3: Return up to two target land cards from your graveyard to the battlefield. −11: Destroy up to six target nonland permanents, then create six 2/2 green Cat Warrior creature tokens with forestwalk. Lord Windgrace can be your commander. If you have no cards in hand as Lord Windgrace’s first ability resolves, you’ll discard nothing then you’ll draw one card. While resolving Lord Windgrace’s last ability, you create six Cat Warrior tokens even if fewer than six nonland permanents are destroyed. However, if you choose any targets for the ability and each of them becomes an illegal target, the ability doesn’t resolve and you don’t create any tokens. Loyal Unicorn {3}{W} Creature — Unicorn 3/4 Vigilance Lieutenant — At the beginning of combat on your turn, if you control your commander, prevent all combat damage that would be dealt to creatures you control this turn. Other creatures you control gain vigilance until end of turn. Once Loyal Unicorn’s lieutenant ability has resolved while you control your commander, its effects persist this turn even if you lose control of your commander or Loyal Unicorn. Loyal Unicorn’s effect will prevent all combat damage that would be dealt to creatures you control, even if those creatures weren’t on the battlefield or weren’t creatures when the effect resolved. Magus of the Balance {1}{W} Creature — Human Wizard 2/2 {4}{W}, {T}, Sacrifice Magus of the Balance: Each player chooses a number of lands they control equal to the number of lands controlled by the player who controls the fewest, then sacrifices the rest. Players discard cards and sacrifice creatures the same way.
First strike Whenever Alesha, Who Smiles at Death attacks, you may pay {W/B}{W/B}. If you do, return target creature card with power 2 or less from your graveyard to the battlefield tapped and attacking. * You choose which opponent or opposing planeswalker the creature is attacking as you put it onto the battlefield. It doesn’t have to be the same player or planeswalker Alesha is attacking. * Although the creature you return is attacking, it was never declared as an attacking creature (for purposes of abilities that trigger whenever a creature attacks, for example). ----- Ambush Krotiq {5}{G} Creature — Insect 5/5 Trample When Ambush Krotiq enters the battlefield, return another creature you control to its owner’s hand. * If you control no other creatures as Ambush Krotiq’s triggered ability resolves, nothing happens. Ambush Krotiq remains on the battlefield. * The triggered ability doesn’t target any permanent. You choose which one to return as the ability resolves. No player can respond to this choice once the ability starts resolving. ----- Ancestral Vengeance {B}{B} Enchantment — Aura Enchant creature When Ancestral Vengeance enters the battlefield, put a +1/+1 counter on target creature you control. Enchanted creature gets -1/-1. * If the creature targeted by Ancestral Vengeance’s enchant creature ability is an illegal target as Ancestral Vengeance tries to resolve, Ancestral Vengeance will be countered. It won’t enter the battlefield, and its ability won’t trigger. * If Ancestral Vengeance causes the enchanted creature to have toughness 0, that creature and Ancestral Vengeance will be put into their owners’ graveyards. The enters-the-battlefield ability will still apply. ----- Arashin War Beast {5}{G}{G} Creature — Beast 6/6 Whenever Arashin War Beast deals combat damage to one or more blocking creatures, manifest the top card of your library. (Put it onto the battlefield face down as a 2/2 creature. Turn it face up any time for its mana cost if it’s a creature card.) * Arashin War Beast’s ability will trigger only once per combat damage step, no matter how many creatures are blocking it. ----- Arcbond {2}{R} Instant