zilongwang/ReadingBank huggingface dataset:
J. Greenough, “The ‘Internet of Things’ will be the world’s most massive device market and save companies billions of dollars”, Business Insider, Feb. 18, 2015. [Online]. Available: . [Accessed Nov. 20, 2016]. R. Henderson, “Best smarthome and IoT gadgets of CES 2016”, Pocket Lint, Jan. 11, 2016. [Online]. Available: . [Accessed Nov. 14, 2016]. D. MacCormack, “Planar Launches LookThru OLED Transparent Display”, Commercial Integrator, Nov. 05, 2015. [Online]. Available: . [Accessed Nov. 17, 2016]. M. Braun, “My Bathroom Mirror Is Smarter Than Yours”, Medium, Jan. 29 2016. [Online]. Available: A. Stadler, "Transparent conducting Oxides—An up-to-date overview," Materials, vol. 5, no. 12, pp. 661–683, Apr. 2012. K. Kiyokawa, Y. Kurata, and H. Ohno, "An optical see-through display for mutual occlusion with a real-time stereovision system," Proc. IEEE, vol. 25, no. 5, pp. 765–779, Oct. 2001. Planar Systems Inc., “Transparent OLED Displays”, Planar Systems Inc., n.d. [Online]. Available: http://www.planar.com/innovations/transparent-oled/. [Accessed Nov. 20, 2016]. G. Barrett and R. Omote, “Projected-Capacitive Touch Technology,” Information Display, vol. 32, no. 3, p.16, March, 2010. [Online serial]. Available: http://www.walkermobile.com/March_2010_ID_Projected_Capacitive.pdf [Accessed Nov. 20, 2016]. Cypress Semiconductor Corp., “TrueTouch® Multi-Touch All-Points Touchscreen Controller,” CYTMA568 datasheet, May 2016. G. Walker. Part1: Fundamentals of Projected-Capacitive Touch Technology. Presented at SID Display Week ’14. [Online]. Available:
http://www.walkermobile.com/Touch_Technologies_Tutorial_Latest_Version.pdf. [Accessed Nov. 20, 2016]. S. H. Bae and Y. S. Lee, “Implementation of a High-Performance Touch Controller and Differential Sensing Circuit,” International Journal of Computer and Information Technology, vol. 3, no. 6, p. 1177, November, 2014. [Online serial]. Available: [Accessed Nov. 20, 2016]. Technavio, “Gesture Recognition, Coming to a Smartphone Near You”, Infiniti Research Limited, Jun. 30, 2015. [Online]. Available: . [Accessed Nov. 20, 2016]. Microsoft, “Kinect Sensor for Xbox 360 Components”, Microsoft, n.d. [Online]. Available: https://support.xbox.com/en-US/xbox-360/accessories/kinect-sensor-components [Accessed Nov. 20, 2016]. R. Boyle, V. Hlavac, and M. Sonka, Image Processing, Analysis, and Machine Vision, 4th ed., Stamford, CT: Cengage Learning, 2014. [E-book]. Available: [Accessed Nov. 20, 2016]. Y. Lin, H. Tang, and T. Wu, “Real-time Object Image Tracking Based on Block-Matching Algorithm”, University of Wisconsin-Madison, 2006. [Online]. Available: https://homepages.cae.wisc.edu/~ece734/project/s06/lintangwuReport.pdf. [Accessed Nov. 20, 2016]. S. Hymel, “Single Board Computer Benchmarks - learn.sparkfun.com.”, learn.sparkfun.com. [Online]. Available: https://learn.sparkfun.com/tutorials/single-board-computer-benchmarks. [Accessed Nov. 20, 2016]. Raspberry Pi Foundation, “Raspberry Pi FAQs - Frequently Asked Questions,” Raspberry Pi Foundation, n.d. [Online]. Available: https://www.raspberrypi.org/help/faqs/. [Accessed Nov. 20, 2016].
Eligible Program Type Purpose Eligible Costs Emergency Shelter Short-term emergency housing for individuals and families experiencing homelessness to provide triage, intake, assessment and referral and move program participants in a timely manner to transitional housing (where appropriate), permanent housing or permanent supportive housing. Actual rent, utility and maintenance costs associated with the temporary housing and the location where intake and assessment occur; staff costs associated with the intakes, assessments and shelter operation. Transitional Housing Temporary supportive housing for individuals and families experiencing homelessness with more significant housing barriers, to provide shelter and supportive services designed to address housing barriers and move program participants in a timely manner to permanent or permanent supportive housing. Actual rent, utility, and maintenance costs associated with the temporary housing and the location where supportive services are provided; staff costs associated with services and shelter operation. Rapid Re-Housing (and transition-in-place) Financial assistance and services to individuals and households experiencing homelessness to provide immediate access to permanent housing. Rent assistance/subsidy, rent/utility deposits, rent/utilities arrears, case management, staff and facility costs associated with providing program. Homeless Prevention Financial assistance and services to help individuals and families at-risk of homelessness to maintain permanent housing. Rent assistance/subsidy, rent/utility deposits, case management, staff and facility costs associated with providing program. Homeless Services Two or more of the above designed to address housing barriers and move program participants in a timely manner to permanent or permanent supportive housing. All of above (specific to program combination).
Current Program Capacity-Emergency Shelter Number Individuals Beds Number of Annual Bed Nights (2010-11) Capacity 0 0 Explanation: Current Program Utilization-Emergency Shelter: Average Daily Number of Individual Served (2009-10) Actual Average Daily Number of Individual Served (2010-11) Anticipated Utilization 0 0 Explanation:
Current Program Capacity –Transitional Housing Number Individuals Beds Number of Annual Bed Nights (2010-11) Capacity 0 0 Explanation: Current Program Utilization –Transitional Housing: Average Daily Number of Individual Served (2009-10) Actual Average Daily Number of Individual Served (2010-11) Anticipated Utilization 0 0 Explanation:
Disclosure building being considered for rental Must be completed and signed by both landlord and Participant landlord and return to the Navigator Radon Gas Disclosure The Radon Gas Disclosure informs the Participant of the levels of Radon Gas in the building being considered for rental. Must be completed and signed by both landlord and Participant For the potential landlord and return to the Navigator W-9 The W-9 is completed for income tax purposes. Information on the document allows MaineHousing to inform the IRS of monies released to the landlord. Must be completed and signed by the landlord For the potential landlord and return to the Navigator A Good Place to Live This document was created to assist a client with the knowing some of the things to look for when viewing apartments as related to HQS. It is not a comprehensive listing of HQS requirements but contains general information of what to look for in terms of safety. For the participant Protect Your Family from Lead in Your Home This comprehensive document outlines the details of Lead Paint dangers; what to look for and how to protect oneself from the dangers of Lead Paint. For the participant Fair Housing Equal Opportunity for All & Are you a Victim of Housing Discrimination These documents discuss the Fair Housing Act and contain information on how to submit a claim if a person feels their rights have been violated or they have been discriminated against. For the participant Bed Bugs Fact Sheet Because bed bugs have become an issue in the last few years this document is included as an educational tool in the briefing packet. Bed Bug biology, prevention and control are discussed. For the participant Employment Verification Form/Other Income Verifications The Navigator is required to send out Income Verifications directly to income sources for any household members who have income. The form SHOULD NOT be given to the Participant to deliver but should be sent directly to the source. Certification of Zero Income Form If there is no income a Certification of Zero Income is required to be completed on a MONTHLY basis by all adult household members. AT COUPON ISSUANCE the Navigator must obtain income verifications and/or Certification of Zero Income forms. If it is more than 30 days before the Participant leases up, the Navigator must again obtain income verifications and/or Certification of Zero Income AT LEASE UP. For the Navigator
/The number of researchers may be increased to a maximum of six/ Scholarships or research assistants: Yes □ No □ If yes, please provide brief description (500 words) of tasks to be undertaken: Project presentation Objectives (1500 words) /please explain the main objectives of research and how they will be implemented; please clarify the main original contribution expected from the research project/ Sources and secondary literature (1000 words) /please provide a brief description of both the original archive sources to be researched and the main secondary literature (max 10 references) available on the subject/ Knowledge transfer and dissemination (500 words) /please describe the main tasks and activities throughout the project period, e.g. workshops, seminars, research visits, conference presentations, aiming at the public presentation of the project outcomes/ Expected outcomes (500 words) /please specify the academic outcomes expected from the project, e.g. journal articles, book(s), book chapters, audio-visual and digital materials, web-based resources, opportunities for advanced training, etc.)/ Project budget Human resources (research assistants, scholarships) Missions (participation in conferences and archive research)
Principles of self-care for First Responders Aware of services and referral pathways ESHE Level 3 GBV Responder Training Course Day 1 MORNING TIME TOPIC/REF Input Facilitator/s RESOURCES 9.30 Welcome, introductions, course outline Group Exercise: Read and discuss Case study in small groups Glasgow & Clyde Rape Crisis (G&CRCC) Case Study: Emily 9.50 Reviewing the range and forms of GBV: How Domestic Abuse happens; Being aware of the particular needs of LGBT, BME, disabled victims/survivors and those with additional or complex needs Facilitator Input: Brief recap – covered in Levels 1 & 2 courses Facilitator input: Safe Lives presentation on domestic abuse. Group Discussion: Biderman model of coercion using example of going on a first date. Impact of Trauma and coping. Safe Lives Safe Lives powerpoint Flip Chart: Divide into four quadrants: Isolation; Humiliation;Exhaustion; Threats. Biderman’s Chart of Coercion handout. 3. Understand the gendered power dynamics present in all forms of GBV and its impact on victims/survivors Input: Finkelhor – 4 preconditions/stages of abuse. Group Discussion G&CRCC 11.00 Break
11.20 Be confident in working with victims/survivors and others in safety planning and management. Case Study: What are the key communication issues here and how would you address them? Group Discussion: What barriers are there/do you anticipate? G&CRCC Open session/discussion Effective Communication for Level 3 Responders. The role of the First Responder: do’s and don’ts G&CRCC Flip chart to record responses. 12.30 Lunch AFTERNOON 1.30 – to 4.00 with break midway Risk assessment and safety planning: Using Safe Lives Domestic Abuse Sexual Harassment and Honour-based Violence (DASH) Risk Assessment and processes appropriate to the role of Champion Group Exercise SL Case Study: Emily Safe Lives DASH Checklist 4.00 Reflecting on the day (1) Shifting the frame – self care Group exercise: What nice thing will you do for yourself tonight? G&CRCC Flip chart to record responses 4.15 Reflecting on the day (2) Individual exercise: Please record the following on a piece of paper and hand to facilitator at the end of the session (anonymously): G&CRCC/SL Participants hand in to facilitators on leaving.
November 2012 Dear Life Esidimeni – Discovery Health member DISCOVERY HEALTH MEDICAL SCHEME CHANGES FOR 2013 Discovery Health recently made their 2013 benefits and contributions available. You are now provided with an opportunity to change your plan option with effect from 1 January 2013. As such you need to consider your healthcare requirements for next year and decide if you have the right level of cover. You are under no obligation to make a change but if you want to amend your current plan option, you need to submit your new plan option information to your Frontline Payroll Administrator (FPA)/ payroll administrator within 5 days from your business unit’s presentation. Option changes will not be accepted after the 7th December 2012. Discovery Health Medical Scheme will send you a brochure containing a detailed summary of the 2013 benefits and rates – after carefully studying the changes for 2013 you will need to decide whether you wish to change your plan option. This letter gives you details on the following highlights: CONTRIBUTION INCREASE Discovery Health announced a 10.9% average weighted increase for 2013 KEYCARE BENEFIT CHANGES & INTRODUCTION OF BONITAS BONCAP Changes to KeyCare’s income bands and contributions. The introduction of BonCap NEW BENEFIT PLANS Find out about a new Keycare and Comprehensive plan for 2013 VITALITY CHANGES Introduction of new HealthyFood and mobile provider. HOSPITALISATION CHANGES Changes to deductibles and GAP COVER Increase and benefit changes to Admed Gap. CHRONIC MEDICINE CHANGES Formulary changes and new medicines on the Executive plan CHANGING YOUR PLAN You have until 7 December 2012 to change your plan – make sure you know what to do. DAY TO DAY BENEFIT CHANGES New benefits and other changes on the Insured Network Benefit NEED ASSISTANCE? Who to call for information, advice and questions.
Table of Contents 2 A 2 A / 2 2 2 2 2 2 2 2 2 6.1 – 2 6.2 – 2 2 2 8.1 – 2 8.2 – 2 8.3 – 2 8.4 – 2 2 9.1 – 2 9.2 – 2 9.3 – 2 2 2 2
2 13.1 – 2 13.2 – 2 13.3 – / 2 13.4 – / / 2 13.5 – 2 13.6 – 2 Section 13.7 – Integration / Migration 2 Section 13.8 – Administrative / Backup / Archive Requirements 2 13.9 – 2 13.10 – 2 13.11 – 2 13.12 – 2 2 14.1 – 2 14.2 – 2 14.3 – 2 2 2 16.1 – 2 16.2 – 2 16.3 – 2 2 2 2 2 2 1 2 2 2 About The Heading 3 Style 2 About the Heading 4 Style 2 About the Heading 5 Style 2 / 2 2
How does an ASPSP/TPP to check the validity/status of a Certificate AFTER cert has been Issued: For QWAC For QSEAL How does an ASPSP/TPP check the signature of a Certificate AFTER cert has been Issued: For QWAC For QSEAL NOTE: Previous Commentary and Queries for eIDAS Certificates are further noted below from various EU forums, with different ways of addressing, however these are supplementary background considerations to the Key Questions as above, which are the primary request. Use Cases for Common Secure Communications & Identity, under PSD2 PSU establishes secure communications with TPP: Secure Communications via Internet Browser Certificate Used? Protocols Used? Certificate Data Used? PSU establishes secure communications with ASPSP: Secure Communications for Internet Browser Certificate Used? Protocols Used? Certificate Data Used? TPP establishes secure communications with ASPSP: Secure Communication via APIs Certificate Used? Protocols Used? Data Used? Use of PKI or other Security? ASPSP establishes secure communications with TPP: Secure Communication via APIs Certificate Used? Protocols Used? Data Used? Use of PKI or other Security? [E] TPP provides PSD2 Identity to ASPSP: Proof of Regulatory Identity under PSD2 - Certificate Used? - Protocols Used? - How to Proof Ownership/identity? - Data Elements & Locations? - Certificate Status Checking and Policies? - Assurance and Liability? [F] ASPSP provides PSD2 Identity to TPP: Proof of Regulatory Identity under PSD2 - Certificate Used? - Protocols Used? - How to Proof Ownership/identity? - Data Elements & Locations? - Certificate Status Checking and Policies?
Equipment Check Wire and Null Count Wire Hand Trace Book Out and Bell Test Planned date: Name Position Signature Date 9 Site Correlation Performed Equipment Check Wire and Null Count Wire Hand Trace Book Out and Bell Test 10 Site Correlation Complete No Discrepancies found Discrepancies found as below Name Position Signature Date 11 Site correlation discrepancies found <Insert details of discrepancies found...> <Insert details of corrective action...> 12 Site correlation discrepancies found but do not affect the proposed design activity <Insert details of discrepancies found...> 13 Source Design Documents Confirmed as Correct for undertaking the signalling design Complete Date completed Name: Signature Source Design Records Assurance and Correlation Complete 14 Endorsed after technical review by signal design manager for the project: Review completed: Name Position Signature Date
bisexual, heterosexual) Additional equality grounds (such as working, language, geographical location, other) British Council values (valuing people, creativity, integrity, mutuality, professionalism) Action identified by Panel Agreed by Policy Owner (Yes/No) Justification if not agreed Date to be implemented Confirmation of implementation 4. Agreed actions - Insert additional rows for more action points and number these. Sign off by policy owner I confirm that the policy has been amended as identified in the Agreed actions table above. If the policy has an impact on people or functions in Northern Ireland, I confirm Annex A has also been completed. ___________________________________ (Name) ___________________________________ (Role) ________________ (Date) 6. Record keeping The Policy Owner (or their agent) must email the completed ESIA form to .
Login: audit-hob Click on Legal tab under ERP Worklist menu Click on Verify hyperlink against Audit Tour Plan Click on Open Hyperlink against the created Tour Plan Verify the details Click on Verify Button, a pop saying “Record Verified Successfully” will be displayed Login: audit-ai Click on Legal tab under ERP Worklist menu Click on Approve hyperlink against Audit_Tour_Plan Click on Open Hyperlink against the verified Tour Plan Verify the details Click on Approve Button, a pop saying “Record Approved Successfully” will be displayed Audit Observation
Within the eSignature pane you can also see an audit history of when each signing party received, viewed, and signed the agreement. The fully executed contract is also already uploaded in TCM within the Attachments pane. There is no required action on your end to upload the Fully Executed Contract. Select the Fully Executed Contract hyperlink to download and view your contract. Your contract is now fully eSigned and uploaded in TCM.
Assessment Rubrics Non-Media Groups Public Inquiry Submission Level 1 (<50) Level 2 (50-64) Level 3 (65-74) Level 4 (>75) Level 5 (>85) A. Students embark on inquiry and so determine a need for knowledge/ understanding Aim of submission not stated Aim of submission stated, but unclear Aim of submission clear and adequately reflects persona objectives Aims of submission clear and substantially reflects persona objectives Aims of submission clear, and goes beyond material given to persona B. Students find/generate needed information/data using appropriate methodology Sources of information inadequate compared with those available Sources of information minimally cover those available Several sources of information used covering most of those available Multiple sources of information reflecting information available Multiple sources of information used including some originality in searching C. Students critically evaluate information/data and the process to find/generate this information/data Insufficient and/or inaccurate information Limited but correct information Adequate and accurate information Extensive and accurate information to back up argument Extensive and accurate information with presentation of multiple lines of argument D. Students organise information collected or generated Errors in spelling/ grammar Poor organisation and low readability Spelling/ grammar mostly correct Adequate organisation and readable correct Good organisation and readability High level of language used and high clarity and readability Excellent use of language and professional level of clarity and readability E. Students synthesise, analyse and apply new knowledge Limited evidence of ability to construct coherent argument Sound argument based on evidence argument based on wide evidence Some evidence of imagination, flair, originality and independent thought of imagination, flair, originality and independent thought F. Students communicate knowledge and the process used to generate it with an awareness of ethical, social and cultural issues Submission does not reflect the perspective of the persona reference list provided Submission partially reflects the perspective of the persona Limited referencing and/or incorrect referencing style Submission reflects the perspective of the persona Adequate sources used and correct referencing style Submission reflects the perspective of the persona and considers some ethical, social and cultural issues A variety of sources used and referencing style correct Submission reflects the perspective of the persona and considers in details other ethical, social and cultural issues A variety of source types used and referencing style correct Media Groups Articles
16. Entire Agreement. This Plan shall constitute the entire integrated agreement of the Parties. No prior or contemporaneous communications or prior drafts shall be relevant or admissible for purposes of determining the meaning or extent of any provisions herein. WHEREFORE, the Parties respectfully request that the Board, pursuant to Paragraph 13 of Order No. 1, issue an order governing the discovery of ESI that is consistent with the Plan set forth above. COMMONWEALTH OF PENNSYLVANIA ENVIRONMENTAL HEARING BOARD Appellant : : v. : EHB Docket No. ____ : DEPARTMENT OF : ENVIRONMENTAL PROTECTION : And Permittee [or Intervenor] : ORDER AND NOW, this _______ day of __________________, 201___, upon consideration of the Plan Concerning the Discovery of Electronically Stored Information (Electronic Discovery Plan) filed by the Parties, the filing is approved as the Electronic Discovery Plan for this case and all parties shall comply with its provisions. ENVIRONMENTAL HEARING BOARD ____________________________________ Judge DATED:___________________ c: For the Commonwealth of PA, DEP: For Appellant: For Permittee [or Intervenor]:
Accordingly, a first, brief answer to the research question is that crisis seems to modify trade geography moving exports outside the Union, and increasing imports from the European Union Countries. More in deep, for a comprehensive analysis of changes occurred in the international trade geography, we identify the main Italian export flows destinations. By using 2016 trade flows, and considering export as the basis to list the destinations, the following table 5 is presented. Table 5 – Italian top destination according to 2016 export flows 2016 EXPORT IMPORT FRANCE 88.016.059.150 65.534.862.568 USA 73.776.094.872 27.833.396.968 SPAIN 42.107.139.960 39.639.574.320 SWITZERLAND 37.931.853.860 21.235.344.438 GERMANY 35.462.749.844 119.918.433.060 POLLAND 22.479.183.404 17.581.564.814 CHINA 22.114.373.876 54.691.530.220 NEEDERLANDS 19.419.502.570 40.363.763.338 France is the leading destination for the Italian export flows, followed by the United States and Spain. Germany is at 5th place for export flows, but first for imports. Comparing 2016 to 2008, a different top destinations classification emerges. Germany leads the list, followed by France. Table 6 – Italian top destination according to 2008 export flows 2008 EXPORT IMPORT GERMANY 94.220.890.848 122.371.175.688 FRANCE 82.917.909.258 65.745.210.580 SPAIN 48.246.407.002 33.266.999.534 USA 46.055.041.336 23.366.711.100 SWITZERLAND 28.850.570.196 22.512.557.518 POLLAND 19.547.569.628 13.416.845.650
Esko employs about 1,500 people worldwide. Headquartered in Gent (Belgium), its sales and service organization is in daily contact with customers all over the globe. Esko is a Danaher company (). Follow Esko on . For more information, visit or contact: P.R. agencies Corporate and EMEA Dorien Cooreman duomedia Tel: +32 2 560 21 50 Americas Irvin Press Press+ Tel: +1 508 384 0608 Esko Corporate Jef Stoffels Director Corporate Marketing Tel: +32 9 216 90 32 EMEA Bruno Vermeulen EMEA Marketing Manager Tel: +32 9 216 93 09 All press releases, as well as corresponding product pictures, are available at the press section at .
ESL CUM Folder Checklist **All information below filed in Folder B of CUM folder in the order specified.** Teacher ______________________________________ School __________________________ Grade(s) ________________________ STUDENT NAME and STUDENT ID# ELA Sticker- front, top rt. Corner “X” out upon Release HLS Lv. 2 Screen W-APT Score Sheet or Original qualifying test ACCESS Teacher Report PSSA/PSSA-M KEYSTONE Accommodations 3-12 Replace each year ELL Language Learner Report K-12 (w/current report card) ELL Accommodations Exit Forms Monitoring Forms Parent Notification of Monitor Release
2014-2015 ESL CUM Folder Checklist **All information below filed in Folder B of CUM folder in the order specified.** Teacher ______________________________________ School __________________________ Grade(s) ________________________ STUDENT NAME and STUDENT ID# ELA Sticker- front, top rt. Corner “X” out upon Release HLS Lv. 2 Screen W-APT Score Sheet or Original qualifying test ACCESS Teacher Report PSSA/PSSA-M KEYSTONE Accommodations 3-12 Replace each year ELL Language Learner Report K-12 (w/current report card) ELL Accommodations Exit Forms Monitoring Forms Parent Notification of Monitor Release
2014-2015 ESL CUM Folder Checklist **All information below filed in Folder B of CUM folder in the order specified.** Teacher ______________________________________ School __________________________ Grade(s) ________________________ STUDENT NAME and STUDENT ID# ELA Sticker- front, top rt. Corner “X” out upon Release HLS Lv. 2 Screen W-APT Score Sheet or Original qualifying test ACCESS Teacher Report PSSA/PSSA-M KEYSTONE Accommodations 3-12 Replace each year ELL Language Learner Report K-12 (w/current report card) ELL Accommodations Exit Forms Monitoring Forms Parent Notification of Monitor Release
Student Achievement Partners Academic Work Finder: Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text. Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text Student Achievement Partners Text-Dependent Questions Resources: Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis. Shift 3: Building Knowledge through Content-Rich Non-fiction Student Achievement Partners Text Set Projects Sequenced: Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world. Common Core Literacy Standards Learning Targets Essential Questions (Why are we learning this?) Content Topics/ Suggested Readings based on PARCC Framework % WEEK 1
Lesson #11 Anchor Text: At Home in the Ocean Genre: Informational Text Paired Selection: Water Genre: Informational Text Decodable Reader Selections: Seth and Beth Zeb Yak The Duck Nest Animal Moms ELL Selection: Life in the Coral Reefs Genre: Informational Text Reading Complex Texts Reading Literature & Informational Texts Target Skill: Author’s Purpose ELL Book p11-12. RI.1.8 Target Strategy: Analyze/Evaluate ELL Book p12. RI.1.8 Supporting Skills: Details RI.1.7 Foundational Skills Phonemic Awareness RF.1.2 Segment Phonemes Blend Phonemes Phonics: Digraph th, Base words and s, es, ed, and ing endings. RF.1.3 Fluency: Phrasing Punctuation RF.1.4 High Frequency Words RF.1.3g Cold, live, their, water Speaking and Listening Listening Comprehension: Personal Response & Ways of Thinking, ELL BLM p3. SL.1.1 Oral Development, Dialogue Practice by Levels, ELL BLM p5. SL.1.4 Language ELL Selection Vocabulary: cold, live, many, their, warm, water L.1.4 Front Load Vocabulary: plants, animals, ocean, shallow, warm, soft, hard, hide, danger, fly, roar, safe, dying save L.1.4 Vocabulary Strategies: Classify and categorize color words L.1.5a Grammar Skill: Statement: Proper Nouns L.1.1b Writing: Informative Writing Form: Sentences that Inform (Adverbs) W.1.2 Focus Trait: Ideas, ELL BLM p7. W.1.2 Write About Reading Performance Task: ELL BLM p6. W.1.2 Research/Media Literacy Skills: Facts about an ocean animal and its habitat. W.1.7
Lesson 17 ELL Reader: The Summer of Baseball Parks Genre: Realistic Fiction (RL.2.10) Essential Question: Why is it important to keep trying even if something is difficult to do? Domain: Values Lesson topic: Never Give Up Anchor Text: Luke Goes to Bat Genre: Realistic Fiction Paired Selection: Jackie Robinson Genre: Informational Text Reading Complex Texts Reading Literature & Informational Text Target Skill: Sequence of Events (RL.2.2) Target Strategy: Visualize (RL.2.7) Supporting Skills: Formal and Informal Language (L.2.3a) Foundational Skills Phonemic Awareness: Segment Phonemes Phonics/Word Work: Long i (i, igh, ie, y )(RF.2.3a, RF.2.3b, RF.2.3c); Identifying Compound Words Fluency: Stress: Use ELL BLM 17.14 (RF.2.4b) Speaking and Listening Skill Use complete sentences to answer questions (SL.2.1a, SL.2.2, SL.2.6) Language Target/Academic Vocabulary (L.2.6): cheered, curb, extra, final, hurried, position, practice, roared ELL Reader Specific Vocabulary (L.2.5a): Grandpa, close, favorite, exciting, score, missed; Words: baseball park, batter, field Compound Words (RF.2.3f): homework, newspaper, baseball, afternoon, rooftops, grandson Proper Nouns related to baseball: Shea Stadium, Ebbets Field, Dodgers, Fenway Park, Boston, Wrigley Field, Chicago, Green Monster, Cubs, Mets, Citi Field, Yankee Stadium, New York, Nationals Park, Washington Vocabulary Strategies: Antonyms (L.2.4a); Multiple Entries Grammar Skill: Agreement Writing: Narrative (W.2.3) “Think Beyond the Text” “Write About It” Writing Form: Story Paragraph Focus Trait: Voice
Throughout this curriculum guide, teachers will see high-quality texts that students should be reading, as well as some resources and tasks to support teachers in ensuring that students are able to reach the demands of the standards in the classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access: The TNCore Literacy Standards The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards): http://www.tncore.org/english_language_arts.as px Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level. Shift 1: Regular Practice with Complex Text and its Academic Language Student Achievement Partners Text Complexity Collection: http://achievethecore.org/page/642/text- complexity-collection Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection. Student Achievement Partners Academic Work Finder: word-finder Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text. Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text Student Achievement Partners Text-Dependent Questions Resources: Teachers can use the resources in this set of resources to craft their own text- dependent questions based on their qualitative and reader/task measures text complexity analysis. Shift 3: Building Knowledge through Content-Rich Non-fiction Student Achievement Partners Text Set Projects Sequenced: project-sequenced-under-construction Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.
ESL Grade 5 Planning Guide Quarter 1 Essential Question: How do authors reveal the theme of a story? Lesson 5 ELL Reader: Baseball Memories Genre: Realistic Fiction Anchor Text Elisa’s Diary Genre: Realistic Fiction Paired Selection Words Free as Confetti Genre: Poetry Reading Complex Texts Reading Literature & Informational Text Target Skill: ThemeRL.5.2 Target Strategy: Visualize Foundational Skills Decoding Stressed and Unstressed Syllables RF.5.3/4 Fluency Stress Speaking and Listening Skill Group discussion SL.5.1 Language L.4.4-6 Target/Academic Vocabulary: brutal, embarrassed, gorgeous, obvious, officially, opponents, preliminary, sweeping, supposedly, typically Domain Specific Vocabulary: snorting, mares, oats, bin, ranch, stable, barn, saddle Multi-syllable Vocabulary: preliminary, opponents Vocabulary Strategies: suffixes –ly/-ful Grammar Skill: Singular and plural nounsL.5.2 Writing: Opinion W.5.1 On p. 8, Luisa says: It takes a lot of courage to admit that you are sad, Corey. I hope you are never too embarrassed to tell me how you feel. Do you think Corey’s friendship with Luisa helps him feel at home? Why or why not? How do you think working at the horse ranch helps Corey? Explain your answer, giving examples from the text. ELL Blackline Master p. 6 Writing Mode: Narrative Writing Form: Revise Focus Trait: Voice
Real definition: friendly chatting with someone for an ultimate business purpose Fake definition 1: Fake definition 2: Swoop in Real definition: acted quickly upon something Fake definition 1: Fake definition 2: Sell like hotcakes Real definition: to sell very quickly Fake definition 1: Fake definition 2: Boys in the backroom Real definition: a group of people making decisions behind the scenes Fake definition 1: Fake definition 2: Heads will roll Real definition: someone will be punished Fake definition 1: Fake definition 2: Put one's nose to the grindstone Real definition: to work diligently/hard Fake definition 1: Fake definition 2: Strike while the iron is hot Real definition: to take advantage of an opportunity while it’s available Fake definition 1: Fake definition 2: Back-of-the-envelope calculations Real definition: quick calculations; estimates using approximate numbers, instead of exact numbers Fake definition 1: Fake definition 2: Idioms, definitions, and format for sample sentences and situations that students can write in notebooks in class or for homework On the table: when a matter is under consideration; up for discussion. Sample sentence: Sample situation: Off the table: no longer under consideration, i.e., when a negotiating point is no longer being considered. Sample sentence: Sample situation: Behind the 8-ball: in a difficult situation, under a lot of pressure to perform, short of cash; from the game of pool (a
Study with a partner. Always Do Not Like Sometimes Do Not Like OK Sometimes Like Always Like A Lot Study alone. Always Do Not Like Sometimes Do Not Like OK Sometimes Like Always Like A Lot Listen to audio CDs. Always Do Not Like Sometimes Do Not Like OK Sometimes Like Always Like A Lot Practice English pronunciation. Always Do Not Like Sometimes Do Not Like OK Sometimes Like Always Like A Lot Practice conversations. Always Do Not Like Sometimes Do Not Like OK Sometimes Like Always Like A Lot Use a computer program. Always Do Not Like Sometimes Do Not Like OK Sometimes Like Always Like A Lot
Writing Reading Grammar Listening/Speaking Paragraph Writing Prepositions Study Guides Creating Rubrics Fluent English Skills and Other Resources Classic Short Stories Study Guides Creating Rubrics Fluent English Skills and Other Resources Sentence Structure practice Grammar Quizzes Prepositions Study Guides Creating Rubrics Fluent English Skills and Other Resources Listening Passages Everyday English Conversations practice Conversation Starters Study Guides Creating Rubrics Fluent English Skills and Other Resources
Target(s) What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period? Note: Raw scores (converted to percentages) will be used for baseline and summative assessments. HEDI Scoring How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing), and “well-above” (highly effective)? HIGHLY EFFECTIVE EFFECTIVE DEVELOPING INEFFECTIVE 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0
Verb Tense Future Meaning And form(s) Examples of time adverbs for the Future tense and rule explaining where the adverb goes in the sentence Example sentences showing where adverbs of time come in the full sentence future tense Examples of Time prepositional phrases and rule explaining where the time prepositional phrases go in the sentence Examples of time prepositional phrases in the future (write full sentences showing the rule) Complex sentence conjunctions/ give rule for Cx sentences in future and one sentence example Meaning: Forms: Affirmative: Negative: Yes/No questions Wh questions:
Verb Tense Present Meaning And form(s) Examples of time adverbs for the present tense and rule explaining where the adverb goes in the sentence Example sentences showing where adverbs of time come in the full sentence for present tense Examples of Time prepositional phrases and rule explaining where the time prepositional phrases go in the sentence Examples of time prepositional phrases in the present (write full sentences showing the rule) Complex sentence conjunctions/ give rule for Cx sentences in present and one sentence example Meaning: Forms: Affirmative: Negative: Yes/No questions Wh questions:
yourself and your family, write a friendly note, copy short items from dictionaries or schedules, fill out 15-20 items on a form, and write short work messages. You usually remember capital letters and periods. You always check your work. It’s difficult for you to spell correctly. Suggestions: You should join the library. You can borrow books and CDs for free. You will be able to borrow many simple English books to read. You can borrow books to help you learn the sounds of letters, spelling patterns and how to spell new words. You should write new words 10 times each to help you remember them.
Level 3: Cutting Edge Pre-Intermediate 3rd Edition Level 4: Cutting Edge Intermediate 3rd Edition Level 5: Cutting Edge Upper Intermediate 3rd Edition Level 6: Cutting Edge Advanced New Edition Core Course Essential English Skills Components Level 2: Cutting Edge Elementary 3rd Edition Level 3: Cutting Edge Pre-Intermediate 3rd Edition Level 4: Cutting Edge Intermediate 3rd Edition Level 5: Cutting Edge Upper Intermediate 3rd Edition Level 6: Cutting Edge Advanced New Edition Elective Component: Class materials are provided by the school Skill Builder Course Essential English Skills Components Level 2: Cutting Edge Elementary 3rd Edition Level 3: Cutting Edge Pre-Intermediate 3rd Edition Level 4: Cutting Edge Intermediate 3rd Edition Level 5: Cutting Edge Upper Intermediate 3rd Edition Level 6: Cutting Edge Advanced New Edition Level 7: Proficiency Masterclass Student Book (Vancouver only) Elective Components: Course materials are provided by school. Learn Fast Course Essential English Skills Components Level 2: Cutting Edge Elementary 3rd Edition Level 3: Cutting Edge Pre-Intermediate 3rd Edition Level 4: Cutting Edge Intermediate 3rd Edition Level 5: Cutting Edge Upper Intermediate 3rd Edition Level 6: Cutting Edge Advanced New Edition Level 7: Proficiency Masterclass Student Book Elective Components: Course materials are provided by school. Specialized English Courses International Business English: Course materials are provided by school. IELTS/Pre-UPP: Focus on IELTS New Edition, Sue O’ Connell Listening and Speaking: Fourth Edition (Pearson) FCE: Complete First: Second Edition, CUP CAE: Complete Advanced Second Addition, CUP English Prep for Ski: Course materials are provided by school. English Prep for Snowboard: Course materials are provided by school.
Program Organization Name of Course # of Lessons * Basic Course (Whistler only) Basic Course Components: Essential English Skills 16 per week Core Course (Whistler only) 20 per week Core Course Components: Essential English Skills component One elective component: English for Real Life 15 per week 5 per week Skill Builder Course 28 per week Skill Builder Course Components: Essential English Skills component + one of the elective components: Reading and Writing, Conversation, Pronunciation and Vocabulary or Listening and Speaking 20 per week 8 per week Learn Fast Course 32 per week Learn Fast Course Components: Essential English Skills component + one of the elective components: Reading and Writing, Conversation, Pronunciation and Vocabulary or Listening and Speaking + one of: Listening and Speaking enhancement or English for Real Life 20 per week 8 per week 4 per week Private Tuition course 1 per week (minimum) International Business English course 32 per week Cambridge Preparation: CAE 32 per week (Vancouver) 29 per week (Whistler) Cambridge Preparation: FCE 32 per week (Vancouver) 29 per week (Whistler) IELTS / Pre-UPP 32 per week English Prep for Ski (Whistler only) 20 per week English Prep for Snowboard (Whistler only) 20 per week *one lesson = 45 minutes (Vancouver); 50 minutes (Whistler) For the Private Tuition course, one lesson = 60 minutes
School Closings Textbooks/Supplies Homework Student Records “Rights” (p. 15) SCHOOL-WIDE POLICIES Electronic Devices Internet Use Anti-Bullying Reporting Lost and Found Student Soliciting Academy Celebrations (p. 21) ATTENDANCE POLICIES Attendance Procedures General Information Family Vacations Truancy Late Arrivals Credits Earned (p. 23) DRESS CODE Overview Consequences Details of Uniform Compliance (p. 26) STUDENTS WITH SPECIAL NEEDS Special Services Special Education Policy Section 504 Homeless Students (p. 30) ADDITIONAL INFORMATION Book Bag/Locker Check Medical Requirements Injuries and Illnesses Medical Excuses Communicable Diseases Health Administration of Medications Use of Inhalers and Epi-pens Student Rights and Responsibilities Illness and Accidents Reporting Suspected Child Abuse Field Trips After School Activities Social Events (p. 37) GRADING POLICIES Grading Behavior Probation Report Cards and Conferences Appointment with Educators Retention Standardized Test (p. 40) DISCIPLINE OVERVIEW Student Responsibilities Discipline of Special Education Students Academy-Wide Rules “Safe Academy” Discipline Policy Sexual Harassment Child Abuse and Neglect Educator Power to Suspend Student Behavior Code Definitions (p. 48) DISCIPLINE ACTIONS & PENALTIES Disciplinary Actions & Minimum Penalties Disciplinary Actions Parent Grievances Early Age Permanent Withdrawal from School
Pre-Talk Do you have regular team meetings? How do you track progress of work? How do you decide when something is done? Picture Talk What does the picture show us? Do you know what this system is called? Could you implement something like this in your business? Article Highlights Sourced from The scrum meeting, aka the daily stand-up, is the 15 minute meeting that makes product development teams more productive and efficient. Yet, sometimes the scrum meeting gets a bad rap. Some even argue it’s an outdated practice and a waste of time. We disagree. So do most of our customers at Sprintly who run agile processes. We’ve all found that this meeting style helps us run our team more effectively. We’ve also noticed some pretty big differences between those who value scrum meetings and those who don’t. And most of those have to do with how the meeting is run. When mastered, scrum meetings can become an invaluable tool for keeping your development team on track. So we’ve put together the best tips and tricks to help your scrum meeting run like a lean, mean, effective machine. So here’s 5 best practices to keep your scrum meeting on track. 1. Remain standing! It may sound like a gimmick… it may sound like a formality — trust us, it’s not. Staying on your feet is the core principle of the scrum meeting. It reduces rambling and keeps you focused. An easy solution to eliminate sitters? Hold the meeting in a room without chairs or keep all chairs on one side of the room. Forcing someone to go out of their way to pull up a chair is an excellent way of silently keeping your team on their feet. 2. Your 3-question agenda The scrum meeting, in an agile development world, has every team member answer three simple questions:
Pre-Talk What is the best decision you ever made? What is your worst decision you made? Was the process used for each decision the same? Picture Talk Describe what is the above picture is trying to represent. Do you agree most people decide in this manner? How do you make your decisions? Article Highlights Sourced from Think about a decision you've made that you were totally convinced was the right way to go... but in retrospect realize was really dumb. If you want to make consistently better decisions -- especially when the choice you make is extremely important -- make sure you avoid the following mental traps. 1. Loss Avoidance We all tend to strongly prefer to avoid a loss than to acquire a gain. (Put more simply, we're much more likely to try to avoid losing $500 than to try to make $500.) The key is to properly value the potential loss. Often what we may lose isn't as valuable as we might think. And think of it this way: You can recover from almost any loss, but will you someday recover from not having done everything possible to achieve your dreams? 2. Recall Bias Scientists call recall bias "availability heuristic" (which is why I refer to it as recall bias). Recall bias says that if you recall something, it must be important -- or at least more important than an alternative not as easily recalled. That means we tend to give heavy weight to recent information and form opinions and make decisions biased toward whatever is recent. Recall bias says, "Well, I remember that ... so this must be true." But that doesn't mean this is the whole truth -- or in any way indicative of a larger truth. Always use what you recall as a springboard for doing more research to make sure you know everything you need to know... not just what you remember. 3. Survivor Bias
The value always lies in the idea and the implementation of that idea -- not where the idea comes from. Don't be distracted by your ego. Being in charge doesn't make you smarter, savvier, or more creative. Being in charge just makes you the person in charge. Leaders aren't granted a monopoly on great ideas. So never hesitate to let others shine. The more they shine, the brighter they'll want to shine. Then everyone benefits -- especially you. Discussion What is your takeaway from this article? What makes a decision bad? What are sunk costs and how do you feel about them? Can you ignore the concept of “loss avoidance”? If you remember something, do you feel it is important? Why is that? People say, “if they can do it, so can I.” Do you this is risky now? Do you consider anchoring before you start negotiations? How are you biased with your decisions? Do you have an example?