zilongwang/ReadingBank huggingface dataset:
Date Day Topic Activity Reading/class prep Work due Study questions 5-9- Mar Spring Break Measurement - How do we measure and assess ecosystem services across landscapes? wk 9 13- March T Measuring ES across landscapes; Trip Prep Short lecture; Discuss reading Revisit paper outline; revisit research assignments NC: Tallis & Polasky (Ch 3); InVEST brochure; Arkema et al. 2015; Belize case study What are production functions and how are they used to measure ESS? How do production functions differ from other types of ESS methods? How does Invest work? 15-Mar Th Final paper workshop; Trip prep Outline final paper; Map due dates for final project; give initial assignments to people (working groups); create scenarios •Final project proposal: Outline organization of final paper – in particular include topic, team members, scope, intended research, intended outputs. Turn in a hard copy in class (and email me one). Be ready to discuss this with class wk 10 18-23 Mar Sun- Fri Trip to Stanford for NatCap Symposium Attend seminars and workshops focused on current topics in ESS & NatCap’s INVEST software platform Wk 11 27-Mar T Nat Cap Review; Final Paper workshop Student presentations from NatCap experience Internet search presentations final paper workshop – plan working groups and what will present on TH Presentations •Students that went to NatCap: 5-7 minute presentation on something you learned about ESS at NatCap •Students that didn’t: 5-7 minute presentation on Internet Search Internet search: Find two organizations that are using ecosystem services in their work. These can be non- profits, consulting firms, govt agencies, etc. What are their goals? How are they applying ESS concepts in their work? 29-Mar Th State of the science: Measuring ESS Research roundtable #3 individually selected paper Find 2-3 current papers that measure ESS production at local or landscape scales & explain the methods to the class in a 5-7 min presentation. What is the current state of the science in regards to measuring ESS across landscapes?; Who is doing this kind of work?; What technologies are being used? Wk 12 3-April T Final paper workshop Progress report on projects—working gps report on progress in research areas •Final project update
Date Day Topic Activity Reading/class prep Work due Study questions 5-Apr Th Final project workshop TB decided by class TB decided by class wk 13 10-Apr T Final project workshop TBD by class •Final project update sections due 12-Apr Th Final project workshop TBD by class Drafts of sections Wk 14 17-Apr T Final project workshop TBD by class Peer review of each other’s work 19-Apr Th Final project workshop TBD by class wk 15 24-Apr T Final project workshop TBD by class TBD by class 26-Apr Th Final project presentation Final project presentation Wk 16 1-May T Final paper due
A: This IP has been developed specifically for [Organization or Jurisdiction] as a result of Emergency Services Sector Tabletop Exercise conducted on [date of exercise]. Core Capability Issue/Area for Improvement Corrective Action Capability Element Primary Responsible Organization Organization POC Start Date Completion Date Core Capability 1: [Capability Name] 1. [Area for Improvement] [Corrective Action 1] [Corrective Action 2] [Corrective Action 3] 2. [Area for Improvement] [Corrective Action 1] [Corrective Action 2]
B: [Note: Because this information is updated throughout the exercise planning process, appendices may be developed as stand-alone documents rather than part of the C/E Handbook.] Time Personnel Activity Location [Date] [Time] Controllers, evaluators, and exercise staff Controller and Evaluator Briefing [Location] As needed Controllers and exercise staff Set up control cell and walkthrough [Location] [Date] [Time] Controllers and exercise staff Check-in for final instructions and communications check [Location] [Time] Media Media Briefing [Location] [Time] VIPs and selected exercise staff VIP Controller Briefing [Location] [Time] Controllers and evaluators Controllers and evaluators in starting positions [Location] [Time] All Controllers provide player briefs [Location] [Time] All Exercise starts [Location] [Time] All Exercise ends [Location] Immediately Following the Exercise All Venue Hot Washes/turn in all Participant Feedback Forms [Location] [Date] [Time] Controllers, evaluators, and elected and appointed officials Controller and Evaluator After Action Review [Location]
ERINDALE SECONDARY SCHOOL GRADE 9 – Full School Day starts at 8:15 A.M. TUESDAY SEPT. 5th - DAY 1 FIRST DAY of SCHOOL & REGISTRATION (for Grade 9 students) 8:15 – 10:45 a.m. Welcome Link Crew Activities 10:45 – 11:15 a.m. Pizza Lunch provided 11:15 – 11:45 a.m. Grade 9 Assembly 11:45 – 12:45 a.m. Period 1 Homeroom Registration 12:45 – 1:15 a.m. Period 2 Class 1:17 – 1:47 a.m. Period 3 Class 1:49 – 2:26 a.m. Period 4 Class Erindale Secondary School is now cashless. Please register on our website to go cashless. Student fees, yearbooks, gym uniform, spirit wear and trips can all be paid online. $40.00 Activity Fee Yearbooks on sale for $35 Gym uniform available for purchase $30 - $40 Erindale will provide students with a locker and school provided lock and students will be sharing a locker. Photo day for all Grade 9 and 10 students Students will have their school photograph taken on the Thursday September 7th on the cafeteria stage.
Faculty of Arts Emerging Scholars Scheme Semester 2, 2018 Scheme closing date: 5 pm, Friday 3rd August 2018 Applicant details Family name First name Title: Department/Centre PhD awarding institution Date of PhD Are you on a teaching & research or research only contract? Teaching and research Research only Are you a fixed-term or permanent member of staff? Permanent Fixed-term If fixed term, what are the start and end dates of your contract? Start date: End date: 1. Research Opportunity and Performance Evidence (ROPE) Detail your career and opportunities for research over the last 5 years (300 words maximum)
designated locations; Timely disposal of waste to the formally designated landfills designated for waste disposal 4. Accumulation of household waste Provision of waste containers on-site; Agreement with local municipality for regular of waste Construction site and base (if applicable) Visual inspection Entire period of construction Avoid pollution of soil and water with household waste ATDF, Municipality of the village of Varagavan 5. Safety of labor Provision of uniforms and protective gear to the contractor’s personnel and enforcement of their use by contractor; Consistency with the rules of exploitation of the construction equipment and usage of private safety means Construction site Inspection of the activities Entire period of construction Reduce the probability of accidents ATDF 6. Undertaking works within the settlement Deparkation and fencing of work site; Timely backfilling of soil once pipes are laid in trenches; No parking of construction vehicles and machinery outside work site the way Construction site and nearly area Visual inspection Entire period of construction Reduce disruption of movement around the work site and decrease probability of accidents ATDF, Municipality of the village of Varagavan
impeding free passage of traffic and pedestrians; No piling and no scattering of construction materials and waste outside the work site OPERATION PHASE 1. Ensuring smooth operation of water intakes, DDRs and pipeline Permanent maintenance of water intakes, DDRs and pipeline Water supply scheme Inspection During scheme operation Deliver quality service to water users Local municipality of the village of Varagavan 2. Ensuring quality of potable water supplied to the village Adherence to the national standards of the drinking water Water supply scheme Inspection During scheme operation Prevent occurrence of water-born diseases Station of RA
Earth and Space Science Keywords Steady State Universe Expanding Universe Big Bang Olber’s Paradox Cosmic Background Radiation Doppler Shift – Red Shift Nuclear Fusion Apparent Magnitude Apparent Brightness Absolute Magnitude Absolute Brightness Luminosity Light-Year Parsec Astronomical Unit Orbit Period Star Main Sequence Start White Dwarf Black Dwarf Black Hole Neutron Star Stellar Nebula Planetary Nebula Red Giant Supernova Russel-Hertzsprung Diagram Star Colour Star Temperature Dark Matter Dark Energy Solar System Galaxy Universe Constellation Spectroscope Carbon Cycle Greenhouse Effect Enhanced Greenhouse Effect Greenhouse Gases Water Cycle Respiration Photosynthesis Percolation Fossilisation Deforestation Combustion Gravity Albedo Global Warming Magnetosphere Ice cores Permafrost Absorption lines Climate change Long wave radiation Short wave radiation
Buckswood School IB Diploma Programme Subject Environmental Systems and Societies HL / SL SL Text book Environmental Systems and Societies (OUP) Lesson per week 3 hours Teacher Mr Lawless Students Christmas term (U6th) Week Topics covered TOK Question Connections Recommended Extra Reading 1 (11 Sept) 5.3 Soil degradation and conservation 2 (18 Sep) 6.1 Introduction to the atmosphere 3 (25 Sep) 6.2 Stratospheric ozone 4 (02 Oct) 6.3 Photochemical smog 6.4 Acid deposition Environmental problems are often emotive—under what circumstances should we maintain a detached relationship with the subject matter under investigation? To what extent does the recognition of the ethical responsibility of knowledge influence the further production or acquisition of knowledge? 6.3 Chemistry (topic 5) Geography (option G), 6.4 Chemistry (topic 8); 5 (09 Oct) 7.1 Energy choices and security To what extent does the recognition of the ethical responsibility of knowledge influence the further production or acquisition of knowledge? Chemistry (topic 8); 6 (16 Oct) Assessment week 7 (23 Oct) Half term 8 (30 Oct) Internal Assessment 9 (06 Nov) Internal Assessment 10 (20 Nov) Internal Assessment
7 (19 Feb) Revision 8 (26 Feb) Revision 9 (05 Mar) Exam practise 10 (12 Mar) Exam practise 11 (19 Mar) Assessment Week Summer Term Week Topics covered TOK Question Connections Recommended Extra Reading 1 (16 April) Revision 2 (23 Apr) Revision 3 (30 Apr) Revision 4 (07 May) Exams 5 (14 May) Exams 6 (21 May) Exams 7 (28 May) Half term 8 (04 Jun) 9 (11 Jun) 10 (18 Jun) 11 (25 Jun)
Second Grade – Unit 4-Geography and Environmental Literacy 2.G.1 Use geographic representations, terms and technology to process information from a spatial perspective. 2.G.2 Understand the effects of humans interacting with their environment. Concepts: Location and Interdependence Standards Essential Question Session Activity- planned for one activity per day Resources 2.G.2.1 Give examples of ways in which people depend on the physical environment and natural resources to meet basic needs 2.G.2.2 Explain how people positively and negatively affect the environment. What is our role in preserving our environment? 1 Show the slide show of positive and negative environmental interaction As they watch, discuss with students what they notice about how the environment is being impacted Create a class t-chart of positive and negative interactions See with unit. Humans and the Environment.pptx 2 Air Pollution - Watch the video on (from Discovery Ed) Discuss what problems the students noticed that affect our air Work together to complete the top of the Air page in their journal Brainstorm and chart possible solutions to the problems they noted Read the following poems from The Green Mother Goose (or another book about ways to prevent air pollution) Old King Cole, Baa Baa Black Sheep, Mary Had a Little Lamb Students should independently complete the journal page with ways they plan to help. Journal 3 Land Pollution - Watch the two videos on and Discuss what problems the students noticed that affect our land Work together to complete the top of the Land page in their journal Brainstorm and chart possible solutions to the problems they noted Read the following poems from The Green Mother Goose (or another book about ways to prevent land pollution) Old Mother Hubbard, The Seed That Jack Sowed , Mary Mary Quite Contrary, Recycle Man, Here We Go Round the Neighborhood Students should independently complete the journal page with ways they plan to help.
6. ENVIRONMENTAL AND SOCIAL STUDIES REQUIRED BY THE NATIONAL LAW Category A: Category B: Category C: Environmental Impact Assessment (EIA) Environmental Compliance Plan (ECP) No requires environmental and social studies 7. ENVIRONMENTAL AND SOCIAL SAFEGUARDS REQUIREMENTS 1 2 3 4 Resettlement Action Plan (RAP) Ethnics Group Development Plan (EGDP) Cultural Property Protection Plan (CPPP) Others: _______________________________ 8. MAP PROJECT 9. OBSERVATIONS The main potential negative impact is in relation with the final disposition of the sedimentation during the cleaning-out of the existing canal; Is important to review the illegal connection of sewage water along the canal; and The ECP should identify some additional investment as green areas or recreational area along the existing canal. Annex Nº 3.3: ECF Belama Phase II Canal (Meheia’s) ECF ENVIRONMENTAL CATEGORIZATION FORM 1. GENERAL INFORMATION Project name: Drainage: Belama 2 Canal (Meheai’s) Location: Belize City - Sector: Belama Phase II - District: Evaluator name: Marco Zambrano IDB Consultant Date of field visit: April 2011 2. THE PROJECT General purpose of the Project: Construction of a concrete lined covered canal in the existing open canal (north side of the Northern Highway) and the construction of a new concrete lined covered canal (south side of the Northern Highway). Specific purpose of the project: North side: 231 m, and 1,5 x 1,5 of section South side: 492 m, and 1,5 x 1,5 of section Others 3. TYPE OF PROJECT Type of subproject: Drainage Rural or urban road Water and sanitation Others Classification applying the Pre-Categorization Table: (Annex 2) Pre-Category “1”: Full EIA Pre-Category “2”: Screening Pre-Category “3”: No requirements
The Earliest American Explorers European explorers came to the "New World" of North America in the 1500s. Before that time, the continent was an unknown place to them. These adventurers saw it as an entirely new land, with animals and plants to discover. They also met new people in this exciting New World—people with fascinating ways of life that the Europeans had never seen and languages they had never heard. This New World for Europeans was actually a very old world for the various people they met in North America. Today we call those people American Indians. As the English, French, and Spanish explorers came to North America, they brought tremendous changes to American Indian tribes. Europeans carried a hidden enemy to the Indians: new diseases. Native peoples of America had no immunity to the diseases that European explorers and colonists brought with them. Diseases such as smallpox, influenza, measles, and even chicken pox proved deadly to American Indians. Europeans were used to these diseases, but Indian people had no resistance to them. Sometimes the illnesses spread through direct contact with colonists. Other times, they were transmitted as Indians traded with one another. The result of this contact with European germs was horrible. Sometimes whole villages perished in a short time. The introduction of European diseases to American Indians was an accident that no one expected. Neither the colonists nor the Indians had a good understanding of why this affected the Native people so badly. The great impact of disease on the Native population of America is an important part of the story of European exploration. Experts believe that as much as 90 percent of the American Indian population may have died from illnesses introduced to America by Europeans. This means that only one in ten Natives survived this hidden enemy. Their descendants are the 2.5 million Indians who live in the United States today. New trade goods represented another big change that European explorers and colonists brought to American Indians. Soon after meeting their European visitors, Indians became very interested in things that the
wars on the development of our nation. Why is ‘where’ important? New York Campaign (2:04m) Battle of Trenton 1776 (1:39m) Battle of Saratoga 1777 (2:22m) Gathering Evidence 3 RI5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 5.H.1.3 analyze the impact of major conflicts, battles and wars on the development of our nation through Reconstruction. ELA SS – What is freedom? Declaration of Independence SS Day 13-15 ELA Lesson 11-12 4-6 5.H.2.1 Summarize the contributions of the “Founding Fathers” to the development of our country. SS Constitutional Convention – Phases of Learning Virginia Plan vs. New Jersey Plan Compromise Federalist vs. Anti-Federalist Compare and Contrast 7-8 ELA Point of View Minilesson – The Constitution 9 ELA Performance Assessment – Constitutional Expert: U.S. Senator Robert Byrd by Alonzo Webb Kids Make a Law! by Zach Jones
Name: _____________________________ 1 3 C o l o n y N o t e s Colony Region Native Amer. Region Facts Colony Name Date Founded Founded by What Country/Explorer Why Founded? New England Colonies Mid Atlantic Southern
The Proclamation of 1763 Information Sheet Even after the French and Indian War was over, British soldiers stayed in the Ohio River Valley to keep order. Most of the American Indians wanted the soldiers to leave the area. An Ottawa chief named Pontiac led the Indians in a war against the British called Pontiac’s Rebellion. After much bloodshed, the British defeated the Indians but tensions remained high. In an effort to avoid more conflict and tension with American Indians, King George III issued the Proclamation of 1763. It recognized the Indians’ right to the land and it did not allow colonists to settle west of the Appalachian Mountains. This made colonists very angry because they wanted to settle on the land and they did not want British soldiers to live among them. Because the Proclamation was difficult to enforce, many colonists disregarded it, which showed their unhappiness with British attempts to control them Navigation Acts Information Sheet The Navigation Acts were efforts to put the theory of mercantilism into actual practice. Beginning in 1650, Parliament acted to combat the threat of the rapidly growing Dutch carrying trade.
substitutes for the boycotted British goods. In Boston, Samuel Adams also helped form secret societies called the Sons of Liberty, which were groups of men that protested British policies and sometimes used violence to get their message across. In 1765, a congress of nine colonies met in New York to discuss the taxes at the Stamp Act Congress. They decided that only colonial governments should tax the colonies and they sent a request to King George III to repeal the act. Benjamin Franklin, representing Pennsylvania, spoke before Parliament and urged them to repeal the act so that colonists could end the boycott and prevent a possible revolution. The protests and boycotts worked and King George III had no other choice but to repeal the Stamp Act. The colonies celebrated the repeal of the act, but they still disagreed with Parliament on many issues. After the repeal, the King approved the Declaratory Act, which essentially said that Parliament had full authority over legislation in the colonies. Quartering Act Information Sheet After the Stamp Act protests, Britain sent even more troops to keep order in the colonies. Due to the social and political problems that took place in the colonies after the Stamp Act, the British Parliament also passed the Quartering Act of 1765. This act required colonists to quarter, or house and feed British soldiers. There were two major issues the colonists had with the Quartering Act. The first was that colonists did not like having a standing army of soldiers with blank search warrants, or writs of assistance. They had lost their sense of rights over their property. The other
receiving funds under Title I, Part A percentage students enrolled in schools not receiving funds under Title I, Part A Box B: enter rate as a percentage Box F: enter rate as a percentage Box J: enter rate as a percentage Minority students enrolled in schools receiving funds under Title I, Part A Box C: enter rate as a percentage Enter value of (Box C) – (Box D) Box G: enter rate as a percentage Enter value of (Box G) – (Box H) Box K: enter rate as a percentage Enter value of (Box K) – (Box L) students enrolled in schools not receiving funds under Title I, Part A Box D: enter rate as a percentage Box H: enter rate as a percentage Box L: enter rate as a percentage If the SEA has defined other optional key terms, it must complete the table below. STUDENT GROUPS Rate at which students are taught by ENTER TERM 1 Differences between rates Rate at which students are taught by ENTER TERM 2 Differences between rates Rate at which students are taught by ENTER TERM 3 Differences between rates Low-income students enrolled in schools receiving funds under Title I, Part A Box A: enter rate as a percentage Enter value of (Box A) – (Box B) Box E: enter rate as a percentage Enter value of (Box E) – (Box F) Box I: enter rate as a percentage Enter value of (Box I) – (Box J) students enrolled in Box B: enter rate as a Box F: enter rate as a percentage Box J: enter rate as a percentage
percentage Minority students Box C: enter rate as a percentage Enter value of (Box C) – (Box D) Box G: enter rate as a percentage Enter value of (Box G) – (Box H) Box K: enter rate as a percentage Enter value of (Box K) – (Box L) students Box D: enter rate as a percentage Box H: enter rate as a percentage Box L: enter rate as a percentage If the SEA has defined other optional key terms, it must complete the table below. STUDENT GROUPS Rate at which students are taught by ENTER TERM 1 Differences between rates Rate at which students are taught by ENTER TERM 2 Differences between rates Rate at which students are taught by ENTER TERM 3 Differences between rates Low-income students Box A: enter rate as a percentage Enter value of (Box A) – (Box B) Box E: enter rate as a percentage Enter value of (Box E) – (Box F) Box I: enter rate as a percentage Enter value of (Box I) – (Box J) students Box B: enter rate as a percentage Box F: enter rate as a percentage Box J: enter rate as a percentage Minority students Box C: enter rate as a percentage Enter value of (Box C) – (Box D) Box G: enter rate as a percentage Enter value of (Box G) – (Box H) Box K: enter rate as a percentage Enter value of (Box K) – (Box L) students Box D: enter rate as a percentage Box H: enter rate as a percentage Box L: enter rate as a percentage
IV-A funds. If the SRSA-eligible district is able to carry out the scope and objectives of its approved Title IV-A application, it may be able to exercise AFUA with respect to some of its Title IV-A funds. The Department encourages districts to contact to their States if they have questions about the effect of AFUA with respect to their Title IV-A competitive subgrants. For more information about Title IV-A subgrants received through a competition, please see additional information at https://safesupportivelearning.ed.gov/sites/default What steps does an eligible district need to take to exercise this flexibility? Notify State. An SRSA-eligible districts may exercise AFUA without the approval of either its State or the Department. However, before exercising AFUA, an eligible district must annually notify its State of its intent to do so by the notification deadline established by the State. Notify State and modify and submit local applications. Before transferring funds, a district must conduct timely and meaningful consultation with appropriate private school officials (see Question 7), modify each affected local plan or application to reflect the transfer, notify its State of the transfer at least 30 days before the transfer’s effective date, and submit the modified local plan or application to its State within 30 days of the transfer. See ESEA section 5103(d)(2). For more information, please see the guidance document Fiscal Changes and Equitable Services Requirements under the ESEA, as amended by ESSA (issued 2016, section VI on Transferability) [available at
Hamlet is pretending to be mad Act 1 Scene 5 Talking to Horatio Hamlet How strange or odd so'er I bear myself, (As I perchance hereafter shall think meet, To put an antic disposition on) Hamlet says that he will pretend to be mad. Hamlet is only pretending to be mad, so that he can find out the truth about his father’s death. Claudius pretends that he loves Hamlet Act 1 Scene 2 Speaking to Hamlet and asking him not to go back to university Claudius And with no less nobility of love than that which dearest father bears his son, Do I impart toward you Claudius says that he loves Hamlet like a father loves his son. Claudius is giving the appearance of a loving uncle and stepfather, whereas really he does not want Hamlet to return to Wittenburg. Hamlet’s father was not Act 1 Scene 5 The ghost of Hamlet’s My most queen The ghost says that Queen
suspicious of Gertrude when he was alive father Gertrude seemed to be a good person. Claudius gives the appearance of someone who is grieving for his brother Act 1 Scene 2 Claudius we with wisest sorrow think on him Claudius says that he is sad because Hamlet’s father is dead. Hamlet believes that the ghost is his father in reality Act 1 Scene 5 Hamlet It is an honest ghost, that let me tell you Hamlet says that the ghost is telling the truth when he says that he is his father. Hamlet explains that he is not Act 1 Scene 2 Hamlet But I have that within which Hamlet says that he is really
Essay Scoring Guidelines A+ 98 \ A 95 5 A- 92 / B+ 88 \ B 85 4 B- 82 / C+ 78 \ C 75 3 C- 72 / D+ 68 \ D 65 2 D- 62 / F 60 1 Excellent analysis/well developed argument/detailed specifics/grammar mistake free Good Analysis/well developed argument/lacks certain details/minor grammatical errors Fine analysis/argument needs strengthening/used some details/grammar needs improvement Faulty analysis/argument needs strengthening/lacks details/poor grammar Poor analysis/weak argument/no detail/poor grammar
Point Act/Scene Who is speaking Evidence/Quote What the quote means Explanation Hamlet is pretending to be mad Act 1 Scene 5 Talking to Horatio Hamlet How strange or odd so'er I bear myself, (As I perchance hereafter shall think meet, To put an antic disposition on) Hamlet says that he will pretend to be mad. Hamlet is only pretending to be mad, so that he can find out the truth about his father’s death. Using the table you can make a PEE (Point Evidence Explanation) paragraph like this: Hamlet is pretending to be mad. In Act 1 Scene 5, when he is talking to Horatio, Hamlet says: “how strange or odd so’er I bear myself (As I perchance hereafter shall think meet, To put an antic disposition on” This means that Hamlet will pretend to be mad. It makes it clear to the audience that Hamlet is only pretending to be mad so that he can find out the truth about his father’s death.
Point Act Scene Who is speaking Evidence/Quote What the quote means Explanation Claudius pretends that he loves Hamlet Act 1 Scene 2 Speaking to Hamlet and asking him not to go back to university Claudius And with no less nobility of love than that which dearest father bears his son, Do I impart toward you Claudius says that he loves Hamlet like a father loves his son. Claudius is giving the appearance of a loving uncle and stepfather, whereas really he does not want Hamlet to return to Wittenburg.
Use of Sources (worth a maximum of 20% of the total points).. Zero points: Student failed to respond to the essay question. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format 10 out 20 points: References to sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. 15 out 20 points: Sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. 20 points: Sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. Writing (worth maximum of 20% of total points) Zero points: Student failed to respond to the essay question. 5 points out of 20: The essay does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The essay is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The essay is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The essay is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free.
Status for ALL students Gap closing for HIGH NEEDS students Core measures ELA and math scaled score Science performance index ELA and math student growth percentile ACCESS progress (English language learners) ELA, math, and science gap reduction ELA and math student growth percentile ACCESS growth (English language learners) Additional measures Chronic student absenteeism Access to the arts School climate Improvement in chronic absenteeism Improvement in access to the arts Improvement in school climate Proposed indicators for high schools are as follows: Status for ALL students Gap closing for HIGH NEEDS students Core measures ELA and math scaled score Science performance index ELA and math student growth percentile ACCESS progress (English language learners) Graduation and dropout rates ELA, math, and science gap reduction ELA and math student growth percentile ACCESS growth (English language learners) Graduation and dropout rate gap reduction Additional measures Chronic student absenteeism Grade 9 course passing Access to advanced coursework Access to the arts Breadth of curriculum School climate Improvement in chronic absenteeism Improvement in grade 9 course passing Improvement in access to advanced coursework Improvement in access to the arts Improvement in breadth of curriculum Improvement in school climate These measures would be aggregated into an overall school performance percentile through a methodology illustrated in the table below. Per the federal law, the core measures outlined above would be given much greater weight in the index than the additional measures. This approach differs significantly from the current accountability system due to its approach to measuring relative improvement in addition to the status of a school. The current system only looks at where a school is in relation to other schools and does compare the amount of progress that a school has made on a given indicator.
Yeates, A.N. (2001a) An Assessment of Australian Geological Sites of Possible National or International Significance, Volume 1: Rocks and Landforms, Australian Heritage Commission, Canberra Yeates, A.N. (2001b) An Assessment of Australian Geological Sites of Possible National or International Significance, Volume 2: Fossils, Australian Heritage Commission, Canberra
Lastly it looks at the frameworks that might be explored when better alignment of expectations are desired. This essay is very much a personal reflection, drawing on years of working in the heritage industry, generally for and with government but also often tasked with getting the potential dance partners talking, listening to and respecting each other. Framing questions in the brief asked: What is the expected role of governments in heritage conservation? What are the current outcomes? Are community expectations reasonable? Are they or how could they be met? Heritage is defined as natural, Indigenous and historic (although the writer’s experience is primarily in cultural heritage), and the scale of interest was agreed to be national through to local perspectives. Some research and published material has been found and used; however, it represents an eclectic and serendipitous gathering of ideas rather than a piece of rigorous research. Much is therefore indicative rather than definitive. Examples are cited where needed to illustrate a point. Care will be needed if this essay is to be more than an internal working document to ensure that the examples cause no offense. THE DANCERS ‘Public concern about issues, such as drought, bushfires, water conservation and climate change, can influence actions taken to protect and restore the environment. These actions may be undertaken by individuals, governments, non-government organisations or industry, and may include the development of policy initiatives, public campaigning, petitions, membership of environmental groups, volunteering and donations. Individuals can also demonstrate concern for the environment by undertaking personal environment protection activities, such as recycling and reducing electricity and water consumption. (ABS 2010) Today, governments at each level play significant roles in heritage protection, underpinned by legislated responsibilities, but generally also including some aspects of advocacy and community participation and education. For example, Victoria’s Heritage: Strengthening our Communities (Heritage Victoria 2006) illustrates the breadth of government’s involvement in heritage stretching from the statutory roles shaped by legislation (listing, protecting, permitting, compliance) through to grants to support owners/managers, interpretation, and heritage education. The headline “strengthening our communities” strongly suggests that the government sees the role of heritage as intimately connected to community wellbeing. The scope of government participation has changed dramatically over the last 40 years – a period in which governments at all levels around Australia have become increasingly involved in heritage and environmental protection, recognising that such interventions are essential to ensure the survival of what the Productivity Commission called “community-demanded heritage services” (Productivity Commission 2006: 219).
Community college Four-year college Instructors Community college Four-year college Training for a Vocation Community college Four-year college Most principles applicable to the vertical pattern hold for the horizontal also. Note the following guidelines: Say something about each subject under each subtopic. Observe consistent order. ("Boston" and "Community college" always come first.) Ensure consistent paragraph arrangement. Reminders are not nearly as important in this pattern, since you’ll be dealing with the same two subjects over and over. Vertical Pattern This pattern tends to work better for short papers. The writer discusses one unit in its entirety before going on to the other. Paragraphing is set up according to each subject (Boston and San Francisco, for instance). Thesis statement: Boston is a more exciting city than San Francisco. Boston Cultural opportunities Recreational opportunities Sense of history Physical beauty San Francisco Cultural opportunities Recreational opportunities Sense of history Physical beauty Thesis statement: The community college can sometimes offer a number of benefits unknown at the four-year college. Community college Cost Convenience Instructors Training for a vocation Four-year college Cost Convenience Instructors Lack of training for a vocation The danger of using this pattern is that the writer may end with two separate essays instead of one unified comparison/contrast essay. Four guidelines can prevent such an occurrence.
Asmaa Bykbane Professor Jacquelyn Blain English 101, section LC47 5 December 2016 Project: Genetic Engineering Genetic engineering is an important topic in our era, and has recently become one of the fastest developing fields of science. With this new technology, people are being able to fix and do things that were impossible in the past. Genetic engineering is a wild technique that covers so many fields beginning with modifying food down to human reproduction, which makes it an interesting topic to discover and know more about it. Genetic engineering is the process of removing a gene from one organism and inserting it into another, which helps the receiver gain new abilities from the donor that the receiver didn’t have before. This process gives scientists the tools to make changes in living things, and create new species. In agriculture we are now able to produce more food: "GM soybeans and corn, which are widely grown in North and South America....also produce large aggregate welfare gains, currently estimated at $5 billion per year at the global level. Huge benefits are also projected for future GM crops that are more tolerant to drought or more efficient in nutrient use"(Qaim). We are able now to produce more agriculture crops in a short time and with less effort than before. Genetic engineering technology has dramatically reduced the time required for the development of new commercial varieties of crops. Some investigators have suggested that the use of genetic markers could reduce the usual 10-15-year breeding cycles to only 2-3 years. Genetic engineering is rapidly replacing traditional plant
at each grade level receives ratings on the school/district/state report cards. Assessing these four subjects ensures that nothing in the core is sacrificed. Political necessity may require incorporating teachers’ assessments of student achievement despite the potential for grade inflation and bias. Where this is deemed essential, the report card can contain a line item recording teachers’ overall assessment of students’ “grade level of achievement” for reading and mathematics by recording the percentage of students achieving “at” and “above” grade level. Indicators of Student Growth: Indicators of student growth in the report card should be evaluated according to two criteria – achievement and improvement. Like students, schools/districts/states will be evaluated on the degree to which standards are achieved and improvement made over time, and using a five-point rating scale for each. These assessments of indicators are then consistent with the multiple levels and multiple criteria used in evaluating students’ progress. Research demonstrates that marker bias leads to significant grade inflation favoring female students for their compliant behavior. Therefore, written components in assessments must be marked anonymously or not be incorporated in reporting academic achievement. Assessments will be based on the cohort rather than on the percentage of students writing. This approach eliminates game-playing regarding non-writers with special needs because the demographic make-up is relatively stable from one year to the next. Schools make the final determination regarding whether a student writes but their motivation is to incorporate as many as possible. Research indicates that boys frequently are excused from writing because they are identified as learning disabled; yet, they overcome biases within the school system and achieve higher levels than expected. Cohort reporting also deals with absentee students because schools are motivated to explain to parents the value of accountability for the performance of all students. Data analysis used in deriving the ratings in the report card will be broken down by classroom for each subject so that the principal and teacher can discuss and establish personal goals related to the teacher’s class. This discussion can identify areas where the pattern of class achievement excels or is deficient. Indicator(s) of Progress Toward English Language Proficiency: This is a one in tier one derived from the teacher’s evaluation because it is a reasonably
The Every Student Succeeds Act (ESSA) was passed in December 2015 with bipartisan congressional support. It replaced the No Child Left Behind Act (NCLB) of 2002 and reauthorized the Elementary and Secondary Education Act (ESEA) of 1965. Despite some key changes in the law, the purpose remains the same: to ensure all students have equitable access to high-quality educational resources and opportunities, and to close educational achievement gaps. Annually, the New Jersey Department of Education (NJDOE) issues Accountability Profiles which enable schools and districts to review their progress toward achieving the intent of the law. School and district data for specific indicators are compared to annual targets and standards and reported by student group to identify gaps. With the implementation of the ESSA, these Accountability Profiles have been modified to provide additional data for schools and districts to analyze student performance and progress and to meet ESSA accountability requirements. The purpose of this document is to describe the accountability requirements and the data included in the Accountability Profiles to enable schools and districts to: 1) review the data for accuracy; and 2) begin to identify areas of need for planning. Accountability Requirements under ESSA ESSA requires states to use a set of indicators to measure the performance of all schools for the purposes of identifying schools in need of support and improvement. These indicators were revised with the implementation of the ESSA. The chart below shows the indicators required under the current law. Uses of ESSA Accountability Profiles Data Under ESSA New Jersey is required to use the data contained in the Accountability Profiles to identify schools in need of support or improvement. Categories and associated calculations and supports have changed from the prior system under NCLB (Priority and Focus Schools) to Schools in Need of Comprehensive Support and Improvement (CSI) and Schools in Need of Targeted Support and Improvement (TSI) as shown below: The data provided in the Accountability Profiles will be used to calculate summative scores for each school to identify those school in need of comprehensive or targeted support. Additional information regarding the calculation of the summative score may be found in the New Jersey ESSA Plan. Indicators Included in New Jersey’s ESEA Accountability System
4th Paragraph or section Justification and/or Moral and/or pitch for acceptance Your essay may have more (or less) sections than this template, but whatever you do, do NOT turn in the traditional five-paragraph essay. Creative prompts are easier to answer in fluid paragraphs that are narrated in a personal tone. A Exemplary B Above Average C Average D/F This is not a final draft The Basics The final draft is professional. Spelling, grammar, or punctuation errors are slight and easily overlooked. The outline and/or rough drafts show planning, organization, and content elaboration. Spelling, grammar, or punctuation errors do not impede readability. The outline and/or rough drafts show planning and organization. Spelling, grammar, or punctuation errors often distract the reader but the content message is clear. Outline or rough draft is basic, rushed, or unnecessary. The density of grammar, spelling, and/or punctuation errors impedes readability. If an outline or rough draft was used, it did not seem to serve a purpose. Content and Narration: Thesis is unique, assertive, and clear. Title is creative, relevant, and compelling. The application is distinct and succinct: the student has illustrated their identity without rambling. This application suggests the author scrutinized all nuances of the prompt; ideas are creative, original, and compelling. Essay ends with a clear and convincing pitch for acceptance. Thesis is clear and effective. Title is relevant. The application engages the reader; the student has clearly developed their identity. This application demonstrates the student’s ability to produce the “right answer”. Ideas may be unoriginal or unconvincing. Essay ends with a pitch for acceptance. Thesis is clear, albeit formulaic. Title is generic or simple. The application a does not establish the candidate’s unique personality, skills, or strengths. This application demonstrates the student’s ability to follow directions and/or write an essay. Ending makes a weak or clichéd pitch for college acceptance. Thesis is unclear, unoriginal, or non-unique. Title does not demonstrate intention or creativity. The writer’s unique voice is unidentifiable or inconsistent. This application implies that the writer did not understand the prompt and/or the directions. Ending or conclusion does not make a clear acceptance pitch. Prompt: If you could make any wish come true, what would it be?
Essay Test Tips Read the directions carefully. Pay close attention to whether you are supposed to answer all the essays or only a specified amount (e.g. "Answer 2 out of the 3 questions). Make sure that you understand what the question is asking you. If you're not, ask your instructor. Make sure that you write down everything that is asked of you and more. The more details and facts that you write down, the higher your grade is going to be. Budget your time, don't spend the entire test time on one essay. If the question is asking for facts, don't give your personal opinion on the topic. When writing your essay, try to be as neat as possible, neater papers usually receive higher marks. Make an outline before writing your essay. This way your essay will be more organized and fluid. If you happen to run out of time, most instructors will give you partial credit for the ideas that you have outlined. Don't write long introductions and conclusions, the bulk of your time should be spent on answering the question(s) asked. Focus on one main idea per a paragraph. If you have time left at the end, proofread your work and correct any errors. Budget your time. If you have an hour to write 3 essays, spend no more than 20 minutes on each essay, then if you have time left over at the end go back and finish any incomplete essays. If you aren't sure about an exact date or number, use approximations e.g. "Approximately 5000" or "In the late 17th century." If you make a mistake, simply draw a line through it, it is much neater and quicker than erasing it.
Book Encyclopaedia / electronic media Popular Writing (magazine or newspaper) Primary Document THESIS FORMATION & BIBLIOGRAPHY RUBRIC Criteria Level 4 Level 3 Level 2 Level 1 Thesis (Thinking / Communication) - thesis is exceptionally clear, arguable, well developed -thesis uses parallel structure -thesis is a definitive statement -thesis makes a clear reference to the question and time period - thesis is clear and arguable -thesis attempts to use parallel structure -thesis is a definitive statement -thesis makes reference to the question and time period - thesis is somewhat clear and arguable -thesis needs to use parallel structure -thesis is somewhat definitive -thesis makes some reference to the question and time period -thesis is weak and lacks an arguable position -thesis need to make reference to the question and time period Bibliography (Knowledge / Application) -proper, detailed MLA format always used in alphabetical order with all sources shown and a wide variety of sources (4+ sources) -mostly proper MLA format used in alphabetical order with all sources shown and a variety of sources (3 sources) -some errors in MLA format with most sources shown and a variety of sources from 3 sources -lack of proper format and limited details with many sources missing or incomplete