zilongwang/ReadingBank huggingface dataset:
Exemplary (4) Proficient (3) Approaching (2) Struggling (1) Introduction All of Proficient and… introduction is engaging. Introduction includes relevant background or context information about the topic; introduces main points of essay; establishes purpose for writing. Introduction includes some background or context information about the topic and generally introduces main points of essay Introduction includes limited background information about the topic, but leaves out important information Conclusion Conclusion summarizes the main idea(s) in a clear and effective way; pulls multiple ideas together in relation to the main idea(s) Conclusion summarizes the main idea(s) in a clear and effective way. Conclusion restates main idea(s) Conclusion partially restates main idea(s); brings up ideas that are off topic Conventions Makes 0 or 1 error in entire essay document Makes 2 - 5 errors in entire essay document Makes 6-9 errors in entire essay document Makes more than 10 errors.
The construction of the monument at the Railway Dam to acknowledge the significant contribution of many of the Railway Immigrant workers provides a very fitting tribute to the many men and their Families who worked so hard to become valued and respected citizens of Narrogin. Appendix 7 European Camps for Displaced Persons COUNTRY ZONE CAMP CAMP CAMP Germany Austria American Ainring Altenstadt Amberg Ansbach Aschaffenburg Augsburg Babenhausen Bad Aibling Bad Hersfeld Bad Mergentheim Bad Reichenhall Bad Worishofen Bamberg Bayreuth Bensheim Ansfelden Bad Gastein Braunau am Inn Ebensee Berlin-Duppel Berlin Mariendorf Cornberg Deggendorf Dinkelsbuhl Eschwege Feldafing Fohrenwald Frankfurt-Zeilsheim Furth Gabersee Heidenheim Heilbronn Hersbruck K. Indersdorf Hallein Innsbruck Linz-Bindermichel Ried im Innkreis Lampertheim Landsberg Leipheim Lindenfels Munchen Neu Freiman Mittenwald Passau Pocking Regensburg Schauenstein Stuttgart Trutzhain Wetzlar Wildflecken Ziegenhain Rothschild Hospital Saalfelden Salzburg Strobl
***Be able to differentiate between your personal knowledge (limit this) and shared knowledge. BODY PARAGRAPHS: You will fill out a MINIMUM of THREE (3) of these templates. Knowledge Question – developed Evidence: factual data (shared knowledge – authority, real life examples). Be specific, not general with evidence. This is where Perspective and Connections can emerge. This evidence will be linked to an Area of Knowledge or a Way of Knowing. Argument: (explain how the evidence supports your thesis, this is “justification” on the essay/oral rubric) Counter Claim: (Perspectives/Connections from shared authority presented) Implications for Knowledge: Sources for the above: (for footnotes/Works Cited)
Introduction Paragraph Background info Background info Hook Thesis P2 Introduce topic Evidence Elaboration Evidence Elaboration P3 Introduce topic Evidence Elaboration Evidence Elaboration P4 Introduce topic Evidence Elaboration Evidence Elaboration Restate Thesis Summary of P 2 Summary of P3 Summary of P 4
A B C D / Thesis Easily identifiable, sophisticated, insightful, crystal clear. Promising, but may be slightly unclear, or lacking in insight or originality. May be unclear, appear unoriginal; provides little around which to structure the paper. Difficult to identify at all, may be bland restatement of obvious point. Structure Evident, understandable, appropriate for thesis. Excellent transitions from point to point. Paragraphs support solid topic sentences. Generally clear and appropriate, though may wander occasionally. May have a few unclear transitions, or a few paragraphs without strong topic sentences. Generally unclear, often wanders or jumps around. Few or weak transitions, many paragraphs without topic sentences. Unclear, often because thesis is weak or Transitions confusing and unclear. Few topic sentences. Use of Evidence Primary source information used to buttress every point with at least one example. Examples support topic sentences and fit within paragraph. Examples used to support most points. Some evidence does not support point, or may appear where inappropriate. Examples used to support some points. Points often lack supporting evidence, or evidence used where inappropriate. Very few or very weak examples. General failure to support statements, or evidence seems to support no statement. Essential Points Paper includes all of the essential ideas, and has at least one original idea that further develops the thesis. Paper includes all of the essential points needed to prove the thesis. Paper is short one essential point, but it has enough to support thesis. Paper is missing too many of the key ideas to develop the thesis appropriately. Mechanics No problems with format, grammar, correct use of; minimal to no spelling errors; absolutely no run-on sentences or awkward constructions; limited or no use of the first person. Intro/Body/Conclusion. Few problems with format, grammar; Some (minor) spelling errors; may have a couple of run-on sentences, or other awkward constructions; a couple of sentences in first person. Semi-clear Intro/ Body/Conclusion Problems in format, and grammar, Errors in punctuation, citation style, and spelling. May have several run-on sentences or fragments; more than a couple of sentences are in first person. Weak Intro/Body/Conclusion. Big problems in format, grammar, and diction. Frequent major errors in citation style, punctuation, and spelling. May have many run-on sentences and comma splices; abundant use of first person. No Intro/body/Conclusion. Comments:
February 9, 2017 “Carry Your Own Skis” Essay Liam Dolan, in her essay “Carry Your Own Skis,” explains that she wants people to be responsible. She refers to the valuable “life lesson” the she learned as a child.
V. PUBLIC REPORTING V. A. Annual State Report Card Each state must disseminate (annually and widely to the public, including availability on a single webpage): The state report card (developed in consultation with parents and, to the extent practicable, written in a language that parents can understand); All of the LEA annual report cards; and The annual report to the Secretary. The annual state report card must contain the following elements: A clear and concise description of the state’s accountability system; and For all students and subgroups: Performance-level results on statewide assessments and all other federally required indicators of the accountability system; Progress toward meeting long-term goals; Percentage of students assessed and not assessed; Measures of school quality, climate, and safety, including rates of in-school suspensions, suspensions, expulsions, school-related arrests, referrals to law enforcement, chronic absenteeism, and incidents of violence, including bullying and harassment; Number and percentage of students enrolled in preschool programs; Number and percentage of students enrolled in accelerated coursework, including Advanced Placement (AP) or International Baccalaureate (IB), or dual or concurrent enrollment programs; Homeless status; Foster care status; and Status as a student with a parent in the Armed Forces on active duty. Professional qualifications of teachers in the state, including number and percentage of: Inexperienced teachers, principals, and other school leaders; Teachers teaching with emergency or provisional credentials; and Out-of-subject or out-of-field teachers. Per-pupil expenditures of federal, state, and local funds; Number of students taking alternate assessments; National Assessment of Educational Progress results, compared to national average; College-going rate within 1 year of graduation, where available; and Any other information useful to parents, which may include CTE proficiency attainment. Sec. 1111(h)(1) See Sec. 1111(h)(2) for requirements regarding the contents of LEA report cards.
discussions and semi-structured interviews and present data within results section Thursday Write up discussion Explanation of results and explore limitations. Friday Editing Edit the SSC. Aim to cut to appropriate word length. Saturday Conclusion and Reflection Write up the conclusion and reflect on the SSC. Sunday Edit and submit Edit and submit before Monday 1st August deadline.
that, so therefore it is not an exact arithmetic where there is a model presented to you. So are you happy if I am delivering (+20%) ROCE? Agastya Dave: Very happy, it has been a substantial improvement over the last so many years, so kudos to you, I am not complaining, I am just wondering where the business is at. Also the last question from my side and I am off for the day, sir the Q2 number, the depreciation numbers and the interest numbers and the tax numbers, these are good indication for the remaining part of the year. I mean the trends are will be similar or will we see some more variations? Ashok Goel: See on depreciation I think more or less for this year most of our CAPEX has been front-ended. So I do not expect much of trend change as far as depreciation is concerned. The second question was on your finance cost, was it? Agastya Dave: Yes sir, the fixed cost elements in the P&L, are these trends similar after the divestment of the business. Are these trends roughly similar or stable? Ashok Goel: They are stable, there is no question but let me go back to the previous question. We understand that you are not complaining about 20:20:20. We also recognize that it is not a straight arithmetic if we do the modeling. If the lowest number we achieve 20, the others would possibly be higher
For Black women, voting is a responsibility. 99% are already registered to vote. 64% feel voting is their responsibility. 64% I believe voting is my responsibility given our history as Black people I want to vote for a candidate that supports my priority issues I want to vote for a particular candidate I want to vote against a particular candidate I am not planning to vote Q. Are you currently registered to vote? 6 Q. I am voting in the 2016 Presidential election because… (Select One)
Essential Elements for School Improvement Documented curriculum plan, assessment and shared pedagogical approaches Evidence provided to support a documented GVC plan and assessment schedule. Intervention plan in place. Evidence listed on ‘Frame The Conversation’ doc School-based professional learning program developed and implemented that supports the school’s identified improvement strategies Professional Learning for staff scheduled weekly – run by PCO, LTs and Consultants. External coaches/consultants accessed. Generous Professional Development budget. Team based Professional Development. Peer observations based on teacher needs. Regular Leadership observations –pre and post discussions based on PDP and School AIP Goals Lotus Template used based on The Art and Science of Teaching Professional Development Timetable doc School Improvement Team formed to develop, oversee and evaluate the effectiveness and impact of the Annual Implementation Plan: For Improving Student Outcomes Leadership Team is the driver for leading school improvement. (AIP not sited) although was mentioned as was the AIP as being instrumental in school improvement. Student voice, leadership and agency in own learning activated so students have positive school experiences and can act as partners in school improvement Active Junior School Council. Student based (negotiated learning goals) ‘Test Out’ program in place. Students can opt to ‘test out’ of a learning goal if they believe they have achieved it (negotiated with staff)
Whole-school approach to health, wellbeing, inclusion and engagement Moderation of common student assessment tasks Writing moderated as a staff (originally moderated with another local school) *Evidence of this appears on data walls and can also be sited in the professional development yearly planning doc referred to as ‘cross team/school moderation’ Assessment tasks developed for Essential Learnings by school teams. Data collection, analysis and evaluation of student learning growth over time Explicit Assessment Schedule in place. Data wall used and updated constantly, clearly showing student growth (starting points then tracked) PLCs focus priority on student data – student growth and interventions. The school adopts a ‘no excuse’ policy to ensure staff are held accountable for student progress/individual learning plans. Explicit use of school improvement strategies and teacher professional practice activities PLC Model in use – Carlton Gardens is an accredited PLC school. (Accreditation application doc) Explicitly mapped Guaranteed and Viable Curriculum (docs collected) External coaches – Chris Egan and Deb Sukana utilised within classrooms and professional development sessions. (Proficiency scales in place) ‘Best Practice’ research based professional development is provided regularly for all staff (this includes the expectation of guided professional reading) Action Research model is incorporated in the professional development plan and the school has active ‘Action Research Teams’ in place.
Grade 4: Math Essential Elements and minimum expectation for each student’s assessment Conceptual Area EE Description Date Chosen Level Chosen Date Assessed Notes M.C1.1 Understand number structures (counting, place value, fraction) 4.NF.1-2 Identify models of one half (1/2) and one fourth (1/4). 4.NF.3 Differentiate between whole and half. M.C1.3 Calculate accurately and efficiently using simple arithmetic operations 4.NBT.4 Add and subtract two-digit whole numbers. M.C2.1 Understand and use geometric properties of two-and three-dimensional shapes M.C2.2 Solve problems involving area, perimeter, and volume Determine the area of a square or rectangle by counting units of measure (unit squares). M.C3.1 Understand and use measurement principles and units of measure 4.MD.2a Tell time using a digital clock. Tell time to the nearest hour using an analog clock. 4.MD.2d Identify coins (penny, nickel, dime, quarter) and their values. M.C3.2 Represent and interpret data displays 4.MD.4b Interpret data from a picture or bar graph. M.C4.1 Use operations and models to solve problems Solve one-step real-world problems using addition or subtraction within 100. M.C4.2 Understand patterns and functional thinking Use repeating patterns to make predictions.
Grade 5: Math Essential Elements and minimum expectation for each student’s assessment Conceptual Area EE Description Date Chosen Level Chosen Date Assessed Notes M.C1.1 Understand number structures (counting, place value, fraction) 5.NF.1 Identify models of halves (1/2, 2/2) and fourths (1/4, 2/4, 3/4, 4/4). M.C1.2 Compare, compose, and decompose numbers and sets 5.NBT.1 Compare numbers up to 99 using base ten models. M.C1.3 Calculate accurately and efficiently using simple arithmetic operations 5.NBT.6-7 Illustrate the concept of division using fair and equal shares. M.C2.1 Understand and use geometric properties of two-and shapes 5.G.1-4 Sort two-dimensional figures and identify the attributes (angles, number of sides, corners, color) they have in common. 5.MD.3 Identify common three-dimensional shapes. M.C3.1 Understand and use measurement principles and units of measure 5.MD.1a Tell time using an analog or digital clock to the half or quarter hour. 5.MD.1b Use standard units to measure weight and length of objects. M.C3.2 Represent and interpret data displays 5.MD.2 Represent and interpret data on a picture, line plot, or bar graph.
Mobile Devices Although Cardiff Met does supply mobile phones and tablets to certain staff members, the majority of devices in use at Cardiff Met are personal – so called Bring Your Own Devices (BYOD). Mobile devices are a convenient way to check your Cardiff Met email on the move, view and add appointments to your calendar, access Moodle and manage your files through OneDrive for Business. Details of how to configure your mobile device with your Cardiff Met email (and calendar) accounts can be found in the Flash Guides: It is crucial that if you access Cardiff Met data (including email) on a mobile device that you apply basic security measures, such as a screen lock, to help prevent data loss should the device be lost or stolen. This is covered in more detail in the Information Security Awareness e-lesson that forms part of your induction. Hardware Cardiff Met has agreements in place with several key suppliers of computer hardware. We maintain a catalogue of recommended products that have been assessed to ensure they perform as expected, are reliable, and work well with our systems and services. For advice and recommendations as to which hardware might be suitable for you, consult the IT Purchasing pages, available at: Software & Systems Microsoft Office All of our staff and student computers are built using a software “image” that contains a standard set of software. The most popular package on university machines is the productivity suite, Microsoft Office. Office includes several applications; many of which require little explanation: Word (word processing), Excel (spreadsheets), Outlook (email & calendar), PowerPoint (presentations). Some of the other Office applications are less frequently used, but are nonetheless often useful: OneNote – note taking. Publisher – desktop publishing Access – database software (not to be used store corporate data) Project – project management *Visio – diagrams and flowcharts (installed on request). The current version on Cardiff Met PCs is Microsoft Office 2016. Office for Home Use The main Office apps are available for home use, for free, under the Office 365 programme. You can install the software on up to 15 devices, including mobile devices. Follow the Office 365 software installation guides on the Help & Training pages for installation details:
Essential Knowledge #5 It is essential for students to know that: ● Earth rotates (spins) on its axis and completes one rotation in 24 hours. ● Earth rotates from west to east, therefore, the Sun appears to rise in the east and set in the west. ● Because of this rotation, only the side of Earth facing the Sun is lit and therefore experiences day; the side of Earth not facing the Sun experiences night. Essential Knowledge #6 It is essential for students to know that objects on Earth cast shadows that help show Earth’s rotation. The angle of the Sun, low in the sky to higher in the sky, changes the length of the shadow cast behind an object. ● As Earth rotates, the Sun appears higher in the sky, and the shadows get shorter. ● In the morning, the Sun appears low in the sky, so objects cast long shadows. ● At noon, with the Sun overhead, objects cast short shadows or no shadow at all. ● In the evening, as Earth continues to rotate, and the Sun appears lower in the sky, the shadows get longer again.
Essential Questions for Unit 1: The Great Pre-Columbian Civilizations I Mesoamerica (Questions 1,2,3) What is Mesoamerica? What defines Mesoamericans? How do we compare to the Mesoamericans? The Olmecs (Questions 4) Why are the Olmecs considered the “cultura madre”? What made the Olmec art unique? Describe the Olmecs physically. Why is this important? Teotihuacán (Question 6) What was Teotihuacán? Was this a militaristic society? Why or why not? What happened to Teotihuacán? The Mayans of the Classic Period (Question 7) Why are the Mayans considered the “griegos” of Mesoamerica? What does this mean? Describe the physical characteristics of the Mayans. How did the Mayans organize themselves? The Mayan Numeric System (Question 8) Did the Mayans create their number system? What was special about the Mayans’ numeric system? Describe the two types of Mayan counting systems. The Hieroglyphic System (Questions 9,10) What is surprising about the first line of text in this section? Why is Fray Diego de Landa important? Describe the hieroglyphic system of the Maya in detail. The Collapse of the Classical Maya What is so mysterious about the collapse of the Maya? What are some theories pertaining to their collapse? What happened in the Yucatán peninsula? The Post-classic Period of Mesoamerica (Question 11) In two words, describe this period of time. What can you say about the “chichimecas”? Describe the “new gods” of this period. The Mysterious Toltecs (Question 12) How did the Toltecs create the first empire? Describe Tula. How did other indigenous people (los pueblos) feel about the Toltecs? The Legend of Quetzalcóatl Physically describe and explain Quetzalcóatl. Tell me about Topiltzín and what he did. How does this legend relate to the Spanish conquistadors?
Occupation: Custodian (sample) Identify (using a checkmark) which Essential Skills a custodian uses to complete the requirements of the job. Essential Skill For each Essential Skill, describe a sample task that might be performed by a worker in this occupation. Reading Text Read cleaning product labels to understand how to use them. Writing Write inspection reports to describe problems and maintenance requirements for the supervisor’s review. Document Use Complete timesheet. Computer Use Oral Communication Interact with supervisors to receive work assignments, discuss priorities and report problems. Money Math Scheduling or Budgeting and Accounting Measurement and Calculation Data Analysis Numerical Estimation Estimate the correct volume of cleaning fluid which needs to be added to a bucket of water. Job Task Planning and Organizing Decision Making Decide how best to accomplish cleaning tasks in the allocated time. Problem Solving Deal with public pressure to use scent-free products which reduce the likelihood of allergic reaction. In response to complaints, identify suitable and cost-effective alternative products and monitor their practical effectiveness. Finding Information Consult Material Safety Data Sheets (MSDS) to find out a product’s chemical composition and how to use it safely. Critical Thinking
-Weekly writing prompts using vocab for the week -Weekly vocabulary tests 9.4.2.2 (literature) 9.5.2.2 (nonfiction) Summarize text. -Classroom/small group discussion of literature (short stories/poetry/nonfiction) -Discussion and feedback after reading of stories or after oral presentation of stories Summary-type questions are questions which are addressed in all unit tests containing both subjective and objective questions Ongoing throughout semester 9.9.1.1 9.9.4.4 (speaking) 9.9.3.3. (listening) Orally communicate using effective speaking skills (purpose, audience, delivery). Listen for a variety of purposes (diverse ideas, instructions, interpersonal settings) -Present a short lesson about a selected Greek god or goddess -Daily small group/large class discussion -Review speech organization and delivery techniques -Review appropriate small-group discussion skills -Review audience etiquette during student speeches -Student notes on the gods and goddesses presented. -Test over gods and goddesses -Students’ responses on tests and daily work May -Continuous throughout the semester 9.7.1.1 9.7.3.3 Create writing that is clearly organized with a specific purpose. -Read and then watch “The Birds”. Students will create a comparison/contrast paper between the literature and film versions. -Review writing process and writing conventions (punctuation, grammar, writing format) -Review elements of compare and contrast - Final “Birds” paper October 9.9.4.4 Access sources for research, analyze for credibility, and appropriately cite sources. Description—What is the essential standard to be learned? Define in student-friendly vocabulary. Example or Rigor—What does this look like? Provide an example or sample problem. Prior Skills Needed—What knowledge or skills must the student already have in order to master this standard? Assessment—How will student mastery be measured? When Taught—What is the proposed time frame for teaching this standard?
Review of Rubrics and Peer Critique Session Goals: Participants will: Create and evaluate a quality EA. Discussion Board: What would be your L of the KWL for this course? Readings: None Summary of Weekly Topics and Assignments Session Topic(s) Assignments Due Possible points Due Date 1 Review of syllabus and assignments Effective Instructional Continuum Overview Law & Regulations ESEA IDEA SPP Complete & submit the K & W of the KWL Provide a brief description of yourself on the discussion forum board (1) so we can get to know each other. Submit a one page reflection on strategies needed to educate administrator? Submit a two page compare/contrast paper on ESEA/IDEA/your state’s performance plan 0 5 2 4 Session 1 Session 1 Session 2 Session 3 2 Eligibility Two-Prong Test Response to Intervention (RTI & rti) Use of Rubrics Getting started on conducting an EA Discussion Forum (2): What is a key issue for students with VI as we think about RTI? Submit a ½ page reflection on your state’s RTI process Visit and select three resources and write a ½ page reflection on each of your chosen resources and answer why you chose that particular resource and how you will use it in your practice. Review the Eligibility flow chart Review the Conducting an EA handout Review the EA template Complete the Shaw article 5 2 5 0 0 0 Session 2 Session 3 Session 3 Session 2 Session 2 Session 2
Table 18.8 Unused code: Listing 18.8 parent task MUST have completed before child if (!task.IsFaulted) { task.Wait(); } else { blah } should be if (task.IsFaulted) { blah } 19
What is the UCL Centre for Holocaust Education? We are part of the leading institution in teacher development in the United Kingdom and a world-class provider of Holocaust education. UCL Centre for Holocaust Education, established in 2008, is part of University College London, the UK’s foremost institution for educational research, theory and practice and rated the world’s leading university for education for the last four year running in the QS World Rankings. UCL Institute of Education has been judged Outstanding by Ofsted at every level and on every criteria of Initial Teacher Education, and was given the prestigious Queen’s Anniversary Prize in 2015, the highest award for any UK university in recognition of world class excellence. UCL Centre for Holocaust Education combines extensive research into classroom needs with a teacher development programme and effective educational resources specifically designed to meet these challenges. This is the first time anywhere in the world that a Holocaust education programme has been so responsive to the needs of the classroom, built upon national research with more than 2,000 teachers and, most recently, research with more than 8,000 secondary school students in England. What is the UCL Beacon School Programme? Each year, 15 secondary schools are invited to embark on one of the most ambitious school development programmes in England. Expenses-paid four-day residential seminar in London Expenses-paid teacher study visit to sites of the Holocaust in Poland Free CPD for school staff Exceptional teaching and learning materials Ongoing support from a personal mentor at the world’s leading university for education. Free of charge All aspects of the programme are provided to schools free of charge, including hotels, flights, excursions, meals, CPD, venues, and university expertise and consultancy. Aims The UCL Centre for Holocaust Education works with schools to enable young people to deepen their understanding of the significance of the Holocaust and to explore its relevance for their own lives and the contemporary world.
9. Character of the pain (e.g. sharp, burning, pricking, stabbing, aching etc) 10. When did the pain start? 11. How often do you get the pain? (e.g. continuous/daily/hourly etc) 12. Does the pain radiate to any other part of the body? 13. What things aggravate the pain? (e.g. standing/walking etc) 14. What things relieve the pain? 15. What medication (tablets/drugs) are you currently taking for your pain? 16. What other symptoms are linked to the pain? (stiffness/disability/depression/anxiety etc) 17. Do you have any medical illnesses? (asthma/diabetes/high blood/pressure etc) 18. What previous surgeries have you had? (e.g. appendix/hip replacement etc)
BRIEF PAIN INVENTORY – Please complete this form fully QUESTION ANSWER 1 Throughout our lives, most of us have had pain from time to time (such as minor headaches, sprains and toothaches). Have you had pain other than these every-day kinds of pain? YES / NO 2 On the diagram, shade in the areas where you feel pain. Put an X on the area that hurts the most. SEE FOLLOWING PAGE FOR DIAGRAM 3 In the last 24 hours, rate your pain at its worst, between 0 and 10. (0 - no pain / 10 – pain as bad as you can imagine) 4 In the last 24 hours, rate your pain at its best, between 0 and 10. (0 - no pain / 10 – pain as bad as you can imagine) 5 On the average, rate your pain between 0 and 10. (0 = no pain / 10 – pain as bad as you can imagine) 6 Please rate your pain by number that tells how much pain you have right now. (0 = no pain / 10 – pain as bad as you can imagine) 7 What treatments/medications are you receiving for your pain? 8 In the last 24 hours, how much relief have pain treatments or medications provided? Please give a percentage that most shows how much relief you have received. (0% = no relief / 100% - complete relief) 9 Indicate below the one number that describes how, during the past 24 hours, pain has interfered with your activities: (0 = does not interfere / 10 = completely interferes) A General activity B Mood C Walking ability D Normal work (includes work outside the home and housework) E Relations with other people F Sleep G Enjoyment of life S-LANSS Pain Score Leeds Assessment of Neuropathic Symptoms and Signs (self-completed):
purchase price in addition to the money already paid into escrow. • Bishop argued “that the escrow agreement was merely a preliminary agreement to a contract the major terms of which were to be supplied by the supplemental instructions.” Basically, Bishop argued that without the supplemental instructions, there was no contract. Decision: • The court stated that “a contract of sale of real estate and an escrow agreement are not interchangeable entities.” • The court summarized escrow as “a conveyancing device designed to carry out the terms of a binding contract of sale previously entered into by the parties.” • The court did not find that the contract of sale “was expressly conditioned upon the completion of escrow instructions.” • To summarize, the court stated that while the escrow agreement itself had not been completed due to the failure of the parties to agree upon and submit the necessary supplemental instructions, the contract itself did not set forth the requirement of these supplemental instructions as a condition of the binding agreement between the parties. • The Appellate Court reversed the judgment of the trial court (which had found in favor of the defendant, Bishop.) Discussion: • How would the situation have changed if the requirement for supplemental escrow instructions had been included in the original contract? • What is the significance of the court’s definition of escrow as “a conveyancing device…”? • How can you apply the lesson here to your daily practice to reduce risk and liability for yourself and your client? Notes:
Essential Standards Chart What do we expect students to learn? Team Year Description of Standard Example of Rigor Prerequisite Skills When Taught? Common Assessment(s) Extension Standards What is the essential standard to be learned? Describe in student-friendly vocabulary. What does proficient student work look like? Provide an example and/or description. What prior knowledge, skills, and/or vocabulary are needed for a student to master this standard? When will this standard be taught? What assessments will be used to measure student mastery What will we do when students have already learned this standard? 1. 2. 3. 4. 5.
Blog resource: Click4Biology: Cite all sources using the CSE method (or ISO 690 Numerical in Word. Highlight all objective 1 command terms in yellow and complete these before class. Highlight all objective 2 and 3 command terms in green – these will be part of the discussions in class. After class, go back and review them. Complete the self-assessment rubric before submitting to Moodle. Avoid printing this if possible. Define homologous chromosomes. Explain reduction division. State the function of meiosis. Add chromosomes and annotate the diagram below summarizing the steps in meiosis. Identify the stage where crossing over occurs and state its effect. Compare mitosis and meiosis: Mitosis Meiosis Number of divisions Number of daughter cells Chromosome number in daughter cells Functions: Outline the major events and movements of chromosomes occurring at these stages of meiosis: Meiosis I Meiosis II Interphase Interphase No replication occurs in interphase between Meiosis I and II.
Pivot Table Example 2: Break down the cohort by class Click and drag the class field (XR.CLASS.CURR.TERM) to the row labels. Place it underneath the cohort (X.START.TERM.UG.GR) field. To “pivot” the data, click and drag the field names to change position, thereby changing how data displays. Pivot Table Example 3: Detail in on the 09/FA cohort who have SR status and are from MN. Double click on the count. You see all of the details (in table format) that make up the 7 seniors from Minnesota who have a 09/FA cohort. Pivot Table Example 4: Determine sum and total average of student loan amounts as well as a count of graduating students. Click and drag the Grad Date to the row labels area. Click and drag Total Loans to the values section three times. Click the down arrow next to the second Total Loans and select Value Field Settings… Change the Custom Name if desired. Select Count, Average or other calculation to summarize the data. Click OK. Duplicate Entries To find a duplicate entry:
Schedule of ESSA Public Hearings Date Location Time Meeting Site Regent/Staff Thursday May 11, 2017 Long Island Judicial District 10 6:00-8:30 PM Half Hollow Hills HS East 50 Vanderbilt Pkwy Dix Hills, NY 11746 Seating Capacity: 300+ Regent Tilles Staff: Beth Berlin, Jhone Ebert, Emily DeSantis Press: Emily DeSantis Monday May 15, 2017 NYC - Staten Island Judicial District 13 6:00-8:30 PM The Michael J. Petrides Campus 715 Ocean Terrace Building H, Conference Room 1 Staten Island, NY 10301 Seating Capacity: 100 Regent Cea Staff: Emily DeSantis Press: Emily DeSantis Tuesday May 16, 2017 NYC – Bronx Judicial District 12 6:00-8:30 PM Bronx Borough Hall 851 Grand Concourse Rotunda Bronx, NY 10451 Seating Capacity: 400 Chancellor Rosa Staff: Jhone Ebert Press: Ann Forte Saturday May 20, 2017 NYC - Manhattan Judicial District 1 9:00-11:30 AM Borough of Manhattan Community College Richard Harris Terrace 199 Chambers Street New York, NY 10007 Seating Capacity: 140 Regent Mead Staff: Beth Berlin Press: Jonathan Burman Wednesday May 24, 2017 Syracuse Judicial District 5 6:00-8:30 PM Henninger High School 600 Robinson Street Syracuse, NY 13206 Seating Capacity: 1100 Regent Hakanson Staff: Beth Berlin Press: Jonathan Burman Tuesday May 30, 2017 Rochester Judicial District 7 6:00-8:30 PM Rush-Henrietta Sr. High School Sperry Building 1799 Lehigh Station Road Henrietta, NY 14467 Seating Capacity: 750 Vice Chancellor Brown Staff: Beth Berlin Press: Jonathan Burman Thursday June 1, 2017 Plattsburgh Judicial District 4 6:00-8:30 PM SUNY Plattsburgh Yokem Lecture Hall, Room 202 101 Broad Street Plattsburgh, NY 12901 Seating Capacity: 186 Regent Ouderkirk Staff: Jhone Ebert Press: Jonathan Burman Monday June 5, 2017 Yonkers Judicial District 9 6:00-8:30 PM Lincoln High School 375 Kneeland Ave Yonkers, NY 10704 Seating Capacity: 1000 Regent Johnson Staff: Jhone Ebert Press: Ann Forte Tuesday June 6, 2017 NYC – Brooklyn Judicial District 2 6:00-8:30 PM Prospect Heights Educational Campus 883 Classon Avenue Auditorium Brooklyn, NY 11225 Seating Capacity: 1000 Regent Cashin Staff: Emily DeSantis Press: Emily DeSantis
Thursday June 8, 2017 Buffalo Judicial District 8 6:00-8:30 PM Erie 1 BOCES Building B 355 Harlem Road West Seneca, NY 14224 Seating Capacity: 250 Regent Collins Staff: Emily DeSantis Press: Emily DeSantis Saturday June 10, 2017 NYC – Queens Judicial District 11 9:00-11:30 AM Queens Borough Hall 120-55 Queens Blvd. Hellen Marshall Atrium Kew Gardens, NY 11424 Seating Capacity: 250 Regent Chin Staff: Jhone Ebert Press: Ann Forte Wednesday June 14, 2017 Binghamton Judicial District 6 6:00-8:30 PM Johnson City CSD High School Auditorium 666 Reynolds Road Johnson City, NY 13790 Seating Capacity: 780 Regent Mittler Staff: Emily DeSantis Press: Emily DeSantis Thursday June 15, 2017 Capital District/Albany Judicial District 3 6:00-8:30 PM Questar III BOCES Administrative Building Conference Center 10 Empire State Boulevard Castleton, NY 12033 Seating Capacity: 99 Regent Finn Staff: Beth Berlin Press: Jeanne Beattie
originals it is still all good. Man on the other hand, with all of his gene-splicing and grafting, has us in a state of confusion about what is natural and what isn’t. We can no longer go by the old adage “if it grows it’s good” because half of the things in the produce section are products of science and not nature. These are some foods that will offer you some substance but they have a starch base and although the mineral content of the veggies is alkaline the binder that holds them together is starch and it creates an acidic residue. That is why if you chose to consume foods from this list know the benefits and detriments. Animal Products (all) Asparagus Beans (all except chick peas) Beets Broccoli (organic, sparingly) Carrots Celery (contains one of the highest concentrations of inorganic sodium of all plants) Corn (when “natural” corn can be found. Keep in mind that app. 90% of the corn grown in the US is genetically modified) Dairy products (all) Potato (new potato or the small red/purple variety)
GRADE POINT DISTRIBUTION: Assignment Points Percentage (%) Community Engagement Plan 300 30 Reading & Homework 250 25 Attendance & Participation 300 30 3MT/Elevator Pitch 150 15 Total 1000 100 COURSE SCHEDULE*: *Course schedule is subject to change. Topics/Goals Readings/ Resources and Assignments Week 1: January 17, 2018 Introduction to Public Engagement Engaged Scholarship Building Your Community Engagement Identity Land-Grant Mission Readings: Calleson, D. C., Jordan, C., & Seifer, S.D. (2005). Community-engaged scholarship: Is faculty work in communities a true academic enterprise? Academic Medicine, 80(4), 317-321. Doberneck, D., Glass, C., & Schweitzer, J. (2010). From Rhetoric to Reality: A Typology of Publically Engaged Scholarship. Journal of Higher Education Outreach and Engagement, 14(4), 5-35. Fitzgerald, H. E., Bruns, K., Sonka, S.T., Furco, A., & Swanson, L. (2012). The centrality of engagement in higher education. Journal of Higher Education Outreach and Engagement, 16(3), 7-27. Week 2: January 24, 2018 Community Engagement 101 & Types of Engagement Writing your outreach and engagement plan Assessment Developing Network and Collaborators Readings: Successful Community Engagement statements from selected faculty at MU Holbrook, J. B. (2012). Re-assessing the science-society relation: The case of the US National Science Foundation's broader impacts merit review criterion (1997-2011). Technology in Society, 27(4), 437-451.
30. to Hippocrates’ humoral theory, the “choleric” personality is 31. on Hippocrates’ humoral theory, “sanguine” describes a person who is 32. a treatment devised centuries ago to restore the balance of humors, was accomplished with the use of 33. ancient Greece, a woman suffering from “hysteria” might be told that her condition could be cured by 34. ancient Greece, some “humoral excesses” thought to be causing psychological disorders were treated by In In According
138. is a 13-year-old boy who has been repeatedly arrested for theft and assault. addition to shoplifting and other theft, he has been caught stealing money from his parents’ wallets and his young sister’s piggy bank. Rob shows no guilt or remorse for the many ways that he hurts others. Rob’s current diagnosis is most likely 139. research examining the cause of antisocial personality disorder suggests that 140. to the DSM-5, cluster B groups which of the following personality disorders? 141. of the following are the two major theories that have been proposed to explain antisocial personality disorder?
17. Human skills can be learned through education and training, as well as be developed through experience. TRUE Like conceptual skills, human skills can be learned through education and training, as well as be developed through experience. Organizations increasingly utilize advanced programs in leadership skills and team leadership as they seek to capitalize on the advantages of self-managed teams. AACSB: Analytic Blooms: Remember Difficulty: 1 Easy Learning Objective: 01-04 Distinguish among three kinds of managerial skill; and explain why managers are divided into different departments. Topic: Levels and Skills of Managers 18. The array of technical skills managers need is independent of the position they hold in their organizations. FALSE Managers need a range of technical skills to be effective. The array of technical skills managers need depends on their position in their organizations. AACSB: Analytic Blooms: Remember Difficulty: 1 Easy Learning Objective: 01-04 Distinguish among three kinds of managerial skill; and explain why managers are divided into different departments.
82. The ability of one organization to outperform other organizations because it produces desired goods or services more efficiently and effectively than its competitors is known as its: Competitive advantage is the ability of one organization to outperform other organizations because it produces desired goods or services more efficiently and effectively than its competitors. The four building blocks of competitive advantage are superior efficiency, quality, innovation, and responsiveness to customers. AACSB: Analytic Blooms: Remember Difficulty: 1 Easy Learning Objective: 01-06 Discuss the principal challenges managers face in today's increasingly competitive global environment. Topic: Challenges for Management in a Global Environment
3. The financial statement that summarizes a firm's accounting value as of a particular date is called the: Refer to Section 2.1. AACSB: Analytic Blooms: Remember Difficulty: 1 Easy Learning Objective: 02-01 Differentiate between accounting value (or "book" value) and market value. Section: 2.1 Topic: Balance sheet 4. Which one of the following decreases net income but does not affect the operating cash flow of a firm that owes no taxes for the current year? Refer to Section 2.2. AACSB: Analytic Blooms: Remember Difficulty: 1 Easy Learning Objective: 02-02 Distinguish accounting income from cash flow. Section: 2.2 Topic: Noncash item
15. Over the past year, a firm decreased its current assets and increased its current liabilities. As a result, the firm's net working capital: Refer to Section 2.1. AACSB: Analytic Blooms: Understand Difficulty: 1 Easy Learning Objective: 02-01 Differentiate between accounting value (or "book" value) and market value. Section: 2.1 Topic: Net working capital 16. Which one of the following is included in net working capital? Refer to Section 2.1. AACSB: Analytic Blooms: Understand Difficulty: 1 Easy Learning Objective: 02-01 Differentiate between accounting value (or "book" value) and market value. Section: 2.1 Topic: Net working capital
Blooms: Apply Difficulty: 2 Medium Learning Objective: 02-01 Differentiate between accounting value (or "book" value) and market value. Section: 2.1 Topic: Liquidity 108. Which is more important from a finance perspective—net income or operating cash flow? What is the difference between these two values? From a finance perspective, operating cash flow is more important because it reveals the actual net amount of cash generated or used by a firm's daily operations. The difference between net income and operating cash flow consists of depreciation and other noncash expenses plus the interest paid. Feedback: From a finance perspective, operating cash flow is more important because it reveals the actual net amount of cash generated or used by a firm's daily operations. The difference between net income and operating cash flow consists of depreciation and other noncash expenses plus the interest paid. AACSB: Reflective Thinking Blooms: Apply Difficulty: 2 Medium Learning Objective: 02-04 Determine a firm's cash flow from its financial statements. Section: 2.4 Topic: Operating cash flow 109. Explain why the marginal tax rate, rather than the average tax rate, is used when computing the cash flows from a proposed new project. The marginal tax rate is used because that is the tax rate that will apply to the incremental taxable income generated by the new project. Feedback: The marginal tax rate is used because that is the tax rate that will apply to the incremental taxable income generated by the new project. AACSB: Reflective Thinking Blooms: Understand Difficulty: 1 Easy Learning Objective: 02-03 Explain the difference between average and marginal tax rates. Section: 2.3 Topic: Marginal tax rate
73. You decide to purchase an equal number of shares of stocks of firms to create a portfolio. If you wanted to construct an index to track your portfolio performance, your best match for your portfolio would be to construct ______. AACSB: Reflective Thinking Blooms: Understand Difficulty: 3 Hard Learning Objective: 02-02 Describe the construction of stock market indexes. Topic: Stock and Bond Market Indexes 74. In a ___________ index, changes in the value of the stock with the greatest market value will move the index value the most, everything else equal. AACSB: Reflective Thinking Blooms: Understand Difficulty: 2 Medium Learning Objective: 02-02 Describe the construction of stock market indexes. Topic: Stock and Bond Market Indexes 75. A corporation in a 34% tax bracket invests in the preferred stock of another company and earns a 6% pretax rate of return. An individual investor in a 15% tax bracket invests in the same preferred stock and earns the same pretax return. The after-tax return to the corporation is _______, and the after-tax return to the individual investor is _______. After-tax return to corporate investor after 70% exclusion = .06 - (.06 × .30) × .34 = 5.39% After-tax return to individual investor = .06(1 - .15) = 5.1% AACSB: Analytic Blooms: Apply Difficulty: 3 Hard
Blooms: Remember Difficulty: 2 Medium Learning Objective: 01-03 Explain the economic functions of financial markets and how various securities are related to the governance of the corporation. Topic: Financial Markets and the Economy 37. Debt securities promise: I. A fixed stream of income II. A stream of income that is determined according to a specific formula III. A share in the profits of the issuing entity AACSB: Analytic Blooms: Remember Difficulty: 2 Medium Learning Objective: 01-02 Distinguish between real assets and financial assets. Topic: Financial Assets 38. The Sarbanes-Oxley Act tightened corporate governance rules by requiring all but which one of the following? AACSB: Analytic Blooms: Remember Difficulty: 2 Medium Learning Objective: 01-03 Explain the economic functions of financial markets and how various securities are related to the governance of the corporation. Topic: Financial Markets and the Economy 39. The success of common stock investments depends on the success of _________. AACSB: Analytic Blooms: Remember
32. (p. 7) A zero-sum situation is also known as what kind of a situation? Difficulty: Easy Learning Objective: 01-02 Explore how people use negotiation to manage situations of interdependence. Lewicki - Chapter 01 #32 33. (p. 9) BATNA stands for Difficulty: Medium Learning Objective: 01-02 Explore how people use negotiation to manage situations of interdependence. Lewicki - Chapter 01 #33 34. (p. 9, 10) What are the two dilemmas of negotiation? Difficulty: Hard Learning Objective: 01-02 Explore how people use negotiation to manage situations of interdependence. Lewicki - Chapter 01 #34