zilongwang/ReadingBank huggingface dataset:
Lambert, D.M., Cooper, M.C., Pagh, J.D.: Supply Chain Management: Implementation Issues and Research Opportunities, International Journal of Logistics Management, The, Vol. 9 Iss; 2, pp.1-20 (1998). Lee, H.L., Whang, S.: Information Sharing in a supply chain. International Journal of Technology Management 20, 373-387 (2000). Melo, M.T., Nickel, S., Saldanha-da-Gama, F.: Facility location and supply chain management – A review, European Journal of Operational Research, vol. 196, no.2, pp. 401-412 (2009). Strunk, A.: Qos-aware service composition: A survey, Proceedings of the 8th IEEE European Conference on Web Servces, ECOWS 2010, PP. 67-74 (2010). Swaminathan, J.M., Tayur, S.R.: Models for supply chains in e-business. Management Science 49, 1387-1406 (2003). Trappey, C.V., Trappey, A.J.C., Lin, G.Y.P., Liu, C.S., Lee, W.T.: Business and Logistics hub integration to facilitate global supply chain linkage. Proceedings of the Institution of Mechanical Engineers, Part B: Journal of Engineering Manufacturing 221, 1221-1233 (2007). services training.htm. 2/25/2018
Relationships between yield and mineral concentrations in potato tubers. Hort Science.44:6–11. White, PJ, Broadley MR. (2005). Biofortifying crops with essential mineral elements. Trends in Plant Science.10:586–593. Wingfield, N. (2007) Start-up to create market for trade of virtual goods. Wall Street Journal. 16-21. Wszelaki, A.L., Delwiche, J.F., Walker, S.D., Liggett, RE., Scheerens, J.C. and Kleinhenz, M.D. (2005). Sensory quality and mineral and glycoalkaloid concentrations in organically and conventionally grown redskin potatoes (Solanum tuberosum) Journal of the Science of Food and Agriculture. 2005; 85:720–726. 1/25/2018
American Welding Society AWS D1.8 – Structural Welding Code – Seismic Supplement Cool Roof Rating Council CRRC-1 – CRRC Product Rating Program FM Global FM 4471 – Approval Standard, Class I Panel Roofs International Accreditation Service IAS AC472 –Metal Building Systems Inspection Accreditation International Code Council IBC – International Building Code Metal Building Manufacturers Association MBMA – Metal Building System Manual (MBSM) National Fire Protection Association NFPA 285 – Method of Test for the Evaluation of Fire Propagation Characteristics of Exterior, Non-load-Bearing Wall Assemblies Containing Combustible Components Research Council on Structural Connections RCSC SPEC – Specification for Structural Joints Using ASTM F3125 Bolts Steel Joist Institute SJI STD SPEC – Standard Specifications and Load Tables for Steel Joists and Joist Girders Sheet Metal and Air Conditioning Contractors’ National Association (SMACNA) – Architectural Sheet Metal Manual The Society for Protective Coatings SSPC SP-2 – Surface Preparation Specification No. 2: Hand Tool Cleaning SSPC SP-3 – Surface Preparation Specification No. 3: Power Tool Cleaning Underwriters Laboratories Inc. UL 580 – Tests for Uplift Resistance of Roof Assemblies
Moore, M. G., & Kearsley, G. (1996). Distance education:Asystems view. Belmont, CA: Wadsworth. Office of Technology Assessment, U.S. Congress. (1993). Adult literacy and new technologies: Tools for a lifetime (Final Report No. OTA-SET-550). Washington, DC: Government Printing Office. Norzaini Azman. (2006). History, trends and significant development of adults education in Malaysia in HISTORIA: Journal of Historical Studies. Vol. VII, No. 2. Bandung: Historia Utama Press. Pratt, D.D. (1993). Andragogy after twenty-five years: New directions for adult and continuing education. Journal Articles. San Francisco: Jossey-Bass Inc. Pub. Olgren, C. H. (2000). Learning strategies for learning technologies. In E. J. Burge (Ed.), The strategic use of learning technologies. New directions in adult and continuing education (Vol. 88, pp. 7-16). San Francisco: Jossey-Bass. Russell, A. (1995). Stages in learning new technology: Naive adult email users. Computers and Technology, 25(4), 173-178. 7/25/2016
How is Ukraine supporting the integration of IDPs and ensuring that IDPs – as citizens of Ukraine – receive the social benefits to which they are entitled? What steps is Ukraine taking to ensure the government’s response to the asymmetrical war led and funded by Russia will not give rise to a climate of impunity for violence and threats against journalists? The voice of Ukrainian civil society has been an essential driver of reforms. How is Ukraine ensuring that civil society has the opportunity to inform government and that the operating environment for civil society remains unconstrained? We commend Ukraine for taking steps to ensure that LGBTI individuals are increasingly able to exercise their rights to free assembly and association, including by providing significant protection to the 2017 Kyiv March for Equality. What further steps will the government take to foster tolerance in Ukrainian society towards LGBTI persons and support the ability of LGBTI individuals to exercise their rights? How is Ukraine working to combat intolerance, discrimination, and hate crimes against Roma and promote Roma integration into Ukrainian society? How successful is the implementation of your Roma Action Plan? What is Ukraine doing to protect Jewish heritage sites and Holocaust memorials? What is the status of the government’s investigations into major Yanukovych-era abuses, including high-profile corruption cases, the killings of Euromaidan protestors in Kyiv, and the deaths during the fire at the Odesa Trade Union Building?
American Experience from 1920’s through the 1970’s: (“The Commanding Heights” – Chapter 2) (“Economics” – Chapter 14) (“Economics” – Chapter 16) (“Economics” – Chapter 7, pages 117–122) Very strong economic performance during the 1920’s (i.e., the “Roaring Twenties”): Low unemployment; inflation near 0% throughout decade; tremendous increases in per capita GDP Trend toward “modernization” and “urbanization”: rapid increase in households with electricity, radio ownership, automobile ownership Partly fueled by the Mellon-Coolidge-Harding tax cuts of the 1920’s: Revenue Acts of 1921, 1924, & 1926 Andrew Mellon, Secretary of the Treasury of the U.S. from 3/1921 to 2/1932 Warren Harding, President from 3/1921 to 8/1923 Calvin Coolidge, President from 8/1923 to 3/1929 Year : Highest MTR: Lowest MTR: 1917 67% 2% 1918 77% 6% 1919–1921 73% 4% 1922–1923 58% 4% 1924 46% 2% 1925–1931 25% 1.5% Tax revenues increased from $700 million in 1921 to over $1 billion in 1928 and 1929 During Pres. Coolidge’s time in office, unemployment averaged 3.3% and inflation averaged 1% => lowest Misery Index of any 20th Century President
Interstate Commerce Commission (ICC) – Federal agency created in 1887 to regulate the behavior of railroads; regulation in the U.S. began with the creation of the ICC …but, Federal Government regulation of Markets was greatly expanded/accelerated as part of the New Deal Agencies/regulations created under the New Deal included Federal Communications Commission (FCC – 1934) – regulates all non-Federal Government use of the radio spectrum, all interstate communications, and international communications to/from U.S. Civil Aeronautics Authority (CAA – 1938) – regulated all non-military aviation in , including fares and service routes of private airlines National Labor Relations Board (NLRB – 1935) – agency created to conduct elections for labor union representation and to investigate unfair labor practices Securities and Exchange Commission (SEC – 1934) – created in response to Stock Market Crash of 1929, in order to regulate and restore efficiency to financial markets (in part by creating financial disclosure requirements for publically traded firms) Federal Minimum Wage – attempted implementation by FDR in 1933 (declared Unconstitutional by Supreme Court in 1935); established by the passage of the “Fair Labor Standards Act of 1938” (25¢ per hour => $3.77 in 2009 dollars) (iii) Agricultural Adjustment Acts of 1933 and 1938
North knew it was critical to prevent Confederacy from getting foreign support and recognition Failure of King Cotton Diplomacy Europe was not as dependent on South’s cotton as much as the South had hoped; Europe had sources of cotton from Egypt and India wool and linen can also be used to create textiles, not just cotton France would not choose sides until Britain did British did not lend support to South because: Lee’s failure at Antietam; dashed hopes of a decisive victory the working class sympathized with the Union cause despite the cotton shortage because booming war industries tempered unemployment northern grain shipped to Britain to prevent hunger instead, Europe declared neutrality; in doing so, recognized the Civil War as a between to legitimate governments Trent Affair US snatched Confederate diplomats Mason and Slidell off a British ship called the Trent British threatened war, so Lincoln let the diplomats free but the diplomats failed to obtain recognition anyways :b Confederate Raiders South was respected enough to purchase deadly warships from Britain, which US claimed was a violation of neutrality US persuades Britain not to sell warships to Confederacy and later demands huge reparations from Britain The End of Slavery Lincoln hesitant to take action against slavery: needed to maintain border state support constitutional protections of slavery prejudices of northerners premature action could be overturned in the next action Confiscation Acts General Benjamin Butler refused to return captured slaves to Confederate owners, calling them contraband of war First Confiscation Act- thousands of contrabands escape into Union camps to become “confiscated” txbk say “slaves used in support of the Confederate military effort will be freed” <shrugs> same deal? Second Confiscation Act- slaves of people in rebellion were free Confiscation Acts allowed Lincoln to use them in the Union army Emancipation Proclamation after winning Antietam in the fall of 1862, Lincoln declares that he will use his powers to issue the Emancipation Proclamation citing “military necessity,” Lincoln uses his power as commander in chief to free all slaves at war with the United States delayed announcement until he could win the support of conservative northerners encouraged border states to come up with plans to emancipate slaves 1863- issued the Emancipation Proclamation “I do order and declare that all persons held as slaves within said designated States and parts of States are, and henceforward shall be, free; and that the Executive Government
6. The global monsoon system, monsoon 7. en.wikipedia.org/wiki/big bang theory 8. en.wkipedia.org/wiki/steady state theory 9. state theory 10. Nelson.J.H. Cosmic pattern, their influence on man and his communications 1974 American federation of astrologe. 11. Nelson JH, J. Geo cosmic research, summer 1974. 12. Meteorology astrology (Astrometeorology) lewis. james. R, march 2003, astrology book 2003, p453. 13. Advances in geophysics volume 28B books.google.co.in 14. Department of meteorology and geophysics( of meteorology and geophysics. 15. Shear-wave splitting: New geophysics and earth quakes; link springer.com 16. Operational earth quake forecasting 17. finder.com Appendises 1/25/2017
ward-moving summer monsoon low pressure systems over the Indian region and their relationship with the monsoon rainfall. Centre for ocean-land atmospheric interactions, university of Maryland, College park, MD. 4. Das P.K. and B.L.Bose,1958, Numerical study of movement of monsoon depression, Ind. journal of meteor.geophisics. 5. Jadhav, S.K. and A.A. Munot,2004; statistical study of the low pressure systems during summer monsoon season over the Indian region, mausam,55,15-30. 6. The global monsoon system, monsoon 7. en.wikipedia.org/wiki/big bang theory 8. en.wkipedia.org/wiki/steady state theory 9. state theory 10. Nelson.J.H. Cosmic pattern, their influence on man and his communications 1974 American federation of astrologe. 11. Nelson JH, J. Geo cosmic research, summer 1974. 12. Meteorology astrology (Astrometeorology) lewis. james. R, march 2003, astrology book 2003, p453. 13. Advances in geophysics volume 28B books.google.co.in 14. Department of meteorology and geophysics( of meteorology and geophysics. 15. Shear-wave splitting: New geophysics and earth quakes; link springer.com 16. Operational earth quake forecasting 17. finder.com Appendises 4/5/2017
Grade 7 Summer Math Challenge 2013 Dear 7th grade students, There are about 65 days from the end of this school year until the beginning of school in September. You are being challenged to complete the following math worksheets during your summer vacation. This is a review of the work you have done in grades six and seven. You only have to do one or two problems a day! Please show your work on a separate sheet of paper and put the answers in the spaces provided in the packet. In September, bring your completed packet, with the work attached, to your grade 8 math teacher. Are you up to the challenge? Question Answer Question Answer 1.) │-7│= 1.) 2.) Write as a decimal: 2.) 3.) Write all the factors of 24 3.) 4.) Write 4 multiples of 12 4.) 5.) 2+ 8 = 5.) 6.) 9 - 2 = 6.) 7.) x 2 = 7.) 8.) ÷ 8 = 8.) 9.) - 4 – 14 = 9.) 10.) 21 ÷ (-3) = 10.) 11.) -2 + (-3) = 11.) 12.) -8 • (-7) = 12.) 13.) 0.24 x 1.3 = 13.) 14.) 25.62 ÷ 0.84 = 14.) 15.) 62.1 – 15.58 = 15.) 16.) -(62) + 33 -7 = 16.) 17.) 17 + (3 + 2)2 – 4 = 17.) 18.) 30% of 700 = 18.) 19.) Find K: 19.) 20.) Find Y: 20.)
= = 25 21.) = 12 21.) 22.) Write in scientific notation: 71,000,000,000 22.) 23.) Write in standard form: 3.5 x 107 23.) 24.) Complete the pattern: 1, 3, 6, 10,_, _, _ 24.) 25.) List the primes: 1,2,3,4,5,8,11,13 25.) 26.) Write the prime factorization of36 26.) 27.) 72 = 27.) 28.) 72 in. = __ ft. 28.) 29.) 1 cups = __ oz. 29.) 30.) -5+-5--3 30.) 31.) Find the mean; 7, 9, 15, 14, 12, 10, 15, 14, 12, 10, 15, 14 31.) 32.) Find the area. 6m 4m 32.) 33.) Find the area of the circle if d = 10 in. 33.) 34.) Find the total number of combinations: top: red, white, or green; pants: blue, tan 34.) 35.) Which quadrant would (-5, -3) be in? 35.) 36.) List the factors of 36 36.) 37.) Write as a decimal. 37.) 38.) 15% of 80 38.) 39.) 39.) 40.) 40.) 41.) 41.) 42.) Find the total number of lunch choices: DRINK: punch, water or milk; SANDWICH: hamburger, hot dog or grilled cheese 42.) 43.) 43.) 44.) 44.)
the following point fall? (-2, 4) 7, 9, 15, 14, 12, 10,15, 14 93.) = 93.) 94.) = 94.) 95.) 16% of 200= 95.) 96.) 8 - (-8)= 96.) 97.) 25 = 97.) 98.) 80.4 x 2.34= 98.) 99.) = 99.) 100.) -7 x 9= 100). 101.) = 101.) 102.) Solve for b 102.) 103.) = 103.) 104.) Find the area: b= 11 in h= 8in 104.) 105). 43 = 105.) 106.) -23 + 18= 106.)
student learning tasks as you feel necessary to best support your students in becoming college and career ready. Scoring Rubric for Short Written Responses Score of 3 Score of 2 Score of 1 Score of 0 The response demonstrates: Complete understanding of the reading concept embedded in the task/question Information is accurate, complete, and fulfills all the requirements of the task/question Necessary support and/or examples are included Information is clearly text based The response demonstrates: Partial understanding of the reading concept embedded in the task/question Information is essentially correct Information is too general or too simplistic Some of the support and/or examples may be incomplete or omitted Information is The response indicates: Understanding of the reading concept embedded in the task/question not demonstrated Information is inaccurate Insufficient amount of information to determined understanding of the task Failure to respond to the task/question The response does not meet any of the criteria
Standards Addressed 6RI.1-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text 6RI.2-Determine a central idea of a text and how it is conveyed through particular details 6W.1-Write arguments to support claims with clear reasons and relevant evidence 6W.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience 6W.5-With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach 6W.6-Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting 6W.9-Draw evidence from literary or informational texts to support analysis, reflections, and research 6SL.1-Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly 6SL.6-Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate Learning Task #4 DOK: 4 Extended Thinking (problem solving) Description of Task Setting: Phase One-Individual reading of one of the two informational texts, small group discussion, individual graphic organizers for reading and discussion Phase Two-Individual drafting, revising and editing Duration of the Activity: Phase One-1.5 hours; Phase Two-1.75 hours: Total Time-3.25 hours Materials Required: Two texts listed above Graphic organizer for Argumentative Writing Blank graph paper (for map)
the student on this skill instead. There is no reason to hold the student to the lower skill if he/she is capable of more. The middle complexity Extension is about solving the equation (91221). High school ELA, AT94211A, pg. 12 Directions: Read the scenario below and determine which statement describes the cogent information that you would deliver to a teacher or peer. There are a series of statements and then two choices for cogent information for each statement. Does this meet the intent of the task? AT94211A states, “the student will deliver cogent information to a teacher or a peer.” The intent of this task is that the student will deliver the cogent information. This can be done verbally or using assistive technology. The task described does not meet the intent of this task.
Name_____________________ Grade: ____ Date:______________ Read and Write Numbers Through Hundreds Write the numbers the teacher says. Here is an example: If the teacher says twenty-two, you write 22. ________ D. ________ ________ E. ________ ________ F. ________ Read these numbers aloud: G. 65 H. 113 307 780 982 1005
Wise Woman and Her Secret Merriam, Eve 28 2.8 Witches Don't Do Backflips Dadey, Debbie 28 2.8 Wizards Don't Need Computers Dadey, Debbie 28 2.8 Wolfmen Don't Hula Dance Dadey, Debbie 28 2.8 Wonder Kid Meets the Evil Lunch Snatcher Duncan, Lois 28 2.8 Word's Greatest Toe Show, the Lamb, Nancy & Singer, Muff 28 2.8 Write up a Storm with the Giff Patricia / Dell 28 2.8 Year Mom Won the Penant, the Christopher, Matt 28 2.8 Yonder Johnston, Tony 28 2.8 Young Wolf's First Hunt Shefelman, Janice 28 2.8 You're My Nikki Eisenberg, Phyllis Rose 28 2.8 Zap! I'm a Mind Reader Greenburg, Dan 28 2.8 Zero's Slider Christopher, Matt 28 2.8 Zombies Don't Play Soccer Christopher, Matt 28 2.8 Zomo the Rabbit: A Trickster TAle From McDermott, Gerald 28 2.8 Zoo Keepers Deedrick, TAmi 28 2.8 dePaloa, Tomie 30 3.0 89th Kitten, the Nilsson, Eleanor 30 3.0 Abraham Lincoln: President of a Divided Country Greene, Carol 30 3.0 Absent Author, the Roy, Ron 30 3.0 Adam Joshua, the ....series Smith, Janice Lee 30 3.0 Adios, Anna Giff Patricia / Dell 30 3.0
GUIDE TO GRADUATE STUDIES IN ENGLISH CASE WESTERN RESERVE UNIVERSITY 2017) 2 2 3 6 11 15 15 17 21 MA 23 26 BA 37 37 38 MA 39 40 MA + 41 ABOUT THE GENERAL INFORMATION PEOPLE AND GRADUATE ADMISSION AND FUNDING AND AND AND IN RESEARCH WRITING TEACHING OPPORTUNITIES, TRAINING, MENTORING, POLICIES ADVISING, PLACEMENT GRADING GENERAL EDUCATION IN ENGLISH DEGREE ENGLISH DEGREE REQUIREMENTS: HISTORY THEORY
Faster, Recommended Timetable for Full-time PhD Students Ideally, you should make every effort to move more quickly than the required good standing deadlines. Adhering to this faster schedule will give you more time to write your dissertation, and it will also allow you to position yourself better as a publishing scholar. Coursework Years 1 & 2 (post MA) Year 3 Year 4 Year 5 Year 6 Year 7 (if needed) Sem 1 & 2: Course- work Sem 3: Course- work. Select and recruit your exam committee. Sem 4: Coursework, Draft Exam Proposal in Directed Readings (76-911) with your exam committee chair. Have exam proposal approved by committee, read by program faculty, by the end of the semester. Present a public paper. Sem 5: Pass exams by end of September. Mull, frame argument, draft prospectus as you are reading for exams. Sem 6: Have prospectus approved by dissertation committee, by end of semester. ABD status attained. Sem 7&8: Draft 1 or 2 chapters. Initial Plan of Work must be approved by the Graduate Committee. Sem 9: Draft 1 or 2 chapters. Sem 10: Draft 1 or 2 chapters. Turn one chapter into an article and submit it to a refereed journal. Sem 11: Draft 1 or 2 chapters. Go on job market if agrees you are ready. Sem 12: Revise and defend dissertation. If job search successful certify. If job search unsuccessful, Year 7 available as grace year. Sem 13: Second Job search. Sem 14: Start turning dissertation into a book or set of articles. Certify as early as feasible but definitely in time to graduate in May.
Department of Anthropology The University of Memphis Chair Dr. Ruthbeth Finerman finerman@memphis.edu (901) 678-3334 Assistant to the Chair Paulette Wilkerson pwlkrsn@memphis.edu (901) 678-3329 Graduate Coordinator Dr. Kathryn Hicks kahicks2@memphis.edu (901) 678-2080 Office Administrator Evell F. Ballard efballrd@memphis.edu (901) 678-4283 Main Office Room 316 Manning Hall 8:00 a.m. to 4:30 p.m. (901) 678-2080
Gained practical experience in applying learned anthropological knowledge, methodology, & ethics (Goal 3) Gained enhanced written and oral communication skills (Goal 4) Please assess the student’s performance on each goal. Include written comments in the empty box below learning goal. Outcomes for Practicum Forum Exceeded Met Unmet Organized and carried out a practicum assignment that addresses issues of community wellbeing. Applied training principles to the practicum assignment. Articulated the results of their practicum in an organized oral presentation. Please provide additional committee comments on back; submit to Graduate Coordinator for distribution to Student’s Committee Chair. Practicum Product Check List The Department of Anthropology, The University of Memphis Hard copies of the final report must be submitted to the advising committee chair and practicum supervisor. Electronic copies of each of the following must be sent electronically to your advising committee, Graduate Coordinator and Department Chair. Check off items once completed. _____ 1. Practicum Presentation (Power Point slides and notes page)
b. Questions (30 min.) c. Intermission (15 min.) 2. Closed session a. Questions from the committee (30 min.) b. Voting by the committee (15 min.) c. Notification of the student 3. Adjournment Preparing the PhD Dissertation for Submission to the University Before beginning preparation of the final project for submission to the Registrar, students should familiarize themselves with the Registrar’s instructions for electronic and/or hard copy paper dissertation submissions. ✯ Instructions for Submission of the Dissertation (both hard and electronic processes): Please follow all instructions carefully, or the Registrar may not accept your submission! ✯ Video for Electronic Submission (very helpful!): RILM An abstract is to be prepared by the candidate for publication in RILM Abstracts of Music Literature. It will be published just as it is submitted, so the author and advisor are urged to check its contents very carefully. Please see the RILM site (or your advisor, or Mimi Tashiro in the Music Library) for instructions about submitting your dissertation abstract to them, .
Stanford University Department of Music 94305-3076 (650) 725-3101 DMA Final Project Reading Committee Form This form is used to appoint a DMA Reading Committee. The notice of appointment of a D.M.A. Final Project Reading Committee should be submitted to the department at the same time as the approved final project proposal and the completion of the special area exam. [NOTE: The University requires submission of the Reading Committee Form prior to a student going TGR.] It is the responsibility of the student, with the advice of his or her adviser, to approach appropriate faculty members and obtain their consent to serve on the reading committee. The membership of the reading committee is the principal final project adviser and a minimum of two additional members. [N.B. At least two (2) committee members will be Academic Council (i.e., Assistant, Associate, or Full Professor, or other rank designated by the University). The third member may be someone with relevant expertise in some aspect of the material of the defense and will be agreed to by both the candidate and the Doctoral Final Project Adviser. A fourth member is optional.] Each member of the final project reading committee will certify on the signature page for the final copy of the project submitted to the University that the work is of acceptable scope and quality. NAME: Student No.: Working Project Title: The DMA Final Project reading committee will consist of: Principal Adviser Printed Name Signature Date Second Reader Printed Name Signature Date Third Reader Printed Name Signature Date Other (Optional) Reader Printed Name Signature Date Departmental Approval: Department Chair Printed Name Signature Date Dept Admin. Verification/PS Input: Name Date
Networking and Connections Goals Skills/Training Needed Teaching Goals Skills/Training Needed Mentoring Goals Skills/Training Needed Service/Broader Impact Goals Skills/Training Needed Leadership (Student Organizations, clubs, Organizations you start or re-start): Goals Skills/Training Needed Personal Growth: Goals Skills/Training Needed Other Career Development: Goals Skills/Training Needed Example Competencies/Skills to Help Guide You, above. Research/Technical skills Experimental design Creativity in identifying new research directions Responsible Conduct of Research Critical analysis Data analysis Statistical analysis Computer skills Problem solving skills (troubleshooting experimental design) Critical reading (review and analysis of the scientific literature) Professional Skills Communication Oral/presentation Writing (abstract, manuscript, grant, thesis, general) Manuscript Review Self-instruction/learning Teaching Industry Science skills? Application Activities and Skills Statements Connections with Faculty Interpersonal Skills Networking Mentoring/being a mentee Working with others Leadership and management skills Time management Prioritizing/goal setting Organizational skills Ability to multitask Meeting deadlines Giving/accepting feedback Professional Planning and Career Development Analysis of desired career path Strategy to get there Broader Impact Volunteering now? Train for higher level broader impact activities Clubs/Organizations to Join
DESIGN PROCESS DESIGN PRODUCT INDIVIDUAL Logbook Usage Team Member Citizenship member coaching One on one interactions/observations (includes mentors, faculty, staff) Team Member Citizenship effort/contribution Individual Design/Portfolio Assignments One on one interactions/observations (includes mentors, faculty, staff) TEAM Team Member Citizenship overall team dynamics Client Relations/Communications Design Reviews Instructor/Team Meeting Impressions Financial Management/Budget Hardware/Software Created Snapshot & Expo Displays/Posters Wiki Page on Project Overall Portfolio/Design Report Client Acceptance/Enthusiasm FOUR QUADRANTS OF CAPSTONE COURSE PERFORMANCE (each accounts for 25% of your course grade)
Saturday Sunday Week 4 (9/3 – 9/7) Monday No School Tuesday Wednesday Thursday Friday Saturday Sunday Week 5 (9/10 – 9/14) Monday Tuesday Wednesday Thursday Friday Saturday Sunday Week 6 (9/17 – 9/21) Monday Tuesday Wednesday Thursday Friday Saturday Sunday Week 7 (9/24 – 9/28) Monday Tuesday Wednesday Thursday Friday No School Saturday Sunday Week 8 (10/1 – 10/5) Monday Tuesday Wednesday
Thursday Friday Saturday Sunday Week 9 (10/8 – 10/12) Monday Tuesday Wednesday Thursday Friday Saturday Sunday Week 10 (10/15 – 10/19) Monday Tuesday Wednesday Thursday Friday No School Saturday Sunday Total Number of Hours: __________ Grade: ___Pass/Fail_________ Coach’s Signature: ______________________________ Date: ____________
NORTH PENN HIGH SCHOOL GRADING SCALE The grading scale that will be used in all courses will include a “plus” designation for grades of C or higher. The grade of D will be the equivalent of 65% - 69%. Grading Scale for Marking Periods A+ 97 – 100% A 90 – 96% B+ 87 – 89% B 80 – 86% C+ 77 – 79% C 70 – 76% D 65 – 69% F Below 65% Final Course Grades A+ - D course averages parallel the marking period E 50 – 64% (Remediation permitted) F Below 50% (Remediation not permitted) Final Exams (Full Year Courses) 21% for each marking period 16% for final exam All numeric averages will be rounded to the nearest whole number.
Grading Policy 2014-2015 Advanced Placement English Literature Mr. Gillespie gillesaj@npenn.org Quarterly Grading System A+ 97 – 100% A 90 – 96% B+ 87 – 89% B 80 – 86% C+ 77 – 79% C 70 – 76% D 65 – 69% F Below 65% If the computed grade is a fraction away from the next highest letter grade, it must be a .5 or higher to qualify for rounding. For example, an 89.5 would qualify for an “A,” but 89.4 would not qualify for an “A.” Final Grading System will remain as the quarterly system for A+ to D grades. As a reminder, the percentage is important in determining status of a student’s eligibility for Summer School. E 50-64% Failure- Remediation via Summer School F 0-49% Failure- Remediation is not permitted Final Exam Policy Final Exams (Full Year Courses) 21% for each marking period 16% for final exam AP Students who take the Advanced Placement test in May and maintain an B average will be eligible to exempt the course’s final exam. Factors used in the determination of quarterly grades: Quarterly grades are based upon a point system. Sample items include: vocabulary quizzes (20 points), reading quizzes (5-50 pts.), tests (60-100 pts.), and compositions (100 pts.). Class participation, homework completion, daily preparation, reading journals, and class discussion will also be given points and will contribute to the quarterly grade. The total points achieved by the student will be divided by the total points possible for the final percentage. Homework Late or incomplete may not be accepted. At a minimum, one letter grade will be penalized for each day late. Vocabulary homework is usually due every Thursday before an announced quiz. Incomplete vocabulary homework will result in a five point deduction.
article and evaluates their persuasiveness. explore their persuasiveness. explore their persuasiveness. nor does it explore their persuasiveness. explore their persuasiveness. MLA Format, Grammar The paper contains less than 2 grammatical or formatting errors. The paper contains less than 5 grammatical or formatting errors. The paper contains in text citations and no grammatical errors, but it has no Works Cited page. The paper contains citation errors, grammatical errors, and no Works Cited page. The paper has no Works Cited page, does not use in text citations, and features multiple grammatical errors.
Today is Tết, the first day of the lunar calendar. Ask: Based on the text, when is Tết? (listen for: the first day of the lunar calendar) Every Tết we eat sugary lotus seeds and glutinous rice cakes. We wear all new clothes, even underneath. Ask: What does the speaker’s family do on Tết? (listen for: eat glutinous rice cakes, sugary lotus seeds and wear new clothes) Ask: What does “glutinous” mean? Can you determine the meaning of this word from what is going on in this text? (NOTE: this may be difficult to determine from context, but listen for good guesses based on context and then provide meaning: sticky)
Grading the final exam Question 1 a: if they give 1/df instead of df but do calculation correctly then give 3 points, if they used the wrong kind of rate but did the calculation correctly then mark off ½ give two points if they have interpreted the df as PV/par even if they haven’t gotten PV correct. b) if they used a standard formula using a financial calculator then give 3 points… Give two points if they have laid out the problem but not had time to do it. Subtracet a point from b&c in total if they have laid out the bond incorrectly but did the calculations correctly. c) If they interpreted the interest rates incorrectly but did the problem correctly otherwise then give full credit. Give 2 points if they showed they knew how to answer the question but didn’t have time to put numbers in. If they laid out the problem correctly with numbersand didn’t calculate an answer give 3.5 d) give some credit for working through the right logic (2 points?). Give 2 points for setting up the problem correctly, another point for adding in cashflows but making a mistake somewhere, 3 points if they messed up only on the cashflows but set up correctly… e) be careful as the answers are slightly different. On version B the last rate is unchanged and thus the rates have all gone up slightly. Therefore the price goes down. In the other version the last rate went down a lot and therefore the price goes up. Question 2 Credit default swaps is a reasonable answer D&e) If answered with Maiden Lane III then 1 point. Question 3 if they just switched some of the rates buys and sells then subtract 1. If they get the right idea but wrong execution +2. Question 4 a) 2 points for correct formula incorrectly executed c) -0.5 for not having supply be vertical but otherwise correct answer, -1 for coming up with the wrong supply/demand but the correct answer Question 5 lose ½ point if not recognizing trader B buys the other 2K shares, lose 1 point if not executing A and C correctly (only executes if touched). Give 4 points if everything executed as a market order.
6. Drawing on previous observations, compose a comment for the student that will promote revision and move the paper forward. Original Assignment: Background: “Tong” wrote the attached essay on the topic “lies,” based upon a brief newspaper article the class had read the day before, during a 50-minute class period during the first week of the semester. Prompt: Goodrich points out that there are many reasons why people lie and that there may be appropriate times to lie as well as times when lying may be harmful.
ADOLESCENT PSYCHOLOGY Grading Rubric for Taking Sides Blogs Summary of Both Arguments /12 pts (yes = 6, no = 6) Who you agree with and why? /10 pts (who = 5, why = 5) Strength and Weaknesses /10 pts Relate back to topic /13 pts Formatting/ Grammar/ Length /5 pts Total /50 total *10 pts off each day the assignment is late (up to 5 days)
Job Evaluation Request This form must be authorised by the Chief Executive and Depute Chief Executive before being submitted to HR Services along with the job evaluation assessment questionnaire. POST DETAILS Post Title: Service Area: Service Function: Service Unit: Cost Centre: Current Salary Band: REASON FOR EVALUATION: (please tick as appropriate) New post: Existing post which has undergone a material change as a result of changes to work requirements: Existing post which has undergone a material change as a consequence of a service restructure: JUSTIFICATION SUPPORTING REQUEST Summary of changes to post / responsibilities: Benefits to the council from changes:
Grading and Work Sample Analysis (Level 2) Directions: All of the following are work samples that were turned in for grading. Students were supposed to respond to the following prompt: For a science class project, Sandy wants to test the effect of rap music on pea plant growth. She plays loud rap music 24 hours a day to a series of pea plants grown under light and watered daily. At the end of her experiment she concludes that rap is conducive to plant growth. Sandy receives a low grade on this experiment from her teacher. Why did Sandy’s teacher give a low grade for this experiment? What was the key problem with it? How could Sandy change her experiment to fix the problem? Rewrite the experiment so it will receive a better grade. The rubric that was used to grade these work samples was the following: Far Below Basic Below Basic Basic Proficient Advanced Assignment was not attempted. Response kind of relates to the fact that there is no control group for this experiment OR that Sandy has nothing to compare the plants she played music to. The student does not attempt to explain how the experiment could be improved. Three or four grammar and language errors are present. Response explains that there is no control group for this experiment OR that Sandy has nothing to compare the plants she played music to. The student tries to explain how the experiment could be improved. One or two grammar and language errors are present. Response explains that there is no control group for this experiment OR that Sandy has nothing to compare the plants she played music to. The student explains how the experiment could be improved. Proper grammar and language is used. Response explains that there is no control group for this experiment AND that Sandy has nothing to compare the plants she played music to. The student explains how the experiment could be improved. Proper grammar and language is used. Directions: Analyze each of the following examples and determine what grade you would give each work sample using the rubric above. Make sure that you explain why you assigned each grade to each work sample. After you do this individually, you will be assigned a group and a specific work sample to discuss. You will then present the reasoning for the grade that you gave the assigned work sample. Work Sample #1
Grading Criteria Tick the box when you have completed each grading criteria Name: To achieve a pass grade the evidence must show that the learner is able to: Tick when complete To achieve a merit grade the evidence must show that, in addition to the pass criteria the learner is able to: Tick when complete To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria the learner is able to: Tick when complete P1 describe the main sites of reabsorption in the kidney M1 describe how reabsorption occurs in each of the main sites D1 explain how the body maintains the correct acid-base balance P2 outline the importance of regulating body fluids in the body P3 outline the organisation and function of the nervous system M2 explain the functions of the nervous system D2 explain the interrelationships between the nervous and endocrine systems P4 outline the organisation and function of the endocrine system M3 explain the functions of the endocrine system P5 describe the mechanisms of the homeostatic system M4 explain positive and negative feedback in homeostasis, using examples from the human body D3 explain how malfunctions of the homeostatic mechanisms can lead to disorders P6 explain the roles of the sex organs in the production of ova and sperm M5 reports on the common tests performed to measure fertility D4 evaluate data concerning the levels of sex hormones at different times in the menstrual cycle in relation to fertility P7 explain how the structure of the reproductive system relates to their functions Assignment hand out date Assignment deadline Marked Actual hand in date
Grading Criteria Tick the box when you have completed each grading criteria Name: Abigail Emergy To achieve a pass grade the evidence must show that the learner is able to: Tick when complete To achieve a merit grade the evidence must show that, in addition to the pass criteria the learner is able to: Tick when complete To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria the learner is able to: Tick when complete P1 compare and contrast the structure of various nucleic acids M1 explain how genetic information can be stored in a sequence of nitrogenous bases in DNA D1 explain the steps involved in biosynthesis of protein including the roles of RNA P2 identify the stages of mitosis and meiosis in eukaryotic cells M2 describe the behaviour of chromosomes during cell division using the results of the practical investigations D2 analyse the correlation between observed pattern of dihybrid inheritance and the expected pattern P3 carry out practical investigations to record stages of cell division P4 explain how the behaviour of chromosomes leads to variation M3 apply principles of modern Mendelian genetics to predict patterns of monohybrid, dihybrid inheritance and variation P5 explain monohybrid and dihybrid inheritance ratios P6 carry out basic DNA techniques M4 describe digestion of DNA by restriction endonucleases and electrophoresis of fragments. D3 explain the steps involved in producing a genetically modified organism. P7: identify applications of genetic engineering. Assignment hand out date Assignment deadline Marked by Actual hand in date Date Circle grades awarded P1 P2 P3 P4 P5 P6 P7 M1 M2 M3 M4 D1 D2 D3
Grading Criteria Tick the box when you have completed each grading criteria Name: ______________________ To achieve a pass grade the evidence must show that the learner is able to: Tick when complete To achieve a merit grade the evidence must show that, in addition to the pass criteria the learner is able to: Tick when complete To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria the learner is able to: Tick when complete P1 carry out quantitative and qualitative analytical techniques M1 explain how accuracy may be ensured in the techniques used D1 discuss the relationship between structure and function for carbohydrates and lipids P2 demonstrate use of scientific techniques to separate substances M2 describe the factors that influence purity D2 evaluate the accuracy of the methods used to estimate the purity of the samples P3 estimate the purity of samples using scientific techniques P4 use instruments/sensors to test substances or materials. M3 justify the choice of instruments in the practical exercises. D3 evaluate the accuracy of the measurements taken. Assignment hand out date Assignment deadline Marked by Actual hand in date Date Circle grades awarded P1 P2 P3 P4 M1 M2 M3 D1 D2 D3
6 7 8 9 Practice 7-9 10 11 12 Football Game 1-5 13 14 15 Practice 7-9 16 Pasta Dinner 5-7:30 pm 17 Hofstra! 4 pm – 12 am 18 19 Football Game 1-5 20 21 22 23 24 25 26 27 28 29 30 Final Practice/Party 7-9 31 1 2 Football Game 1-5 ** Auditions for next year’s team will be held in early March ** Flagline Commitment I agree to the policies of the Northport High School Flagline. I have also submitted, in writing, all known conflicts with rehearsals and performances listed in the packet.
Mock House of Commons Activity Rubric Components Not Meeting Expectations (0%-50%) Approaching Expectations (50%-65%) Meeting Expectations (66%-90%) Exceeding Expectations (90%-100%) Bill Significant numbers of components are missing or flawed; insufficient, irrelevant, inaccurate, or incomplete information Some components are missing or poorly developed; Simple or basic information; Valid but with little depth or elaboration; Limited critical thinking evident Required components are complete, appropriate, and developed; covers topic effectively; critical thinking evident; demonstrates exploration of the topics All required components are complete, effective, and add value to the final product; with details and examples; demonstrates abstract thinking; Develops complex concepts Committee Participation Little to no participation in committee discussion; Revision notes contain a significant number of components missing or flawed; Comments and proposed amendments are insufficient, irrelevant, or inaccurate Made attempt to engage in committee discussion; Revision notes miss some components or are poorly developed; Comments and proposed amendments are valid but reflect little depth or elaboration Conducted themselves in professional manner and were an engaged and active participant in committee; Revision notes reflect critical thinking Proposed amendments to bills Conducted themselves in professional manner and effectively executing parliamentary procedures; continuously contributed to committee Revision notes reflect abstract thinking and critical reflection; Proposed amendments that were implemented in bills Floor Debate Participation Little to no participation in debate; Comments made during debate are irrelevant or inaccurate Made attempt to engage in debate; Comments made during debate are valid but reflect little depth or elaboration Conducted themselves in professional manner and were an engaged and active participant in debate; Effectively provided justification for or against a bill; Conducted themselves in professional manner and effectively executing parliamentary procedures; Continuously contributed and provide depth to debate; Effectively discussed or proposed bill
Water “What’s the Matter?” Inquiry Lab Mystery Mixture (sugar, sand, water, wood chips, and iron fillings or staples) Coffee Filter Magnet Hot Plate Beaker Graduated Cylinder Triple Beam Balance Thermometer Crime Scene Density Lab Crime Scene Tape (optional) Triple Beam Balance/Electronic Balances Graduated Cylinder Small piece of a bronze pipe (painted black) Small piece of a copper pipe (painted black) Small piece of an iron bar (painted black) Physical Change and Chemical Changes in Matter (Per group) Beakers (2) Test tubes (6) Test tube rack Thermometer Stirrers Water Milk Vinegar Cabbage Juice (phenol red) Baking Soda Calcium Chloride (Damp Rid) 250ml Beaker Conservation of Mass Graduated Cylinder Erlenmeyer Flask Balloon Baking Soda Triple Beam Balance Spoon
A justification that links the claim and evidence. It shows why the data count as evidence by using appropriate and sufficient scientific principles. reasoning, or only provides reasoning that does not link evidence to claim that links the claim and evidence. Repeats the evidence and/or includes some – but not sufficient – scientific principles. that links evidence to claim. Includes appropriate and sufficient scientific principles. Source(s): Massachusetts Department of Elementary and Secondary Education
Composition 1 tiny 2350 km solid rock, methane ice none (methane) very cold -230 C Pluto 2 medium large 49,500 km liquid hydrogen, helium thick hydrogen, helium, methane very cold -220 C Neptune 3 medium large 51,100 km liquid hydrogen, helium thick hydrogen, helium, methane very cold -210 C Uranus 4 large 120,500 km liquid hydrogen thick hydrogen, helium cold -180 C Saturn 5 very large 143,000 km liquid hydrogen thick hydrogen, helium cold -150 C Jupiter 6 small 6786 km solid rock, water ice thin carbon dioxide moderate -23 C Mars 7 medium small 12,756 km solid rock, liquid water, carbon compounds medium nitrogen, oxygen moderate 21 C Earth 8 medium small 12,100 km solid rock thick carbon dioxide very hot 480 C Venus 9 tiny 4878 km solid rock none (helium) variable range to 400 C Mercury PLANET CHARACTERISTICS Size Surface Type and Composition Atmosphere Temperature Name 1 2 3 4 5 6