zilongwang/ReadingBank huggingface dataset:
PEER REVISION Name of Writer: __________________________________________________ Name of Peer Editor: _____________________________________________ Trade essays with a partner. You can mark on your partner’s rough draft with colored pencils/highlighters to help him/her as you go through these revision questions.
Holistic Rubric – Grades 3-12 SCORE POINT 6 Response is sophisticated and skillful in written communication, demonstrated by exceptional clarity, focus, and control in development and organization that often shows insight. in-depth and/or creative exploration of the topic using rich, relevant, and credible details. a strong, perhaps creative, beginning, and a satisfying conclusion. specifically and carefully chosen words that are skillfully crafted into phrases and sentences that enhance meaning. intentional and committed interaction between the writer and the reader. effective and/or creative use of a wide range of conventions with few errors. insightful with no historical errors. makes original and specific connections using resources. uses background knowledge for all support SCORE POINT 5 Response is excellent and skillful in written communication, demonstrated by clarity, focus, and control in topic development and organization a balanced and thorough explanation of the topic using relevant details. an inviting beginning and a satisfying sense of closure. a broad range of carefully chosen words crafted into phrases and varied sentences that sound natural. awareness of the reader and commitment to the audience and topic. effective use of a wide range of conventions with few errors. accurate, may contain only minor historical errors. makes obvious connections using relevant resources. uses background knowledge consistently. SCORE POINT 4 Response is appropriate and acceptable in written communication, demonstrated by ideas adequately developed with a clear and coherent presentation of ideas with order and structure that can be formulaic. relevant details that are sometimes general or limited; organization that is clear, but sometimes predictable. a recognizable beginning and ending, although one or both may be somewhat weak. effective word choice that is functional and, at times, shows interaction between writer and audience. somewhat varied sentence structure with good control of simple constructions a natural sound. control of standard conventions although a wide range is not used; errors that do not impede readability. accurate, may contain only minor
■Day 1: Introduction of prompt and grading procedures/Document analysis/Notes/Trigger questions ■Day 2: Research/Share and discuss/Complete research charts ■Day 3: Research/Share and discuss/Complete research charts ■Day 4: Thesis formation/Graphic organizer ■Day 5: Rough draft including all citations/Peer review ■Day 6: Write final draft DBQ Scoring Guide: Task Suggested Points Analyzing Documents Research Charts Graphic Organizer/Rough Draft Bibliography Speaking and Listening DBQ Final Essay TOTAL Speaking and Listening Rubric – Collaborative Conversations, 9-12 Collaborative Conversations 4 Exceeds 3 Meets 2 Approaches 1 Does Approach Standard Preparation Seeks outside sources to gain insight Readily shares resources with others When appropriate makes strategic use of digital media to enhance understanding of findings Preparation is evident, includes but not limited to: Identifies/highlights key words and phrases Has notes of main ideas Includes outside sources When appropriate makes strategic use of digital media to enhance understanding of findings No Highlighting Skims text Very few notes, Some misunderstandings of text and meaning. Unprepared with text unprepared with text does not recall or has not read text No attempt was made to understand text Questioning Has prepared several high level questions based on Has prepared a variety of questions Has very few questions Asks very few Has not prepared questions
Questioning Has prepared several high level questions based on the text Asks several higher level questions during discussion Has prepared a variety of questions Asks thoughtful questions during discussion Is open to questioning Has very few questions Asks very few questions Has not prepared questions Does not ask questions When questioned is unable to respond appropriately Speaking Moves conversation forward Speaks to all participants Thinks before answering Refers directly to the text Makes connections to other speakers Considers all options Offers insightful contributions Uses appropriate and academic language all of the time Builds on other’s comments Prompts others to make comments Comments often and encourages others Addresses the issue, stays on topic Reflects on the text often Responds to questions Respectfully considers all opinions Offers interesting ideas and makes preliminary connections Uses appropriate and academic language most of the time Builds on other’s comments Emphasizes only own ideas Addresses only teacher’s questioning. Tends toward debate not dialogue Ideas do not always connect Comments neglect details of text. Only focuses on opinion Only uses academic language a small portion of time Disruptive or argumentative Mumbles or is silent Makes no connection to previous comment Does not use appropriate academic language Is engaged in another activity other than listening or speaking for clarification. Listening Demonstrates effective listening skills (eye contact, nods, takes notes) Writes down thoughts and questions Builds on other’s comments Questions for clarification when needed Asks for clarification when needed Develops clear understanding of speaker before making judgment, is reflective Demonstrates effective listening skills (eye contact, nods, takes notes, body aligns with speaker). Takes notes Asks questions for clarification when needed Suspends judgment until speaker is finished, No outside activity, only listening Rarely demonstrates effective listening skills (eye contact, nods, takes notes) Loses track of conversation May interrupt or judges other’s ideas without asking for clarification May sporadically engage in another activity but stops and self regulates. No effective listening skills demonstrated Attempts to dominate Interrupts speakers in middle of sentence Repeats same ideas No eye contact or is engaged in another activity rather than listening Document A: The Spread of Plague from Asia Notes:
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Did I… Yes No -Use complete sentences? -Use a variety of sentence types? -Use precise vocabulary? -Use all other grammar, punctuation and capitalization rules to the best of my ability? -Spell check? SELF-REFLECTION REMEMBER: This is YOUR paper. If you don’t agree with a revision comment about your content, you decide what you want to say. If you don’t agree with an editing correction made by your partner, you should check use a dictionary or check the rules for grammar to make a final decision. Use the Revision Checklist, Editing Checklist, and the Holistic Rubric to improve your writing to the Score Point 5 and 6. Holistic Rubric for Self Evaluation Score Point 6 Exceptional clarity, focus, and control of the topic. Rich, relevant, and credible details. A strong sequence of events. Carefully chosen words and clear sentences/ideas. A strong voice from the writer that the reader can sense. Strong conventions with very few errors. Grade: Exceeds Score Point 5 Clarity, focus, and control of the topic. Balanced details. A relevant beginning and ending. A variety of words and sentences that sound natural. A good voice from the writer that the reader can sense. Good use of conventions with few errors. Grade: Exceeds Score Point 4 Adequate ideas with an order that might be ordinary. Mostly relevant details that are clear. Sequence of events may become weak. Effective word choice that is common. A sense of voice is present. Good conventions were errors don’t affect the reading of the piece. Grade: Meets
gaps; details not always placed effectively in the writing. reliance on clichés and overused words that do not connect with the reader; limited audience awareness. monotonous and sometime misused words; sentences may sound mechanical, although simple constructive are usually correct. limited control of standard conventions with significant errors. Historically accurate but overly general loosely makes connections to some resources. uses background knowledge/facts with some connections. includes a thesis, though it is not very clear. cites multiple documents correctly repetitive, monotonous, and often misused words awkwardly strung into sentences that are difficult to read because they are either choppy or rambling; many sentences that begin with repetitive noun + verb pattern. lack of audience awareness. little control of basic conventions resulting in errors impeding readability. Contains multiple historical errors loosely uses background knowledge/facts with no connections. includes a general topic statement, but not a thesis uses more than one document correctly but relies on one document OR cites only one document message. sentences with confusing word order that may not permit oral reading. severe and frequent errors in conventions. has significant historical misinterpretation. no apparent thesis or topic statement. CITATIONS are a pre-requisite for scoring.
Holistic Rubric – Grades 3-12 SCORE POINT 6 Response is sophisticated and skillful in written communication, demonstrated by exceptional clarity, focus, and control in development and organization that often shows insight. in-depth and/or creative exploration of the topic using rich, relevant, and credible details. a strong, perhaps creative, beginning, and a satisfying conclusion. specifically and carefully chosen words that are skillfully crafted into phrases and sentences that enhance meaning. intentional and committed interaction between the writer and the reader. effective and/or creative use of a wide range of conventions with few errors. SCORE POINT 5 Response is excellent and skillful in written communication, demonstrated by clarity, focus, and control in topic development and organization a balanced and thorough explanation of the topic using relevant details. an inviting beginning and a satisfying sense of closure. a broad range of carefully chosen words crafted into phrases and varied sentences that sound natural. awareness of the reader and commitment to the audience and topic. effective use of a wide range of conventions with few errors. accurate, may contain only minor historical errors. SCORE POINT 4 Response is appropriate and acceptable in written communication, demonstrated by ideas adequately developed with a clear and coherent presentation of ideas with order and structure that can be formulaic. relevant details that are sometimes general or limited; organization that is clear, but sometimes predictable. a recognizable beginning and ending, although one or both may be somewhat weak. effective word choice that is functional and, at times, shows interaction between writer and audience. somewhat varied sentence structure with good control of simple constructions a
English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE Grade: Unit: Lesson: 3 2 9 Essential Question: Anchor Text: How is a live performance different from other forms of entertainment? Kamishibai Man Realistic Fiction The True Story of Kamishibai Informational Text Writing: Reading Literature & Informational Text: Foundational Skills: Opinion Writing: Prewrite a Response to Literature Focus Trait: Organization Comprehension Skills and Strategies TARGET SKILL Cause and Effect Analyze Illustrations TARGET STRATEGY Monitor/Clarify Phonics Vowel Dipthongs ow and ou Fluency Intonation Language: Target Vocabulary: familiar, applause, vacant, rickety, blurry, blasted, jerky, rude Domain Specific Vocabulary Spelling: Vowel Sound in town: clown, round, bow, cloud, power, crown, thousand, crowd, sound, count, powder, blouse, frown, pound Vocabulary Strategies: Dictionary/Glossary Grammar: Abstract Nouns Planning for English Language Development:
Grammar: Verb Tenses III-L-1 (V): E-2: defining past, present, and future. Imagine a Recipe Informational Text Students will read Imagine a Recipe to learn factual information about a topic III-R-4: HI-24: interpreting information from external text in nonfiction text for a specific purpose. III-R-4: HI-26: explaining the purpose of organizational features on a page in nonfiction text. III-R-4: HI-1: comparing and contrasting fiction with nonfiction. analyze steps in a procedure III-R-4: HI-21: following multi-step written directions to complete task/procedure. ELL Whole Group Additional Whole Group Resources Point-of-Use Scaffolded Support Use Visuals Use Gestures Comprehensible Input Peer-Supported Learning Language Transfer Idiomatic Language Use Sentence Frames Expand Language Production Vocabulary in Context Cards Progress Monitoring Assess and monitor students’ progress to determine who is on track and who needs help. Clear prescriptions identify targeted instruction to address the students’ needs and get them back on track. Respond to Assessment Vocabulary, T436 Comprehension, T436 Phonics, T437 Language Arts, T437 Fluency, T437
problem/solution, cause/effect, compare/contrast, etc. Vocabulary Strategies: Prefix non- III-L-2 (Vocabulary): HI-7: using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown grade-level content words. Grammar: Adverbs that Compare III-L-1(ADV): HI-5: using regular comparative and superlative adverbs (e.g., slowly, less slowly, least slowly, etc.). transitional words and varied sentence structure. Wagons of the Old West Myth Students will read “Wagons of the Old West ” to learn facts and information about a topic interpret details, captions, and labels in a diagram III-R-4: HI-24: interpreting information from external text in nonfiction text for a specific purpose. III-R-4: HI-26: explaining the purpose of organizational features on a page in nonfiction text. III-R-4: HI-1: comparing and contrasting fiction with nonfiction. ELL Whole Group Additional Whole Group Resources Point-of-Use Scaffolded Support Use Visuals Use Gestures Comprehensible Input Peer-Supported Learning Language Transfer Idiomatic Language Use Sentence Frames Expand Language Production Vocabulary in Context Cards Progress Monitoring Assess and monitor students’ progress to determine who is on track and who needs help. Clear prescriptions identify targeted instruction to address the students’ needs and get them back on track. Respond to Assessment Vocabulary, T68 Comprehension, T68 Phonics, T69 Language Arts, T69 Fluency, T69
problem/solution, cause/effect, compare/contrast, etc. Vocabulary Strategies: Word Roots III-L-2 (Vocabulary): HI-7: using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown grade-level content words. Grammar: Making Comparisons III-L-1(ADV): HI-5: using regular comparative and superlative adverbs (e.g., slowly, less slowly, least slowly, etc.). III-L-1(ADJ): HI-8: using comparative and superlative adjectives (e.g., big, bigger, biggest; more/most/less/least, etc.). The Grasshopper and the Ant Fable Students will read “The Grasshopper and the Ant” to understand that a fable is a short story in which a character learns a lesson identify the message of a fable III-R-4: HI-3: answering literal (i.e., Yes/No, who, what, where, when, why, which and how) and/or personal response questions about text III- LS-1: HI-13: drawing conclusions from information implied or inferred in a literary selection. ELL Whole Group Additional Whole Group Resources Point-of-Use Scaffolded Support Use Visuals Use Gestures Comprehensible Input Peer-Supported Learning Language Transfer Idiomatic Language Use Sentence Frames Expand Language Production Vocabulary in Context Cards Progress Monitoring Assess and monitor students’ progress to determine who is on track and who needs help. Clear prescriptions identify targeted instruction to address the students’ needs and get them back on track. Respond to Assessment Vocabulary, T160 Comprehension, T160 Phonics, T161 Language Arts, T161 Fluency, T161
Reading/Language Arts Terms syllables, character, traits, motivation, feelings, monitor, clarify, prefix, base word, informational text, preposition, prepositional phrase, research report, opening, topic, supporting details, fact, opinion Teacher’s Edition pp. E32, E34 Scaffolding Comprehension Building Background Language Support Card 29 Building Background Videos Selection Blackline Master ELL 29.5 Comprehension Teacher’s Edition pp. E33, E34, E36, E38, E40 Understanding Characters Teacher’s Edition pp. E35, E37 Scaffolding Writing Informative Writing Instructions, pp. T182-T185 Teacher’s Edition p. E41 Common Core Writing Handbook, Prewrite a Research Project Scaffolding Grammar Grammar: Commas in Sentences, pp. T180-181 Teacher’s Edition p. T39 language Transfer Issue: Omission of Prepositions Language Support Card 29: Complex Sentences with because Whole Group Reading 60 Minutes __:__-__:__ Language Arts Oral/Vocab 60 Minutes __:__-__:__ Foundational Skills: Phonics Words Ending in –er or -le III-R-2: HI-4: blending isolated phonemes to form multi-syllabic words, using r-controlled vowel sounds, digraphs, and diphthongs (/t/…/i/…/g/…/er/ makes tiger). Grammar 60 Minutes __:__-__:__ Writing 60 Minutes __:__-__:__ Review Vocabulary: excitement, store, athlete, tense, succeed, league, earn, partners, pleasure, contribute Domain Specific Vocabulary Spelling: Words Ending in -er or –le: apple, river, little, October, ladder, summer, purple, Students will identify prepositions. III-L-1: HI-1: using prepositions of location. Students will Prewrite a research report. III-W-1: HI-4: writing expository essays and informational reports
Reading/Language Arts Terms Conclusion, question, compound word, news article, pronoun, homophone, research report, topic, detail, facts, definitions Teacher’s Edition pp. E42, E44 Scaffolding Comprehension Building Background Language Support Card 30 Building Background Videos Selection Blackline Master ELL 30.5 Comprehension Teacher’s Edition pp. E43, E44, E46, E48, E50 Conclusions Teacher’s Edition pp. E45, E47 Scaffolding Writing Informative Writing Draft a Research Report, pp. T230-T233 Teacher’s Edition p. E51 Common Core Writing Handbook, Draft a Research Report Scaffolding Grammar Grammar: Correct Pronouns, pp. T228-T229 Teacher’s Edition p. T49 Language Transfer Issue: Subject Pronouns Language Support Card 29: Comparative Adjectives with –er and more Whole Group Reading 60 Minutes __:__-__:__ Language Arts Oral/Vocab 60 Minutes __:__-__:__ Foundational Skills: Phonics Schwa Sound III-R-2: HI-3: segmenting syllables in multi-syllabic words. Fluency Reading Rate Grammar 60 Minutes __:__-__:__ Writing 60 Minutes __:__-__:__ Review Vocabulary: worried, certainly, raise, afford, applause, anxiously, dramatic, guided, ingredients, fetch Domain Specific Vocabulary Spelling: Words Beginning with a- or be-: below, about, belong, around, again, alone, because, above, between, alive, behind, begin, along, before Students will use the pronouns I and me correctly. III-L-1 (PRO): HI-1: using the appropriate Students will draft a research report. III-W-1: HI-4: writing expository essays and informational reports
II-R-3: HI-1: reading aloud (including high frequency/sight words) with fluency demonstrating automaticity. II- LS-1: E-7: responding to academic discussions using key words and phrases with instructional support. II-L-2 (Vocabulary): HI-4: using grade specific academic vocabulary and symbols within context. II-L-2 (Vocabulary): HI-5: applying knowledge of grade-level vocabulary (including content area words) in text. II-R-4: HI-19: locating specific information by using organizational features (e.g., titles, table of contents, heading captions, bold print, glossary, indices) in expository text. II-L-1 (N): B-2: orally listing common nouns (singular and plural) and singular proper nouns. II-W-1: HI-1: writing a narrative or short story that includes a main idea, character, setting and a sequence of events. Teacher’s Pet Realistic Fiction Children will read Teacher’s Pets to Learn about story structure II-R-4: HI-5: sequencing a story or event with a beginning, middle and end with transition words/ phrases in complete sentences Understand how the author’s word choice creates meaning in a story. II-L-2: LI-13: determining the meaning of a word by using resources with instructional support. II-R-4: HI-9: identifying the author’s purpose for writing a book. See Westburg by Bus! Informational Text Children will read See Westburg by Bus! to Follow information in a pamphlet II-R-4: HI-17: identifying a variety of sources (e.g., trade books, encyclopedias, magazine, electronic sources, and textbooks) that may be used to answer specific questions and/or gather information. Apply information found on a map II-R-4:B-8: identifying external text features (e.g., charts, maps, diagrams, illustrations, tables, and timelines) of text a map ELL Whole Group Additional Whole Group Resources Point-of-Use Scaffolded Support Use Visuals Use Gestures Comprehensible Input Peer-Supported Learning Language Issues Decodable Readers Flint Cove Clambake pp.65-72 The Stop and Spend Sale, pp. 73-80 Progress Monitoring
Expand Language Production Vocabulary in Context Cards (front and back) Language Arts, T57 Fluency, T57 ELL Small Group ELL Leveled Reader- The Big, Dangerous Wave Contains the same content as the On-Level Reader but uses more accessible language ELL Leveled Reader Lesson Plan ELL Blackline Masters Small Group Planner Teacher-Led Vocabulary Reader Tornadoes, Differentiate Instruction, p. T63 Differentiate Comprehension: Text and Graphic Features; Infer/Predict, p. T65 Leveled Reader The Big, Dangerous Wave, p.T69 Differentiate Vocabulary Strategies: Suffixes –ful, -less, -ness, -ment, p. T71 Options for Reteaching: pp. T72-73 What are my other children doing? Reread Tornadoes Listen to Audio of “Hurricanes: Earth’s Mightiest Storms”; Retell and discuss Vocabulary in Context Cards 101-110 Talk It Over Activities Partners: Reread for Fluency: The Big, Dangerous Wave Complete Leveled Practice ELL 11.1 Reread Tornadoes or “Hurricanes: Earth’s Mightiest Storms” Complete and Share Literacy Center activities ELL Extra Support Go Digital ELL Lesson 11 Resources Daily Lessons to support the core Language Support Card 11 ELL Blackline Masters ELL Teacher’s Handbook Professional Development Peer Conference Forms Cooperative Learning Guidelines Building Background Video Clip for Lesson 11: Hurricanes For Students: ELL Leveled Reader Online Vocabulary Reader Online Cross-Curricular Activity Bank Multimedia Grammar Glossary Picture Card Bank Online For Teachers: ELD Station Online Leveled Readers Database Leveled Reader Teacher’s Guide Grab and Go ELL Blackline Master
Reading/Language Arts Terms story elements, setting, characters, plot, problem, conflict, resolution, visualize, adjectives, compare Teacher’s Edition pp. E2, E4 Scaffolding Comprehension Building Background Language Support Card 26 Building Background Videos Selection Blackline Master ELL 26.2 Comprehension Teacher’s Edition pp. E3, E4, E6, E8, E10 Story Structure Teacher’s Edition pp. E3, E5, E7 Scaffolding Writing Opinion Writing Response to Fiction, pp. T42-T45 Teacher’s Edition p. E11 Common Core Writing Handbook, Response to Fiction Scaffolding Grammar Grammar: Making Comparisons, pp. T40-41 Teacher’s Edition p. E9 Language Transfer Issue: Adjectives That Compare Language Support Card 26: Complex Sentences with when and that Whole Group Reading 60 Minutes __:__-__:__ Language Arts Oral/Vocab 60 Minutes __:__-__:__ Foundational Skills: Phonics Common Final Syllables III-R-2: HI-1: orally producing new words by manipulating initial, final and medial sounds in single-syllable words. Fluency Expression Grammar 60 Minutes __:__-__:__ Writing 60 Minutes __:__-__:__ Review Vocabulary: peculiar, intends, captured, nourishing, isolated, obtain, assist, favor, condition, memorable Domain Specific Vocabulary Spelling: Final Schwa + /r/ Sounds: enter, banner, sugar, shower, motor, collar, labor, finger, mirror, Students will use and understand adjectives that compare. III-L-1(ADJ): HI-8: using comparative and superlative adjectives Students will identify and write the features of a response to fiction. III-W-1: HI-4: writing expository essays and informational reports
III-R-4: HI-34: identifying structural elements of poetry. (e.g., repetition, rhyme, rhythm, verse, meter, and imagery, etc.) III-R-4: HI-4: generating who, what, where, when, why, which and how questions to clarify text. III-R-4: HI-33: identifying words that the author selects to create a rich auditory experience (e.g., alliteration, onomatopoeia, etc.) in a literary selection. ELL Whole Group Additional Whole Group Resources Point-of-Use Scaffolded Support Use Visuals Use Gestures Comprehensible Input Peer-Supported Learning Language Transfer Idiomatic Language Use Sentence Frames Expand Language Production Vocabulary in Context Cards (front and back) Progress Monitoring Assess and monitor students’ progress to determine who is on track and who needs help. Clear prescriptions identify targeted instruction to address the students’ needs and get them back on track. Respond to Assessment Vocabulary, T46 Comprehension, T46 Phonics, T47 Language Arts, T47 Fluency, T47 ELL Small Group-Group English Language Learners according to language proficiency. ACCESSIBLE Justin and the Best Biscuits in the World: T238-T251 Read Chapters 1-3, pp. 1-27 *for Daily Lesson Plans see p. T8 COMPLEX Phineas L. MacGuire…Gets Slimed!: T294-T307 Read Chapters 1-3, pp. 1-38 *for Daily Lesson Plans see p. T8 MORE COMPLEX Sea Turtles: T350-T361 Read Part/Chapter 1, pp. 4-9 *for Daily Lesson Plans see p. T8
Standard 2: The student will identify and manipulate the sounds of the English language and decode words, using knowledge of phonics, syllabication, and word parts. Decoding: PE-8: reading one-syllable words, using letter-sound knowledge. E-8: applying knowledge of basic syllabication rules when decoding two- or and compound words. (e.g., su/per, sup/per, fam/i/ly) (math, science, social studies) B-8: applying knowledge of basic syllabication rules when decoding unfamiliar words in content area text. (math, science, social studies) LI-8: applying knowledge of basic syllabication rules when decoding unfamiliar words in content area text. (math, science, social studies) HI-4: applying knowledge of basic syllabication rules when decoding unfamiliar words in content area text. (math, science, social studies) PE-10: reading words with common prefixes and suffixes with instructional support. (math, science, social studies) E-10: applying the spelling rules for adding suffixes to base words. (math, science, social studies) B-10: applying knowledge of affixes to base words in context. (math, science, social studies) LI-10: applying knowledge of affixes to base words in context. (math, science, social studies) HI-6: applying knowledge of affixes to base words in context. (math, science, social studies) PE-13: recognizing word order (i.e., syntax) in sentences. (e.g., She lives in a shoe. Cats have nine lives.) E-13: applying knowledge of word order (i.e., syntax) to confirm decoding of text. B-13: applying knowledge of word order (i.e., syntax) to confirm decoding of text. LI-13: applying knowledge of word order (i.e., syntax) to confirm decoding of content area text. (social studies) HI-9: applying knowledge of word order (i.e., syntax) to confirm decoding of content area text. (social studies) Standard 3: The student will read with fluency and accuracy. Fluency:
O Cfa Humid subtropical, without dry season, 60 H HIGHLAND 15 60 15 ,s t hot summers O Cwa Humid subtropical, with dry season, hot summers O H Complex mountain climates 40 20 -20 10 J F M A M J J A S O N D Annua l Precip.:42.7 40 10 20 -20 -20 ·20 0 J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N O AnnulPredp.: 85.1 AnnualPrecip.:72.7 Annua l Piecip.:45.0 0 1 5
332 Globalization and Diversity IMPERIALISM IN EAST ASIA CHINESE TERRITORIAL LOSSES INTHE O German sphere of influence O French sphere of influence O French colonial possessions O Russian sphere of influence British sphere of influence (Z) British colonial possessions Hong Kong, British colonial possession Macau, Portuguese 19TH AND 20TH CENTURIES @ Direct territorial losses r.!?'J, Former tributary states detached "-i:d from Chinese sphere of influence EXPANSION OF THE JAPANESE EMPIRE O Russian territory * ff/\ Russian influence, eventually O '<.L./ detached from China (Mongolia) colonial possession Initial European treaty ports ---• Japanese Empire circa 191O - Japanese Empire circa 1943 O Present-day Japan ,, ,,,I I I I , I I ., I I I I I I I I I I I I I I I I I I I I I I I I I I I .:• I ,,I / ,..._ -·------------- .,./ PACIFIC OCEAN South Sea Sea ' ,," ( _,,
J F M A M J J A S O D Annual C MILD MIDLATITUDE CLIMATES O Cfa Humid subtropical, without dry season, cool summer O Dwb Humid continental, dry winters, cool summer Dfc Subarctic, short cool summer FIGURE 9.7 Climate Map of t Russian Domain The region's northern latitude and large landmas suggest that continental climates hot summers Dwc Subarctic, dry winters, short cool summer Dfd Subarctic, very cold winters Dwd Subarctic, dry winters, very cold winters dominate. Indeed, farming is grea limited by short growing seasons much of the region. Aridity imposes limits elsewhere . Only a few small == of mild midlatitude climates are f on the warming shores of the Bia:
0 500 1,000 Miles I==:::;=====, ----' ··20"W - 80'N 0 1,000 Kilometers 80 ti -- 780° ARCTIC OCEAN - "!':$i· -- 1-_ Ber ing -' Se!'I_ .. / ·t1(·• \\ FIGURE 9.8 Agricultural Regions imate and poor soils combine to limit agriculture across much of the Russian domain. Better farmlands O Diversified agriculture Q Large-scale grain production O Urban truck farming Humid subtropical specialized agricultural production Q Tundra (:) Taiga O Drylands O Mountains . ) are found in Ukraine and in European Russia south of Moscow. Portions of southern Siberia support wheat production but yield marginal results. In the Russian Far East, warmer climates and better soils enable higher agricultural productivity. (Modified from Clawson and Fisher; 2004, Norld Regional Geography, Upper Saddle River; NJ: Prentice Hall) is associated with permafrost, a cold-climate condition of unstable , seasonally frozen ground that limits the growth of vegetation and causes problems for railroad construction. South of the tundra, the Russian taiga, or coniferous forest zone, dominates a large portion of the Russian interior. With huge demand for lumber from nearby Japan and China, the eastern taiga zone has been increasingly threatened by both authorized logging and illegal timber poaching (Figure 9.10). The Russian Far East The Russian Far East is a distinctive gion characterized by proximity to the Pacific Ocean, a more southerly latitude, and a pair of fertile river valleys. Located at about the sa)Jle latitude as North America's New England, the region features longer growing seasons and milder climates than those found to the west or north. Here, the continental climates of the Siberian interior meet the seasonal monsoon rains of East Asia. It is a fascinating zone of ical mixing: Conifers of the taiga mingle with Asian hardwoods, and reindeer, Siberian N h C
--- Teacher Profile --- Mr. Navathe Ganesh Janardan Assistant professor, M.Sc. Physics [ NET] SNST, Shivaji University Kolhapur – 416 004 Mobile: 9890220206 Email: navathe2011@rediffmail.com Personal Details Name : Mr. Navathe Ganesh Janardan Gender : Male Birth Date : 23/02/1976 Marital Status : Married Religion : Hindu Cast : Brahman Postal Address : Dattaprasad bungalow, plot no1 rajarampuri kolhapur Examination Year of Passing University/Board Percentage of Marks Class Obtained M.Sc. [physics] 1998 Shivaji university Kolhapur 57% Second Class B.Sc [physics] 1996 Shivaji university Kolhapur 81% First Class with Distinction (A+) H.S.C 1993 Kolhapur Divisional Board 72% First Class with Distinction S.S.C 1991 Pune board 78 % First Class with Distinction NET June 2011 CSIR Qualified 0135 rank Educational Qualification
r = 5 C = 10π C = 31.416 r = 7 C = 14π C = 43.982 r = 11 C = 22π C = 69.115 r = 15 C = 30π C = 94.248 r = 12 C = 24π C = 75.398 r = 20 C = 60π C = 188.496 r = 16 C = 32π C = 100.531 r = 25 C = 75π C = 235.619 r = 10 C = 30π C = 94.248 r = 8 C = 16π C = 50.265
4 70° 5 80° 6 90° 7 100° 8 120° 9 150° 10 360° Table A – RESULTS Central Angle Measure of a Radius Measure of the Arc 1 30° Answers will vary based on which circle was used. Answers will vary based on which circle was used or approximately 0.524 2 40° “ “ or approximately 0.698 3 60° “ “ or approximately 1.047
4 70° “ “ or approximately 1.222 5 80° “ “ or approximately 1.396 6 90° “ “ or approximately 1.571 7 100° “ “ or approximately 1.745 8 120° “ “ or approximately 2.094 9 150° “ “ or approximately 2.618 10 360° “ “ 2π or approximately 6.283 Cooperative Learning Cards A What is the length of the minor arc of a central angle that measures radians in a circle with a radius of 5 inches? B Find the length of the radius of a circle if a central angle that measures 1.3 radians subtends a minor arc that measures 3.9 cm.
Male Female Graduate American Indian/Alaskan Native 0 American Indian/Alaskan Native 0 Asian/Pacific Islander 0 Asian/Pacific Islander 2 Black, Not Hispanic Origin 0 Black, Not Hispanic Origin 8 Hispanic 1 Hispanic 5 White, Not Hispanic Origin 5 White, Not Hispanic Origin 44 Other 1 Other 3 Total 7 Total 62 American Indian/Alaskan Native American Indian/Alaskan Native 0 Asian/Pacific Islander Asian/Pacific Islander 0 Black, Not Hispanic Origin Black, Not Hispanic Origin 4 Hispanic Hispanic 0 White, Not Hispanic Origin White, Not Hispanic Origin 3 Other Other 0 Total Total 7 Part-Time Male Female Graduate American Indian/Alaskan Native 0 American Indian/Alaskan Native 0 Asian/Pacific Islander 1 Asian/Pacific Islander 0 Black, Not Hispanic Origin 9 Black, Not Hispanic Origin 55 Hispanic 2 Hispanic 14 White, Not Hispanic Origin 36 White, Not Hispanic Origin 217 Other 2 Other 18 Total 50 Total 304 American Indian/Alaskan Native 0 American Indian/Alaskan Native 0 Asian/Pacific Islander 0 Asian/Pacific Islander 0 Black, Not Hispanic Origin 3 Black, Not Hispanic Origin 13 Hispanic 1 Hispanic 2 White, Not Hispanic Origin 7 White, Not Hispanic Origin 81 Other 0 Other 3 Total 11 Total 99 Only Only
PURPOSE The court maintains a drug-free workforce to help ensure a safe, healthy and productive workplace and to foster the trust and confidence of the public. The following rules regarding unlawful or unauthorized substance usage in the workplace have been established to advise employees and contractors of their responsibilities. DEFINITIONS Contractor – A person or business that performs services for the court under an express agreement; not as a court employee. Controlled Substance – Any substance listed in Schedules I-V of Section 202 of the Controlled Substance Act (21 U.S.C. § 812), as amended, and Title 13 of Arizona Revised Statutes. Copies are maintained for employee review by Human Resources. Covered Personnel – All court employees, volunteers, interns and temporary/intermittent workers. Court Premises – All court property, including vehicles, lockers, buildings, and parking lots/facilities, and any place the court conducts business. Court Property – All court owned, leased or operated property used by employees, such as vehicles, lockers, desks, closets, etc. Drug – A drug is any chemical substance that produces physical, mental, emotional, or behavioral change in the user, including alcohol. Drug Paraphernalia – Any equipment, implement, product or material that is used or intended for use in concealing an unlawful drug or for use in injecting, ingesting, inhaling, or otherwise introducing into the human body an unlawful drug, controlled substance, or other prohibited substance. Grantor – Any federal agency providing funding to, or contracting with, the court for services. Reasonable Cause/Reasonable Suspicion – a legal standard of proof that is less than probable cause but more than a mere hunch. It must be based on specific and articulable facts, taken together with rational inferences from those facts. For purposes of this policy, those facts may include, and are not limited to, the direct observation of unlawful drug or alcohol use; or the symptom of being under the
Behavior Expectations & Routines (continued) LOCATION BE KIND BE SAFE BE RESPONSIBLE ASSEMBLY Use good audience manners Clap appropriately Walk quietly and calmly Sit on bottom, facing forward Keep hands, feet and objects to self Follow adult directions Be good listeners Sit in assigned area Wait to be dismissed Routines OFFICE Wait quietly for adult Use kind and polite words Walk to counter Keep hands and feet to self Use hall pass Enter only with permission Routines Routines Notes: Wisdom in the Hallway Lesson Plan Step 1: Review School Wide Rules Be Kind, Be Safe & Be Responsible
Wisdom in the Bathroom Lesson Plan Step 1: Intro & Review School Wide Rules Start with “Give me 5” & Reviewing Be Kind, Safe & Responsible (Eng & Mand) Step 2: Teach Expectations for Specific Setting Be Kind Be Safe Be Responsible Respect privacy Use quiet voices Wait your turn Flush toilet after use Keep hands, feet and objects to self Wash & dry hands Keep floor and walls clean and dry Return to class right away Use a bathroom pass Use only 3-4 TP squares at a time Routines Group Bathroom time – wait quietly in hallway for your turn Step 3: Tell Why Rules are Important Safe: To prevent the spread of germs to others, and so that no one gets hurt Kind: So that no one else has to clean up after you, and everyone has privacy. Responsible: If you do your business quickly and get back to class you will have more time to learn Step 4: Demonstrate Rules *Provide more examples than non-examples Rule Example Non-Example Be Safe John immediately washes his hands with soap after using the toilet, shaking water from his hands into the sink. He gives his classmates plenty of room. He makes sure his used paper towel lands in the garbage can after he dries his hands. Goofus slams a stall door back and forth a few times. He splashes water all over as he washes his hands. He tosses his wadded up paper towel over his classmates heads, and leaves it on the floor when it misses the garbage can. Be Kind Terri knocks at a closed door to make sure it is empty before going into it. She waits patiently until a stall is free. She uses her quiet voice while reminding a classmate to pick up a dropped paper towel Goofette talks loudly to a classmate as she walks in to the bathroom. She yells at someone in a stall to hurry up. While she impatiently waits she tries to smudge up the mirror with her fingerprints.
Chambers and Valves SEPTUM divides into R and L halves Upper chambers – RIGHT ATRIUM and LEFT ATRIUM Lower chambers – RIGHT VENTRICLE and LEFT VENTRICLE Four heart valves permit flow of blood in one direction TRICUSPID VALVE – between right atrium and right ventricle BICUSPID (MITRAL) VALVE – between left atrium and left ventricle Semilunar valves are located where blood leaves the heart - PULMONARY SEMILUNAR VALVE and AORTIC SEMILUNAR VALVE PHYSIOLOGY OF THE HEART The heart is a double pump. When the heart beats… Right Heart Deoxygenated blood flows into heart from vena cava right atrium tricuspid valve right ventricle pulmonary semilunar valve pulmonary artery lungs (for oxygen)
Coronary Artery Disease ANGINA PECTORIS – chest pain, caused by lack of oxygen to heart muscle, treat with nitroglycerin to dilate coronary arteries MYOCARDIAL INFARCTION MI or heart attack Lack of blood supply to myocardium causes damage Due to blockage of coronary artery or blood clot atherosclerosis – plaque on arterial walls, or arteriosclerosis – loss of elasticity and thickening of wall. Amount of damage depends on size of area deprived of oxygen Symptoms – severe chest pain radiating to left shoulder, arm, neck and jaw. Also nausea, diaphoresis, dyspnea. Immediate medical care is critical Rx – bedrest, oxygen, medication Morphine for pain, tPA to dissolve clot Anticoagulant therapy to prevent further clots from forming Angioplasy and by-pass surgery may be necessary Heart Surgery CORONARY BY-PASS – usually, a healthy vein from the leg removed and attached before and after the coronary obstruction, creating an alternate route for blood supply to the myocardium. PACEMAKERS Demand pacemaker – fires only when heart rate drops below programmed minimum CPR – cardiopulmonary resuscitation, used in the presence of cardiac arrest DEFIBRILLATION – electrical shock to bring the heart back to a normal rhythm. AED – automated external defibrillator Disorders of the Blood Vessels ANEURYSM – ballooning of an artery, thinning and weakening ARTERIOSCLEROSIS – arterial walls thicken, lose elasticity
H NT Ch 12—Stoichiometry Review: Chemical Equations Chemical Symbols Balanced chemical (molecular) equation Interpretation of a Chemical Equation Stoichiometry Mole ratio Examples: How many moles of carbon dioxide will be produced by the complete reaction of 2.00 mol of glucose? Predict and balance the reaction of solid aluminum with hydrochloric acid. What mass of hydrogen can be produced if you start with 6.000 mol of aluminum? How many moles of water can be produced by burning 325 g of octane (C8H18)? What mass of carbon dioxide is produced by the complete combustion of 100.0 g of pentane (C5H12)? How many grams of nitric acid (HNO3) are required to produce 8.75 g of nitrogen dioxide according to the following equation?
86 Stoichiometry Review - What are the three types of stoichiometry and how can they can be calculated? - What is a limiting reactant and how can it be calculated? - How can the theoretical yield of a product be calculated once the limiting is determined? - How can the theoretical yield be applied to the experimental and what does that number imply about the lab results? - Study Stoichiometry Test Per 4- 3/4 Per 6- 3/4 Per 8- 3/4 87 Mini Test Stoichiometry - How can the type of stoichiometry problem be determined? - How can percent yield be calculated without the theoretical yield being given? - How can a limiting reactant problem be determined without the problem specifically saying find the limiting reactant? - How can a mole ratio be determined? 88 Egg Activity -What happens when an egg white is mixed with sodium bicarbonate and citric acid? - What real world application are we testing? - How can calculate the moles of material used? The percent composition of elements in the materials used? - How can you graph your results? - Finish Activity Per 4- 3/8 Per 6- 3/9 Per 8- 3/9
were had to the concerns of the respondent as earlier shown. Although it seems that H has developed a negative attitude towards the respondent, I am unable to say if it is not a transient phenomenon that will heal with the passage of time - and I take into account the respondent’s averment in answer that she had since apologised to “H” and that the two of them are getting along and that H had since made new friends at the new scool and is adjusting. Of course, when the substantive application is brought in due course these issues will be more properly and objectively evaluated and in that context one will be able to determine – regardless of the wishes of the respondent as custodian-parent - what is in the best interests of “H”. It must be accepted that “H”’s grades have declined as alleged by the respondent and that the permissive approach to parenting adopted by the applicant may have something to do with that. [22] I am also satisfied that the respondent, in placing “H” in the care of the applicant since April 2011, did not by so doing abdicate her role as custodian-parent and in effect passed it on to the applicant. Application fails [23] I come to the conclusion, based on the common cause facts and the facts set up by the respondent, that the applicant did not establish to my satisfaction and on a balance of probabilities that the respondent’s decision to move “H” to Otjiwarongo was actuated by motives other than the best interests of “H”. The application must therefore fail at this stage. Costs
7 Details of Fire/Emergency Escape Strategy Insert text 8 Details of any Internal or External Cleaning or Maintenance Strategies Insert text 9 Details of any Potentially Hazardous Materials Specified Insert text 10 Details of any Known Residual Risks Relating to the Design Insert text DECLARATION Date Name Job Title
Also include with the schedule updates a summary of how the schedule is recovered (recovery ) or a summary of how to complete the project on time with or without acceleration. Include the following in the summary: Contract duration, % complete, days remaining, approved time changes, revised completion date, and/or changes to milestones. Affected activities (with explanations for delays or duration variance from original accepted baseline). A definition of any new calendars utilized. Whether or not the extra or additional work items affect the critical path. The Department will review the updated schedule within 14 calendar days of receipt. If the CPM Schedule is not received within 30 calendar days of the actual Notice to Proceed Date, the Contractor will be required to attend a scheduling workshop in order to prepare an acceptable CPM Schedule. The District Executive not release current estimate payments until the CPM Schedule is submitted and accepted. (c) Resource Loaded CPM Schedule. Section 689.3(b) and as follows: The resources allocated to meet the Required Completion Date and any specified Milestone Dates. Also include, at a minimum, the following information for each summary activity in the initial schedule submission and all subsequent submissions: Business Partner Identification Number (ID) Proposed Equipment Name Proposed Equipment Number (example: Backhoe 1 and 2) Activity Resource Activity Resource Duration in working days Labor In addition submit a spreadsheet in similar to Table A. Have it display labor and equipment that will be on the project site 80% of the time for the following: Business Partner ID(s) Labor Crews with crew designation, number of personnel per crew, and activity resource Proposed Equipment Name and Proposed Equipment Number (example: Backhoe 1 and 2) and activity resource Table A 689.4 MEASUREMENT AND PAYMENT – Lump Sum (a) Narrative Schedule. Paid, as specified in Section 110.05, in three payments, as follows: The first payment, equal to 50% of the amount bid for this item, will be paid upon submission of the Narrative Schedule, as specified in Section 689.3(a), in the form required by this specification.