zilongwang/ReadingBank huggingface dataset:
The counselor asks students to complete a biography for their future. Counselor will have students consider and include in autobiography, how his/her life-long goals are inter-connected to other people, work, workers, and the well-being of our planet. When “My Projected Autobiography” is completed, students will write a single paragraph summary: “Aha! If I want to ____, I will have to ______! Students will save timelines, autobiographies and “Aha Statements” for use during the senior culminating project. Students complete biographies using the prompts included on the “My Projected Autobiography” Activity Sheet. Students complete autobiography describing life-long goals making connections to other people, work, workers, and the well-being of our planet. Students will “file” completed Activity Sheets and “Aha Statements” to use during their senior culminating project. Teacher Follow-Up Activities Teacher will allow students to peer review biographies. Counselor reflection notes (completed after the lesson) Timeline Activity Sheet Imagine that you are a biographer writing your own autobiography. Project your life 30 years from now. How will the world and, thus, your life be different in the following areas? PROJECTED CHANGES Name: ___________________________________________________ Date: ___________ Thirty years from now, I will be ___________ years old. I will be living in ___________________________________________________________. Technology Environment Economy World Politics Health Care
(3) Number of pages, number of tables, figure number, the number of references to be described. 3. Authors Information and Paper Appearing Agreement (1) Author's names and affiliations Present the authors' affiliation addresses the actual work was done) below the names. Indicate all affiliations with a lower-case superscript letter immediately after the author's name and in front of the appropriate address. Provide the full postal address of each affiliation. (2) Corresponding author Clearly indicate who is willing to handle correspondence at all stages of refereeing and publication, also post publication. Ensure that the e-mail address is provided. (3) Before the accepted manuscript is published in an online issue. Requests to add or remove an author, or to rearrange the author names, must be sent to the Journal Manager from the corresponding author of the accepted manuscript and must include: (a) the reason the name should be added or removed, or the author names rearranged and (b) written confirmation (e-mail, fax, letter) from all authors that they agreed with the addition, removal or rearrangement. In the case of addition or removal of authors, this includes confirmation from the author being added or removed. Requests that are not sent by the corresponding author will be forwarded by the Journal Manager to the corresponding author, who must follow the procedure as described above. Note that: Journal Managers will inform the Journal Editors of any such requests and publication of the accepted manuscript in an online issue is suspended until authorship has been agreed. 4. Abstract Abstract should be written in English and should give readers a short, concise of your Purpose, Methods, Results, and Conclusion, not exceeding 250 words. Also any abbreviations or references are strongly discouraged. Readers of your abstract will sometimes not read the paper as a whole, at least five keywords are strongly encouraged in order to give them an overall pictures of your work. 5. Text (1) Font and paragraph form will accept the downloaded form. (2) Manuscript is in the following order: Introduction, Materials and Methods, Results, Discussion, References, Tables, Figures and figure description. (3) Step number of text: 1., 1) should be in order. (4) Description of the equipment used in research on the text is described as follows. - Used equipment (Equipment name, manufacturer, country) - Equipment name and manufacturer in accordance with the manufacturer's notation can be displayed in English.
Time-Waster or Time-Saver Teacher Worksheet Time-waster Time-Saver Do I talk on the phone during study/homework time? Have Mom or Dad take messages or use the voice mail. Do I engage in Instant Messaging during study/homework time? Enable the “block message” feature on your internet. Do I put off study/homework? Do I get anxious because it gets later and later? Plan each day when I will set time aside to study. If I plan ahead, it is easier to get started. Do my parents spend time reminding me to study? Does it lead to real arguments with my parents? Fill out a time sheet and put it on the refrigerator so everyone knows when study time is and when other activities are planned. Do I use an assignment notebook/planner? Use of an assignment notebook/planner will save me time trying to figure out what to do. Do I daydream or talk to myself things other than my studies? Stand up and change my physical position. But remember, don’t leave my desk. Do I rarely have a plan? Set small goals. The faster I read, the better I am able to concentrate. Use a time budgeting activity sheet. Divide assignments into small units. Set time limits for each one. Write the amount of time I think it will take to complete an assignment up in the corner and see if I can beat it. Do I think of something to do and do it right now because I am afraid I will forget it? Keep a reminder notepad handy or a post it in your assignment notebook. Do I find unfinished assignments that were assigned a long time ago? Use the calendar pages in the assignment notebook/planner. Consult it every Sunday and then plan out your week accordingly.
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X Social Studies 6. Relationships of the individual and groups to institutions and cultural traditions Science Health/Physical Education Fine Arts Enduring Life Skill(s) X Perseverance X Integrity X Problem Solving X Courage Compassion X Tolerance X Respect Goal Setting X Responsibility Lesson Measurable Learning Objectives: The student will as a mediator to work through one mediation and complete the mediation contract. Lesson Formative Assessment (acceptable evidence): Assessment should relate to the performance outcome for goals, objectives and GLEs. Assessment can be question answer, performance activity, etc. Students will divide into small groups and perform the mediation process, taking turns as mediators and disputants. Lesson Preparation Essential Questions: How does a person cope with life-changing event? Engagement (Hook): Students will be reminded that today they will be actually role-playing real mediations. Procedures Instructor Procedures/Instructional Strategies: 1. Counselor reviews handouts from Lesson 1 going over the concepts of mediation. 2. Counselor asks for 4 volunteers to come to the front and play the roles of 2 mediators and 2 disputants. 3. Counselor directs students to choose one of the class generated problem scenario from Lesson 1. 4. Counselor observes the role play adding comments and support as needed. Student Involvement/Instructional Activities: 1. Students discuss and review the handouts. 2. Four students volunteer to participate in the class role-play based on scenario generated in Lesson 1. 3. Disputants select conflict and the peer mediators’ look over their Peer Mediation Worksheet, deciding who will take what parts and who will be the scribe. 4. Students present the mediation role-play.
1. Counselor will hand out Tobacco Survey. Students get 5 minutes to take the survey and then the information will be discussed. 2. Counselor will hand out a tobacco fact sheet (or set of sheets) and have students read and discuss the facts. Counselor will touch on: Forms of tobacco Body systems effected Addictiveness Cost 3. Counselor will show or project a completed The Cost of Habits worksheet. The counselor will have previously gathered current information from the National Institute of and Alcohol (NIDA) or a similar website. 4. Counselor will then have students team up with a partner and discuss what they can do with the money they can save annually by not smoking. 5. Counselor will have students share their ideas of how to spend their money. They will also share ways to resist peer influence and commercials. 1. Students will discuss their future plans with the counselor and then fill out the Tobacco Survey. 2. Students will read through the fact sheet and answer questions asked by the counselor. 3. As a group, students will complete their The Cost of Habits activity sheet with information on the cost per cigarette and per carton. They will then look at cost per day, week, and year. 4. Students will discuss their ideas with partners. 5. Students will share their ideas and share ways to say no to peers and no to commercials and advertisement. Teacher Follow-Up Activities The teacher will review tobacco survey and student ideas. Counselor reflection notes (completed after the lesson) Tobacco Survey 1. The drug in tobacco is called nicotine. True False
The Cost of Habits Directions: The counselor will provide information on the cost for each habit per day, week, month, and year. Students will compare health costs and the monetary costs during each of the time periods. Tobacco Costs Per Day Per Week Per month Per Year Cost Per Cigarette Health Costs Monetary Cost Per Pack Health Monetary Costs Cost Per Carton Health Costs Monetary Costs Healthy Habit Costs #1_______________ Health Monetary Cost Healthy #2________________ Health Costs Monetary
Procedures Instructor Procedures/Instructional Strategies: The instructor poses the above question which leads to a discussion. If necessary, the instructor can assist by asking, “If I say no to you, will you still like me?” Possible responses include the need to be loved and accepted, or the desire to avoid conflict or rejection. 2. The instructor will then ask students when it might be very important to be able to say no or when one might want to say no, but not feel comfortable saying no. This discussion should lead into a discussion about peer pressure. 3. The instructor will advise students that the easiest way to feel comfortable saying no is to practice saying no in a variety of situations. Therefore, students are going to role-play situations in which people typically want to say “No,” but may find it hard to because of peer pressure. 4. Students will be divided into or small groups. Each group will be given the Situation student handout. Students are also given the opportunity to create their own role-play situation. 5. The instructor will lead the discussion by asking students the following questions: a) How does it feel to be told “No?” b) What do you think of the person pressuring you? c) What do you believe he or she thinks about you? d) What do you think of the person who said “No?” Students will be encouraged to practice role-play situations at home with family or friends. 6. Students will be asked to write a reflection piece on their experience with the role-play. Student Involvement/Instructional Activities: 1. Students respond to the question. 2. Students will respond to the question and engage in the discussion. 3. Students listen intently. 4. Students will role-play the situations, either from the Role-Play Situation student handout or their own creation. Students will then reverse roles until each student has had the opportunity to practice saying “No.” 5. Students participate in the discussion and role playing. 6. Students will write a reflection piece on their experience with the role-play.
Counselor will begin a discussion about individual score reports. The use of the PowerPoint or PSAT presentation may be used to enhance information. Counselor will discuss using individual test results to identify academic strengths and weaknesses. This knowledge will be used to develop a plan for improving academic skills as well as their standardized test scores. Introduce websites (listed in the Materials section) for students to visit. Counselor will ask students to list at least 3 ways they will use knowledge about the importance of test scores and their individual results to help them improve their academic skills and their standardized test scores. Students participate in the discussion. Students will input as to ways to improve their own academic skills and standardized test scores. If computers are available, students may access the test- prep websites. If not, test prep information from the test publisher may be given distributed to students. Students will list at least 3 ways they will use their test information to help themselves improve their academic scores and their standardized test scores. Teacher Follow-Up Activities Teachers can post notices listing upcoming testing dates for standardized tests. Core area teachers may choose to put together a Prep Course in to work with students to improve their academic skills and to improve their standardized test scores. Counselor reflection notes (completed after the lesson)
X Communication Arts 6. Participating in formal and informal presentations and discussions of issues and ideas. Mathematics X Social Studies 7. The use of tools of social science inquiry. Science X Health/Physical Education 2. Principles and practices of physical and mental health. Fine Arts Enduring Life Skill(s) X Perseverance X Integrity X Problem Solving Courage Compassion Tolerance Respect X Goal Setting Lesson Measurable Learning Objectives: The student will apply two study skills and two test taking strategies used to improve academic achievement. Lesson Formative Assessment (acceptable evidence): Assessment should relate to the performance outcome for goals, objectives and GLEs. Assessment can be question answer, performance activity, etc. The student will take an inventory to assess their ability to apply study and test taking skills. Lesson Preparation Essential Questions: How can I improve my test scores? Engagement (Hook): Counselor comes into the classroom humming the tune of Jingle Bell Rock. Counselor distributes copies of the Testing Skills Rock song sheet. Counselor and students sing Testing Skills Rock. Procedures Instructor Procedures/Instructional Strategies: 1. Counselor instructs the students to identify and underline test-taking skills mentioned in the song. 2. Counselor distributes Tips and Pointers for Taking The counselor pairs students up to discuss why these tips are important (5 minutes). Student Involvement/Instructional Activities: 1. Students identify and underline the test taking skills mentioned in the song. 2. Students discuss with partner why these tips are important. Students will share their thoughts with the group.
Take the appropriate (and approved) materials (e.g. #2 pencil, calculator) to the test Keep your mind on the test When several questions relate to a passage or information provided in test, read the questions BEFORE reading the passage/information Pace yourself! Answer “easier” questions first without spending too much time on one question Think positive thoughts and use relaxation techniques to focus your mind on questions. If you have time, review your answers, and change answers ONLY when you are sure they are wrong. Get a good night’s sleep and eat a good breakfast before the test Read all the directions, looking for key words and phrases ACTIVITY 2: TIME MANAGEMENT SKILLS Tape Self-Management Skill Cards to this grid
Lesson Measurable Learning Objectives: The student will compare with a partner five values that he/she considers important. The student will what he/she has learned about the partner’s values with the class. Lesson Formative Assessment (acceptable evidence): Assessment should relate to the performance outcome for goals, objectives and GLE. Assessment can be question answer, performance activity, etc. Instructor will review activity sheet responses from What Is Important to Me? worksheet to identify and assess indicators of personal awareness. Students participate in question/answer/discussion during classroom activity. Lesson Preparation Essential Questions: How do you identify what is most important to you? How do you measure or worth? Why is it important to understand that other people may have values that differ from your own? Engagement (Hook): Counselor brings in items of value to him or her, such as pictures of children, wedding ring, or a $100 bill. Then the counselor asks, “Why do you suppose these items are important to me?” Procedures Instructor Procedures/Instructional Strategies: 1. Counselor asks, “If there were a fire in your house, what three things would you pick up in 15 seconds to take with you? How do did you decide what to take? Why was that valuable to you? 2. Counselor continues with the following information: “Everything has some sort of value. In our country, we often think of money as a way of measuring worth. Something may be worth fifty cents, one hundred dollars, or one hundred thousand dollars. Worth may be measured differently in another culture. “We also place importance on things because they fill a need. For example, we place a priority on food, clothing, and a roof over our heads. These things are essential. A friend who comes to see us in the hospital is important to us because of the concern shown by that friend.” Student Involvement/Instructional Activities: 1. Students respond. 2. Students will actively listen and ask questions or add comments. They will check their own measures of value with those the counselor identifies.
Counselor reflection notes (completed after the lesson) Counselor Resource Introduction to “Just Checking” Lesson School and homework! Activities and chores! Sleeping and eating! Ack! Do you feel that everything is piling up? Are you out of control!?! Wouldn’t it all be easier if time were like a DVD that you could slow down, speed up, fast-forward, or rewind? Or have you wished that time was like an arcade game, and when your time was up, you could just drop in some change and get more? Well we can’t change the speed of time or get more. What we CAN do, however, is manage our use of the 24 hours each of us is given everyday of our lives. This means that we: Consider everything we HAVE to do and WANT to do. Understand how much time each activity will take. Make a plan that helps us get through the day, week, or month without running around like a total wacko! Hold your hand up if the “Out of Control Time Monster” is taking over your life… I have news for you… You can control your Time Monster, AND…If you learn to tame the time monster, you might be surprised at how much you can get done. The real reward, however, is that you’ll probably feel less stressed, make better grades, and be happier. Wouldn’t that be nice?
P Perceivers Happiest leaving their options open Have play ethic; enjoy now, finish later (if there is time) Change goals as new information becomes available Like adapting to new situations Process oriented (emphasis is on how the task is completed) Derive satisfaction from starting projects See time as a renewable resource and deadlines as elastic
Choose three students to be judges and give each judge a set of instructions; put remaining students in groups of 5 - 6 people. 1. Put words/phrases for Round One face down on the table and inform students they will have 4 minutes per round. Start the timer with 4 minutes. 2. At the end of four minutes, students are instructed to put down pens. Ask each group to read the answers for the first word. After each group has answered, read the explanation from the definition sheet. Each judge records the score on his or her score sheet. Continue activity with each word or phrase. 3. Closure: Have students do a two-minute private writing regarding their thoughts and feelings as they discussed the words. Ask students to share their thoughts. Encourage students to monitor their words to show respect for others. 1. Students will thoughtfully participate in “Origins” as either group participants or judges. For each round, students will give the common usage and origins of the words or phrases. 2. Students must come up with an answer even if they have never heard of the word or phrase. The judges will assign the points for each round. 3. Students will complete a thoughtful 2 minute-writing in journal. Students may volunteer to tell the class one of his/her thoughts. Teacher Follow-Up Activities Instructor gives students an opportunity to create other words that may have similar meanings as those expressed in the activity. Counselor reflection notes (completed after the lesson) TEACHING TOLERANCE Instructions for Origins: A Simple Word Game for Use in Human Relations Training Note to Instructor:
2. Counselor, nurse, and student committees will organize times for classes to participate in Wellness Fair. 3. Counselor, nurse, and student publicity committee will write newspaper article, print and distribute flyers announcing Wellness Fair. 4. Day of Wellness Fair: Counselor and student committee will set up tables, chairs, and arrange for parking. Counselor will provide student escorts for exhibitors. Ensure that presenters are in place and have necessary materials. 6. After Wellness Fair: Committee cleans up. Committee will write thank-you notes to exhibitors. 2. Students will work with the counselor to organize times. 3. Students will work with the counselor to publicize the Wellness Fair. 4. Day of Wellness Fair: Student committee will set up tables, chairs, and arrange for parking. Students escort exhibitors to proper stations. All students will attend Wellness Fair and complete Wellness Fair Review Assessment forms. 6. After Wellness Fair: Students will serve on clean up committee. Students will help write thank-you notes to exhibitors. Teacher Follow-Up Activities Teacher will inform counselor if a student appears to be in need of appropriate resources. Discuss Wellness Fair activities Counselor reflection notes (completed after the lesson) Health Fair Review Assessment Exhibits or Speakers that I visited:
whether teacher i reported receiving advice or information from teacher j. Then is modeled as a function of the tendency for teacher j to provide advice or information () and the tendency for i to receive advice or information (). The model at level 1, for the pair of teachers i and j, is: Level 1 (pair-dyadic-level): To identify dyadic-level characteristics, dummy variables were included, indicating whether teachers had a tie in 2005, were the same race or the same gender, and whether they taught the same grade. In addition, the difference between two staff members’ levels of professional development in either mathematics or language arts in 2007 was included. We also included reciprocity to control for the extent to which teacher j provided advice or information to teacher i. The level 1 model is: + δ1 (prior relationship) ij + δ2 (same race) ij + δ3 (same gender) ij + δ4 (same taught) ij + δ5 (difference in professional development) ij + δ6 (reciprocity: advice ji ). Generally, the positive effect of individual-level or dyadic-level characteristics indicates that the characteristic increases the probability of a tie (; ; ; ; ). Specifically, the larger the value of δ1, the more we would infer that the current ties in advice and information sharing are affected by previous ties. The larger the value of δ2 and δ3, the more we would infer that the patterns of advice or information sharing are affected by the dyadic-level characteristics as defined by same race or same gender. The term δ4 quantifies how the formal organization as represented by grade
Basic functions and operations of business/office computers, computer programs, and local area networks; General principles of office automation, financial records, and budget procedures; Operating systems and related software used by the CRC laboratory. Demonstrated ability to: Understand and carry out oral and written directions, including the application of technical manuals; Supervise subordinate personnel and coordinate the CRC laboratory and classrooms; Investigate, research, and analyze problems, devise solutions, and present recommendations; Learn, understand, interpret, and apply regulations, policies, guidelines, and procedures; Communicate effectively both orally and in writing; Develop and maintain cooperative working relationships with those contacted during the course of work; Instruct or tutor students effectively; Provide instructors with appropriate assistance in the assessment of student achievement and diagnosis of learning problems; Work with minimum supervision. Education and Experience: A bachelor’s degree in business education with course work in office automation, secretarial science, or a related field and one year of related experience that demonstrates possession of the knowledge and abilities necessary for successful job performance, or any equivalent combination of training and experience. Completion of business classes with an associate of science degree in secretary science, office management, or a closely related field, and two years’ of increasingly responsible experience which demonstrate possession of the knowledge and abilities which are necessary for successful job performance, or any equivalent combination of training and experience. Working Conditions: Duties are primarily performed in an office environment, at a desk or at a computer terminal. The incumbent will experience interruptions while performing normal duties during the regular workday. The incumbent will have contact, in person or on the telephone, with executive, management, supervisory, academic and classified and the general public. Physical Demands: Typically may sit for extended periods of time. Operates a computer keyboard Communicates over the telephone and in person. Regularly lifts, carries and/or moves objects weighing up to 10 pounds. Special Qualification: A sensitivity to and an understanding of the diverse academic, socioeconomic, cultural, and ethnic backgrounds of staff and students and to staff and students with disabilities. 1/06 7/96
content delivered online versus Map out instructor requirements (knowledge, experience with online teaching, etc.) Identify technology needs and requirements. Stage 2: Determine Intended Learning Effective Practices Identify course objectives and outcomes. Consider: Enduring understandings Important to know and do Worth being familiar with Identify key understanding you want students to know about general course topics (aligned to outcomes). Identify observable and measurable actions students need to do to reach key understanding. Map course learning outcomes to program outcomes. Objectives are and state what must be done in each session. Content is directly related to objectives and learning outcomes. Learning outcomes state expectations for the course that are clear and measurable. Needs, learning goals, and learning styles, are considered in design. Desired learning outcomes are stated in the syllabus. Learning outcomes should be mapped to program outcomes. Stage 3: Plan Assessments Tasks Effective Practices Design authentic, meaningful assessments for students. Ensure direct connection between assessment activities and course outcomes. Write clear, detailed step-by-step instructions for each assessment including how to complete and how to submit. Develop assessment criteria – identify the product that students will create. Develop rubrics. Assessments are mapped to learning outcomes. Design for Active and Effective Learning - Specific assessments for each learning outcome are stated in the course overview. The relationships between course learning outcomes, evaluation strategies, course assignments, and the final course grade are evident to the learner. The number of assignments and their due dates are reasonable. Evaluation and grading procedures are clear and explicit. Students are informed about the criteria that will be used to evaluate their participation in online activities such as discussion groups. Include a Course Engagement/Participation assignment that encompasses individual participation in whole group and team activities. In the assignment directions, explain posting
Presents well prepared well-organized and relevant material. 1. Improvement 2. Meets Expectations 3. Exceeds Expectations Faculty comment: Supervisor Comment: Participates in assessment activities for the purpose of effecting improvement to student learning, instructional delivery, and curricular development. 1. Needs Improvement 2. Meets Expectations 3. Exceeds Expectations Faculty comment: Supervisor Comment: Develops evaluation methods which measure student progress towards course outcomes and competencies. 1. Needs Improvement 2. Meets Expectations 3. Exceeds Expectations Faculty comment: Supervisor Comment: Evaluates student work and provides feedback in a timely manner. 1. Needs Improvement 2. Meets Expectations 3. Exceeds Expectations Faculty comment: Supervisor Comment: Complies with established college policies and procedures. 1. Needs Improvement 2. Meets Expectations 3. Exceeds Expectations Faculty comment: Supervisor Comment:
Supervisor Comment: Participates within the department and across curricular areas in the development of new courses and/or programs within the mission of the college. 1. Improvement 2. Expectations 3. Exceeds Expectations Faculty comment: Supervisor Comment: Participates in recruitment and retention of students, faculty, and staff. 1. Needs Improvement 2. Meets Expectations 3. Exceeds Expectations Faculty comment: Supervisor Comment: Serves on College, divisional, and program committees as assigned. 1. Improvement 2. Meets Expectations 3. Exceeds Expectations Faculty comment: Supervisor Comment: 19. Attends meetings and events as required by College administration. 1. Needs Improvement 2. Meets Expectations 3. Exceeds Expectations Faculty comment: Supervisor Comment: 20. Responds in a timely fashion to information requests from College, division, and program administrators. 1. Needs Improvement 2. Meets Expectations 3. Exceeds Expectations Faculty comment:
10:15 a.m.-11:45 a.m. WORKSHOPS Using Critical Reflection Exercises to Enhance Student Learning Presenter: Julie Hall Description: Critical reflection adds depth and breadth to student learning. In this workshop, you will learn practical strategies to engage your students in higher levels of reflective thinking. For instance, you will be provided with examples of guided reflective prompt activities, sample question stems to create assessments according to Bloom’s Taxonomy, mind maps, and more. All of the activities presented can be used to stimulate critical thinking and reflection in both your face-to-face and online courses. 1741 Hidden Gold: Supporting Veterans at Napa Valley College Presenter: Dr. David Joseph, Oakland Veterans Center Description: Discussion will focus primarily on common readjustment challenges that many veterans face. Dr. Joseph will address how some of the cultural differences between the military and civilian world can be confusing and stressful for returning veterans. The discussion will then focus on mental health concerns in some returning veterans, in particular PTSD and TBI. Explanation in detail on how these disorders can operate to make student life more difficult for veterans. Concrete suggestions will be made for how faculty and staff can help veterans be successful in class and on campus. 1761 Ensuring the Technology You Use is Accessible to all Students Presenter: High Tech Training Center from Cupertino Description: The American with Disabilities Act, Section 504 and Section 508 ensures that students with disabilities receive opportunity to participate and benefit from goods and services. This includes ensuring that emerging technology used to teach is accessible to all students. This workshop will review the laws as applied to the classroom. Topics include websites, online instructional materials, PDFs, distance education, videos, YouTube and podcasts. 1770 Embedding YouTube Videos into Your PowerPoint Presenter: Cathy Gillis Description: Tired of boring PowerPoint presentations but still find the platform useful for 1760
D. Perform combinations within a given dynamic range. The student will: Analyze dance movement according to the basic elements of dance (space, shape, time, and energy). (1.7) Written Critique Verbal Critique Review and discussion of dance terminology and material. E. Critique a live or taped dance production. The student will: Identify and use appropriate dance terminology, correct studio and performance etiquette and understand the basic elements of dance performance and production. (1.8-1.10) Written Assessment Verbal Response Technical theater F. Demonstrate spontaneity in movement through improvisation. The student will: Use sensory information to generate movement through improvisation. (2.1) Teacher Observation Self-Assessment Improvise in response to a stimulus. G. Create movement studies using the elements of dance, within a specific structure. The student will: Generate and analyze movement with a intent, purpose, or structure. (2.2) Teacher Observation Rubric Checklist Peer Observation Performance of solos based on dance style(s) studied. H. Evaluate movement based on choreographic structure and principles. The student will: Understand the differences in choreography as relative to specific genres of dance, recognize and apply the basic principles and structures of choreography, and analyze solo and/or group movement studies as they relate to the principles and structures of choreography. (2.3-2.5) Written Critique Verbal Critique Critique peer choreography based on the choreographic principles. I. Analyze movement in relation to academic principles. The student will: Identify principles of other academic areas as they occur in dance. (7.3) Written Response Verbal Response Encourage students to critically think how dance lessons and/or ideas relate to other academic subjects with given list to stimulate the student process. ANALYSIS/RESPONSE
Instructional Practices for Giving Effective Directions and Feedback Self-Assessment Checklist To what extent do I: Almost always Occasionally Not yet Use directions that are short, simple and specific (i.e. “Use your walking feet”)? Consistently provide positive descriptive feedback to children who follow the directions, follow the engage appropriately in transitions, engage in activities (i.e. When children are observed to follow the direction follow-up by saying, ”Thank you for using your walking feet; it keeps everyone safe.”)? Redirect children or modify activity when children are withdrawn or off-task to more productive activities (i.e. use rhymes such as “Hocus, pocus, everybody focus” to bring attention back to teacher/activity)? Check in with children to make sure they understand the directions (i.e. ask children to repeat directions or give the directions to another child)? Individualize directions for children who need more support (i.e. When a child does not respond to a whole group direction such as “Get your coats and line up” the teacher repeats the direction in smaller steps – “Get your coat. [pause] Line up.”)? Provide positive descriptive feedback and /or choices when challenging behavior is occurring in the classroom (i.e. “I see you are having a hard time sitting in circle. Do you need a chair, or would you like to go to our safe space?”)? Provides choices and options when possible (i.e. choosing materials during an activity, choosing what activity will come next, and choosing a friend to sit with at lunch)? Give opportunity to respond (i.e. provide a variety of opportunities for children to express what they know by asking open-ended questions, thumbs up/down to signify understanding, allow child to ask questions)? Use reflective strategies to question my own instructional practices in order to provide short, descriptive directions as well as feedback that is authentic, contingent and descriptive?
Information Technology 765 Computer Engineering Computer Science Electronic Engineering Software Engineering Information Technology Network Engineering Network Administration Computer Web Designer Security Analyst Software Developer Mobile App Developer Internet Production Industry Network Administrator Data Scientist User Interface/Graphic Design IT Compliance IT Strategist Virtualization Manager Electronic Engineering Technician Computer Engineering Technician Network Engineer Network Engineering Technician Information Technology Technician Information Technology Service Desk Project Manager Java In order to Teach Computer Engineering Technology: COMPTIA A+ Certification required within 3 years. Note: If not CompTIA A+ Certified, completion of COMPTIA A+ coursework that covers both the hardware and the operating system objectives prior to teaching the course. . In order to Teach Network Engineering Technology: CISCO CCENT Certification required within 3 years. Note: If not CISCO CCENT certified, must have taken a course on Networking to cover both hardware and software prior to teaching the class. NOTE: Required within 3 of issued license.
Define monitor Describe function Electronic display for computers Identify how a monitor looks Identify images of computer monitors Differentiate computer monitor from other computer parts List common names of monitors Display Screen Touch Screen Screen Identify of monitors Show examples CRT – Cathode Ray Tube Pros have good color and resolution, allows the use of external devices like light pens and light guns Cons heavy consume more power how a CRT monitor works LCD - Liquid Crystal Display, a later version than CRT monitors Pros consume low compact and slim Cons limited colors and contrasts not many viewing angles blocky-looking picture how a LCD monitor works Plasma screen/ plasma monitor - one of the latest type of the monitors Pros consume low very good viewing angles, great color and contrast Cons heavy can only be made can’t attach light pens or guns Explain how a monitor works Identify parts of monitors Describe how parts work together Define mouse Describe function Inputs data commands into the computer Identify how a mouse looks
Jigsaw What is it? Jigsaw is a cooperative learning strategy that enables each student of a “home” group to specialize in one aspect of a learning unit. Students meet with members from other groups who are assigned the same aspect, and after mastering the material, return to the “home” group and teach the material to their group members. How Does It Work? Students are assigned to a “home” Each group should consist of four or five students, the number of topics to be explored in the lesson. Each member of the home group receives a separate assignment. Use an assignment sheet, if necessary, and assign each assignment a number. Students move from home group to an “expert” group. The expert groups consist of students with the same assignment (example: #4 Expert Group – The Great Compromise) Expert groups explore the topic in depth. The group prepares a short presentation to teach the home group. Students return to their home groups to teach the content. A graphic organizer may help home group members record the information. Why use it? Just as in a jigsaw puzzle, each piece--each student's part--is essential for the completion and full understanding of the final product. If each student's part is essential, then each student is essential. An Example: The Unit Understanding (what the teacher wants students to learn): Geographers use statistical tools to compare the characteristics of groups of people. Assignment:
easily added, Red: new and I would need support) Connecting ratio and rate to whole number multiplication and division, and using concepts of ratio and rate to solve problems. Understand concepts and use ratio reasoning to solve problems. and extend previous understandings of multiplication and division to divide fractions by fractions. Compute fluently with numbers and find common factors and multiples. Apply and extend previous understandings of numbers to the system of rational numbers. Apply and extend previous understandings of arithmetic to algebraic expressions. Reason about and solve one-variable equations and inequalities. Represent and analyze quantitative relationships between dependent and independent variables. Solve real-world and mathematical problems involving area, surface are, and volume. Develop understanding of statistical variability. Summarize and describe distribution. Completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers. Writing, interpreting, and using expressions and equations. Developing understanding of statistical thinking. Expanded explanations of Instruction can be found on pages 138-140 of the Alaska English/Language Arts and Mathematics Standards. Instructional and Grade Level Clusters Worksheet In Grade 7, instructional time should focus on four areas. Grade Level Clusters How does this content compare to the course you currently In general, how much alike or different is this from the course you teach now? (Green: similar, Yellow: could be easily added, Red: new and I would need support)
Formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations. Know that there are numbers that are not rational, and approximate them by rational numbers. Work with radicals and integer exponents. Understand the connections between proportional relationships, lines, and linear equations. Analyze and solve linear equations and pairs of simultaneous linear equations. Understand congruence and similarity using physical models, transparencies, or geometry software. Understand and the Pythagorean Theorem. Solve real-world and mathematical problems involving volume of cylinders, cones and spheres. Investigate patterns of association in bivariate data. Define, evaluate and compare functions. Use functions to relationships between quantities. Grasping the concept of a function and using functions to describe quantitative relationships. Analyzing two-and three- dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem. Expanded explanations of Instruction Focus can be found on pages 138-140 of the Alaska English/Language Arts and Mathematics Standards.
Students read sentence and underline connective. Students write connective under appropriate column heading according to their meaning/function. Example sentences: First we will go to the store and then we can go to the park. He didn’t go to school because he had a high fever. People from the United States as well as from all over the world made contributions to the victims. You can work on your project or mow the lawn. Time (when) Cause (why) Adding (joining alike) Contrasting (comparing) Time (when) Cause (why) Adding (joining alike) Contrasting (comparing) After As soon as At first At once Before Finally Meanwhile Next Now Now that Since Then Until When While Although As a result Because By Consequently Despite Incase In order that In that case in this way Otherwise Since So Therefore Though Thus Unless yet And Also As well as Besides Including Similarly But However Alternatively Except for If not…then Instead of Or Whereas
Okay, now get to work on your project!! What’s that? You still need help getting started? Introducing: The Most Fabulous, Scientific, All Helpful, Kid Friendly and Most Excellent Science Fair Project Planner Known to Kid Kind: Elementary Science Fair Planning Guide Just follow these easy steps and you too can create a wonderful award winning science project, thought up entirely by you!!! VERY IMPORTANT: Before you turn this page, recruit an to help you. They come in very handy, especially if you are nice to them and tell them you won’t blow up any- thing…. My name is From this point forward you are now… A SCIENTIST!! Adapted from Lora Holt Copyright 2006
EXHIBITS IN FILE Exhibit A – AGENCY Resolution; Deed AND SURVEY. Exhibit B – One Appraisal, IF THE APPRAISED VALUE IS GREATER THAN $100,000.00 WILL NEED A second APPRAISAL (not required if easement OR RLA exclusively benefitS state) Exhibit C – GRANTEE REQUEST (OR LOCAL GOVERNMENT RESOLUTION) Exhibit D – AERIAL Maps (COUNTY; AND SITE LOCATION) Exhibit E – (Acquisitions Only); 5-Year Costs if G.O. BondS; and 5-Year STRATEGIC Plan Exhibit F – I Exhibit G – GEPA (Georgia Environmental Policy Act) signed checklist Exhibit H – Survey AND LEGAL DESCRIPTION MEETING SPC Requirements
Results Framework and Monitoring Project Development Objective (PDO): PDO Level Results Indicators* Unit of Measure Baseline Cumulative Target Values** Frequency Data Source/ Methodology Responsibility for Data Collection Description (indicator definition etc.) YR 1 YR 2 YR3 YR 4 YR5 Indicator One: Indicator Two: Indicator Three: : INTERMEDIATE RESULTS Intermediate Result (Component One): Intermediate Result indicator One: Intermediate Result indicator Two: Intermediate Result (Component Two): Intermediate Result indicator One: Intermediate Result indicator Two: Intermediate Result (Component Three): Intermediate Result indicator One: Intermediate Result indicator Two:
Environmental Protection Authority FORM Change to conditions Form for a request to change implementation conditions the Environmental Protection Act 1986 Part A: Proponent information and proposal description Proponent information Name of the proponent/s (including Trading Name if relevant) Australian Company Number(s) OR Australian Business Number(s) Who is referring this request to change implementation conditions? Proponent Authorised representative (an authorisation from the proponent should be provided). Name (print) Signature Position Organisation Email Address Street No. Street Name Suburb State Postcode Date Does the referrer request that the EPA treat any part of the proposal information in the referral as confidential? Provide confidential information in a separate attachment. Yes No Referral declaration for proponent and Authorised representative: I, ………………………………………………………………, (full name) of………………………………………………………………………. declare that I am authorised to refer this request on behalf of the proponent, and further declare that the information contained in this form is true and not misleading. Note: If the referrer is responsible for the proposal but is not the nominated proponent, then an form must be submitted with this Form. Provide contact details for purposes of the assessment, if different from the above. Include: name, physical address, email. Pre-referral discussions Identify outcomes of any pre-referral discussions with EPA Services
To locate the status of the agreement, refer to My FAIS for the status display, located in the blue box. If the workflow shows that the amendment is still designated with FAD, there will not be any links or the ability to edit any section of the agreement for the Recipient. The only available functions will be assigning user roles in the organization, viewing a snapshot of the agreement, and downloading the existing budget in the agreement. If the agreement is with the assigned Program Participant (an assigned contributor, the agreement executor or program director), they will have the ability to record or edit data. Recipients have the ability to change most of the sections of the food aid award in FAIS. Depending on the types of changes that were approved, Recipients can directly edit the following sections: Attachment A, Plan of Operation – by Clicking Activities & Indicators, or the Plan of Operation found under the Document Navigation heading.
Food Supply Vendor Contract (Form B) Please quote your ordinary unit price for supplying these goods as indicated in the attached letter. Sign and submit this back to the contact by _______________________. to be Purchased Quantity Expected to Buy Food Supply Vendor Name: Unit Price Extended Price (Quantity x Unit Price) TOTAL $ I_________________________(name of vendor), agree to supply the above named items at the price quoted. Delivery costs and sales tax are included with this quote. Terms of payment are _______________________________________________ This contract may be voided by either party at any time. ______________________________Signature of Vendor Representative ______________Date _______________________ ___Signature of Sponsor or Institution Representative ______________Date (Sponsor or Institution Representative Signs AFTER bid has been accepted)