zilongwang/ReadingBank huggingface dataset:
SCHEDULE 2 SCHEDULE 2 Host School Personnel (to be completed by the Host School) Only the personnel of the Host School specified in the below are to perform the education, training, assessment or other specified VET services with enrolled Students of the school. Name of Trainer/Assessor Role Qualifications and Experience Program being delivered
Sharon Wells Math - temperature Monday - Problem Solving – 13 A&B Basic Facts – +2 Skills - graphs Lesson – counting by 1’s on a thermometer Tuesday - P.S. – 14 A&B B.F. - +2 Skills – graphs Lesson – counting by 2’s on a thermometer Wednesday - P.S. - 15 A&B B.F. - +2 Skills – games Lesson – review Thursday - - P.S. - 16 A&B B.F. - +2 Skills – games Lesson – review Friday - Week 5 assessment games Science – c-scope lesson Patterns Mon. – look for patterns in room & nature Tuesday – walk around school looking for patterns and take pictures of them Wednesday – look in magazines for pictures of patterns & cut out to make a collage Thursday – continue activity from Wed. Friday - read Button Box use buttons to make patterns & classify according to their attributes
Priority reporting matters The consultations and submissions provide insights about the critical considerations for the development of measurable outcomes and process indicators. First and foremost, there should be a capacity to use the reporting matters as a catalyst for change and to advance the community and industry debate on gender equality. As was noted in consultations with industry groups, employers, women’s interest groups, academics and unions in Sydney: “We have to get the data that flashes the red lights on these issues. As in, saying to business, ‘Guess what, you don’t have women in senior management positions not?’ or ‘Guess what, women in these roles are getting pay $X less than their male peers – why?’ In many cases I would expect business to say ‘We had no idea’”. “Everyone is looking to the WGEA for the data. From here we can pursue the questions about deeper cultural change – because it will be impossible for people to say ‘we don’t believe it’.” Measures must also be practical and meaningful for employers. This includes balancing the need for a minimum data set, with the requirement to promote a genuine understanding of the position of women. As an example of this sentiment, a union submission is clear that: “Our members are hopeful that these requirements are smarter and more targeted at connecting EEO Reports to tangible improvements to workplace equity across all levels of organisations’. The most useful indicators are those which facilitate genuine analysis and identification of inequity.” Measures should further capture the quality of work that women have available to them, incorporating pay, hours, autonomy, flexibility and security of work. Specific attention should be given to the characteristics of jobs that women and men are employed in. Finally, process indicators should be used to add value from a number of perspectives: To enable collection of information about organisational culture and workplace attitudes so as to understand not only ‘what is happening’ (that is, the extent of gender equality) but also ‘why the situation for women is changing, or otherwise’. This position was supported most strongly by advocacy groups. To enable good practice organisations to demonstrate the types of strategies and initiatives they are putting in place to progress the gender equality agenda.
Flemish Community _____________________ Name: Bart Tommelein Viceminister-president van de Vlaamse Regering Minister of Budget,Finance and Energy _____________________ Name: [●] Director _____________________ Name: [●] Title: Manager Schedule 1: Form of Assignment Certificate has granted FLEMISH COMMUNITY a (Schuldschein) loan of EUR […] bearing interest of […] according to the Loan Agreement […] (the “Loan Agreement”). […] assigns the above (Schuldschein) loan of EUR ….. (euro ….million) effective on _____ with interest and all rights and obligations resulting out of the Loan Agreement to _____ . _____ _____ _____ (Name of assignee) The _____ (assignee) hereby accepts the assignment and declares itself to be bound by clause 10 of the Loan Agreement. The laws of Germany in all respects govern this assignment agreement.
Figure S2. Elemental maps of isolated dinosaur ‘osteocytes’ recovered from demineralized bone. A) T.rex and C) B. canadensis cells untreated, B) T.rex and D) B. canadensis cells after incubation in PIH to chelate iron. Although iron can still be identified in both maps, it is clearly reduced in the treated cells. Bars represent 2 m.
Name of Assessment Grades Appropriate How to Use When to Use Information Provided Reference Information Cloze Procedures Elementary to Intermediate (K-8) Meet one on one with student and provide them with the cloze procedure. Allow student to complete independently for truest individual results. When checking a student’s comprehension level for a certain text. If the selected text is too easy or too difficult Helps identify Instructional Reading Levels Student skill levels in: Fluency Comprehension Accuracy "Instructional Strategies Online - Cloze Procedure." Online Learning Centre. Web. 10 Oct. 2011. Accelerated Reader Quizzes Elementary to Intermediate (K-8) AR Quizzes can be used as part of a reading curriculum or part of a reading incentive program. Generally, it is a school-wide program. When checking a student’s comprehension level for a certain text. Reading Comprehension If the selected text is too easy or too difficult How many books students read throughout the semester “Overview - Accelerated Reader." Renaissance Learning - Advanced Technology for Data-Driven Schools. Web. 10 Dec. 2011.
Educating your child at home Neath Port Talbot County Borough Council respects and accepts the right of parents to educate their children at home. These guidance notes offer information to parents who are considering or have decided to educate their children at home. Neath Port Talbot CBC has an Elective Home Education Support Officer who works with parents who are home educating their children. *Parents will also refer to those with parental responsibility e.g. carers. Why home educate? Home education is an option that families from many walks of life consider to meet the needs of their children. There are many different styles of home education and parents/carers are free to use the method which is right for them and their children. What does the law say about educating your child? The Education Act 1996 states that the parent of a child of compulsory school age (5-16 years) has a legal duty to see that their child receives “efficient full time education, suitable to his/her age, ability and aptitude and to any special educational needs he/she may have, either by regular attendance at school or otherwise.” There is no definition of ‘efficient’ and ‘suitable’ in the Act, but education has been held to be efficient if it achieves what it sets out to achieve, and suitable if the education prepares the child for life in modern society, enabling the child to achieve his/her full potential. The Act parents the right to educate their children of compulsory school age at home if the education is suitable to the age, ability, aptitude and any special educational need of the child. As the Local Authority, Neath Port Talbot CBC has a duty to ensure that all children receive a suitable education, and as parents educating your child otherwise, you would need to provide information about the education you provide for your children.
MEXT RECOMMENDATION FORM Applicant's Name (Please print): (Family name) (First name) (Middle name) Recommender's name: Title and Institution (if work address used): Address: Telephone & Facsimile: which period of time have you had the most frequent contact with the applicant? From to . was the nature of your relationship? what areas does the applicant need improvement or growth? comment on the applicant's interpersonal skills. How well does he or she work within a team? would you describe the applicant's leadership skills? comment on the applicant's degree of self-confidence. comment on the applicant's personal character. indicate your overall evaluation of the applicant. recommend with reservation not recommended make whatever additional comments you wish about the applicant's potential for graduate study in Japan and potential for becoming a responsible, effective person for your country. Additional pages may be attached, and the back page can also be used for comment. Signature Date
FOR IMMEDIATE RELEASE September 30, 2016 SCI Benner Township Reports Inmate Death Bellefonte, PA – Correctional Institution at Benner Township Deputy Superintendent Bobbi Jo Salamon reports the death of an inmate. Corrections Officers found inmate Daniel Rowe, 38, unconscious in his cell at approximately 12:13 a.m. on September 30. The officers provided immediate emergency first aid until facility medical personnel arrived. Inmate Rowe was transferred to Mount Nittany Medical Center in State College by Pleasant Gap Ambulance personnel. He was pronounced dead at 1:04 a.m. Pennsylvania State Police Barracks at Rockview will conduct an investigation. The official cause of death will be determined by the Centre County Coroner’s Office. Rowe was serving a 13-months-to-3-year sentence for retail theft on a Lancaster County conviction. He was sent to SCI Benner Township for a parole violation on August 4. Facility staff has notified the inmate’s next-of-kin. Media contact: Amy Worden, 717-728-4026 or Holly Becker-Bachik, 814-353-3630 ###
Reminders and Stuff for Fall 2016 Sciences Department Meeting 8-17-2016 Dates To Know: (NOTE: You may also access the “Academic Calendar” link on Oakton’s main webpage for many key dates for the current and following term) Drops for non-payment – Drops for non-payment will be every Tuesday (this started in Summer 2016). Be sure to check rosters frequently in the first week, and after each drop date thereafter. Don’t allow students to remain in the class if they are not officially registered. Holidays or other “No Classes” Days (and Fire Drills Days) Monday January 16th, Martin Luther King Jr. holiday, college closed Monday February 20, President’s Day, college closed 13-19th Spring Break Fire Drills Days: The Oakton Police Department, in conjunction with the Des Plaines and Skokie Fire Departments, will be conducting tornado drills during the or second week of April on Tuesday and Wednesday on both campuses. Please plan accordingly. More details will follow via email. Religious holidays – See: (click appropriate year) for a listing of holidays associated with a variety of religions (larger font, bolded, are the most important holidays). See “Things To Do Now” section below (syllabi) for Oakton’s policy on handling student religious observance. Evaluation days – May 11 & 12th (last day of student attendance, May 12th); Grading Day – May 15th; Grades due December 16th at noon via myOakton. Withdraw dates – February 13th, no record of course will appear on student’s external transcript; February 13th last day to change to an audit; March 27th, a ‘W’ will appear on student’s transcript. Incompletes from Fall 2016 – February 26th, after this date any incomplete without a grade submitted will become a grade of F. Registration for Summer 2017: March 22nd Registration for Fall 2017: 5th Things To Do Now: Familiarize yourself with the new Division 1 Accommodations documents/procedures Faculty are required to discuss different options with their students, you cannot assume that an accommodation will work
Company #1 City, State Dates Worked Job Title Responsibilities / Achievements Responsibilities / Achievements Company #2 City, State Dates Worked Job Title Responsibilities / Achievements Responsibilities / Achievements Education: Move this section before the Experience section if you don’t have extensive work experience. In the education section of your resume, list the colleges you have attended, the dates and any degrees you have achieved, and any special awards and honors you have earned. College, Degree, Date Awards, Honors, Date Skills: Include skills related to the position/career that you are applying for. For example: computer skills, language skills, etc. References available upon request: Just type the sentence. There is no need to include references on your resume. Rather, have a separate list of references ready to give to employers upon request. Connections Page Use this page to show how you and your learning are connected to other people, and to the broader world of resources and organizations, information and ideas. This page could have several parts: My Favorite Projects. Here you might include links to projects of other students that you admire. For each one, write 2-3 sentences explaining what you like about this project, and what you have learned about the person who created it. My Groups and Organizations. You will probably want to create a short annotated set of links to organizations and networks you belong to. Does your department or program have a website you can link to? What about professional associations? Student or community groups? For each link, please write 2-3 sentences explaining what this group or site means to you, and why it’s important. My Resources. You may also have other kinds of favorite websites that provide important information and help you learn. You can create a set of links to these sites. But again, remember, quality is more important than quantity. Be selective. Choose sites that really matter. For all sites, particularly in categories 2 and 3, create an annotation. An annotation is a brief description of the website that helps readers to see why it is important to you and possibly useful to them. Please follow the format below when you annotate a website: Name of site: Address (URL): Why do you visit this website? Why is it important? How does this website inform your thinking? What would you like people viewing your Links page to understand about this website? You may also want to create a thumbnail image for each link. As always, select your images carefully.
FOR IMMEDIATE RELEASE June 18, 2018 SCI Houtzdale Reports Inmate Death Houtzdale, PA – State Correctional Institution at Houtzdale Superintendent Barry Smith reports the death of inmate Joseph Skrtich on June 17, 2018. Skrtich, age 50, was found unresponsive in his cell at approximately 6:47 PM on June 17, 2018. Officers and medical staff immediately responded to the scene and began performing CPR. The inmate was taken to the prison’s medical department where CPR continued. An ambulance was requested and arrived at the facility. The inmate was pronounced dead at 7:28 PM by the Medic Command Physician at Mount Nittany Medical Center. Pennsylvania’s State Police Barracks at Clearfield will conduct an investigation. The official cause of death will be determined by the Clearfield County Coroner’s Office. Skrtich was serving 15 to 30 years for aggravated indecent assault of a child on a Centre County conviction, effective September 25, 2017. He had been at SCI Houtzdale since December 26, 2017. Facility staff has notified the inmate’s next-of-kin. MEDIA CONTACT: Rebecca Reifer, 814-378-1000 # # #
4.91 x 109 g 4.9 x 109 0.003520 sec 4 100 g 1 x 102 2 nm x 14.55 nm 30 nm2 23.2 sec 23 0.00013 kg 2 0.000305 m 3.05 x 10-4 5.69 ft ÷ 2.11 sec 2.70 ft/sec
Grade Four Unit 1: Weathering and Erosion First Marking Period Unit Essential Questions Next Generation Standards Disciplinary Core (DCI) * In this unit of study, students develop understandings of the effects of weathering and the rate of erosion by water, ice, wind, or vegetation. The crosscutting concepts of patterns and cause and effect are called out as organizing concepts. Students demonstrate proficiency in planning and carrying out investigations and constructing explanations. Students are also expected to use these practices to demonstrate understanding of the core ideas. 1. What do shapes of landforms and rock formations tell us about the past? 2. What can rock formations teach about the history of Earth? 3. How can fossils help determine the age of rocks and rock layers? 4. What is mechanical and chemical weathering and how does it affect the environment? 5. What is erosion and how does it affect the environment? 6. How does rainfall affect the environment? 4-ESS1-1: Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for change in a landscape over time. 4-ESS2-1: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. ESS1.C: The History of Planet Earth *Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed. ESS2.A: Earth Materials and Systems *Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils and sediments into smaller particles and move them around. ESS2.B: Plate Tectonics and System Interactions *The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth.
*Energy is present whenever there are moving objects, sound, light, or heat. *When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. *When objects collide, the contact forces transfer energy so as to change the objects’ motions. Students will be able to: *Describe the various ways that energy can be transferred between objects. *Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships. *Ask questions and predict outcomes about the changes in energy that occur when objects collide. Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact. (Assessment does not include quantitative measurements of energy.) include Smart Notebook Presentation, Homework, Labs, Quizzes and Assessments) NJCTL LABS Pendulum Lab Energy Transfer Lab Markers Homework Handouts Paper Scissors Resources: The following resources are from the Model Curriculum : This resource includes three parts: a video clip from the TV show, Zoom, to introduce the activity, an essay with background information about energy, and a set of printable instructions. Students use a spool, a toothpick, a washer, a rubber band, and a pencil to build a racer. They conduct tests with the racer by varying the number of twists in the rubber band or changing other design features. These websites provide additional ideas for modifying the basic rubber band racer design: and . This video segment from IdahoPTV's D4K defines gravity, force, friction and inertia through examples from amusement park rides. Examples and explanations of Sir Isaac Newton's Three Laws of Motion are also included. Students select a flight mission (what they want the rocket to do) and design and construct a paper rocket that will achieve the mission. They construct their rocket, predict its performance, fly the rocket, and file a post-flight mission report. Missions include achieving high altitude records, landing on a "planetary" target, carrying payloads, testing a rocket recovery system, and more. The following are additional lessons and
Grade Five Unit 1: Properties of Matter First Marking Period (9/6-11/14) Unit Focus Essential Questions Next Generation Standards Disciplinary Core Ideas(DCI) In this unit of study, students describe that matter is made of particles too small to be seen by developing a model. The crosscutting concept of scale, proportion, and quantity is called out as an organizing concept for these disciplinary core ideas. Students demonstrate grade-appropriate proficiency in developing and using models, planning and carrying out investigations, and use these practices to demonstrate understanding of the core ideas. 1. When matter changes, does its weight change? 2. What is matter and what is it made of? 3. What are the identifiable properties of a substance? 5-PS1-1- Develop a model to describe that matter is made of particles too small to be seen. 5-PS1-3- Make observations and measurements to identify materials based on their properties PS1.A: Structure and Properties of Matter Matter of any type can be subdivided into particles that are too to see, but even then the matter still exists and can be detected by other means. A model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations including the inflation and shape of a balloon and the effects of air on larger particles or objects. (5-PS1-1) The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish. (5-PS1-2) PS1.B: Chemical Reactions When two or more different substances are mixed, a new substance with different properties may be formed. (5-PS1-4) No matter what reaction or change in properties occurs, the weight of the substances does not change. (Boundary: Mass and weight are not distinguished as this grade level) (5-PS1-2)
Students will know that: *That a star’s distance from Earth affects how bright it appears to be. *That the length of shadows decrease during the day until they reach a certain point, then the shadows gradual start to get a larger. *That the rotation of Earth causes night and day. *That the path of the sun changes from month to month. *That the location of constellations change due to the rotation and revolution of Earth. Students will be able to: *Create an argument that relative brightness of the Sun compared to stars is a function of the distance to those stars. *Explain how day turns into night *Explain why the sun casts different sized shadows. *Explain that the location of constellation in the sky appear in different locations due to the rotation and revolution of Earth. – EARTH AND THE UNIVERSE SMART NOTEBOOK LEARNING ACTIVITIES The following are activities that can be within the above link from NJCTL. (All activities include Smart Notebook Presentation, Homework, Labs, Quizzes and Assessments) -The Sun, Earth and Moon -Observable Patterns NJCTL LAB -Galaxy Strong -Luminosity -Light Years -Shadow Tracking -Hide and Seek -Big Dipper Materials Needed: Computers Science Journal Pencils Markers Homework Handouts Paper Scissors Resources: The following resources are from the Model Curriculum PBS Learning Media lesson where students investigate the force of gravity and how all objects, regardless of mass, fall to the ground at the same rate. NASA’s website contains several resources that educators and students can use to make sense of the night sky. PBS Learning Media lesson that guides students to understand the basic facts about the Sun, model the mechanics of day and night, and use solar energy to make a tasty treat. The following are additional lessons and activities related to this unit from betterlessons.com: Differentiated Instruction: Modifications:
11 §4.5 §5.1 §6.1 12 §6.2 §6.2 and review Friday: Exam 4 13 §6.3 §6.4 §6.5 14 §7.1 §7.2 §9.1 15 §9.1 and review review (no class on Friday) 16 Sunday 4/28/13, Final Exam, rooms TBA, 6:45 - 9:15 p.m.
Science Security Access Request Template To be completed by supervisor Do not scan this form, please submit in word format Supervisor Name: Faculty / School / Institute: Last Name First Name Staff / Student / Honorary Staff / Student / Honorary (ID Number) Provide a description for the type of access required. Please provide as much detail as possible to assist e.g. after hours, standard hours, general floor, foyer, workspace access Building (s) Access Bldg. 4 Bldg. 7 Floor (s) Access Use new floor number scheme, List Access lifts Key Cabinet (specify what keys) Example: Doe Example: John Example: Student Example: 000000 Example: Requires general floor access and lab access to Environment Research labs or general office space only etc. Example: 4 and 7 Example: 5 Example: Thomas st: lvl 2,3,4,6 Harris st: Lvl 2,3,4,6 Example: level & lab key, glass house key etc.. By completing and submitting this form you are declaring the person(s) listed in the above table have completed all essential training, induction processes and risk assessments.
Ballistics & Tool Marks: The student will be able to analyze and explain the principles used in the analysis of ballistic evidence, tool marks and casts in a forensic investigation. Unit 5 Quiz 2 weeks Unit 6: Human Remains Anthropology: The student will be able to explain how characteristics within the human skeleton are used to create a biological profile and demonstrate the method in which the biological profile is created to identify unknown remains in a forensic investigation. Pathology & Human Remains: The student will be able to explain the processes used to examine human remains to determine the cause of death, manner of death and time of death in a forensic investigation. Text Questions Lab Questions Unit 6 Quiz 2 weeks Unit 7: DNA Evidence Biological Evidence: The student will be able to collect, analyze and explain the importance of various of biological evidence within the context of forensic investigation. Such evidence includes hair, pollen, spore, insect and botanical (plant) evidence Text Questions Lab Questions Unit 7 Quiz 2 weeks Unit 8: Arson & Arson Evidence Trace Evidence: The student will be able to collect, analyze, identify and explain the importance of various types of trace evidence within the context of a forensic investigation. Common examples of trace evidence include fibers, glass, soil and paint evidence. Text Questions Lab Questions Unit 8 Quiz 1 week Final Exam Final Exam Completed Exam Discussion Thanks for taking the If you liked it, sign up for forensics 2 and please refer it to a friend! Assessment methods Revision Policy: The goal of this course is to demonstrate learning. Students have the opportunity to revise work until it meets standards. To do so, they should resubmit the work and make corrections in a different color. Students will be given two opportunities to revise work to raise scores. Remember, “A” grades are earned on assignments that go beyond expectations.
Science 8 – Unit Project Rubric Product: _______________ Name: _______________ CATEGORY EXTENDING PROFICIENT DEVELOPING EMERGING Representation (Weight: 1.0) The advertisement is highly out in terms of design, layout and neatness; includes all requirements The advertisement is well-thought out in of design, layout and neatness; includes all requirements The advertisement displays some thought in terms of design, layout and neatness; includes some requirements The advertisement displays limited thought in terms of design, layout and neatness; includes few requirements Communication (Weight: 1.5) Uses creative/critical thinking processes that reflects a high degree of effectiveness. Uses creative/critical thinking that reflects a considerable degree of effectiveness. Uses creative/critical thinking that reflects some degree of effectiveness. Uses creative/critical thinking that reflects a limited degree of effectiveness. Relevant to Classroom Concepts (Weight: 1.5) Uses a high degree of accurate, relevant information that fully supports goal of project. Uses a considerable degree of accurate, relevant information that fully supports goal of project. Uses some degree of accurate, relevant information that partially supports goal of project. Uses a limited degree of accurate, relevant information that does not support goal of project. Organization (Weight: 1.0) Paragraph is highly organized with logical sequencing; a few minor mechanical errors in writing. Paragraph is clear and easy to follow; a few mechanical errors in writing. Paragraph has minimal organization; some mechanical errors in writing. Paragraph has no organization which may be confusing to read; contains frequent mechanical errors in writing Sources (Weight 1.0) Includes 3 or more high quality sources. Includes 2 high quality sources. Includes 2 sources but some of are questionable quality. Includes fewer than 2 sources.
C1 UKAM COMMUNICATIONS PLAN FORM Organisation name Scottish Catholic International Aid Fund (SCIAF) Appeal name The WEE BOX, BIG CHANGE Appeal 2016 Brief description of what appeal is for, and what match funding will achieve, if different The appeal is designed to raise a mix of restricted and unrestricted funds. The restricted (UK Aid Match) funds will support Ethiopian pastoralists. The unrestricted funds (raised from individuals and groups) will support all of SCIAF’s work, as has been the case with previous WEE BOX, BIG CHANGE appeals. List of communications partner(s) providing channels on a pro bono basis (state what channel(s) or other service(s) they are providing) Partner name Providing Daily Record Scottish Catholic Observer Clyde 1 and Forth Radio Stations (Bauer Media) Newspaper coverage Newspaper coverage Radio coverage through appeal stories Paid for communications supplier(s), if any Partner name Providing Various newspapers Media advertisements and inserts Exterion Media Outdoor adverts (buses, trains & posters) Bauer Media Radio advertising across stations Global Radio advertising across stations Appeal start date 5th February 2016 Appeal end date 4th May 2016 Fundraising target (before match funding) £1,200,000 Estimated total opportunities to view (guaranteed only) 13,590,322 Of which existing supporters 25,000 Expected timing for public report back (eg month, year) From July 2016 to November 2017 List of communications partner(s) committed to reporting back on project results Record Scottish Catholic Observer Clyde 1 (Bauer Media) Key contact(s) names, roles, email addresses and direct numbers Ann Ward – Fundraising & Communications Manager Tel: 0141 354 5527 (direct) 0141 354 5555 main number)
Advertising 1,427,540 Radio Advertising (Bauer Media and Global Radio) 6,559,000 Direct mail (warm) 25,000 Direct mail (cold) Telephone calls (warm) Telephone calls (cold) Doorstep 40,000 Facebook 50,000 Twitter 200,000 Community networks groups, schools, places of worship, special interest groups, bloggers – start a new line for each) Parishes & Schools 22,417 Website(s) (give a line for each) Daily Record 311,385 Media Network Websites 46,660 Scottish Catholic Observer 1,500 SCIAF 25,350 Daily Record 207,590 Bauer Media Network Websites 9,332 Scottish Catholic Observer 1,000 Other (specify, line for each) Emails to SCIAF 15,000 TOTAL ESTIMATED OPPORTUNITIES TO VIEW 3,078,910 9,935,540 312,767 1,714,157 2.1 APPEAL CONCEPT Briefly explain the objectives of your appeal, its history (if relevant, eg is it an annual appeal with which the public is already familiar etc), and what themes and events are the focus of your appeal. SCIAF was established in 1965 and since then we have developed clear expertise in promoting fundraising appeals to the Scottish public to achieve development goals. Our Supporter
Observational study Table 1 example Sample Geographical location Geoposition Protocol Data Body of water 1 location name latitude, longitude, altitude Measurement of surface temperature dataFile1 Body of water location name latitude, longitude, altitude Measurement of surface temperature dataFile2 Body of water n location name latitude, longitude, altitude Measurement of surface temperature dataFile3 Data aggregation study Table 1 example Source Sample Sample number Temporal range Protocol 1 Protocol 2 Data Database URL 1 Dataset 1 Number of samples in the dataset Range of measurements reported in the dataset Data assimilation procedure Method to generate output data Database URL 1 Dataset 2 Number of samples in the dataset Range of measurements reported in the dataset Data assimilation procedure Method to generate output data Database URL 2 Dataset n Number of samples in the dataset Range of measurements reported in the dataset Data assimilation procedure Method to generate output data Machine accessible metadata records All Data Descriptor manuscripts published in Scientific Data are accompanied by detailed machine-accessible metadata files in ISA-Tab format depicting the workflow used to generate the accompanying datasets. In order to facilitate the creation of these records, authors may be asked to complete metadata templates for their data by the editorial office, if the Data Descriptor is of interest to the Editorial Board.
Society for Cultural Interaction in East Asia Application for Participation in the 10th Annual Meeting I, as below, apply for participation in the 10th Annual Meeting of the Society for Cultural Interaction in East Asia. 12 (Saturday) – 13 (Sunday), 2018 University of Hong Kong Sponsored for Cultural Interaction in East Asia & City University of Hong Kong Name of Presenter First Last Gender/Nationality Nationality: ( ) Institution Position ( ) Panel you wish to join (If you present in a group, please provide the name of Group Panel) ) Role Title of Presentation (tentative) Language to be used Invitation Letter Address: (Invitation letter to be sent by Post, please write down as appeared in the address of the envelop) Postal Code Invitation Letter e-mail Address Membership Info. *Please fill the abstract of your presentation in the second page and save the file name as “SCIEA10form(your name)”. 400 Name Institution
SCIENCE-10 SELECTIVE UNIT (S01) (Engineering and Design: Technology in Society) (July 2018) Unit Statement: The key to successful STEM (Science, Technology, Engineering, and Math) teaching is the integration of science, math, and technology. In STEM careers, scientists don’t only do science and applied mathematicians don’t only do math, instead they work across disciplines. So, to mirror the work of STEM professionals and increase college and career readiness, it’s important that students experience real-world, integrated projects in the classroom. Engineering bridges all of the STEM disciplines and provides students with authentic opportunities to think and act like engineers and scientists. In this unit, students will explain how society affects the evolution and development of technology, describe positive and negative, planned and unintended consequences of technology, and explain trade-offs. Assessments are based on process, not end results. Student designs and solutions may vary greatly. Essential Question: (NOTE: most of the questions that will be used for exploration are questions that the students will generate themselves. However, at the end of this unit, all students should have a deeper understanding of the following questions.) How does Technology affect Society? Essential Outcomes: (must be assessed for mastery) Using unit appropriate phenomena: The Student Will generate scientific questions to identify a problem (SD 28-29, 3I-3L, 43, 68-69). TSW identify criteria and constraints in developing solutions to their problem (SD 32-33). TSW design a possible solution to the problem (SD 3I-3L, 32-33, 38-40). TSW collaborate with a team to build a scale model of the problem to get a better understanding of how a solution might work or if the solution will work (SD TSW describe ways in society has caused changes in the design of cars (or another technology) over time (SD 48-51). TSW explain how tradeoffs have played a role in changing car designs (or another technology) (SD 60-62). TSW communicate why most technologies have both positive and negative effects (SD 52-55).
time. TSW explain how tradeoffs have played a role in changing car designs (or another technology). I can make predictions about the tradeoffs and benefits of cars (or another technology) in the future based on my knowledge of current tradeoffs. I can explain how tradeoffs have played a role in changing car designs (or another technology). TSW communicate why most technologies have both positive and negative effects. I can communicate why most technologies have both positive and negative effects. TSW use the engineering process to participate in a STEM Challenge Competition. I can redesign and make adjustments to my STEM Challenge work. I can explain how my adjustments will improve or change my original design. I can use the engineering process to participate in a STEM Challenge Competition. I may need assistance from my teacher as I work through the process. My challenge may not be successful.
Name: ________________________________________ Date: ________________________________________ SCIENCE-10 S02 RUBRIC (Environmental Science: Earth and Human Practices) To receive a ‘B’, the student must show ‘B’ level mastery on ALL Essential Outcomes (TSWs). To receive an ‘A’, the student must show ‘A’ level mastery on 3 out of 5 available TSWs and ‘B’ level mastery on all TSWs. The Student Will ‘A’ Level ‘B’ ‘P’- in progress TSW generate questions to define how population growth affects the land and other resources. I can generate scientific questions that are consistently suited for investigations (not ones with quick answers), show that I am thinking deeply about each topic, and are revised throughout the unit I can generate questions to define how population growth affects the land and other resources. TSW explain how people affect resources. I can make predictions how Earth's resources will be affected by people in the future based on present day information. I can adjust my predictions based on whether human activity changes (gets better or worse). I can explain how people affect Earth's resources. TSW interpret data to explain the connection between population growth and waste production. I can collect/find my own data to interpret in order to explain the connection between population growth and waste production. I can interpret data to explain the connection between population growth and waste production. The data I interpret has been given to me. TSW demonstrate how one of Earth's systems is affected by human activities in the host country. I can demonstrate how one of Earth's systems is affected by human activities in the host country. TSW evaluate green technologies used in the host country. I can evaluate green technologies used in the host country
Name: _____________________________________________ Date: _____________________________________________ SCIENCE-10 S04 RUBRIC (Earth and Space Science: Space Systems) To receive a ‘B’, the student must show ‘B’ level mastery on ALL Essential Outcomes (TSWs). To receive an ‘A’, the student must show ‘A’ level mastery on 3 out of 5 available TSWs and ‘B’ level mastery on all TSWs. The Student Will ‘A’ Level ‘B’ Level ‘P’- in progress The Student Will participate in class discussions on how gravity affects all matter on Earth. I can lead a class or small group discussion on how gravity affects all matter on Earth. I can ask scientific questions and define potential problems about the effects of gravity on matter. I can participate in class discussions on how gravity affects all matter on Earth. I can ask scientific questions about the effects of gravity on matter. TSW participate in a self-selected and teacher guided STEM challenge to help people deal with the effects of gravity. I can redesign and make adjustments to my STEM Challenge work. I can explain how my adjustments will improve or change my original design. I can participate in a self-selected and teacher guided STEM challenge to help people deal with the effects of gravity. TSW communicate patterns caused by interactions between the Earth, the sun, and the stars. I can communicate patterns caused by interactions between the Earth, the sun, and the stars. I can modify my communications based on my audience. I can communicate patterns caused by interactions between the Earth, the sun, and the stars. TSW use models to explain why the sun and stars change over the course of 24 hours. I can use models to explain why the sun and stars change over the course of 24 hours. TSW model how shadows change throughout the day I can use my model to make a claim about how shadows change throughout the day. I can model how shadows change throughout the day. TSW describe monthly and seasonal patterns of the sun, moon, and stars. I can describe monthly and seasonal patterns of the sun, moon, and stars.
Name: __________________________________________ Date: __________________________________________ SCIENCE-10 (S05) RUBRIC (Environmental Science: Gardening) To receive a ‘B’, the student must show ‘B’ level mastery on ALL Essential Outcomes (TSWs). To receive an ‘A’, the student must show ‘A’ level mastery on 3 of 4 available TSWs and ‘B’ level mastery on all TSWs. The Student Will ‘A’ Level ‘B’ Level ‘P’- in progress 1. The Student Will generate scientific questions and define problems about growing plants in a garden. My questions are consistently suited for investigations (not ones with answers), show that I am thinking deeply about each topic, and are revised throughout the unit. I can generate scientific questions and define problems about growing plants in a garden. 2. TSW design an investigation to answer one of their scientific questions about growing plants in a garden. I can design an investigation to answer one of my scientific questions about growing plants in a garden. 3. TSW research and choose several simple types of plant life that might grow and flourish in a school environment (indoors or outdoors). I can research and choose several simple types of plant life that might grow and flourish in my school environment (indoor or outdoor). 4. TSW develop a plan for their garden using 2D or 3D models. I can analyze the success or limitations of my model and recommend logical changes that would alter my results. I can design my garden using 2D or 3D models. 5. TSW research and construct a garden in a small group or individually. I can research and construct a garden in a small group or individually.
6. TSW investigate different methods of composting and use one of these methods to create a compost pile. I can change my method of composting to determine whether there is a better result with a new method. I can investigate different methods of composting and use one of these methods to create a compost pile. 7. TSW maintain their garden by weeding, watering, fertilizing/composting with natural materials. I can maintain my garden by weeding, watering, fertilizing/composting with natural materials. 8. TSW observe and record the growth data and/or challenges with their garden. I can observe and record the growth data and/or challenges with my/our garden. 9. TSW make a claim with supporting data about the gardening experience. I can accurately collect and analyze data (evidence) to support my through reasoning. I can make a claim with supporting data about the gardening experience
table. TSW balance chemical reactions. TSW will create models to scale. Practiced/Ongoing Outcomes: (ongoing development, but not assessed) The Student Will develop technical writing skills TSW create the most efficient design to accomplish a task. TSW reinforce fine motor and artistic skills when developing models. TSW use graphic organizers like decision matrices, charts, graphs, tables, etc. to analyze data. TSW measure mass, distance, and density. TSW will utilize scientific vocabulary to communicate ideas. Key Terms and Concepts: matter mass weight volume density atom element periodic table pure substance molecule compound crystal solid liquid gas thermal energy pressure element chemical bond change of state Suggested Activities: All text activities corresponding with each TSW. Any Science Dimensions activity in the online resource suite. Hands-On Lab – p. 12 - Measure Density Hands-On Lab – p. 25 - Compare Densities Hands-On Lab – p. 48 - Model Molecules Hands-On Lab – p. 75 - Observe States of Matter Hands-On Lab – p. 89 - Investigate a State of Change Cross-curricular Suggestions: Writing: a properly formatted lab report Mathematics: Calculate density Balancing chemical reactions
Essential Question(s) What are some of the basic characteristics that are used to distinguish between living and non-living things? Misconception: Students may confuse nonliving and dead. Clarify if needed. Students believe fictional animals such as Mickey Mouse are real life examples of animals. - Students learn to identify living and nonliving things through clues, comparing what they learn to the characteristics they know. - select from a variety of videos and activities for living and nonliving things. Video Resources - students will understand by engaging with this fun video about living and nonliving things. Pink Palace Museum Outreach Suitcase Exhibits (FREE): , , , : Tree Cookies, Leaves & Seeds, Sharks, Weddell Seals, Insects Lichterman Nature Center Field Trips Exhibits: , , , , Programs: , , Animals Alive! Grant Program (Free--for up to 2000 Title 1 students grades 1-8 during Aug-Sep & Dec-Mar—funding subject to availability) (Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.) students will write and compare the things humans and other living things need using a . Standard 3-Flow of Matter and Energy – 3 0107.3.1 – Recognize that plants and animals are living things that grow and change over time. I can name and discuss basic things that plants and animals need to live and grow. Essential Question(s) What are some of the basic things that plants and animals need to do in order to successfully live and grow? MacMillan/McGraw-Hill: A Closer Look Plants Grow and Change: pp. 72-79 Lab and investigations activities Explore: What do seeds need to grow? (TE) p. 73 How else do plants grow? (TE) pp.76-77 How are wildflowers alike and different? (TE) pp. 78-79 Online Resources Academic vocabulary Seedling, life cycle Performance Tasks (This is a good science fair idea)
Concentration and Solubility Concentrated solution – large mass of dissolved solution for a certain quantity of solvent. Dilute Solution – has a small mass of dissolved solute for a certain quantity of solvent. Concentration – quantity of solute that is dissolved in a certain quantity of solvent Qualitatively – describing the concentration in words Quantitatively – describing the concentration using numbers Reading – 263 - #2 A pop bottle contains a mixture of concentrated gasses and concentrated liquids. They are all under pressure! POP BOTTLE – demonstrate opening a bottle of pop, check out the bubbles ! how does that work? CORE LAB – 269 Checking Concepts – 273 – #1,5,8 Checking Concepts – 274 - #1,7,9,11,13 Discovering Science 7 Unit 3 Chapter 9 – Separating Separating Mixtures and Solutions
You separate solutions all the time: cooking, sorting money, laundry ! Mechanical Sorting – separate parts of a mixture based on properties such as particle size Ex: Floating, magnets Filtration – removing particles by filter paper Ex: Brita Water Filters ! Reading Check – 281 - #2,3 Evaporation – a liquid turning to a gas – solute is left behind Simple Distillation – removing a solute and solvent from each other. Solution is heated until the solvent changes state to become a gas. Then the gas changed back to a liquid by cooling. Example: See photos on page 283 Chromatography – separate the colored substances in a mixture such as ink. CORE LAB – 287 – 289 Checking Concepts – 291- #1,2,6 Activity – Students Read pages 292 – 294 Reading Check – 294 - #1,2 Checking Concepts – 297 - #1,2,7,8 Activity – Students choose 6 questions they want to do on pages 300-301