zilongwang/ReadingBank huggingface dataset:
Australia, Canada, Fiji, Romania, Senegal, South Africa, Switzerland, United Arab Emirates, United States of America, Uruguay. STRP Chair. IUCN. Secretary General ex officio. Chair: Uruguay. Decision SC50-6: “The Standing Committee nominated the following to serve as the Management Working Group: Romania as outgoing SC Chair for the 2012-2015 triennium, South Africa as outgoing SC Vice-Chair for the 2012-2015 triennium, Uruguay as current SC Chair, Australia as current SC Vice-Chair, Senegal as current Chair of the Subgroup on Finance and Canada as outgoing Chair of the Subgroup on Finance. The STRP Chair for the 2012-2015 triennium was also called to serve while designation of the Chair of the STRP for the triennium 2015-2018 is pending. The Standing Committee welcomed statements by Fiji, Switzerland, United Arab Emirates and the United States of America that they would observe the Management Working Group as interested Contracting Parties.” Transition Committee of the Management Working Group Resolution X.4 Establishing a Transition Committee of the Management Working Group. Australia, Canada, Romania, Senegal, South Africa, Uruguay. Secretary General and Deputy Secretary General ex officio. Chair: Uruguay SC (not clearly specified) Indefinite Reporting body to be clarified. If Rule 25.5 e) were applied, the Committee would report to the SC. Resource Mobilization Resolution XII.7 Resource Mobilization and Partnership Framework of the Ramsar Convention. Colombia, Kenya, United States of America. Chair: United States of America SC Chair confirmed that its mandate is completed. Decision SC50-4: “The Standing Committee agreed to lead an open ended working group to review resource mobilization and the partnership framework and plan and report back to SC51.”
Regional Initiatives Decision SC51-11: “The Standing Committee agreed to establish a new Working Group to examine the implications of the proposed new Operational Guidelines for Regional Initiatives and asked the Secretariat to support the setting up of this group. Contracting Parties representing regional initiatives: Argentina, Burkina Faso, Colombia, Cuba, Dominican Republic, El Salvador, France, Italy, Nigeria, Oman, Panama, South Sudan, Suriname, Sweden, Tunisia, Uruguay. Chair: Uganda SC Not specified Staffing No decision from SC According to Annex 3 SC52 report: Australia, Canada, Nepal, Republic of Korea, Romania, Senegal, South Africa, United States of America, Uruguay. Chair: Canada MWG (not specified) The Chair confirmed that the mandate was completed at SC52. Language Strategy No decision as such from the Standing Committee. SC52 agreed to establish an open-ended informal working group, comprising at least Colombia, Senegal, UAE, USA and Romania, to review the Terms of Reference set out in Annex 1 to Doc. SC52-03 and asked the group to provide revised terms of reference for the Committee to consider later in the meeting. Colombia, Senegal, UAE, USA and Romania. SC (Not specified) Not clear who is the chair. Note: Per paragraph 28 of Resolution XII.3, the MWG oversees the formulation of the Strategy. Not specified To clarify decision, reporting governance body and chair.
There are many issues to explore relating to CPUE standardization. Need to develop a specific work programme on this with funding support. History Annual commitment Compare with Project 29 Project 24. (Priority = Medium) SPC-OFP services SA Title Indicator analysis Description Development and reporting of stock indicators for those key species not formally assessed. Tasks/TOR Conduct stock indicator analysis and formulate most-up-to-date management advice to Commission if stock assessment is not undertaken. History SC4-SA-WP-09 (Compendium of fisheries indicators for target tuna species) SC8-SA-WP-02 (A compendium of fisheries indicators for bigeye, skipjack, yellowfin, and south Pacific albacore tunas and south Pacific swordfish) Active ongoing Project 25. (Priority = High) SPC-OFP services SA Title Sensitivity analysis Description Continued exploration of sensitivity of stock assessment outcomes to structural assumptions in models and data issues, including the comparison of various stock assessment models. Tasks/TOR Active ongoing
Description Investigation and quantification of changes in catchability of target and non-target species, including bycatch and incidental species, over time not included in the CPUE standardization. Tasks/TOR Many factors, not reported in logbooks, influence catchability. The comparison of rates obtained by individual research projects where details of gear and fishing practices have been extensively documented may allow changes in catchability to be investigated and possibly quantified. History SA-SWG priority (cross-reference Project 23/22). Project 28. (Priority = Medium) MI Harvest control rules Description Development of procedures and decision rules (harvest control rules) to assist the interpretation of stock assessment results and the formulation of management recommendations. Tasks/TOR Develop harvest control rules for skipjack and south Pacific albacore tuna, including the most simplistic (e.g. constant catch and constant effort) for SC8 and one of the slightly more complex harvest control rules (e.g., state-dependent rules) for MOW, and compare their performance against some indicators of interest to fisheries managers. History SA-SWG priority. SC8-MI-WP-03 (Introduction to harvest control rules for WCPO tuna fisheries). Active (Due for completion 2012) See Project 58 and 63 – 58: Evaluation of reference points and decision rules (harvest control rules)) 63: Identifying provision al decision rules
(Goal setting, performance planning, progress review, link with personal Coach) Sportscotland Institute of Sport (SIS) services (1:1 sport services delivered in conjunction with objectives set through collaboration between coach(es) and service providers) Yes No Programme of activities Training / Racing (a programme of 50 to 70 days in the UK and in Europe – flexible approach to the programme based on personal programme) Yes No International Exchange Identifying opportunities for athletes to train with international training groups in recognised performance environment. Yes No Winning Students Supporting talented athletes to be successful in their sport and education (studying at a college or university in WS network) Yes No Your goals and ambitions Please list your major goals over the next three seasons Year 2018 season Sport School Other 2019 season Sport School 2020 season Sport School Other Training Background What is you current training regime? Answer Number of paddling sessions per week Number of S&C sessions per week Number of other land based sessions per week How long have you been training with this regime? What is you former training regime? Answer Number of paddling sessions per week Number of S&C sessions per week Number of other land based sessions per week How long have you been training with this regime? Additional questions Which year did you specialize in your discipline Which year did you start to train regularly (more than 5 time per week
Grading Rubric for Research Proposal Part of Proposal Exemplary Acceptable Unacceptable Total Points Title & Abstract Clearly identifies objectives, appropriate length (100-200 contains all of the essential components of the study Objectives are easily identified; appropriate length and is missing only one of the essential components of the study Objectives are unclear; missing several of the essential components of the is not the appropriate length /5 Introduction Explains the scientific background and rationale for the study; includes the statement of the problem or research question; significance of the study is apparent Explains the scientific background but not the rationale for the study; significance of the study is unclear; includes the statement of the problem or the research question Rationale is explained without scientific background; significance of the study is not discussed; statement of the problem/research question is missing /10 Objectives Specific aims of the are listed; hypothesis(es) are written appropriately /5 Background: Review of Literature Comprehensive with topics related to theory and related studies that support or oppose research; > 95% primary sources; includes experts in the field Contains 80-90% primary sources including experts in the field; includes topics related to theory and studies that support the research but no opposing studies Contains<, 80% primary sources with no experts in the field; topics that support the research; no opposing studies /15 Design/setting Study design appropriate; describes the setting/location design is appropriate but setting and location is not described Inappropriate study design; no description of setting or location /3 Sample Eligibility/exclusion criteria present; study size with explanation of determining sample size included; sources, methods of selection discussed Eligibility/exclusion criteria missing; study size with explanation of determining sample size included; sources, methods of selection discussed No eligibility/exclusion criteria listed; study size included without explanation of determining sample size included; sources, methods of selection and recruitment discussed /10
• Casters and wheel stems shall be pinned or otherwise secured in scaffold legs. Casters and wheels must be positively locked if in a stationary position. • Tube and coupler scaffolds shall be tied to and securely braced against the building at intervals not to exceed 30 feet horizontally and 26 feet vertically.
Examples of Collateral Why Mortgages Have Lower Interest Rates Than Unsecured Loans SS.912.FL.4.3 Explain that loans can be unsecured or secured with collateral, that collateral is a piece of property that can be sold by the lender to recover all or part of a loan if the borrower fails to repay. Explain why secured loans are viewed as having less risk and why lenders charge a lower interest rate than they charge for unsecured loans. Explain How Down Payments Reduce Loan Cost Installment Buying: Should You Make a Down Payment? Advantages and Disadvantages of Making a Down Payment Benefits of Down Payments to Borrowers and Lenders How Down Payments Provide Equity SS.912.FL.4.4 Describe why people often make a cash payment to the seller of a good—called a down payment—in order to reduce the amount they need to borrow. Describe why lenders may consider loans made with a down payment to have less risk because the down payment gives the borrower some equity or ownership right away and why these loans may carry a lower interest rate. Credit: Making Payments on Time (Lesson Plan: Basics of Credit ) Consequences of a Poor Credit Payment History Creditworthiness Function of Credit Bureaus Factors that Cause a Lender to Deny Credit (Lesson Plan: Finance and Responsible Spending ) SS.912.FL.4.5 Explain that lenders make credit decisions based in part on consumer payment history. Credit bureaus record borrowers’ credit and payment histories and provide that information to lenders in credit reports. What’s a “Credit Information Contained in Credit Reports Your Credit Report: What’s in It? (Lesson Plan: My Credit Report Card ) Importance of Having a Good Credit Score Factors That Influence Credit Scores What Your Credit Says About You SS.912.FL.4.6 Discuss that lenders can pay to receive a borrower’s credit score from a credit bureau and that a credit score is a number based on information in a credit report and assesses a person’s credit risk. (Lesson Plan: Understanding Credit Reports ) How Credit Reports Are Used Who Has the Right to View Your Credit Report? How a Good Credit Score Can Provide Financial Benefits Can a Poor Credit Report Affect Your Employment? SS.912.FL.4.7 Describe that, in addition to assessing a person’s credit risk, credit reports and scores may be requested and used by employers in hiring decisions, landlords in deciding whether to rent
Where low voltage electrical wires or equipment pass through a scaffold they should be: de-energised for the duration of the work, or fully enclosed to meet the Electricity Supply Authority’s requirements (see Figures 2 and 3) using a non-conductive material e.g. moisture resistant flooring grade particleboard, dry timber, dry plywood or similar material or plastic piping approved by the Electricity Supply Authority. Figure 2 Enclosure on internal side of the scaffold Figure 3 Fully enclosed energised low voltage electric lines passing through a scaffold Erected scaffolding using a hoarding and enclosure for reduced safety clearances A hoarding is containment sheeting fixed to the external face of a scaffold to form a physical barrier between workers and overhead electric lines and associated electrical equipment. Figure 4 shows the horizontal safety distances (A) and vertical mechanical clearances (B) from electrical conductors required by Electricity Supply Authorities. You should check the clearance distances before erecting any scaffolding near overhead electric lines. An electrical engineer can provide the safety clearance distances used to design the scaffolding and control the risks. Clearance distances must be maintained. The following installation conditions apply: gaps between fitted sheets of plywood do not exceed 3 mm no exposed cut or drilled in the sheets of plywood the scaffolder uses non-conductive means to attach the plywood to the scaffold and ensures the arrangement can withstand the wind load, and signs should be attached to the safe side of the hoarding warning of the electrical hazard and that the hoarding must not be removed. Ensure a competent person visually inspects the hoarding and the enclosure daily to ensure they are in a satisfactory condition and remain impenetrable. Figure 4 Scaffolding with hoarding Safe work method statements (SWMS) A SWMS is required for energised electrical work and high risk construction work carried out on or near energised electrical installations or services. A written SWMS should be on a risk assessment. The SWMS and risk assessment should be available to workers on site for the duration of the work. Information and examples of what can go wrong when approach distances are not maintained are in . For further information see the website (www.swa.gov.au).
Voice level: 1 – 2 during passing period Voices off after the bell Walk, keeping hands, feet, and objects to self Go directly to your assigned sear and follow procedures Raise hand for help or permission off during class Voice level 1-3 after dismissal Wait for teacher dismissal before leaving Walk, keeping hands, feet and objects to self Ask teacher for help or permission Acknowledgements and Redirections Acknowledgements Redirections Verbal: Non-Verbal: Verbal: Non-Verbal: I like the way ______ is ________. Thank you for______. _______ is ________. I see _____________. You are showing ____ when you Thank you for being ______ by _______. Great job of ______. Thumbs-up Smile Wink Pat on the back Hug High five Fist bump Sticker Please _________. You need to______. A better choice would be ______________. “The look” Proximity Tap on the shoulder Tap on the desk Head shake “Shhhhh” signal Wait signal Reminder note Rewards and Corrective Actions: Rewards Corrective Actions Recognition : Parent Contact: Restitution: Parent Contact: Student of the week Master mathematician Phone call Note home Email Clean classroom Prepare materials for next lesson call Note home Email Time Earned: Privileges Earned: Time Owed: Referrals: Time to work on independent projects Free time Extra computer time Free choice centers with teacher Time with a preferred adult Cool down time Time in another teacher’s classroom To mentor To counselor To administrator
1. Opening Engaging the Reader and Reviewing Learning Targets Expeditionary Learning Teacher and Student Actions Teachers tell students they will be reading to find out more about the role of sports in people’s lives; review the learning target which is to determine the gist; and ask students what they remember about the meanings of the word determine and gist. AIR Additional Supports Define the words determine and gist. Give students an opportunity to determine the gist of a short section of text so they are prepared for determining gist of a longer passage. AIR Instructions for Teachers This activity will give ELLs practice determining the meaning of unknown words and figuring out the gist of a passage. Read the instructions to the students. Have students read the text, discuss with a partner, and complete the questions. AIR Instructions for Students Read the text to determine the gist. What do the words determine and gist mean? There are three important words: tackling, heading, and full body checking. To determine or find out what they mean, use the glossary. Discuss the text with a partner and then determine (or find out) the gist (or main idea). “Should Kids Under 14 Play Contact Sports?” Adapted from text by Elizabeth Winchester () Glossary What is football without tackling, soccer without heading the ball, and lacrosse and hockey without full body checking? Doctors say that sports would be much safer for kids without these moves. Dr. is a brain expert at Emerson Hospital in Massachusetts. He says that tackling, heading, and checking can cause concussions and other injuries. Every year, 3.8 million people get concussions from sports. Hits to the brain can be more serious for kids because their brains are not yet as solid as adult brains. Cantu said that sports for children younger than 14 years old should not use full contact. tackling—the act of grabbing and throwing a person down when playing football heading—when a soccer player hits the ball with the head when it is in the air full body checking—hitting another player with a shoulder, arm, or hip to keep the other player from getting the puck when playing hockey. A puck in hockey is like a ball in soccer. expert—someone who a lot about something concussion—a hit to the brain injury—damage to the body serious—dangerous younger—not as old as full contact—touching, hitting, or grabbing other players when playing a sport Word Bank gist tackling heading
4, Module 5, Lesson 16: Use Visual Models to Add and Subtract Two Fractions With the Same Units Overview The following table outlines the scaffolds that have been added to support ELLs throughout the Common Core Inc. Lesson 16, Use Visual Models to Add and Subtract Two Fractions with the Same Units. AIR New Activity refers to an activity not in the original lesson that AIR has inserted into the original lesson. AIR Additional Supports refer to additional supports added to a component already in place in the original lesson. AIR new activities and AIR additional supports are boxed whereas the text that is in the original lesson is generally not boxed. AIR Routines for Teachers are activities that include instructional conversations that take place between teachers and students. In the AIR Routines for Teachers the text of the original Common Core Inc. lessons appears in standard black, whereas the AIR additions to the lessons are in green. Original Component by Common Core, Inc. AIR Additional Supports AIR New Activities None included Cueing Key academic vocabulary Count by Equivalent Fractions Concrete and visual models Teacher modeling and explanation Structured opportunities to speak with a partner or small group Compare Fractions Key academic vocabulary Recording and processing key ideas Application Problem Sentence starters Concrete and visual models Concept Development Structured opportunities to speak with a partner or small group Background knowledge for teachers Background knowledge for students Key academic vocabulary Student Debrief Structured opportunities to speak with a partner or smaller group Exit Ticket Key academic vocabulary Cueing Homework Homework scaffolds
Integrating Literature into the AP Spanish Language Course AP Annual Conference 2010 Washington, DC Nivel I Nivel II Nivel III Nivel IV/AP La gran aventura de Alejandro (Kanter publicación de AMSCO) El delantal blanco (Vodanovic-Chile) Cajas de cartón (Francisco El ahogado más hermoso del La guitarra misteriosa (Jarvis-Sladky) Publicación de EMC Viviana y su gran aventura mexicana (Kanter) Marianela (versión abreviada-Pérez Galdós, España) La casa de Bernarda Alba (Lorca-España) El grabado de Goya Publicación de EMC Amalia (versión abreviada-José Mármol-Argentina) Don Juan Tenorio (versión Los dos reyes y los dos laberintos (Borges-Argentina El baile y otros cuentos (Realidad y Fantasía) Publicación de Una carta a Dios (López y La siesta del martes La dama del Alba (Casona-España) Zinke AP Spanish Consultant McClintock High School, Tempe, Arizona Nivel I La gran aventura de Alejandro-Segundo semestre-último cuarto Pre-lectura:
I better understand the use of questions. I can now use the right and suitable questions with the student. Before, I just asked questions of the students without concern of the question type. Now I can organize or prepare before I use the question. For example, if I want to know the students’ understanding of my lesson, I know now what type of question I should ask them. If I want to know the students’ interest in my lesson I can ask them, “Have you ever learnt or studied this lesson before?” When the students answer, “Yes, I have seen and learnt this lesson before”, it might mean that they are interested in my lesson. This is the first question that is used to show the interest of the students. The second question is to test their knowledge. This question will be used during my teaching time. We might teach them first and ask them how much they have understood of the lesson by using a good question. Third, it is a question to search for the information from them and it is the last question. The teacher might ask, “Do you have another answer?” or “How can you use this lesson in your real life situation?” The results indicate that the both teachers utilised scaffolding questions to aim to improve their students’ understanding of mathematical contents. In cooperative learning, the frequency and the quality of teachers’ scaffolding influenced the students’ teamwork and students’ mathematics achievement. Discussion and Recommendations The analysis of data that Mrs Supa tended to use proactive scaffolding and scaffolding questions in her class rather than the use of reactive scaffolding. In contrast, Mrs Malee utilised more reactive scaffolding rather than using proactive scaffolding and scaffolding questions. Mrs Supa actively enhanced the team social skills and role play skills of the students in her classroom by modelling how the students could provide help and support their team members in their cooperative learning classroom. This could be because Mrs Supa has experience in the use of peer tutoring. The teachers were able to build on and extend their knowledge about cooperative learning to such an extent, that by the end of this study, they developed much expertise in the implementation of cooperative learning. In particular, they frequently asked scaffolding questions and comments that permitted their students to achieve goals that they would have
Slide 12 Explore Lab continued: Read over the procedures with the students. If you have not gone over how to use the identification tools, do it now and also go over the Mineral Identification Keys. Slide 13 Explain/Evaluate: DATA: After group discussions come back to this page and have volunteers share out the identification results. Slide 14 Explain: Students use keys to help with the identification of their mystery minerals. Slide 15 Explain: After group discussions come back to previous slide and have volunteers share out the identification results. Slide 16 Evaluation
54 Explain what /Discuss why: Solar energy, orange trees, drinking water, and wind are all renewable resources found in Florida. Florida’s location near the equator and its climate provide an abundance of sunlight all year round which can be harvested as solar energy. The solar panels installed on homes, businesses, and schools will capture the sun’s energy to provide power. Meanwhile, utilizing solar energy can decrease electricity bills and help the environment conserve resources. Florida grows the most oranges in the entire United States. Orange trees are widely cultivated in Central Florida where the conditions of the soil and climate are perfect. Florida oranges are picked from trees that are at least three years old. As an orange tree matures, the number of fruit it produces each year increases. Florida has many sources of water. Most of Florida’s drinking water comes from the Floridan Aquifer. The Floridan Aquifer system is one of the major sources of ground-water not only in Florida but, in the United States. Wind is another one of Florida’s renewable resources that allows moving wind currents to be converted into electrical energy. Although the state of Florida is surrounded by water on three sides, it does not get wind gusts significant enough to power homes and commercial businesses. The government’s “Go Green” Initiatives have challenged scientists to carry out experimental research on electricity in parts of Florida. 55 Explain 56 Explain
Beyond 1nm of the shore • The pit is no larger than 2 metres x 4 metres in plan area and up to 2 metres depth. • Each pit must be located at least 100 metres from any other trial pit included in the same application. • The total number of trial pits does not exceed 20 including any under other licences which form as part of the project as a whole. Grab samples The taking of grab samples (sediment samples) up to 4 cubic metres in volume, described in the associated application, subject to the criteria and conditions contained in the licence document. Within 1 nm of the shore • Each grab must be located at least 25 metres from any other grab included in the same application. • The maximum number of grabs must not exceed 5 including any under other licences which form as part of the project as a whole. Beyond 1nm of the shore • Each grab is located at least 500 metres from any other grabs including those in the same application. • The maximum number of grabs does not exceed 20 including any under other licences which form as part of the project as a whole. Removal of a single pile The removal of a single pile not exceeding 1m in diameter and not displaying any aids to navigation, described in the associated application, subject to the criteria and conditions contained in the licence document. Other removals - Not suitable for Construction (includes alteration or improvement) Maintenance Scaffolding or access towers The erection and subsequent removal of scaffolding and or access towers for the purpose of maintaining existing structures or assets described in the associated application, subject to the criteria and conditions contained in this licence document.
Slide 16 Explore: Perform a demonstration of pouring a liquid and a together for a chemical reaction. (Baking soda will react with the acid vinegar and produce carbon dioxide...) PSELL has a student version in Big Idea 9 Inquiry 3: Chemical Changes Student Book p. 53-58. Slide 17 Explain Slide 18 Explain and Evaluate: Review physical and chemical changes by clicking on the hyperlink: Property Changes to view a Brain Pop. Slide 19 Explore, Explain, Evaluate: See Learning Village Pacing Guides Science Grade 5 Topic 1 for Essential Lab 2 Physical and Chemical Changes-Martian Fuel (Student) and Essential Lab 2 Physical and Chemical Fuel (Teacher) Slide 20 Explain and evaluate:
7i Ph H H Me 11i 51 6-HDNO 55 0 7j Ph Ph H H 11jc 0 6-HDNO 0 7k Ph H H Ph 11kc 0 0 aFreeze-dried E.coli whole cells were used. bConversion values were measured by GC-MS spectroscopy and/or 1H-NMR. cPyrrolines 7j-k were also treated with MAO-D11 variant, but no conversion was observed. Table 2. MAO-N and 6-HDNO catalysed aromatization of pyrrolines 10a-h and 9 3-Pyr. Alk R1 R2 R3 Biocat.a Pyrrole Conv (%)b MAO-D5 >99 10a Bn H H H MAO-D9 12a 61 6-HDNO 95 10b 4-Cl-Bn H H H MAO-D5 12b 88 10c H H H MAO-D5 12c >99 10d Isovaleryl H H H MAO-D5 12d >99 10e H H H MAO-D5 12e >99 MAO-D5 >99 10f H H H MAO-D9 12f 51 6-HDNO 65
Quarter 1 Big Idea 9 Topic 6 SC.5.P.9.1 Investigate and describe that many physical and chemical changes are affected by temperature. (Level 3: Strategic Thinking & Complex Reasoning) Scale Learning Goals Assignments/Activities Score/ Step 5.0 I am able to analyze how physical and chemical changes are affected by temperature. Create a 3-column chart. Label the headings: Physical Change, Chemical Change and Affects from Temperature. Take a walk outside, keeping a list of observations of physical and chemical changes. Analyze how any of the changes were affected by temperature and write an explanation. Score/ Step 4.0 I am able to compare physical and chemical changes in materials. I am able to identify signs that a chemical change has taken place. Observe an ice cube melting and rust on a bike or another metal object. Identify the physical and/or chemical changes in both and explain how the changes were affected by temperature. What are two examples of heat causing a physical change? What is an example of heat causing a chemical change? What are some signs that a chemical change has taken place? Summarize your observations and responses to the questions. Score/ Step 3.0 Target (Learning Goal) I am able to relate familiar physical and chemical changes in materials. I am able to relate how physical and chemical changes are affected by temperature. Identify whether the following changes are physical or chemical changes: boiling into steam Water freezing into ice A loaf of bread cut into slices A of toast burning in the toaster Create an illustration to explain how temperature may have affected two of the changes. Score/Step 2.0 I am able to recognize familiar physical and or chemical changes in materials. I am able to recognize that physical and chemical changes are affected by temperature. Identify whether the following changes are physical or chemical changes: Ice cream melting lighting a match water evaporating from a puddle Discuss how temperature may have affected the changes.
LAFS6.RI.1.2: Determine a theme or a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. LAFS6.RI.1.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Related Standards LAFS.6.RI.1.1 & LAFS.6.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts Assessment Limits: may ask the student to determine a theme or central idea and how I is conveyed through key details. Themes or central ideas may be explicitly or implicitly stated in the text. Items should focus on specific details used to convey theme or central idea and not the manner in which the author handles them. Items may ask the student to summarize all or part of the text. 4 The student will be able to Analyze the development of a theme over the course of a text. Analyze the development of a central idea over the course of a text. 3 The student will be able to Determine how specific details from the text contribute to how the theme is conveyed. Determine how specific details from the text contribute to how the central idea is conveyed. Provide a summary of the text distinct from personal opinions or judgments. Cite text evidence to support inferences drawn from the text. 2 The student will be able to Determine a in a text. Determine a central idea in a text. Identify details within a text that contribute to a central idea. Provide a summary of a paragraph or section within a text. Cite text evidence to support conclusions based on what the text says explicitly. 1 The student will understand That themes in literature connect to life and are meant to influence how readers interpret the world around them. That a summary is an accurate representation of the author’s—not the reader’s—intent and meaning that demonstrates comprehension of the text. The student will be able to Identify the topic of a piece of text. Identify key details within a text. Determine an explicitly stated theme. Determine an explicitly stated central idea. Distinguish between summary statements and statements of personal opinion or judgment.
Category 1 point 2 points 3 points 4 points Points Turned in Required Things: Sketched map of data Scale drawing of room Rubric folder 3 Items missing 2-3 Items missing 1 Item missing All items present __________ X 4 = Total ________ Table of Data Includes: Object Dimensions Proportion used Work Scaled size Typed or done in ink 3 Items missing 2-3 missing 1 Item missing All present to a high degree __________ x 6 = Total __________ Scale Drawing Scale is not included. Less than 4 items in room. Calculations include many errors. Rounding done incorrectly. Includes a for drawing or model. Includes at least 4 items in room. Includes all calculations and an attempt to Several errors in calculations and rounding. Includes a scale for drawing or model. Includes at least 8 items in drawing or model. Include accurate calculations and rounding with a couple of errors. Includes at least 8 items in the model. Includes accurate and complete calculations. Correctly rounded measurements. __________ x 6 = Total __________ Drawing Presentation organization Drawing very messy as if done in a hurry or by hand. Missing most required furniture, doors, and windows. Items on drawing not labeled Drawing But includes most of required furniture doors, and windows. Items not labeled. Includes required furniture, doors, and windows. Items labeled correctly Drawing is drawn to best effort. Included all required furniture, windows, (correctly). Labeled measurements, shows lots of effort. __________ x 9 = __________ Total Scale Drawing Project Rubric Group Names:_________________________________
Scales of Finance for the year 2018-19 (Amount in Rs. per acre) S. No. Crop [Irr: Irrigated] [UI: Un-Irrigated] Scales of Finance 2017-18 2018-19 1 Paddy 27000-29000 (Kh) 28000-30000 (Rabi) (Kh) 28500-30500 (Rabi) 27500-29500 (Srivari) 2 10000-13000 (Irr) 9000-11000 (UI) 10500-13500 (Irr) 10000-12000 (UI) 18000 (Seed) 3 Bazra 7000-9000 7000-9000 4 Raagi 8000-10000 8000-11000 5 Maize 22000-25000 6 Korra 7500-8500 7500-8500 7 Pulses(not covered S.No. 8-11) 8000-10000 9000-11000 8 Red Gram 12000-13000 (Irr) 11000-12000 (UI) 12000-15000 (Irr) 11000-14000 (UI) 9 Black Gram 10000-12000 11000-13000 10 Green Gram 11000-13000 11 Bengal Gram 15000-17000 16000-18000 12 Horse Gram 10000-12000 13 Sunflower 11000-15000 12000-16000 14 Groundnut 20000-22000 (Irr) 16000-18000 (UI) (Irr) 17000-19000 (UI) 15 Seasamum/Gingelly 8000-9000 8000-9000 16 Safflower/Kusumallu 5500-6500 5500-6500 17 Oil Palm 36000-40000 18 Castor 11000-13000 11000-13000 19 Tobacco 70000 (Virginia) 36000 (Natu) (Virginia) 36000 (Natu) 20 Chillies 60000-80000 (Red) (Green) 60000-80000 (Red) 45000-65000 (Green) 21 Cotton 30000-35000 (Irr) 28000-33000 (UI) 31000-36000 (Irr) 29000-34000 (UI)
lines and colors match original wrapper. the colors match original comic. and does not match original wrapper. Reconstruction All proportions are accurate on the enlarged picture. Some proportions are not accurate on the enlarged picture No proportions are accurate on the enlarged picture Reflection Reflection is neatly written with no errors and clearly communicates details about scale factor using academic vocabulary. Reflection is not may contain errors and poorly communicates details about scale factor, but uses some academic vocabulary. Reflection is poorly written with multiple errors and does not communicate details about scale factor. Uses no academic vocabulary. Total Points Possible: 25 Self-Assessment: Teacher-Assessment: Teacher Comments: Scale: ____/5 Scale: ____/ 5 Grids: ____/5 Grids: ____/ 5 Reconstruction: ____/5 Reconstruction: ____/ 5 Presentation: ____/5 Presentation: ____/ 5 Reflection: ____/5 Reflection: ____/ 5 Total Points: ____/25 Total Points: ____/25 Comment on your level of effort:
Flourishing Scale (Range 8 - 56) Very Low 8 – 38 Low 39 – 43 Average 44 – 47 High 48 – 51 Very High 52 – 56 Satisfaction with Life Scale (Range 5 – 35) (SWLS) Very Low 5 - 17 Low 18 - 22 Average 23 – 27 _______ High 28 - 31 Very High 32 - 35 SPANE (Range 6 – 30) Positive Experience Very Low 6 - 18 Low 19 - 21 Average 22 – 23 _______ High 24 - 25 Very High 26 - 30 Negative Experience Very Low 6 - 12 (Low score is high SWB) Low 13 - 14 Average 15 – 16 _______ High 17 - 18 Very High 19 - 30 Cantril’s Scale (Range 0 – 10) Very Low 0 – 3 Low 4 Average 5 - 6 _______ High 7 - 8 Very High 9 – 10 Note: Norms for Comprehensive and Brief Scales are based primarily on USA respondents. For Flourishing, SWLS, and SPANE, the norms are based on college students. For Cantril’s Ladder norms are based on representative sample of the world. The norms are based in part on the average responses to the scales. ALTERNATIVE NORM (ABSOLUTE, NOT COMPARED TO OTHERS):
Scale X Design Accelerator Cohort 3 2018/2019 FREQUENTLY ASKED QUESTIONS I work in a part of CARE International that already has significant resources, grants and commitments; what is the benefit of this challenge? This challenge provides unique funding and ongoing post-challenge support to invest in new aspects of proven innovation work that in order to scale up (for example, a policy-influencing goal or partnering with a new CARE team or organization). By receiving financial support that is 100% committed to CARE’s vision and by participating in accelerator labs through CARE’s Scale X Design Accelerator Program and support from external experts, teams will broaden their design and innovation capacities to take proven innovations from impact to scale. Since this is Cohort 3, where can we find more information about previous Cohorts? You can find more information about Cohort one on the Scale X Design Accelerator blog at www.sxdaccelerator.care.org. Top applications from previous Cohorts can be found on the Cohort 3 Scale X Design Accelerator application website http://www.care.org/sxd-accelerator using the Example Applications button. How many teams can apply from the same division, country office, or CARE Member? There is no limit to how many teams can apply from the same CARE member or country office. Is there a minimum or maximum team size requirement? There is no minimum or maximum team size requirement; the team size is up to the judgement and analysis of the team based on what is required to make the most compelling case for proven innovation and scale-up. Do the team members have to all be in the same place/CO/CARE Member? No. The proposed team can represent whatever group is best positioned for taking the proven intervention to scale. Teams can reflect a global, regional, country, district and/or community level combination. Does everyone on the proposed team have to work for CARE? Yes, but this is for direct team members proposed on the application only; external partnerships are of course expected to have been a core part of the proven impact achieved. Partnerships are also expected to be a core part of taking the intervention to scale. External stakeholders just cannot be listed as core proposed team members at this time.
Additional questions may be raised at an Information call scheduled for 16 March GMT. If you would like to call in please email so we can provide you with the appropriate access codes. to standard conditions The Health Foundation standard contract terms and conditions are available to download from our website. Please indicate in your proposal whether you agree to all the terms of this standard contract. Confidentiality In responding to this document, you accept that your organisation and staff shall treat information related to your application as confidential and will not disclose it to any third party without the Health Foundation’s written permission. We may request that suppliers complete a non-disclosure agreement.
Organisation name Company / charity registration number (where appropriate) VAT number Type of organisation (e.g. limited company, partnership, statutory body) Address Registered address (if different) Website address Please provide a brief description of your organisation in terms of its activities and services and the organisational governance and management structure. Please assume that the Health Foundation has no prior knowledge of your organisation or its activities. Word limit: 250 words Actual word count (please enter): Primary contact – responsible for relationship with the Health Foundation Name Position / title Phone numbers (office and mobile) Fax number Email address Address Accounts 2012-13 2013-14 2014-15 Annual turnover No of employees Profitability Please also provide copies of the last two years of your annual report and accounts (if publicly held) or balance sheets / income statements if not. (If available, full audited accounts should be provided although prepared statements may be accepted). How long has your organisation been in existence (year of incorporation or registration)?
Original Amendment Replace Original Name of Cutting Right Holder: Address: E-Mail: THIS SCALING PLAN IS FOR TIMBER CUT THE FOLLOWING AUTHORITY: Timber Sale # or Timber Permit Quota #: The timber will be delivered to the locations identified below and scaled using the methods indicated below: Source/ Location (Cut #, indicate if On-Hand Wood) Destination (Mill/facility name & town, rail siding, approved stockpile etc.) Commodity/ Product (eg. Kraft, Newsprint, OSB, SWL, HWL, Biomass, Fuelwood, Post & Rails) Estimated Volume (m3) Species (enter appropriate species or species combination- see abbreviations in Instructions) Scaling Method (use codes, see below) Scaling Location (use codes, see below) Licenced Scaler Licence # (Not required for weigh scale operations) Total 0 1 – Mass a) Roundwood b) 2 – 3 – Solid 4 – Piece/linear 1 – Mill gate 2 – In bush 3 – Stockpile 4 – Other To update Volume Total right click and select “Update field”
45’ Presentation practice Place students into groups of 3 Assign one scam to each group Go through the instructions at the bottom of the worksheet Students create a visual poster representing the information on their topic Students present their topic, along with the poster to the class Other groups listen and come up with a question to ask the presenters at the end of the their presentation Understand moderately complex extended descriptions related to scams Listen in order to engage and ask questions to obtain further information PLS Worksheet: Read and Present! PLS or Scams to Avoid booklet 25’ Role plays Go through the language of warnings and advice by the phrases in the box on the worksheet In assign or have students choose one situation to role play Have students perform role play in front of the class Discuss any further warnings and advice the class would give for the situations Give advice and warnings to friends about scams PLS Worksheet: Give Advice! 20’ Find out More Students discuss questions at the top of the worksheet in pairs Students navigate through the website to find information and answer questions Check answers as a class Locate a specific form online and understand the details of the form PLS Worksheet: Find out More! Computer lab 30’ Research In class or for homework, students conduct an internet search for a news report (up to about 15 minutes) about identity theft Students take notes then write a summary of the news report Understand presentation on topic that is generally familiar Computer Lab
Configure so this router becomes the primary HSRP router on a reboot. (2 points) Configure HSRP on R3. Configuration tasks for R3 include the following: Configuration Item or Task Specification Points Configure the HSRP virtual IP address on interface G0/1. Group: 1 Virtual IP address: 172.27.0.2 (2 points) Configure an LACP EtherChannel between S1 and S3. Configuration tasks include the following: Configuration Item or Task Specification Points On S1, configure an LACP EtherChannel on interfaces connected to S3. Use group 1 and enable LACP unconditionally. (2 points) On S3, configure an LACP EtherChannel on interfaces connected to S1. Use group 1 and enable LACP only if a LACP device is detected. (2 points) Instructor Sign-off Part 3: ______________________ Points: _________ of 28 Configure OSPFv2 Dynamic Routing Protocol points: 51 Time: 30 minutes Configure OSPFv2 on R1. Configuration tasks for R1 include the following: Configuration Item or Task Specification Points OSPF Process ID 1 (1 point) Router ID 1.1.1.1 (2 points) Advertise directly connected networks. Use classless network addresses. Assign S0/0/0 and G0/1 interfaces to Area 0. Assign Loopback interfaces to Area 1. (5 points) Set all LAN interfaces as passive. (2 points) Change the default cost reference bandwidth to support Gigabit interface calculations. 1000 (2 points) Set the bandwidth on S0/0/0. 128 Kb/s (2 points)
Action Planning: As a result of performing this analysis, what actions are proposed to remove or reduce any risks of adverse outcomes identified on employees, service users or other people who share characteristics protected by The Equality Act 2010? Identified Risk: Recommended Actions: Responsible Lead: Completion Date: Review Date: Potential adverse indirect discrimination by race (language barrier) To mitigate the risk of inequality for this group of patients, Staff need to be proficient in the use of the telephony interpreting service. All staff who are not familiar with using this service will be given advice/ training on how to access it. Fergus Gleeson OUHFT 01/08/2016 01/10/2016 Direct discrimination to access by gender and pregnancy - Some diagnostics i.e. CT scanning may not be available to pregnant women as it may pose a threat to the unborn child. This discrimination is unavoidable as it is due to clinical safety guidelines and so will be reviewed on a case by case basis. Fergus Gleeson OUHFT 01/08/2016 01/10/2016 Direct discrimination to access by age Whilst cancer can affect people at any age, the majority of people who are diagnosed are aged 40+, and guidelines suggest that this is an appropriate cut-off. Other options are available for those patients under 40 years of age. Shelley Hayles OCCG 01/08/2016 01/10/2016 Potential impact for any staff from the nine protected characteristic groups, who may have to relocate to a different working site. Employing organisations should ensure appropriate adherence to HR policies. Employing organisations 01/08/2016 01/10/2016
decryption, and caching. Multiproxy is a multifunctional personal proxy server that protects your privacy while on the Internet. It can completely hide your IP address by dynamically connecting to non-transparent anonymizing public proxy servers. You can also test a list of proxy servers and sort them by connection speed and level of anonymity. A multiproxy server Proxy workbench types of proxy servers resides inside a network and monitor the connection, and support proxy chaining. SSLProxy is a transparent proxy that can translate between encrypted and unencrypted data transport on socket connections. It also has a non-transparent mode for automatic on netbios. SSLProxy is used to launch exploits using the SSL product, cover the attack path, and evade IDS systems. Anonymizers Anonymizers are the services that help make a user's own Web surfing anonymous. An anonymizer removes all the identifying information from a user's computer while the user surfs the Internet. In this manner, it ensures the privacy of the user. After the user anonymizes a Web access with an anonymizer prefix, every subsequent link selected is also automatically accessed anonymously. Most anonymizers can anonymize at least the Web (http:), file transfer protocol (ftp:), and gopher (gopher:) Internet services. The following are some common anonymizers: Mowser Anonymizer Anonymous Web Surfing Tool The Cloak Hide Your IP Address IDsecure JAP Anonymity and Privacy Guardster Uses of anonymizers The following are the uses of anonymizers: It provides privacy and anonymity. It protects from online attacks. It accesses government restricted content. It bypasses IDS and firewall rules. Networked anonymizers