zilongwang/ReadingBank huggingface dataset:
Social Media Messages before Quality Plumber Week #QPW17 aims to celebrate mega quality plumbing work with a mega trade giveaway We’re looking forward to being part of Quality Plumber Week 2017 #QPW17 Get involved Celebrating professional plumbers. Get involved #QPW17 It’s Quality Plumber Week soon (2-8 Oct). Get involved and support quality plumbers everywhere! #QPW17 Where would we be without professional plumbers? Join Quality Plumber Week #QPW17 #QPW17 aims to celebrate the diverse range of skills plumbers have. Get involved Need a plumber or heating engineer? Consumers can source a professional @aphc_uk member at Test your plumbing and heating knowledge and take part in the @aphc_uk #QPW17 quiz during 2-8 October We’re supporting #QPW17 by <INSERT TEXT> @aphc_uk You can for an @aphc_uk £150 Training Reward Voucher Phone APHC on 0121 711 5030 #QPW17 #Plumbers share photos of your quality installations and plumbing work for your chance to win a mega prize during #QPW17 Social Media Messages during Quality Plumber Week is celebrating mega quality plumbing work with a mega trade giveaway #QPW17 is here! Always use a qualified & professional plumber, whatever the size job It’s Quality Plumber Week! Find out how to find a quality plumber with @APHC_UK #QPW17
Flowchart Responding to Specific Concerns It is important to acknowledge that each situation will be different and there may be various complicating factors which need to be taken into account; however, the following guidance outlines the steps that we would encourage leaders and managers of Schools and Settings to take when responding to specific concerns. is no single effective method of dealing with parents and carers who raise issues on social networking sites. However, schools can take a proactive approach to minimise such incidents rather than having to be reactive and put together a quick response to stop the spread of rumours. This guidance gives approaches that educational settings can use to deal with any problems as well as preventative approaches to help ensure that parents and carers follow the appropriate complaints procedures in school. of
says that parents shouldn’t just foster loving relationships but that they should be raising kids in the ways of the Lord. As for the “we shouldn’t just foster loving relationships” comment, at one time or another, I have told each of our children “I have been called to be your dad not your friend.” In other words, discipline is part of my marching orders. SLIDE 15 This is a sister verse to the one we looked at in Ephesians. Here, Paul tells us why it’s important for parents not to provoke their kid—they will discourage them. But what does Paul mean by provoke? In this sense “provoke” means to challenge or to irritate. An example would be the “helicopter mom,” who “hovers” over her kids at all times. Another example would be the father who is never satisfied with his son’s performance in school, sports, work, etc. Our second oldest son is naturally bright; he is just smart. He would say to us after a report card arrived, “You will only be happy if I get all A’s.” To which we always responded, “No we don’t require all A’s; we just require you to try your best.” (Yes, there were times we knew he was less than motivated.) All A’s would have been no problem for him, but we as parents must strike a balance between encouraging our children to do better versus nagging them to a point where they quit trying. This verse should be taken seriously. When Paul says, “discouraged,” he literally means “to lose heart.” Training children is important, but it needs to be done in a way that does not cause them to lose heart. My wife and I have a saying, “Is this a hill to die on?” or “In a hundred years, will this matter?” You must choose wisely. So just before we go to the discussion portion of this session. I’d ask you to pray for the Lord to reveal to you this weekend an area where you can improve your relationship with your spouse and children. SLIDE 16 Table Talk Topics
Reading Guide – SOCIAL PSYCHOLOGY 8-10% of the AP Test What connections are social psychologists responsible for researching? And how do they carry this out? How does the attribution theory explain human behavior? Explain the fundamental attribution error. Provide an example of a time when people have committed it. Provide two examples to explain how attitude affects actions Complete the following chart to explain how people respond to evidence and opinions How do people develop an attitude about something? Example(s) Central Route Persuasion Peripheral Route How does the foot-in-the-door phenomenon affect someone’s attitude? Provide an example of how this phenomenon can serve a positive purpose Explain how Philip Zambardo’s famous prison experiment proved that role-playing influences one’s attitude How can people effectively rid themselves about cognitive dissonance? does the chameleon effect play a role in conformity? how the chameleon effect plays a role during violent or dangerous events the following chart to describe experiments related to conformity What was the procedure of the experiment? What did the experiment prove about social influence? Key terms related to this experiment
Answer Key – Practice Test 1. B 2. E 3. C 4. D 5. C 6. A 7. B 8. E 9. A 10. C 11. C 12. C 13. A 14. A 15. D 16. B 17. A 18. C 19. A 20. E 21. D 22. E 23. C 24. B 25. A 26. D 27. C 28. D 29. E 30. B 31. E 32. C 33. A 34. A
KENDRIYA VIDYALAYA SANGATHAN (For Summer Station Kendriya Vidyalayas) SPLIT-UP SYLLABUS SESSION 2018-19 CLASS IX SUBJECT : Social Science Sr no Name of the Examination Name of the chapter No of periods Tentative No of periods required Tentative No.of working days available No. of Chapters 1 2 PART – I Periodic Test 1 (H1) French revolution (G1) India size and location + map work 15 6+2=8 23 APRIL 02 3 (P2) What is democracy? Why democracy? 10 10 MAY / JUNE 01 4 5 6 (E1) The of village Palampur (G2) Physical features of India+ map work (P3) Constitutional design 10 6+2=8 7 25 JULY 03 7 8 PART – II Half Yearly Examination (Cumulative) (H2)Socialism in Europe and the Russian Revolution (E2) People as resource 14 8 24 AUGUST 02 9 10 11 (H3) Nazism and the rise of Hitler (G3) Drainage (E3) Poverty as a challenge 10 6 7 23 03 12 13 PART – III Periodic Test 2 (G4) Climate+ map work Project 5+2 11 18 OCTOBER 01 14 15 (H4)Forest society and colonialism Or Pastoralists and farmers Or Peasants and farmers (P4)electoral politics (G5) natural vegetation and wild life + map work 10 6 6 22 03 16 17 (P5) Working of Institutions (E4) Food security in 9 9 18 DECEMBER 02
KENDRIYA VIDYALAYA SANGATHAN (For Summer Station Kendriya Vidyalayas) SPLIT-UP SYLLABUS SESSION 2018-19 CLASS: VI SUBJECT: SOC.SCIENCE NCERT TEXT BOOKS: Geo.: The Earth Our Habitat His.: Our Pasts – I Political Science: Social & Political life – I S. NO. Name of the Examination Chapter No. Of Periods Required Month No of working days 1 PART – I Periodic Test 1 GEO -1. THE EARTH IN THE SOLAR SYSTEM HIS -1.WHAT WHERE HOW WHEN POLITICAL DIVERSITY 8 8 6 APRIL 23 2 HIS -2.ON THE TRAIL OF THE EARLIEST PEOPLE GEO -2.GLOBE- LATUTUDE AND LONGITUDE 5 5 MAY-JUNE 10 3 HIS -3. FROM GATHERING TO GROWING FOOD HIS -4. IN THE EARLIEST CITIES GEO -3. MOTIONS OF THE EARTH POLITICAL SCIENCE 2. DIVERSITY AND DISCRIMINATION HIS -5.WHAT BOOKS AND BURIALS TELL US 5 5 5 5 5 JULY 25 4 PART – II Half Yearly Examination (Cumulative) GEO -4. MAPS- GEO POLITICAL SCIENCE -3. WHAT IS GOVERNMENT HIS -6. KINGS KINGDOMS AND EARLY REPUBLICS 8 8 8 AUGUST 24 5 POLITICAL SCIENCE -4. KEY ELEMENTS OF A DEMOCRATIC GOVERNMENT HIS -7. NEW QUESTIONS AND IDEAS POLITICAL SCIENCE -5. PANCHAYATI RAJ 7 8 8 SEPTEMBER 23
6 PART – III Periodic Test 2 GEO -6.NATURAL VEGETATION AND WILD LIFE 9 OCTOBER 18 7 HIS-7.TRIBES,NOMADS AND SETTLED COMMUNITIES GEO ENVIRONMENT SETTLEMENT TRANSPORT AND COMMUNICATION POLITICAL MEDIA POLITICAL ADVERTISING 5 5 5 7 NOVEMBER 22 8 HIS-8.DEVOTIONAL PATH TO THE DIVINE GEO -8.HUMAN ENVIRONMENT INTERACTION- THE TROPICAL AND SUBTROPICAL REGION POLITICAL SCIENCE-8.MARKETS AROUND US 6 6 6 DECEMBER 18 9 PART – IV Session Ending Examination (Cumulative) HIS-9.THE MAKING OF REGIONAL CULTURES GEO -9.LIFE IN THE TEMPERATE GRASSLANDS POLITICAL SCIENCE-9.A SHIRT IN THE MARKET HIS-10.EIGHTEENTH CENTURY POLITICAL FORMATION 6 5 5 6 JANUARY 22 10 GEO 10.LIFE IN THE DESERTS POLITICAL FOR EQUALITY 8 8 FEBRUARY 23 11 SESSION ENDING EXAMINATION MARCH
Turn on the Hewlett-Packard tablet. I know how to do this. I can teach someone how to do this. First time user, swipe up from the bottom and tap “Other User”. I know how to do this. I can teach someone how to do this. Log in using your portal credentials. I know how to do this. I can teach someone how to do this. Teacher Username: Employee # Password: Portal Password Student Username: Student ID # Password: Portal Password
Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns Social Security Disability Information Office of Disability Concerns
City of Albuquerque Department of Family and Community Services APP #4: Program Budget Detail Form – Personnel - Instructions Instructions for Completing Program Budget Detail Form – Personnel Line 1. Enter the name of the agency submitting the proposal. Line 2. the project title as shown on the Proposal Summary and Certification form. Line 3. For the column labeled “Number FTE on Project”, show the number of full time equivalent staff for each position working on this project, regardless of funding source. For the column labeled “Position Title,” give the title of each position working on this project. For the column labeled “Annual Salary,” enter the annual salary for the positions multiplied by the number of FTE for that position. For the column labeled “Amount Requested,” enter the amount of funding for the position requested from the City. For the column “Percent Requested,” enter the percent of the annual salaries for the position to be charged to the City. Line 4. Enter the sums of the column “Annual Salary,” and “Amount Requested.” Enter the “Percent Requested” for total salary and wages. Line 5. Enter the total amount of payroll taxes and employee benefits for project salaries in the column labeled “Annual Salary,” the “Amount Requested” from the City, and the percent of the total to the charged to the City. Line 6. Enter the sum of the lines 4 and 5 in the column’s labeled “Annual Salary,” and “Amount Requested.” Enter the percentage of the total amount to be charged to the City. Line 7. Enter the percentage of salaries and wages charged to FICA, Unemployment Compensation, health insurance, retirement, and other employee benefits. City of Department of Family and Community Services APP #4: Program Budget Detail Form – Personnel Page 1 of _______ 1. Applicant Agency: 2. Proposal Title: Personnel costs: Use this form to justify all salaries, wages, payroll taxes and fringe benefits shown on the Expense Summary Form. Add additional rows as necessary.
STEP 3 Practice the behavior: • Practice with you • Practice with "safe others" • Practice with "safe others" in random settings • Practice in "real" setting STEP 4 Reinforce the behavior: • Notice • Affirm • Reward • "If. . . then" Remember, your child may not care about or want social relationships. This may make your task more difficult. *SLANT Sit up. Lean forward Ask questions, act like you're listening. Nod. speakers. Face the other person. Eye contact. Voice. Expressions. Right posture. Resources: Why Don't They Like Me? Helping your Child Make and Keep Friends by Susan M. Sheridan, Ph.D. *Helping the Child Who Doesn't Fit In by Stephen Nowicki Jr., Ph.D. and Marshall P. Duke, Ph.D.
Week Date Topic Readings Assignments Due Module Module-1 (28 Aug-3 Sep) Getting Started & Introduction – The What and Why of Statistics Frankfort-Nachmias & (F&L) Chapter 1 Babbie et al. (Babbie) Chapter 1 and Chapter 2 Due on Canvas Quiz #1 Homework Assignment 1 DB 1 Posts (4 Sep-10 Sep) Organization of Information F&L Chapter 2 Babbie Chapters 3 and 4 Module-2 (11 Sep-17 Sep) Graphic Presentation of Statistics F&L Chapter 2 Babbie Chapter 6 Due Dates on Canvas Quiz #2 Homework Assignment 2 DB 2 Posts Module-3 (18 Sep-24 Sep) Measures of Central Tendency FF&L Chapter 3 Babbie et al. Chapter 5 Due Dates on Canvas Quiz #3 Homework Assignment #3 DB 3 Module-4 (25 Sep-1 Oct) Measures of Variability F&L Chapter 4 Babbie Chapter 5 Due Dates on Canvas Quiz #4 Homework Assignment #4
4: Geography The goal of the geography strand is to provide an understanding of the and physical characteristics of the Earth’s places and regions and how people of different cultural backgrounds interact with their environment. Geographic reasoning is a way of studying human and natural features within a spatial perspective. Through the study of geography, students will be able to understand local, national, regional, and global issues. Students will interpret the arrangement and interactions of human and physical systems on the surface of the Earth. As these patterns have changed over time and are important to governments and economies, geographic reasoning will enhance students’ understanding of history, civics, and economics. Concept 1: The World In Spatial Terms continued The spatial perspective and associated geographic tools are used to organize and interpret information about people, places and environments. Mastery of these tools enables students to better understand information and make decisions that affect the future. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Performance Objectives: Performance Objectives: Performance Objectives Performance Objectives: Performance Objectives: Performance Objectives: 7 Locate physical and human features using maps, illustrations, images, or globes: a. physical (i.e., continents, four oceans, river, lake, mountain, range, coast, sea, desert, gulf, bay, strait, peninsula) b. (i.e., equator, Northern and Southern Hemispheres, North and South Poles, city, state, country, roads, railroads) 7 Locate physical and features in using maps, illustrations, or images: a. physical (e.g., , Mogollon Rim, , , ) b. human (e.g., , , , , Prescott, Hoover Dam, Roosevelt Dam)
on migration and the location of human activities (e.g., exploration, mining, transportation routes, settlement patterns). Thirteen Colonies, the , the and the West. Connect with: Strand 1 Concept 3, 5, 6 2 Use geography concepts and skills (e.g., recognizing patterns, mapping, graphing) to find solutions for problems (e.g., trash, leaky faucets, bike paths, traffic patterns) in the local environment. 2 Use geography concepts and skills (e.g., patterns, mapping, graphing) to find solutions for problems (e.g., leaky faucets, bike paths, traffic patterns) in the environment. 2 Use geography concepts and skills (e.g., recognizing patterns, mapping, graphing) to find solutions for state or national problems (e.g., shortage or abundance of natural resources). 2 Discuss geographic knowledge and skills related to current events. 2 Use geographic knowledge and skills (e.g., recognizing patterns, mapping, graphing) when discussing current events. 3 Use geography concepts and skills (e.g., recognizing patterns, mapping, graphing) to find solutions for state or national problems (e.g., shortage or abundance of natural resources). 3 Use geography concepts and skills (e.g., recognizing patterns, mapping, graphing) to find solutions for local, state or national problems (e.g., shortage or abundance of natural resources).
the book can be purchased before school begins. Completion of the purchase of MyLab and Mastering will occur when the teacher provides the student with the course ID. Upon completion of purchase, access to Mastering or MyLab is immediate and will be available through the portal. Course eBook Title Publisher ISBN Link American Government Magruder’s American Government Pearson 978-0-133-24091-7 American Government Honors Magelby, Government by the People, AP Edition, 25th Edition, Elections and Updates Edition Pearson 978-0-205-93821-6 AP American Government O’Connor, American Government: Roots and Reform, AP Edition, 12th Edition Pearson 978-0-205-93728-8 Economics with Financial Literacy Economics (c)2013 by O'Sullivan, Sheffrin, and Wiggins Pearson Economics with Financial Literacy Honors Pearson Economics 2016 Pearson Course eBookTitle Publisher ISBN Link AP Macro Economics (Please purchase this product the first day of school) MyEconLab with eText for Bade, Foundations of Economics AP Edition, 7th Edition Pearson AP Micro Economics (Please purchase this product the first day of school) MyEconLab with eText for Bade, Foundations of Economics AP Edition, 7th Edition Pearson 978-0-558-92824-7
Grade Seven Social Studies Theme World Studies from 750 B.C. to 1600 A.D.: Ancient Greece to the First Global Age Strand History Historical Thinking Historical thinking begins with a clear sense of time – past, present, and future – and becomes more precise as students progress. Historical thinking includes skills such as locating, researching, analyzing, and interpreting primary and secondary sources so that students can begin to understand the relationships among events and draw conclusions. Pacing Content Statement 1. Historians and archaeologists describe historical events and issues from the perspectives of people living at the time in order to avoid evaluating the past in terms of today’s norms and values. Learning Targets: I can describe historical events and issues from the perspectives of people living at the time, while avoiding evaluating the past in terms of today’s norms and values. . Content Elaborations Development of historical thinking concepts in earlier grades by having students look at primary source documents to understand that multiple sources and perspectives are needed to build a historical narrative. Historians and archaeologists provide an accurate account and assessment of a historical event. This requires them to avoid the influence of current norms and values in interpreting and evaluating the past. They generally attempt to describe events through the perspectives of those living at the time. As students examine a historian or archaeologist’s interpretation of an event, students should look to see how they meet this standard. By having students critically evaluate diaries, letters, eyewitness accounts, archaeological artifacts, and architecture of particular moments in time, they develop an understanding that history is interpreted. They also become active participants in historical investigation. Content Vocabulary perspectives norms values historical events Academic Vocabulary describe analyze evaluate Formative Assessments Summative Assessments Resources Enrichment Strategies Integrations Intervention Strategies
assemble, and to petition the Government for a redress of grievances.” “Freedom is never given; It is won.” “In republics, the great danger is, that the majority may not sufficiently respect the rights of minority.” “The right of the people to keep and bear Arms, shall not be infringed.” “If men are to be precluded from offering sentiments on a matter, which may involve the most serious and alarming consequences that can invite the consideration of mankind, reason is of no use to us, the freedom of speech may be taken away, and dumb and silent we may be led, like sheep to the slaughter.” “The legitimate powers of government extend to such acts only as are injurious to others. But it does me no injury for my neighbor to say there are twenty gods, or no god. It neither picks my pocket nor breaks my leg.” “The power of the periodical press is second only to that of the people.” Social Studies Extended Response Practice Part 3: Match the enduring principle with the later speech: 1. ______ The liberties of our country, the freedom of our civil constitution, are worth defending against all hazards: And it is our duty to defend them against all attacks. Explain why it matches: A. Our Constitution places certain rights beyond the reach of government officials and beyond the reach of what the majority likes. The freedom of speech is certainly such a right. Yesterday’s ruling not only affirmed the freedom of speech but expanded it to include the right not to speak. The Court has made clear that the government cannot force people to say things they do not believe. 2. ______ Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech. Explain why it matches: B. As Americans, we all bear a special responsibility to both uphold and promote the rule of law. This sacred responsibility springs from our unique place in history, and it is the animating force of our heritage – and of our destiny – as a nation. The founding documents of our democracy – the Declaration of Independence and the United States Constitution – established for the first time in the world’s long history a government not of men, but of laws. To a world governed by kings and emperors, dukes and czars, our founding fathers breathed life into an idea which
Teachers: 2nd Grade/Forrester Subject/Class: Social Studies Unit 1 Week Of: Sept. 7-11-2015 An Introduction to all the Enduring Understandings for 2nd Grade Social Studies. (from DOE) Monday Tuesday Wednesday Thursday Friday Standard(s) Holiday- Labor Day Location Products Needs/Time/Change Citizenship Essential Question/ Learning Goal Why do people live in different parts of Georgia? Why did your family decide to live in this town/ Cedartown? What are some products that are made in Georgia? How do you get the things you need? What happens when you go to a store to buy something and they are sold out? How has your family stayed the same since you were a baby? How has it changed? How has Westside Elementary changed in the last 10 years? How do rules and laws keep us safe? Why is leadership important to our country? Who are the leaders that run our nation, state, and city? What is citizenship? Activating Strategy: Lesson Opener, Warm-up, Hook My life is influenced by the area where I live. Discuss the geography chart: As a class, make a list of places the students have visited the past week. List all of these places on the board. Sort the list into the categories of goods and services. Remind students of the following definitions; goods (products; merchandise); services (task performed for others, for pay); producers (someone who makes a good); consumers (someone who buys a good or service). Discuss logos from businesses in the community. Have students explain the goods and/or services each business Use Whoever you are chart: Review social studies vocabulary with quizlet from yesterday.
provides and how they help meet the needs and wants of the community. Teaching Strategies: Procedures, Technology, Performance Tasks Read the Book: Wherever You Are by Mem Fox Youtube: Chart Goods and Services with: Use quizlet below to learn new SS vocabulary. Summarizing Strategies: Closing Activity Fill in the Graphic Organizer about your Community. Discuss with your elbow partner the difference in goods and services. Ticket out the Door: I can be a good citizen when I…… Assessment/ Evaluation Make a Consumer Goods/Services Booklet: Unit 1 Quiz Materials Needed Curriculum Map from DOE: Whoever You Are Chart: Important Connecting Themes: Distribution of Power
Dear Student and Parent: This letter is to provide you with information about the AP and PreAP summer reading assignments for Pre-AP World History. We strongly encourage students to complete the assignment before the start of school. Timely preparation is essential for success in the AP and PreAP courses. The assignment and reading materials are available on the district and campus websites or may be picked up in the counselor’s office at your respective school during summer hours. The district website is . Click on “Advanced Placement Summer Reading and then “PreAP World History-LHS.” The AP/PreAP Social Studies summer reading program is an essential feature of the AP and Pre-AP social studies’classes, and it serves two functions: (1) to keep you active as readers and thinkers, and (2) to ease the reading load during the class year. This assignment will ease the pressure and transition into the program for next year. Do not procrastinate. There will be an assessment over these works during the first week of school. This assignment is due on Monday, August 29, 2016. We are pleased that you have chosen to participate in the Advanced Placement program, and we look forward to working with you next year. Happy Summer Reading! Pre-AP World History: Lee High School: Studying Prehistory (reading 1) Old Stone Age Skills and Beliefs (reading 2) Farming Begins a New Stone Age (reading 3) Dramatic Change with the Neolithic Revolution (reading 4) 5 Documents for Analysis This source can be found on the MISD website: Click on: PreAP World History - LHS MISD policies regarding collaboration, collusion and plagiarism will be enforced. This is an assignment for the individual student, not group work.
The Assessment Guide for Educators. This in-depth guide to the 2014 GED test covers a range of topics including the 2014 GED test’s alignment with the common core and the scoring rubrics for extended response. The GED Test: A Content Comparison. A breakdown of the similarities between the 2002 Series GED Test and the 2014 GED test as well as a summary of the changes by content area. The 2014 GED Test Webinar Archive. A series of seven webinars that cover the latest detailed information pertaining to the 2014 GED test including The Wonderful World of GED Testing Technology, Webb’s Depth of Knowledge, and 2014 GED Test 101. The Item Samplers. Item Samplers closely resemble the operational test interface complete with Depth of Knowledge (DOK) levels and detailed answer explanations. TI-30XS Calculator Introduction Video. The TI-30XS demonstration video shows how the new on-screen calculator will function for the 2014 GED test. 2014 GED Program FAQs. An extensive list of frequently asked questions about the 2014 GED program. Other Resources From Your Colleagues:
Republic of China, the Republic of China (Taiwan), Japan, North and South Korea, Indonesia, and Australia. Geography. The student understands how geographic factors influence the economic development, political relationships, and policies of societies. The student is expected to: identify and explain the geographic factors responsible for the location of economic activities in places and regions; identify geographic factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence a society's ability to control territory; and explain the impact of geographic factors on economic development and the domestic and foreign policies of societies. Geography. The student understands that geographical patterns result from physical environmental processes. The student is expected to: describe and explain the effects of physical environmental processes such as erosion, ocean currents, and earthquakes on Earth's surface; identify the location of renewable and nonrenewable natural resources such as fresh water, fossil fuels, fertile soils, and timber; and analyze the effects of the interaction of physical processes and the environment on humans. Geography. The student understands the impact of interactions between people and the physical environment on the development and conditions of places and regions. The student is expected to: identify and analyze ways people have adapted to the physical environment in various places and regions; identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure; and describe ways in which technology influences human interactions with the environment such as humans building dams for flood control. Economics. The student understands the factors of production in a society's economy. The student is expected to: describe ways in which the factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of various contemporary societies; identify problems and issues that may arise when one or more of the factors of production is in relatively short supply; and explain the impact of relative scarcity of resources on international and economic interdependence among and within societies. Economics. The student understands the various ways in which people organize economic systems. The student is expected to: compare ways in various societies organize the production and distribution of goods and services; compare and contrast free enterprise, socialist, and communist economies in various contemporary societies, including the benefits of the U.S. free enterprise system; understand the importance of morality and ethics in maintaining a functional free enterprise system; and
When the Age of Discovery began, the great powers of Europe included England, Spain and France. All three realized that to be the richest, most powerful nation in the world they would have to explore and conquer as much of the New World as possible. England's Chance England's King Henry VII gave Italian-born explorer Giovanni Caboto, later called John Cabot, permission to explore unknown land for England in 1497. Cabot sailed north of Columbus' route across the Atlantic Ocean. He claimed land in present day Canada and explored the United States. However, Cabot believed he was in Asia. His ship sank before he could return home and Cabot never knew what he had really discovered. Spain Sends More Explorers Spain also wanted to be the great power in the world. The leaders realized they needed to continue to explore and conquer. People heard tales of New World cities made entirely of gold. Spaniard Hernan Cortes was determined to find gold and silver in the New World. He sailed to present day Mexico and conquered the Aztec people who lived there in 1521. There were also stories of magical fountains with water that could turn old people young again. At about the same time Cortes was conquering the Aztec, another Spanish explorer, Juan Ponce de Leon, set off from Puerto Rico. Some people believe he hoped to find the magic water, the "fountain of youth." He landed in present day Florida. Of course there was no fountain of youth to be found, but de Leon claimed the land of Florida for Spain. France Takes a Turn By 1521, Spain found a new route to Asia by sailing around the tip of South America. By that time, many knew that North America lay between Asia and Europe. King Francis I of France believed, though, that Asia was still very close to North America's west coast. He wanted to find a shortcut - a water passage across North America. In 1534, King Francis sent sailor Jacques Cartier to find the shortcut, but there was no such water passage for anyone to find. Cartier instead
SOCIAL STUDIES WRITING PROMPTS You can use these writing prompts for writing practice in preparation for the spring TELPAS. How you grade these prompt is up to you; however, please remember the following guidelines for TELPAS writing from TEA: ESL/LEP students (including LEP waivered students) must have at least 2 of their five TELPAS writing samples from math, science, or social studies the compositions should be about a page in length the compositions should be written in the students’ own words, not copied or rely too heavily on a dictionary or thesaurus the compositions “should show the ability of the students to connect ideas and express themselves in English in an extended way” the actual TELPAS writing samples cannot show a teacher’s corrections or be polished through editing by peers, teachers, or parents the actual TELPAS writing samples cannot be assigned before February 18, 2013 the actual TELPAS writing samples should not show brief, rushed, or incomplete writing the actual TELPAS writing samples cannot be worksheets, question/answer writing assignments or response formats. Social Studies Writing Prompt Schedule Recently on the news, reports were given stating if America plans to continue to be a strong economic power in the world, its students must score higher on tests. What do you think should do to get its students to do better in school? the students through the thinking process: SENTENCE FRAMES/ SENTENCE STARTERS: NEW- BEGINNER BEGINNER - INTERMEDIATE I want to pass my tests because One reason that I don’t do well on tests is because an article for the Houston Chronicle newspaper explaining why you think the United States should continue to get involved in wars in other countries. Guide the students through the thinking process: SENTENCE FRAMES/ SENTENCE STARTERS: NEW- COMER BEGINNER BEGINNER - INTERMEDIATE The remains strong because The positive reasons for the getting involved in wars in other countries are
ScWk 111. FALL 2013. TOPIC OUTLINE and ASSIGNMENT This schedule is subject to change with fair notice. I will announce any changes in class. Week Date Topics, Readings, Assignments, Deadlines 1 8/26/13 Introduction and Course Overview Discussion of syllabus: course, reading assignments, and class policy The transcultural perspective and connection to the course Review of generalist social work practice and the use of knowledge, values, and skills in a helping process (ScWk 110) Reading: Review of ScWk 110 Textbook 2 9/2/13 Labor Day – Campus Closed (No Class) 3 9/9/13 Introduction to Generalist Social Work Practice I PB 1(a, b, c, d) (Self-awareness) Social work as profession Social work as a creative blending of knowledge, values, and skills Understand “person-in-environment” The strengths perspective and its relationship to the change process Brief introduction to models and good practices in generalist social work practice Reading: Johnson & Yanca, Chapter 1 & 2 (pp.17-26) 4 9/16/13 Introduction to Generalist Social Work Practice II PB 4(a, b, c)(Diversity) Understanding diverse cultural backgrounds of the clients Social work skills to work with diverse population The transactional nature of living in a society of racial and cultural diversity Reading: Reading: Johnson & Yanca, Chapter 3 & 6 (pp.125-134) 5 9/23/13 Introduction to Generalist Social Work Practice III PB 1(d) (Self-awareness), 3(a)(Critical Thinking) Social work as a change process The blending of cognitive and interactive aspects of practice Reading: Johnson & Yanca, Chapter 2 (pp.27-35) & 5 FIELD PRACTICUM AGENCY: STUDENT PRESENTATION 6 9/30/13 Ethics and Values in Social Work Practice PB 2(a-d) (Ethical Principles) Social work values and ethics – NASW Code of Ethics Confidentiality and Professional boundaries and dual relationships
◦ Mary Richmond and Jane Addams 7 10/8/13 The Progressive Era – Prior to World War I to 1930’s Readings: Day, (2006). Chapter 9 Myers-Lipton, (2006). pp. 159-167; 204-210 Discussion: ◦ The Great Depression ◦ The Dustbowl ◦ The Policy Response: The New Deal Programs Transcultural Model – Power, Privilege and Oppression in the development of the welfare state Assignment #2: One page policy review (PB1d; PB8a) 8 10/15/13 The Policy Response to the Great Depression Readings: Day, (2006). Chapter 9 Myers-Lipton, (2006). pp. 159-167; 204-210. Discussion: ◦ New Deal Programs ◦ The Beginning Development of the Welfare State Transcultural Model – Power, Privilege and Oppression (PB4a, PB4c) 9 10/22/13 The Beginning of the US Welfare State Readings: Day, (2006). Chapter 9 Myers-Lipton, (2006). ). pp. 159-167; 204-210 Discussion ◦ The role of World War II ◦ The House Committee on UnAmerican Activities Video: Legacies of change (Part II) (PB8a) Week Date Topics, Readings, Assignments, Deadlines 10 10/29/13 The Cold War to Reaganomics The Beginning of Philosophical Shift Discussion: Nixon and Social Welfare Policy ◦ Focus on the worthy poor Discussion regarding the values imbedded in Reaganomics Welfare Reform Leaning to the Right: Transcultural Model – Power, Privilege and Oppression (PB4a) Readings: Day, (2006). Chapter 10 – 11 Myers-Lipton, (2006). ). pp. 211-220; 251-257 and Discussion re: “We were here” (PB1c; PB4a; PB4c; PB8a) 11 11/5/13 Reviewing Social Security and Medicare Readings: Day, (2006). Chapter 12 -13
1 Course Schedule Week Date Topics, Readings, Assignments, Deadlines 1 1/27/2014 Overview of the course: Review of major assignments, expectations Introductions -- the Conocimiento Exercise Your personal and professional goals & interests, knowledge, skills, values, attitudes learned in BASW program Class Activity: Who and what influenced you to choose social work as a career? Identify your values, goals, and professional purpose, goals, mission. What energizes you? What calls you to action? 2 2/3/2014 Class Activity: Agency visit PB 1(e)(Professionalism) Review programs of interest that you worked on and/or you want to work on Obtain and compile information the programs as related to Assignment 1. Readings: Kettner et. al. Chapter 1 3 2/10/2014 Values in U.S. Society, Values of Social Work Profession PB 1(d, e)(Professionalism), PB 4(a) (Diversity), PB 5(a) (Justice) Transcultural approach to social work practice Theory of Planning Assignment 1 In-class Presentation Activity: Discussion of Agency Programs related to transcultural practice, values & ethics, Readings: Kettner et. al. Chapter 2 “Contribution of Theory to Program Planning” Appendix 1: NASW Code of Ethics 4 2/17/2014 Understanding Social Problems PB 2(a)(Ethical Principles), PB 3(a) (Critical Thinking), PB 4(a) (Diversity), PB 7(a) (Theoretical Framework) Perspectives / Ideologies / Philosophies of Social Work Basic SW goals, purposes, strategies Social Construction of problems and issues Framework for Problem Analysis Assignment 1 In-class Presentation
to assist all students at all levels within all disciplines to become better writers. The is located at http://www.sjsu.edu/writingcenter/about/staff/. Peer Mentor Center (Optional) The Peer Mentor Center is located on the 1st floor of Clark Hall in the Academic Success Center. The Peer Mentor Center is staffed with Peer Mentors who excel in helping students manage university life, tackling problems that range from academic challenges to interpersonal struggles. On the road to graduation, Peer Mentors are navigators, offering “roadside assistance” to peers who feel a bit lost or simply need help mapping out the locations of campus resources. Peer Mentor services are free and available on a drop –in basis, no reservation required. The is located at http://www.sjsu.edu/muse/peermentor/ Course Number / Semester, Course Schedule List the agenda for the semester including when and the final exam will be held. Indicate the schedule is subject to change with fair notice and how the notice will be made available. [NOTE TO SEQUENCE CHAIRS: Session topics and descriptions should connect to competencies and practice behaviors. APA style for citing books and articles is preferred, but is not required] This schedule is subject to change with fair notice. I will announce any changes in Table 1 Course Schedule Week Date Topics, Readings, Assignments, Deadlines 1 Introduction to the Course and to Social Policy Analysis Introductions; Review of syllabus; Discussion of readings and course assignments; Introduction to social welfare policy practice 2 History of Policy Practice Review of the historical context for policy practice in social work; The variety of social work roles in policy practice; The arenas for policy practice: Governmental, community, and agency settings; The ethical, analytic and political rationales for policy practice in social work. [SLO 2] Readings Ehrenreich, B. (2011, October 24). Why homelessness is becoming an Occupy Wall Street Mother Jones. Available from: Cummins, Byers, & Pedrick (2011). Chapter 1: Defining policy practice in social work. Cummins, Byers, & Pedrick (2011). Chapter 2: History of policy practice in social work. NASW (2008). Code of Ethics. Available from: 3 Problem Analysis in Policy Practice
Midterm exams due next week: 10/29 10 10/29 The Intervention Phase I: Moving from an assessment to an intervention/treatment plan. Reading Assignments: Miley, K. R., O'Melia, M., & DuBois, B. (2013). Chapter 8, Defining directions (pp. 182-205). Chapter 11, Framing solutions (pp.272-298). Project Assignment #3 on depressive disorders due Midterm Exam due today PB: 2, 4-6, 9 11 11/5 The Intervention Phase II: Moving from an assessment to an intervention/treatment plan. The use of collateral information, and case management activities. Final Paper will be sent out via email today. Due: 12/3 PB: 2, 4-6, 9 12 11/12 Treatment Modalities: Individual change processes Cognitive, behavioral, psychoanalysis, and alternative treatment modalities. Existentialism, feminism, and other shifting paradigm perspectives Treatment based on social group membership Reading Assignments: Walsh, J. (2006). Theories for Direct Social Work Practice. Belmont, CA: Thomson Brooks/Cole. PB: 4-6, 9
Process Recording on assigned individuals or groups Credit/no credit 12/11 Course SLO 1, 2, 3, 4, 7 & 10 PB: 1b, 1f, 2a, 3c, 4b, 7a, 10.4a, 10.1b, 10.1c, 10.2a Community Project Proposal Credit/no credit 11/20 Course SLO 4, 5 PB: 9a Hours in Assigned Placement Credit/no credit ongoing Course SLO 1, 2, 3, 4, 5, 6, 7, 8, 9 &10 PB: all Assessments and Interventions with Assigned Individuals, Families, groups and/or communities Credit/no credit ongoing Course SLO 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 PB: all Weekly Supervision with FI Credit/no credit ongoing Course SLO 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 PB: all Professional Activities Credit/no credit ongoing Course SLO 1, 2, 3, 4, 5, 6, 7, 8, 9, &10 PB: all Seminar Participation Credit/no credit Monthly Course SLO 1, 2, 3, 4, 5, 6, 7, 8, 9, &10 PB: all Description of Field Placement Credit/No Credit 12/11 Course SLO 1 PB:1b, 1c Evaluation of Student with FI (FI-2) Credit/no credit 12/11 Course SLO 1, 3 PB: 1b, 1e, 1f & 3c Grading In order to receive “Credit” for this course, all assignments and learning activities must be completed. In addition, one or more of the following reasons may also result in a grade of No
Optional Readings Birkenmaier, Julie & Berg-Weger, Marla (2007). The practicum companion for social work: Integrating class and field work. Boston, MA: Allyn and Bacon. Sweitzer, F. H. & King, M. A. (2004). The Successful Internship: Transformation and Empowerment in Experiential Learning. Belmont, CA: Brooks/Cole. Ward, K. & Mama, R.S. (2010). Breaking out of the box: Adventure-based field instruction. Chicago, Il.: Lyceum. Library Liaison Assignment Evaluation Due Date Course Student Learning Objective/ (SLO) (Practice Behaviors) Process Recording on assigned individuals or groups Credit/no credit Due 2/28/15 Course SLO 1, 2, 3, 4, 7 & 10 PB: 1b, 2a, 3c, 4b, 7a, 10.1b, 10.2a & 10.4a Community Project and Paper Credit/no credit 5/5/15 Course SLO 4, 5 PB: 9b Assessments and Interventions with Assigned Individuals, Families, groups and/or communities Credit/no credit Ongoing Course SLO 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 PB: all Weekly Supervision with FI Credit/no credit Ongoing Course SLO 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 PB: all Professional Activities Credit/no credit Ongoing Course SLO 1, 2, 3, 4, 5, 6, 7, 8, 9, &10 PB: all Seminar Participation Credit/no credit Monthly Course SLO 1, 2, 3, 4, 5, 6, 7, 8, 9, &10 PB: all
Week Date Topics, Readings, Assignments, Deadlines Trends related to the transfer of youth to adult criminal court; Demographics of youth involved in the juvenile delinquency system; Runaway and homeless youth; Current debates and issues at the federal and state level. Readings Schwalbe, C.S., Fraser, M.S., Day, S.H., and Cooley, V. (2006). Classifying juvenile offenders according to risk of recidivism: Predictive validity, race/ethnicity, and gender. Criminal Justice and Behavior, 33, 305-324. Staller, K.M. (2005). Runaway and homeless Policy and services. In G.P. Mallon and P.M. Hess (Eds.), Child Welfare for the 21st Century (pp. 228-245). New York, NY: Columbia University Press. Zimring, F.E. & Fagan, J. (2000). Transfer policy and law reform. In J. Fagan and F.E. Zimring (Eds.) The changing borders of juvenile justice (pp.407-423). Chicago, IL: The University of Chicago Press. PB: 5(a), 8(a) 7 3/12/13 History of Child Welfare Policy History of child welfare services; Public and private child welfare services; Risk factors for child welfare involvement; Neglect and psychological abuse; Physical abuse; Sexual abuse; Foster care “drift”. PB: 5(a), 8(a) Readings Hardin, M.E. (2005). Role of the legal and judicial system for children, youth and families in foster care. In G.P. Mallon and P.M. Hess (Eds.), Child Welfare for the 21st Century (pp. 687- 706). New York, NY: Columbia University Press. McGowan, B. G. (2005). Historical evolution of child welfare services. In G.P. Mallon and P.M. Hess (Eds.), Welfare for the 21st Century (pp. 10-46). New York, NY: Columbia University Press.