zilongwang/ReadingBank huggingface dataset:
SECTION II— LIST OF ASSESSMENTS In this section, list the 6-8 assessments that are being submitted as evidence for meeting the 24:53:07:27 standards. All programs must provide a minimum of six assessments. If the Department of Education does not require a state licensure test in the content area, you must substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program. Name of Assessment Type or Form of Assessment When the Assessment Is Administered 1 [Content-based certification exam, where applicable] Praxis II Content Exam is not required. 2 [Assessment of content knowledge in reading education] May Include: Content-course Grades Content Portfolio Comprehensive Exam Capstone Project 3 [Assessment of candidate ability to plan instruction] May Include: Unit Plan Assessment Data Lesson Plan Assessment Data 4 [Assessment of student teaching] May Include: Cooperating Teacher Evaluation Institution Supervisor Evaluation 5 [Assessment of candidate effect on student learning] May Include: Teacher Work Sample Pre/Post Assessment Data 6 certification exam] Required: Principles of Learning and Teaching 7 Additional assessment that addresses 24:53:07:27 standards (optional) ]
ATTACHMENT B Faculty Information Directions: Complete the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program. Faculty Member Name Highest Degree, Field, & University Assignment: Indicate the role of the faculty member Faculty Rank Tenure (Yes/ No) Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contributions in the past 3 years Teaching or other professional experience in P-12 schools ATTACHMENT C Additional Required Coursework Directions: Complete the following information for each required course in the appropriate preparation span. For example, you are submitting a program report for a K-8 preparation, note which courses a program completer in that grade span could take to meet the required course. Sample Table: Required Coursework K-8 Program 5-8 Program 7-12 Program K-12 Program course 320/325 Exceptionalities course SPED 240 Technology competencies 219 Native American Studies NAST 320 Human Relations 355 Competencies and instructional methods specific to the discipline Middle level competencies Please complete this
#4 (Required)-PEDAGOGICAL PROFESSIONAL KNOWLEDGE and SKILLS: Assessment that demonstrates candidates' knowledge and skills are applied effectively in practice. standards that could be addressed in this assessment include but are not limited to 1, 2.1-2.7, 3.1-3.5, 4, and 5.1-5.4. An assessment instrument used in student teaching or an internship should be submitted. standards that could be addressed in this assessment include but are not limited to 4, 5, 6, 7, 8, 9, and 10. The assessment instrument used in student teaching and the internship should be submitted. Provide assessment information (items 1-5) as outlined in the directions for Section IV #5 (Required)-EFFECTS ON STUDENT LEARNING: Assessment that demonstrates candidate effects on student learning. ACEI standards that be addressed in this assessment include but are not limited to 2.1-2.8, and 3.1. CEC standards that could be addressed in this assessment include but are not limited to 4, 5, 6, 7, and 8. Examples of assessments include those based on student work samples, portfolio tasks, case studies, follow-up studies, and employer surveys. Provide assessment information (items 1-5) as outlined in the directions for Section IV #6 (Required) PLT. South Dakota has adopted the Principles of Learning and Teaching exam for all teacher education program completers. Examples of data for this assessment cold include tables showing the number of exams taken and a pass rate of all program completers. Provide assessment information 1-5) as outlined in the directions for Section IV #7 (Optional): Additional assessment that addresses & initial teacher preparation standards. All and standards be addressed by this assessment. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, licensure tests not reported in #1, and follow-up studies. Provide assessment information 1-5) as outlined in the directions for Section IV #8 (Optional): Additional assessment that addresses & initial teacher preparation standards. All and standards be addressed by this assessment. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, licensure tests not reported in #1, and follow-up studies. Provide assessment information (items 1-5) as outlined in the directions for Section IV SECTION V—USE OF ASSESSMENT RESULTS TO IMPROVE CANDIDATE AND PROGRAM PERFORMANCE
1-2 ELECTRICAL HAZARDS An electrical hazard can be defined as a dangerous condition where a technician makes electrical contact with energized equipment or a conductor, and from the contact, the person may sustain an injury from shock. Many technicians are unaware of the electrical hazards that surround them on the job, which makes them more vulnerable to injury. With proper awareness and protective measures taken, technicians can remain safe on the job. For more details, Course 100 has an training on electrical hazards. Recognizing workplace hazards is the first step to protecting yourself on the job. Some electrical hazards that rail car technicians can face include: Dangerous or inadequate wiring; Exposed electrical parts; Wires with bad insulation; Damaged power tools and equipment; and Using the wrong tool. There are four types of injury relating to electrical incidents, which are listed below. Electrocution Electrocution occurs when electrical current passes over or through a person’s body and results in a fatality. Few workers understand how small a quantity of electrical energy is required for electrocution. In reality, a current that is drawn by a tiny 7.5 watt, 120-volt lamp, passed from hand to hand or hand to foot across the chest is sufficient to cause a person to be electrocuted. Electric Shock: Electric shock is a reflex response that can involve trauma, which occurs when electrical current passes over or through a worker’s body. A shock will cause burns and abnormal heart rhythm and unconsciousness. Electric shock may cause muscles to contract causing a worker to lose his or her balance and fall. An explosion from an electrical incident can also cause a fall. Burns: Electrical burns are the most common shock-related, nonfatal injury. A burn commonly occurs when a worker contacts energized electrical wiring or equipment. Although electrical burns can occur anywhere on the body, they most often occur on the hands and feet. Although it is rare for the rail car technician to experience electrocution or electrical burns while on the job, it is important to have an understanding of electrical hazards that exist in their work
General Procedure for Testing Crew Switch Follow all safety procedures. Ensure that the doors are closed. Insert the maintenance key and rotate to the open position. Keep the maintenance key in the open position during the complete door opening stroke. Verify that the front door opens. Rotate the maintenance key to closed position. Verify that the front door is closed. Limit/Proximity Switch Limit Switches, also referred to as a Proximity, Switch, is an electrical switch that tells the door processor the exact door location. When the door gets to a certain position, the limit switch is triggered, which signals to the door that it has hit its maximum or minimum point. For example, when a rail vehicle door opens and hits the limit switch, the door then stops. Limit switches are adjustable and therefore, must be inspected and maintained. Some agencies will have one switch per door assembly, while others may have two. San Diego MTS, for example, has two limit switches on their doors. One switch signals that the door is closed while the second switch signals that the door is locked when the locking mechanism drops into place. SD MTS manually cycles the doors to look at the switches when inspecting. Pneumatic and electric doors will generally follow the same procedure for testing Limit Switches. As always, check with your agency for specific agency procedures to follow. Figure 2.2 Limit Switch. Courtesy of DART. General Procedure for Testing Limit Switches door and visually check where it stops in relation to the switch. Is door fully open or closed in relation to switch? Make adjustments as needed Pushbuttons: Passenger and Operator
Door panel doesn’t open/close information. Replace controller if necessary. No air pressure or voltage. Circuit breakers are off. Check that circuit breakers are on. Check that air pressure and voltage is available. DCU does not receive “No Motion Signal”. No Motion Signal wiring or device (relays). Mechanical problem Check hardware components of the door. Emergency door release isn’t functioning Hardware (cables that allow the door to open). Replace defective hardware. Make sure the cable is fully engaged. Adjust Door safety interlock system Microswitch Check wiring. Check switch. T/T (test/troubleshoot) door electrical components. Check all door hardware adjustments. Check interlock logic. Verify not related to another vehicle Door controller setting. Adjust air valve;
TYPE OF SWITCH SYMPTOM PROBABLE CAUSE CORRECTIVE ACTION Pushbuttons The operator cannot open/close door. The contacts in the pushbutton are bad. Replace the switch. Limit/Proximity Switch Faulty switch that does not detecting position of door. No power, ground, continuity in wires. Investigate further. Repair the Misaligned the switch. Realign the switch. No continuity when the door closes. Defective switch. Replace the switch. Agency Specific: Agency Specific:
2-3 The following table outlines common roller hanger assembly troubleshooting scenarios. Roller Hanger Assembly Troubleshooting SYMPTOM PROBABLE CAUSE CORRECTIVE ACTION Ball bearings are binding Ball bearings are not greased. Remove and replace bearings. The arm that pushes door out is “balling” up. Door binding. Ball bearings are not greased Remove and replace bearings. Agency Specific: Agency Specific:
What do I need to know about map skills? Concepts Tools Geographers Use Scale – Maps can be large scale or small scale to show more or less detail Scale – Used to measure distance between two points Latitude/Longitude – Be able to find points using these lines Relative Location – Locating a place based on features located around it such as bodies of water, mountains, etc… Orientation (direction) – Be able to use the compass rose on the map GIS (Geographic Information System) – A computer program that layers different types of maps to find the best location for public or private buildings Field Work Satellite Images (Think Google Earth) Photographs Maps, Globes Databases Primary sources Mental Maps Ways that Maps Show Information Mental maps are maps people have in their heads to carry out daily activities, give directions to other people, and understand world events Ways Mental Maps can be Developed and Refined Comparing sketch maps to maps in atlases or other resources Describing the location of places in terms of reference points Describing the location of places in terms of geographic features Describing the location of places in terms of human characteristics Symbols – Look in the legend to see what they mean Color Lines Boundaries Contours – used to show elevation Types of Thematic Maps Population distribution, density Economic activity Resource Language Ethnicity Climate Precipitation Vegetation Physical – Shows elevation Political – Shows human made features such as cities, countries, roads Maps Reflect Change Over Time Place Names on Maps Maps of the world are better now because we have better technology such as satellite images and Geographic Information Systems The island of Taiwan used to be called Formosa by the Portuguese. It is also called the republic of China Palestine, Israel, Occupied Territories Boundaries Perspective of Place Names
What do I need to know about physical geography? Climate Characteristics Temperature Precipitation Seasons(hot/cold; wet/dry) Climate Elements Influence of latitude (It gets colder the farther north or south of the equator you go) Influence of winds Influence of elevation (It gets colder when you gain elevation) Proximity to water (water has a moderating influence on climate – the summers are cooler and the winters warmer) Mountains Rocky Mountains create rain shadows on leeward slopes Himalayas block rain to create steppes and deserts in Central Asia World Climate Regions Low latitudes – tropical wet, tropical wet and dry, arid, semiarid, highland Middle latitudes – semiarid, arid, Mediterranean, humid continental, humid subtropical, marine west coast, highland High latitudes – subarctic, tundra, icecap Vegetation Regions Rain forest (Amazon rain forest Brazil) Savanna (tropical grassland in Africa) Desert (Arid) Middle latitude forests Taiga (in subarctic climate, coniferous trees) Tundra (cold grassland with some bushes, lichens, and mosses located in northern Canada, Russia) Weather Phenomena Monsoons – Seasonal wind that brings rain to South and Southeast Asia. Causes flooding but provides water for crops Typhoons – Same as hurricane in Pacific Ocean Hurricanes – Atlantic Ocean Tornadoes – United States Effects of Climate Crops – Different crops grow in different climates Clothing Housing – log houses in areas with many trees, adobe houses in dry areas, tiled roof in Mediterranean Natural hazards – droughts, floods Physical and Ecological Processes Earthquakes Floods Volcanoes Erosion
Human Impact on Environment Water Diversion Aral Sea – shrinking due to over irrigation, located in Central Asia Colorado River – location of Hoover Dam, used for irrigation in Southwest U.S. Aswan High Dam – located on Nile River, built to stop flooding of river and provide water for irrigation and hydroelectric power Canals, reservoirs, irrigation Changing Landscapes Agricultural terracing (China and Southeast Asia) Polders (reclaimed land from the sea in the Netherlands) Deforestation (Nepal, Brazil, Malaysia) Desertification (expansion of arid conditions into non-arid areas – basically the desert is getting bigger, big problem in North Africa near the Sahara and parts of Asia) Impact on Environment Environmental Changes Acid rain (causes by air pollution/problem in Black Forest in Germany and Eastern North America Pollution (air pollution in Mexico City, nuclear pollution near Chernobyl, oil spills Influence of Technology Agriculture (fertilizers, mechanization), people can grow more food now because of tractors and better growing practices Energy (most countries use fossil fuels but some countries have nuclear power Automobiles – the automobile has impacted the environment because people have to make roads, parking lots, and cities have grown with suburbs Airplanes – airport expansion/noise Environmental Impact on Humans Settlement patterns (some places are too hot or cold) Housing materials Agricultural activity Types of recreation Transportation patterns Picture of an arid climate zone (desert) Picture of agricultural terracing in Asia
What do I need to know about cultural geography? Regions are areas of the Earth’s surface, which share unifying characteristics. Regions can be defined by physical or cultural characteristics. Cultural Regions Language Latin America (Spanish) Francophone World (French) Ethnic Chinatowns Kurdistan (region where Kurdish people live in Iraq, Iran, and Syria Religion Islam (Middle East, North Africa) Buddhism (Southeast Asia and parts of East Asia Economic Wheat Belt European Union Political North Atlantic Treaty Organization African Union Changes in Perception Middle East Sun Belt (located in southern U.S.) Rust Belt (located in northeastern United States where steel industries have closed) Religion as Unifying Force Hinduism – Buddhism – Southeast Asia Judaism – Israel Christianity – Europe, Latin America – North Africa and Middle East Religion as Divisive Force Conflicts between Hindus/Muslims in Pakistan and India Physical Regions Sahara Desert Taiga (coniferous forest located in Russia) Rainforest (Amazon, Congo) Great Plains (Central U.S.) Low Countries (Netherlands and Belgium) Cultural Characteristics Religious buildings Mosques – Muslims Churches – Christians Synagogues – Jews Temples/Pagodas Dwellings Tiled roofs in Mediterranean Thatched roofs in Pacific Islands Tents and Yurts in Central and Southwest Asia Castles in Europe Language Arab World – Arabic (North Africa and Middle East) Hispanic America – Spanish Brazil – Portuguese Canada – French/English Switzerland – Multiple languages English – World language Ethnic Heritage Yugoslavia – Serbs, Croats, Bosnians, Albanians Burundi and Rwanda – Hutus and Tutsis United States and Switzerland – Unity in multiple ethnic countries Korea and Japan – Predominantly single ethnicity Cyprus – Greeks and Turks
In the context of this study, Causality test is performed to identify the presence and direction of causality among the variables specified in the model. This helps in identifying variables that are endogenously determined and conditional on the other explanatory variables in the model. Table 5. Results of Granger causality Pair wise Granger Causality Tests Date: 05/28/14 Time: 10:09 Sample: 1 56 Lags: 3 Null Hypothesis: Obs F-Statistic Prob. does not Granger Cause LNEXCHRATE_VOL 52 1.91475 0.1407 LNEXCHRATE_VOL does not Granger Cause LNEXP 3.01940 0.0394 DLNRGDP does not Granger Cause LNEXCHRATE_VOL 52 0.90146 0.4479 LNEXCHRATE_VOL does not Granger DLNRGDP 0.8646 DLNINV does not Granger Cause LNEXCHRATE_VOL 52 0.4122 LNEXCHRATE_VOL does not Granger Cause DLNINV 0.1938 DLNCPI does not Granger Cause LNEXCHRATE_VOL 52 2.24151 0.0964 LNEXCHRATE_VOL does not Granger Cause DLNCPI 0.24375 0.8653 DC_BAL does not Granger Cause LNEXCHRATE_VOL 52 0.89225 0.4525 LNEXCHRATE_VOL does not Granger Cause DC_BAL 0.88197 0.4576 The Granger causality result between exchange rate volatility and exports indicate a unidirectional causality that moves from exchange rate volatility to exports confirming that exchange rate volatility influences exports. In the same vein, unidirectional causality running from exchange rate volatility to real gross domestic product is also observed in the relationship between the two variables. Further still, we find unidirectional causality in the relationship between exchange rate volatility and the consumer price index that moves from lncpi to lnexchrate_vol
Co-financing/ common approach Arrangements on E&S standards in situations where the co-financier’s standards are different from those of the Bank Adaptive risk management Approach to monitoring E&S compliance and changes to the project during implementation Q: Rwanda has good policies for M&E, but implementation is a challenge. How will the ESF encourage a participatory approach to M&E and associated research to identify and manage gaps and challenges? Risk classification Approach to determining and reviewing the risk level of a project ESS1 Assessment and management of environmental and social risks and impacts Assessment and nature of cumulative and indirect impacts to be taken into account Treatment of cumulative and indirect impacts when identified in the assessment of the project Establishing project boundaries and the applicability of the ESSs to Associated Facilities, contractors, primary suppliers, FI subprojects and directly funded Circumstances which the Bank will determine whether the Borrower will be required to retain Q: Cumulative impacts are important and needs to be properly documented. How does the Bank think this should be done? Such impacts are not being properly monitored.
options for improving implementation efficiency while maintaining effectiveness Client capacity building and implementation support Funding for client capacity building Approaches and areas of focus Approach to implementing the ESF in situations with capacity constraints, e.g., FCS, small states and emergency situations Disclosure Timing of the preparation and disclosure of specific environmental and social impact assessment documents (related to ESS1 and ESS10) C: We assume that posting a safeguards document on a government website is good enough. Not sure we make enough of an effort to ensure documents are disclosed within local communities. Q: How will disclosure be done if not all the safeguards instruments are completed before appraisal? Implementation of the ESF Bank internal capacity building, resourcing, and behavioral change in order to successfully implement the ESF Ways of reaching mutual understanding between Borrower and Bank on issues of difficult interpretation Q: In countries where some ESS’s are not addressed in national law, how is the requirement for a legal opinion going to be handled? Other issues C: The ESF is rather complex. It needs to be simplified further if it is going to be understandable to government counterparts and the consultants who support them.
TERMS OF REFERENCE Evaluation of the Pre-Primary Education Programme Position Title: Level: Location: Duration: Start Date: Reporting to: Budget PBA No: Institutional consultancy for the external evaluation of ‘Scaling-Up Pre-Primary Education’ in Rwanda. High-level professional institution Kigali, Rwanda 6 months September 2017 Chief, Education, UNICEF Rwanda OR, SC149905 Background and Purpose Context
Rawlins Interagency Dispatch Center Expanded Dispatch Plan Table of Contents Background …………………………………………………………………………………………………………………….. 3 Objectives …………………………………..……………………………………………………………………….…………. 3 When to Expand …………..…………………………………………………………………………………………….….. 3 How to Expand ……………..………………………………………………………………………………………………... 4 Expanded Dispatch Operations ………………………………………………………………………………………. 5 Ordering Procedures 5 Travel Procedures 7 Intelligence Operations
people) Set up the Expanded Dispatch room (upstairs from RWC) if it hasn't already been done. The supplies and necessary equipment are located in the Expanded Dispatch Kit which is stored in the expanded closet. Prepare all records for transfer to Expanded Dispatch. EXPANDED DISPATCH OPERATIONS Once expanded is established, the following procedures are recommended, however they may be modified to meet any specific Orders for initial attack resources will be negotiated at the time of team transition. Orders for resources will be placed directly with their home unit. NOTE: Coordination with the Initial Attack Dispatcher on commitment of local resources is critical! All orders for tactical aircraft will be placed through the Initial Attack/Aircraft Dispatcher. This ensures coordination with local initial attack needs, provides for flight following services and simplifies airspace coordination. RWC will keep Expanded Dispatch informed about aircraft request status. Logistical aircraft ordering will be handled through Expanded Dispatch. Emergency rental equipment and local purchases will be placed with the appropriate procurement personnel (local purchasing agent or Buying Team). Expanded dispatch will assign request numbers, unless the IMT agrees to utilize ROSS at the incident. Expanded Dispatch will be responsible for travel arrangements for resources traveling from the RWC area to other incidents and during demobilization. Expanded Dispatch will be responsible for re-stocking the expanded dispatch kit. ORDERING PROCEDURES Ordering procedures will be the same as outlined in the National and Rocky Mountain Area Mobilization Guides. Every attempt will be made to fill orders from the most efficient source. Neighborhood Ordering (also see RMA Mob Guide Chapter 20, page 14) When local and cooperator resources have been exhausted, check with neighboring dispatch centers before placing the order up to the GACC. RWC’s dispatch neighbors include, Casper (CPC), Cody (CDC), Teton (TDC), Craig (CPC), Ft. Collins (FTC), Vernal (UBC), Northern Utah (NUC), Northern Great Plains (GPC), and Eastern Idaho (EIC). Items that CAN be ordered from neighboring dispatch centers include: Overhead (including Type 3 Teams), Crews, Supplies, Non-NFES Equipment, Engines, Type 3 Helicopters, SEATs, Lead Planes, Air Attack, Smokejumpers, and Smokejumper Aircraft.
17) Address of inviting organisation*: Skip this question, if we are arranging your invitation. 18) Cities in Russia to be visited*: 19) National Insurance Number* 20) If you have ever been issued a mandatory medical insurance, provide* Name of insurance company: Date of issue: 21) Who will cover your travel expenses*: 22) Place of stay in Russia* Hotel name: address: Hotel phone number: Additional information 23) If you have ever changed your surname, name (names), provide*: Previous surnames, (names): Date of change: Reason for change: 24) If you hold ore have ever held any other nationality, please provide* Nationality Passport number Issuing authority Date of issue Date of expiry 25) If you have ever been arrested or convicted for any offence please provide* Date conviction Place of conviction Reason Imposed sentence 26) If you have ever been refused a Russian visa on arrival?* When Where Reason 27) Information refusals of visas to Russia or any other country* Date Country Reason 1 2 3 4 5 28) Have you ever been deported or removed from Russia or any country*? Date Country Reason 1 2 3 4 5 6 7 29) If you have ever worked in organizations (governmental or Name of organization
“AVIATION EQUIPMENT”, JSC FEDERATION DE RUSSIE ACADEMICIAN M.F. RESHETNEV INFORMATION SATELLITE SYSTEMS, JS FEDERATION DE RUSSIE ACADEMICIAN PILYUGIN CENTER FEDERATION DE RUSSIE AVIAEXPORT PLC FEDERATION DE RUSSIE BERIEV AIRCRAFT COMPANY FEDERATION DE RUSSIE CENTER FOR GROUND SPACE INFRASTRUCTURE FACILITIES OPERATION FEDERATION DE RUSSIE CMK FEDERATION DE RUSSIE CONCERN AVIONICA JSC FEDERATION DE RUSSIE ELECTROSTAL, METALLURGICAL PLANT, JSC FEDERATION DE RUSSIE FEDERAL ENTERPRISE LAVOCHKIN ASSOCIATION FEDERATION DE RUSSIE FEDERAL GOVERNMENTAL ENTERPRISE "STATE GOVERNMENTAL SCIENTIFIC- FEDERATION DE RUSSIE FEDERAL AGENCY ROSCOSMOS FEDERATION DE RUSSIE ILYUSHIN AVIATION COMPLEX FEDERATION DE RUSSIE ILYUSHIN FINANCE CO FEDERATION DE RUSSIE IRKUT CORPORATION FEDERATION DE RUSSIE JSC OPK OBORONPROM FEDERATION DE RUSSIE JSC "NII "EKRAN" FEDERATION DE RUSSIE JSC “PA “UOMZ” FEDERATION DE RUSSIE JSC HYDROMASH FEDERATION DE RUSSIE JSC RUSSIAN SPACE SYSTEMS FEDERATION DE RUSSIE KHRUNICHEV SPACE CENTER FEDERATION DE RUSSIE KUMZ KAMENSK URALSKY METALLURGICAL WORKS FEDERATION DE RUSSIE
MIG RUSSIAN AIRCRAFT CORPORATION JSC FEDERATION DE RUSSIE NON PROFIT PARTNERSHIP INMAVIS FEDERATION DE RUSSIE NOVIKOMBANK, JSCB FEDERATION DE RUSSIE POLYOT RESEARCH & PRODUCTION COMPANY, FSUE FEDERATION DE RUSSIE PROGRESSTECH, LTD FEDERATION DE RUSSIE RESHETNEV INFORMATION SATELLITE SYSTEMS FEDERATION DE RUSSIE ROSOBORONEXPORT FEDERATION DE RUSSIE RUSPOLYMET, JSC FEDERATION DE RUSSIE RUSSIAN AVIATION COMPANY LTD (RUSAVIA LTD) FEDERATION DE RUSSIE RUSSIAN HELICOPTERS JSC FEDERATION DE RUSSIE S.P. KOROLEV ROCKET AND SPACE CORPORATION ENERGIA FEDERATION DE RUSSIE SAINT-PETERSBURG AVIATION REPAIR COMPANY (SPARC), ZAO FEDERATION DE RUSSIE SAMARA CENTRE FEDERATION DE RUSSIE STATE CORPORATION ROSTEC FEDERATION DE RUSSIE SUKHOI AVIATION HOLDING COMPANY JSC FEDERATION DE RUSSIE SUKHOI CIVIL AIRCRAFT COMPANY FEDERATION DE RUSSIE TECHNOMASH NPO FEDERAL STATE UNITARY ENTERPRISE FEDERATION DE RUSSIE TEPLOOBMENNIK JSC PDC FEDERATION DE RUSSIE TSNIIMASH - CENTRAL RESEARCH INSTITUTE FOR MACHINE BUILDING FEDERATION DE RUSSIE TUPOLEV JOINT-STOCK COMPANY FEDERATION DE RUSSIE UNITED AIRCRAFT CORPORATION FEDERATION DE RUSSIE UNITED ENGINE CORPORATION FEDERATION DE RUSSIE VNIIEM CORPORATION JSC FEDERATION DE RUSSIE VSMPO-AVISMA CORPORATION FEDERATION DE RUSSIE
Unit Title Length of Unit Focusing Lens(es) Standards and Grade Level Expectations Addressed in this Unit Inquiry Questions (Engaging- Debatable): Unit Strands Concepts In content: In reading: In writing: Generalizations My students will Understand that… Guiding Questions Factual Conceptual Critical Content: My students will Know… Key Skills: My students will be able to (Do)…
Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline. EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: “Mark Twain exposes the hypocrisy of slavery through the use of satire.” A student in ______________ can demonstrate the ability to apply and comprehend critical language through the following statement(s): Academic Vocabulary: Technical Vocabulary:
Standard: 4. Research and Reasoning Prepared Graduates: Articulate the position of self and others using experiential and material logic Grade Level Expectation: First Grade Concepts and skills students master: 2. Purpose, information, and questions about an issue are essential steps in early research Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: a. Participate in shared research and writing projects (e.g., explore a number of books on a given topic and use them to write a sequence of instructions). (CCSS: W.1.7) Identify a clear and significant purpose for research (Is my purpose for researching frogs clear and is it important to understanding more about mammals?) b. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (CCSS: W.1.8) Evaluate information for clarity and accuracy Inquiry Questions: What is the purpose? Is the purpose clear? Is the purpose important in relation to the question at issue? What is the question at issue? Is the question important and related to the purpose? Is the information being gathering important to the question at issue and purpose? Is the information free from How do students improve thinking? Why is it important to be about the reason for studying a certain topic? When people are learning new information, why is it important that the data is correct? What happen if people use incorrect or unsupported information? Relevance and Application: Before readers to read, they ask themselves purposeful questions. (What is the purpose for learning how to read? Am I clear on the purpose for reading? Is reading important?) Zoologists know that new knowledge about animals and the discovery of new species require them to ask good questions every day. Nature of Reading, Writing, and Communicating: People who reason understand that reasoning has a purpose, is based on information, and is an attempt to figure something out. Curiosity and thinking help people to discover and understand things that puzzle them.
4. Research and Reasoning Research and Reasoning skills are pertinent for success in a postsecondary and workforce setting. Students need to acquire skills throughout their schooling. This means students need to be able to distinguish their own ideas from information created or discovered by others, understand the importance of creating authentic works, and correctly cite sources to give credit to the author of the original work. Prepared Graduate Competencies The preschool through grade 12 concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting. Prepared Graduate Competencies in the Research and Reasoning standard: Discriminate and justify a position traditional lines of rhetorical argument and reasoning Articulate the position of self and others using experiential and material logic Gather information from a variety of sources; analyze and evaluate the quality and relevance of the source; and use it to answer complex questions Use primary, secondary, and tertiary written sources to generate and answer research questions Evaluate explicit and implicit viewpoints, values, attitudes, and assumptions concealed in speech, writing, and illustration Demonstrate the use of a range of strategies, research techniques, and persistence when engaging with difficult texts or examining complex problems or issues Exercise ethical conduct when writing, researching, and documenting sources Content Area: Reading, Writing, and Communicating Standard: 4. Research and Reasoning
Grade Level Expectation: Fourth Grade Concepts and skills students master: 2. Informational and persuasive texts use the recursive writing process Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: informative/explanatory texts to examine a topic and convey ideas and information clearly. (CCSS: W.4.2) Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. (CCSS: W.4.2a) Choose planning strategies to support text structure and intended outcome Identify a text structure appropriate to purpose (sequence, chronology, description, explanation, comparison-and-contrast Organize relevant ideas and details to convey a central idea or prove a point Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (CCSS: W.4.2b) Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). (CCSS: W.4.2c) Use precise language and domain-specific vocabulary to inform about or explain the topic. (CCSS: W.4.2d) Provide a concluding statement or section related to the information or explanation presented. (CCSS: W.4.2e) Inquiry Questions: Which tools are available to assist the writer in planning, drafting, and revising personal writing? How is word choice affected by audience and purpose? How are writers persuasive without being biased? Relevance and Application: When preparing for a presentation writers can use electronic resources to add graphics and visual effects to a project. Businesses use proposals to persuade consumers to buy their products. Nature of Reading, Writing, and Communicating: Writers use transition words in their writing to make transitions clearer and easier to follow. Writers will sometimes use a visual that will help convey their message. Content Area: Reading, Writing, and Communicating Standard: 3. Writing and Composition Prepared Graduates: Apply standard English conventions to effectively communicate with written language
Identify the plot, to include the plot line, of a story. (RWC10-GR.5-S.2-GLE.1-EO.b.i-iii) Compare and contrast various methods of communication. Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse are particular to and necessary for accessing a given discipline. EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: “Mark Twain exposes the hypocrisy of slavery through the use of satire.” A student in ______________ can demonstrate the ability to apply and comprehend critical language through the following statement(s): While reading _______, it became clear that the main character was driven by both internal and external conflict. Internal/Eternal conflict was apparent ___ (insert text-based evidence here) ___. Academic Vocabulary: Conflict/resolution, perspective, inferences Technical Vocabulary: Internal conflict external conflict, character development, plot, theme generalizations reflect the significant developmental components of reading and writing instruction essential for student mastery of the Colorado Academic Standards; they thread across the entire year and, thus, are included in every unit overview at this grade level. Unit Relationships Shape Us Length of Unit 4-6 weeks Focusing Lens(es) Relationships Standards and Grade Level Expectations Addressed in this Unit RWC10-GR.5-S.2-GLE.1 RWC10-GR.5-S.2-GLE.2 RWC10-GR.5-S.2-GLE 3 RWC10-GR.5-S.3-GLE.1 RWC10-GR.5-S.4-GLE.2 Inquiry Questions (Engaging- Debatable): Have you ever felt like a character in a was just like you? How can comparing relationships in a text to our own relationships help us as readers (and in our lives)? (RWC10-GR.5-S2.GLE.1-EO.b.i-iii) Unit Strands Oral Expression and Listening, Reading for all Purposes, Writing and Composition, Research and Reasoning Concepts In content: In reading: In writing: Communication, Diversity, Value, Connections, Interaction, Change Phonics, Fluency, Vocabulary, Comprehension Phonics, Spelling, Fluency, Vocabulary, Comprehension Generalizations Guiding Questions
Colorado Department of Education Office of Standards and Instructional Support 201 East Colfax Ave. • Denver, CO 80203 The Literacy Content Specialist: Charles Dana Hall http://www.cde.state.co.us/CoReadingWriting/StateStandards.asp
Formulate research questions and identify potential sources of information (such as reference materials, electronic media), differentiating between primary and secondary source materials Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (CCSS: W.7.8) Use organizational features of electronic text (bulletin boards, search engines, databases) to locate information Evaluate accuracy and usefulness of information, and the credibility of the sources used Collect, interpret, and analyze relevant information; identify direct quotes for use in the report and information to summarize or paraphrase that will support the thesis or research question Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.7.9) Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”). (CCSS: W.7.9a) grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”). (CCSS: W.7.9b) Relevance and Application: Inventors and scientist who create new technologies often use an inquiry-based process for understanding, drawing conclusions, and creating new knowledge. Writers follow ethical, and copyright laws. Writers expand their competencies in using online or web-based resources to complement other written resources. Data organization is a skill that people use daily at home and at work. People who remain current with new resources successfully support their learning and application of new information. Use graphical organizers and online tools to organize and analyze data. Nature of Reading, Writing, and Communicating: Researchers are always summarizing and synthesizing information. Intelligent researchers are both consumers and generators of information. Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects, Grades (CCSS: WHST.6-8.7-9)
Content Area: Reading, Writing, and Communicating Standard: 1. Oral Expression and Listening Prepared Graduates: Collaborate effectively as members or leaders who listen actively and respectfully pose thoughtful questions, acknowledge the ideas of others, and contribute ideas to further the group’s attainment of an objective Grade Level Expectation: Eighth Grade Concepts and skills students master: 1. Communication skills and interviewing techniques are required to gather information and to develop and deliver oral presentations Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (CCSS: SL.8.1) Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (CCSS: SL.8.1a) Follow for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. (CCSS: SL.8.1b) Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. (CCSS: SL.8.1c) Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. (CCSS: SL.8.1d) Identify a central idea and prepare and ask relevant interview questions for researching and developing ideas further Evaluate the effectiveness of the techniques used and information gained from the interview Inquiry Questions: How do delivery techniques change in relation to audience purpose or content? What makes a good interview? How do presenters determine what information is relevant when preparing a report or presentation? How do speakers know if an audience is actively engaged in a presentation? Relevance and Application: When hiring, a supervisor must develop and use effective interview techniques to select the proper candidate. Public speakers can theatre arts to improve their presentation skills. Audio and video recording technologies assist in studying interview footage to assimilate relevant information. Electronic presentation tools can be used to enhance oral presentations. Long distance interviews can be conducted electronically.
Apply standard English conventions to effectively communicate with written language Implement the writing process successfully to plan, revise, and edit written work Master the techniques of effective informational, literary, and persuasive writing Content Area: Reading, Writing, and Communicating Standard: 3. Writing and Composition Prepared Graduates: Master the techniques of effective informational, literary, and persuasive writing Grade Level Expectation: Ninth Grade Concepts and skills students master: 1. Literary and narrative texts develop a controlling idea or theme with descriptive and expressive language Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (CCSS: W.9-10.3) Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a Inquiry Questions: Why does descriptive language make writing more appealing to the readers? Would people want to read texts that have no organizational structure? Why? Why is it important for authors to be able to develop texts that have an organized theme?
LOCAL AREA BOARD MEMBERSHIP LIST Regional Workforce Development Area Metro Regional Workforce Development Area - #4 Workforce Development Area Anoka County Local Workforce Development Area - #12 MEMBER POSITION/ORGANZIATION TERM ENDS REPRESENTATIVES OF BUSINESS IN WORKFORCE DEVELOPMENT AREA (must be majority) Shirley Barnes Lundberg Ravi Norman Jerry Miller Sue Savarese Michael Thews Kelli Watson Hart Erick Ajax MariBeth Olson CEO/Crestview Senior Communities HR Consultant/Medtronic CEO/THOR Construction Sales Manager/Bell Mortgage Managing Partner/Sannerud, Savarese & Assoc. P.A. Vice President-Chief Financial Officer/John Roberts Company HR Manager/Kurt Manufacturing Vice President/Kraus-Anderson Construction Business Owner/E.J. Ajax Vice President Patient Health & Nursing/Allina Health 6/30/17 6/30/16 6/30/16 6/30/17 6/30/17 6/30/17 6/30/16 6/30/17 6/30/16 6/30/17 LABOR & COMMUNITY-BASED ORGANIZATIONS (20% Minimum and 2 or more nominated by state labor federations and one joint labor-management apprenticeship program labor organization or training director) Michelle Heizelman Educator/ Minneapolis Regional Federation 6/30/17
LOCAL AREA BOARD MEMBERSHIP LIST Regional Workforce Development Area Dakota-Scott Workforce Investment Board Local Workforce Development Area Dakota-Scott WSA #14 MEMBER POSITION/ORGANZIATION TERM ENDS REPRESENTATIVES OF BUSINESS IN LOCAL WORKFORCE DEVELOPMENT AREA (must be majority) Corinne Shepherd Catherine Weik Clifford Reykdal Ann Glaves Duane Lubbers Jack Phillips Mark Lofthus Stute Pam Oeffler Jennifer Hauschildt Gloria Fatze Claire Giancola-Belmares Vance Boelter William Denker Director, Blue Cross Blue Shield of Minnesota Sr. VP Admin, Stratis Health HR Manager, Delta Airlines Vice President, St. Francis Medical Center HR Shared Services Director, UTC Dir. Govt/External Affairs, Frontier Communications Econ Dev Director, Dakota Electric Association President, Dakota Co Reg Chamber of Commerce Mgr of Compensation/Benefits/HRMS, Smead Mfg Chief Information Officer, Uponor Regional Recruiter, Paychex Director Talent Acquisition, Thomson Reuters General Manager, Greencore HR Dev Director, SMSC Gaming Enterprise 06/30/2016 06/30/2017 06/30/2017 06/30/2016 06/30/2016 06/30/2016 06/30/2016 06/30/2017 06/30/2017 06/30/2016 06/30/2017 06/30/2017 06/30/2017 06/30/2016 LABOR & COMMUNITY-BASED ORGANIZATIONS (20% Minimum and 2 or more nominated by state labor federations and one joint labor-management apprenticeship program labor organization or training director) Rick Martagon Jennifer Schaubach Steven Ditschler Supervisor Labor Standards Division, MNDOLI Legislative Director, Minnesota AFL-CIO President, ProAct, Inc. 06/30/2016 06/30/2016 06/30/2017 EDUCATION & TRAINING (Required: ABE; Higher Education) Clifford Skagen Program Director, Lakeville Area Public Schools 06/30/2017
Gail Morrison John Christiansen Foundation Dir, Inver Hills Community College Superintendent, Intermediate School District 917 06/30/2016 06/30/2016 GOVERNMENT (Required: Economic Development; Job Service; Rehabilitation) Jenni Faulkner Mike Yanda Richard Wagner Barb Dahl Comm Dev Director, City of Burnsville Job Service Manager, MN DEED Area Manager, MN DEED Social Services Director, Scott County 06/30/2016 06/30/2017 06/30/2017 06/30/2017 CONTACT INFORMATION NAME ADDRESS/PHONE/EMAIL Corinne Shepherd 10390 Rich Road, Bloomington, MN 55437 651-662-8332; VICE CHAIR Ann Glaves 1455 St. Francis Ave., Shakopee, MN 55379 952-403-2360; SECRETARY N/A
Example Budgets (Choose which budget best fits your team’s needs based on the number of team members you plan on sending to the RWDC National Championship.) Example Budget 1 Budget Request for the RWDC Registration Fee Item Amount requested Amount Requested from other organizations Total Budget RWDC Registration Fee for 3 team members plus a to go to the RWDC National Championship $1,000 $1,000 Amount requested from organizations $4,000 $4,000 Total Budget $1,000 $4,000 $5,000 Example Budget 2: Budget Request for the RWDC Registration Fee for three team member plus the teacher/coach Item Amount requested RWDC Registration Fee for 3 team members plus a teacher/coach to go to the RWDC National Championship $5,000 Total Request $5,000 Example Budget 3: Budget Request for the RWDC Registration Fee for team member plus the teacher/coach and one additional team member Item Amount requested RWDC Registration Fee for 3 team members plus a teacher/coach to go to the RWDC National Championship $5,000 One additional team member $1,000 Total Request $6,000 Example Budget 4: