zilongwang/ReadingBank huggingface dataset:
Risk Management Risk Consequences Risk Category Minor (1) Moderate (2) Major (3) Catastrophic (4) Reputation & Image Scrutiny required by internal committees or internal audit to prevent escalation. Scrutiny required by external committees or ACT Auditor General’s Office, or inquest, etc. Intense public, political and media scrutiny. E.g. front page headlines, TV, etc. Assembly inquiry or Commission of inquiry or adverse national media. Financial 2.5% of Budget > 5% of Budget > 10% of Budget >25% of Budget Safety and Injury Minor injuries / first aid required First aid and ongoing medical treatment. Probable lost time. Extensive injuries/ possible multiple injuries. Single Fatality Multiple Fatality Operational Loss Minor damage. Loss of operation no more than 1 day. Significant damage to assets. Loss of operation between 1 day to 1 week. Major damage to assets. Loss of operations between 1 week and 1 month. Significant loss of assets. Loss of operations > 1 month. Compliance Minor breach of statue or regulation. Formal warning from regulator. Suspension of activity and prosecution/ financial penalty. Prosecution, financial penalty, cessation of activity. Schedule 2.5% of Duration > 5% of Duration > 10% of Duration >25% of Duration Risk Likelihood Title Probability Historical Almost Certain >50% Is expected to in most circumstances Likely 25% –50% Will probably occur in most circumstances Possible 5% – 25% Might occur at some time in the future Unlikely <5% May only occur in exceptional circumstances
Risk Ratings Rating Required Action Low Acceptable: Unlikely to require specific application of resources; manage by routine procedures. Monitor and review. Medium Acceptable: Unlikely to cause much damage and/or threaten the efficiency and effectiveness of the program/activity; treatment plans to be developed and implemented by operational managers. Manage by specific monitoring or response procedures. High Generally not acceptable: Likely to cause some damage, disruption or breach of controls. Senior management attention needed and management responsibility specified; treatment plans to be developed and reported to PVC/Executive Director or Vice-Chancellor. Extreme Not acceptable: Likely to threaten the survival or continued effective function of the program or the organisation, either financially or politically. Immediate action required; must be managed by senior management with a detailed treatment plan reported to PVC/Executive Director, Vice-Chancellor and Council. Risk Assessment Matrix Consequence Minor (1) Moderate (2) Major (3) Catastrophic (4) Likelihood Almost Certain (4) M-4 H-8 E-12 E-16 Likely (3) M-3 M-6 H-9 E-12 Possible (2) L-2 M-4 M-6 H-8 Unlikely (1) L-1 L-2 M-3 M-4
Mr. Mark Blakely (1 Mission Hill) questioned the proposed development for this request. Mr. Blakely stated he is not opposed to the development, just the zoning. He he would like to see consistency with the surrounding properties, meaning he would like the similar zoning such as RS-8. Mr. Lindley stated he is the developer for this property and is not the builder. He he develops property for future builders and has no knowledge of the size of homes for these proposed developments. Mr. Blenus Green (4 Contour Dr) spoke in favor of rezoning this area RS-8 minimum. He added he would like to see consistency to this development with the surrounding properties. Mrs. Lynn Dobry (2 Mission Hill) stated she would like to see this development zoned RS-8. She added this would insure consistency with the surrounding properties. Mr. Rosenbaum questioned the size of in the surrounding neighborhoods. Mr. Bryner described the homes in the adjacent neighborhoods. Mr. Mark Blakely stated that his concern is in keeping consistency with the zoning around the proposed development. Mr. Leon Rawlings (4041 Bay Hill Dr) stated he would be in favor of this request as long as there is consistency to the surrounding properties. Mr. Tom Lindley addressed the flood concerns the current home owners are questioning. Mr. Lindley described the plans for any water runoff and direction for the runoff. Mr. Famble closed the public hearing. Mrs. Yungblut moved to approve Z-2013-01 as requested by staff. Mr. Rosenbaum seconded the motion and the motion carried by a vote of four (4) in favor (Yungblut, Rosenbaum, Todd, and Famble,) and one (1) opposed. (Glenn) b. Z-2013-02 Public hearing and possible vote to recommend approval or denial to the City Council on a request from Kickapoo Land Company, agent David Todd, to rezone property from AO
What Students Should… Know the terms clock, digital, analog, date. Number of hours in a day Minutes to Minutes after AM PM 24 hour clock yyyy/mm/dd Analog dd/mm/yyyy Digital clock dd/mm/yy Elapsed time March 21, 2006 Metric notation semi-colon Minute hand hour hand clock face Understand time and dates are a way of recording and recognizing types of measurement (just as length and mass are). time can be represented in a variety of ways (sand timers, comparison to regular activities, 12 hour clocks, 24 hour clocks…}. there is a need for a standardized measurement of time (minutes, hours…) there are many different ways in which time and dates can be recorded. there are contexts in which the different types of clocks are more commonly used. the measurement of time doesn’t ever change – one hour is always the same length, but the activities associated with a particular time length can make it seem to have a different duration. when recording dates, it is important to identify the order of the information to avoid misinterpretation. - knowing time helps us to be organized and to manage our daily lives. Be Able to Do identify 12 and 24 hour clocks (digital and analog). read and write times using digital and analog clocks (12 hour and 24 hours). rewrite between 12 hour and 24 hour representation. show times on 12 hour and 24 hour clocks. identify whether a particular activity occurs in the AM or PM. write a date in a given format. convert between different date formats. state an analog time in digital format (e.g. ten minutes to four is 3:50) and vice versa. Key Questions: Why is time important? Why do we tell time using an analog clock?
* Please note these time frames are suggested/estimated times. Actual class instruction may vary due to schedule complications, remediation efforts or other factors. Curriculum Framework Quarter 4 Social Studies Grade 5 TN State Social Studies Standards Guiding Questions & Vocabulary Instructional Activities & Resources The Modern United States Weeks: 1 - 6 TN Primary Documents and Supporting Texts: 5.61 Identify the reasons for the growth of suburbs, home ownership, mass media, Interstate Highway System, and a consumer society after the war. (C, E, G) 5.62 Examine the meaning and the main events of the “Cold War,” including the Space Race, Berlin Wall, arms race, Rosenbergs, and the Cuban Missile Crisis. (C, E, H, P) 5.63 Trace the Korean War, its outcome, and the use of United Nations peacekeeping troops. (E, H, P) 5.61 What caused the economic boom after World War II? 5.62 How have particular events shaped the United States World War II? 5.63 How have particular events of Korean War, its outcome, and the use of United Nations peacekeeping troops shaped the United States after World War II? 5.61 Have students create different types of graphs to depict the growth of the economy in the U.S. after WWII. 5.62 Define and explain the impact of the main events of the “Cold War,” including the Race, Berlin Wall, arms race, Rosenbergs, and the Cuban Missile Crisis. Space Race: Cold War: the Rosenbergs execution Cuba
Entering: Locate visually supported information on social issues (e.g., from photographs, headlines, and bylines in newspapers, magazines, or on the Internet) Beginning: Locate visually supported information on social issues (e.g., in newspaper, magazine, or website articles) Developing: Compare and contrast visually supported information on social issues or inequities from various news sources Expanding: Interpret visually supported information on social issues or inequities from various news sources Bridging: Evaluate authenticity of information on social issues or inequities from various news sources Example: Speaking 9-12 Social issues & inequities Entering: Name major social issues or inequities depicted in illustrations (e.g., war) Beginning: Characterize major social issues or inequities depicted in illustrations (e.g., slavery) Developing: Give examples or descriptions of social issues or inequities depicted in illustrations or political cartoons Expanding: Explain how major social issues or inequities depicted in illustrations or political cartoons have changed our lives Bridging: Explain how social issues or inequities depicted in illustrations or political cartoons have changed our lives SHELBY COUNTY SCHOOLS’ AFRICAN AMERICAN HISTORY PACING GUIDE AND BIG IDEAS (HIGH SCHOOL) Time Suggested 1st Part Week 1 The Influence of Geography on Slavery Big Ideas: Although economics motivated the slave trade, other motivations existed. Weeks 2-3 The Growth of Slavery in America 1619-1860 Big Ideas: Slavery spreads in the New World, economics of the South flourish, and conflict arises. Weeks 4-5 African American Life 1619-1860 Big African American Life Survives in an unjust South.
AAH.34 Explain how War II laid the groundwork for the modern Civil Rights Movement. (C,P) AAH.34 How did WWII lay the groundwork for the modern Civil Rights Movement? Content Vocabulary (Tier 3): Depression, New Deal, Civil Rights, Movement, NAACP, W.E.B. DuBois, Crisis Magazine, Amos ‘n’ Andy, Tuskegee Airmen, Jim Crow Academic Vocabulary (Tier 2): Impact, segregate, employ Movement. Cite evidence from the Leon Bass texts to support your claims. Literacy WHST.11-12.6,1 Reference links: Leon Bass – World War II African-American soldier, Concentration Camp Liberator – WWII Prejudices Groundwork For Civil Rights Movement— The Modern Civil Rights Movement Week 5 Textbook Reference: Prentice African-American History 2nd Edition TN State recommended Primary Documents and Supporting Readings: The Civil Rights Act of 1964 (1450L) TN State Social Studies Standards Big Ideas, Questions & Vocabulary Suggested DBQs, Activities & Resources What is the path to civil rights and equality? Textbook Reference: Ch. 21 (p. 596-631) and Ch. 22 (632-671)
E.47 Explain that a country’s overall level of income, employment, and prices are determined by the individual spending and production decisions of households, firms, and the government. (C, E, H, P) E.48 Illustrate and explain how the relationship between aggregate supply and aggregate demand is an important determinant of the levels of unemployment and inflation in an economy. (E) or expression. L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Connection to Language Standards Greek & Latin Roots and Affixes E.47, E.48 How are they utilized as economic indicators? E.45 How have events in history affected business cycles? E.46, E.47 What causes inflation and who benefits from or from it? E.46 Students will identify the main theories of inflation, understand main terms associated with inflation, and compare different theories of inflation. Literacy RH.11-12.2 E.47 Write an essay that explains how a country’s overall level of income, employment, and prices are determined. What effect will the individual spending habits have on production? How do the decisions of households, firms, and the government factor in? pp.375-376 Literacy RH.11-12.1 E.48 Illustrate and explain how the relationship between aggregate supply and aggregate demand is an important determinant of the levels of unemployment and inflation in an economy. Pp313-314 Drawing examples on Pg. 313. Literacy RH.11-12.7
GEOGRAPHY EARLY MAN MESOPOTAMIA GOVERNMENT coordinates Equator Prime Meridian latitude parallels longitude cardinal directions intermediate directions compass rose political map map scale physical map history geography cartography human features physical features 5 Themes of Geography relative location absolute location landforms continents oceans map key/legend historical map distribution map historians archaeologists civilization culture domestication specialization division of labor migration geographers communication Africa [significance] Paleolithic Era Neolithic Era New Stone Age Old Stone Age immigration nomads/nomadic flaking technology archaeologist culture surplus anthropologists hunter-gatherers agriculture polytheism monotheism Judaism colonies barter scribe irrigation systems levees ziggurat Ten Commandments Code of Hammurabi hieroglyphics cuneiform empire city-state profit Tigris River Euphrates River economy social class/pyramid democracy dictatorship monarchy tyranny oligarchy citizen jury assembly jury court orator senate tribunes rights Constitution RELIGIONS synagogue mosque church Jesus Muhammad Moses Quran/Koran Torah Bible Muslims Christians Israelites/Jews EGYPT GREECE ROME MIDDLE AGES pharaoh priests hieroglyphics cuneiform silt surplus natron mummification sarcophagus afterlife Tutankhamen Hatshepsut Ramses Cleopatra Osiris Isis pyramid Nile delta silt Mediterranean Sea philosophy orator Golden Age Philip Alexander the Great olive oil Hellenism importing exporting Stealing isthmus Peninsula Sparta Athens acropolis commodity Homer Pericles Phoenician plains Augustus roads gladiators Constantine Justinian Theodora nobles patricians plebeians aristocrats civil war Pax Romana Alps Mountains Apennine Mountains Po River Tiber River Twelve Tables Christianity taxes achievements temperate fjord navigable deforestation Middle Ages feudalism fief manor vassal knight serf manor chivalry self-sufficient Magna Carta William the Conqueror cathedral Plague Crusades Renaissance
Grade 2 Pacing Guide Time 1st Quarter Time 3rd Quarter Weeks 1-3 Geography Compare and contrast maps and globes, construct a globe (hemispheres, continents, and oceans), Utilize cardinal directions and grids to find locations Weeks 1-3 Economics Understand fundamental concepts between producers and consumers, products and industries, supply and demand, goods and services
Strategies for Vocabulary Development Vocabulary Building Strategies Culture Weeks: 4-6 Suggested Text Yeh-Shen Journeys Unit 6 Many Cultures, One Country Houghton Mifflin Tennessee Communities Three Grand Divisions of Tennessee, Houghton Mifflin Tennessee Communities Tennessee Traditions (600L) at . 2.3 Compare and contrast various cultures in the United States by engaging in collaborative conversations with partners. 2.3 How can we compare and contrast various cultures in the United States? 2.3 The teacher will utilize the website to help class research another culture or country. Students can write/illustrate in SS journals facts about featured county for Memphis in May. Literacy RI.2.1, RI.2.5, RI.2.7, W.2.2, W.2.6, W.2.7
Make Learning Fun 10 Children’s books that teach diversity Social Studies Games and Movies Kid’s Encyclopedia Time for Kids Tennessee History for Kids Social Studies Practice Tests US History Atlas: Primary documents, Short Passages, Photos, Timelines Geography: Photos, maps, graphs Library of Congress: Lesson Photos, Primary Documents National Archives: Lesson Plans, Photos, Primary Documents, Analysis Worksheets Britannica Digital Learning (username: shelby / password: county) Read Works: Social Studies Reading Passages Text Book Resources (Must Be Purchased) A GUIDE TO WRITING A DBQ Document Based Questions and Constructed Response Questions The Gilder Lehrman Institute of American History: The Gilder Lehrman Collection (Primary Documents) Texas: Released Test Questions (All Content Areas)
Sanskrit literature, including the Gita, Ramayana, and the Mahabharata medicine mathematics, including Hindu-Arabic numerals and the zero nirvana, Jainism reincarnation, stupa, pilgrim, Bhagavad Gita ACADEMIC VOCABULARY (Tier 2): plateau, reside, abandon, migrate, emerge, text, manual, status, focus, meditate, commit, eventual, promote, decline, contribute, structure (See p. 4 for vocabulary Instructions) Connection to the Language Standards Greek Affixes: -ism – being of a distinctive body of belief system Examples from the unit: Hinduism, Buddhism, Jainism Language Standards L. 6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Connection to Language Standards Greek & Latin Roots and Affixes 6.29 Assign students a topic from the standard for research and have them prepare an advertisement for the achievement, including a drawing, explanation of what it is, and summary of its importance. Students can choose their topic and Identify the important aesthetic and intellectual traditions, including: Sanskrit literature, including the Gita, Ramayana, and the Mahabharata medicine mathematics, including Hindu-Arabic numerals and the zero Students will present their advertisements to the class and debate which was the most lasting achievement. LITERACY.WHST.6-8.1; W.6-8.2 Use… Excerpts from Search for Divine Reality (990L) Excerpts from The Upanishads (1110L) Excerpts from the Buddha’s Two Lessons Textbook Reference: Lesson Review Questions: pages 148,156, 163 Textbook Reference: Assessments: Multiple choice page 165; Analyzing documents, finding the main idea, drawing conclusions, short response, (argument) extended response page 166.
General Information ……………………………………………………………….. Page 3 Senior Sophister Requirements and Assessment Procedures ……………….. Page 5 Overall Assessment………………………………………………………………… Page 6 ECTS ……………. …………………………………………………………………. Page 7 Examination Procedures …………………………………………………………… Page 8 Essay Writing & Writing in French …………………………………………….…. Page 10 Books………………………………………………………………………………… Page 12 Senior Sophister Modules: Language ……………….……………………………………………………. Page 13 Topics ………………………………………………………………………… Page 14 Special Subjects (Dissertation)………………………………………….. Page 22 Plagiarism …………………………………………………………………………… Page 23 Important Calendar Regulations…………………………………………………... Page 24 GENERAL INFORMATION
This Handbook should be read in conjunction with relevant entries in the University Calendar. In case of any conflict between the Handbook and the Calendar, the provisions of the Calendar shall apply. Copies of the University Calendar can be purchased, consulted in the Library, or on the web: TABLE OF CONTENTS General Information ………………………………………………………… Page 3 Senior Sophister Requirements and Assessment Procedures ………… Page 7 Overall Assessment………………………………………………………….. Page 9 ECTS ……………. …………………………………………………………… Page 10 Examination Procedures …………………………………………………… Page 11 Essay Writing & Writing in French 14 Books………………………………………………………………………… Page 16 Senior Sophister Modules: Language ……………….…………………………………………… Page 17 Topics ………………………………………………………………… Page 19 Special Subjects 26 Plagiarism ……………………………………………………………… Page 27 Important Calendar Regulations…………………………………………… Page 33
Week 7-9 Government – Civics – History Recognizing the role of various leaders as authority figures. 7-9 History – Culture – Economics All people have basic needs, wants, and jobs to provide support. are differences among people and their communities. Time 2nd Quarter Time 4th Quarter Week 1-3 Geography Maps and globes help us locate places in our community/world and are a source of information. We can track events and holidays with the use of a calendar. Weeks 1-3 History Many people have made lasting contributions and differences in our history to help form our state. in April - Celebrating national holidays help us remember our past.in Africa Week 4-9 Government – History - Culture Celebrating national, traditional and cultural holidays help remember our past. Voting/Elections/Current leaders 4-6 Culture – Geography – Economics Africa in honorary country on a map Compare and contrast: culture, geographic features, climate, symbols, products, goods/services, and stories 7-9 Culture – Geography – Economics – History Recognize Global and Environmental Issues- Memphis in May. Locate Memphis in May country on a Compare and contrast culture, holidays, and national symbols. * Please note these time frames are suggested/estimated times. Actual instruction may vary due to schedule complications, remediation efforts or other factors. TN State Social Studies Standards Guiding Questions & Vocabulary (Tier 2 & 3) Instructional Activities & Resources History and Economics Weeks 1- 3 Suggested Texts: Want vs. Need: Basic Economics (600L): The Bag I’m Taking to Grandma’s by Shirley Neitzel (Lexile-640L) Needs and Wants by Gillia M. Olson (Lexile-280L) Martin Luther King(Lexile-470L): Martin Luther King Jr. Day Step Nonfiction) by Robin Nelson Martin’s Big Words: The Life of Dr. Martin Luther King, Jr. by Doreen Rappaport (Lexile-410L)
K.10 Use words relating to work such as: wants, needs, jobs, money, buying and selling in writing, drawing and conversation. (E) I can give examples of how people use K.10 How can you explain work in writing, drawing and conversation? I can use words relating to work. Content Vocabulary (Tier 3): community, needs, wants, bargain, trade, purchase, negotiate, scarcity, saving Academic Vocabulary (Tier 2): Jobs, people, work, money, buy, save Vocabulary Strategies: See Page 4 of the Curriculum Map Vocabulary teaching: Effective Methodologies Teaching Vocabulary Strategies for Vocabulary Development Vocabulary Building Strategies K. 9 Read “Corduroy” by Donald Freeman. Implement a token economy to reinforce positive behavior in class as well as to provide real life experiences with economics. Literacy RL.K.10 K.10 Use a concept web graphic organizer to chart information about community helpers, wants, needs, jobs, money, buying and selling. Discuss the connections between each word. Allow students to discuss and write how a job impacts a person’s wants and needs. Literacy L.K.4a Culture and History 7-9 Suggested Text: The of Ruby Bridges by Robert Cole (Lexile-730) My Dream of Martin Luther King , Jr. by Faith Ringgold My First Biography –Martin Luther King Jr. by Marion Dane Bauer (Lexile-670L
among different cultures. Content Vocabulary (Tier 3): traditions, community, culture, neighborhood, community Academic Vocabulary (Tier 2): Celebration, events, festivities, similarities, differences, climate, lagoons, Vocabulary Strategies: See Page 4 of the Curriculum Map Vocabulary teaching: Effective Methodologies Teaching Vocabulary Strategies for Vocabulary Development Vocabulary Building Strategies Margarita Calderon: Helping ELLs Excel K.1, K.2, K.3 The teacher will read Clothes in Many Cultures. As the teacher reads aloud and asks questions about the different pictures, students will review pictures and compare and contrast the people and activities with their clothes and activities that they participate in. Literacy RI.K.1, RI.K.2 K.1, K.2, K.3 The teacher will read aloud Transportation in Many Cultures. As the teacher reads aloud and asks questions about the different pictures, students will look at the pictures and compare and contrast the how people travel with the way they travel on a day to day basis. Literacy RI.K.1, RI.K.2 Culture and Geography Weeks 7-9 Suggested Texts: Cinco de Mayo: (Username: shelby Password: county) Memphis in May Curriculum: School in Many Cultures by Martha E. H. Rustad Homes in Many Cultures by Heather Adamson Birthdays in Many Cultures by E. H. Rustad
WIDA https://www.wida.us/standards/ELP_standardlookup.aspx is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples. Example: Reading 9-12 Behavior of individuals & groups Entering: Locate visually supported information on social issues (e.g., from photographs, headlines, and bylines in newspapers, magazines, or on the Internet) Beginning: Locate visually supported information on social issues (e.g., in newspaper, magazine, or website articles) Developing: Compare and contrast visually supported information on social issues or inequities from various news sources Expanding: Interpret visually supported information on social issues or inequities from various news sources Bridging: Evaluate authenticity of information on social issues or inequities from various news sources Example: Speaking 9-12 Social issues & inequities Entering: Name major social issues or inequities depicted in illustrations (e.g., war) Beginning: Characterize major social issues or inequities depicted in illustrations (e.g., slavery) Developing: Give examples or descriptions of social issues or inequities depicted in illustrations or political cartoons Expanding: Explain how major social issues or inequities depicted in illustrations or political cartoons have changed our lives Bridging: Explain how social issues or inequities depicted in illustrations or political cartoons have changed our lives Practical Law Pacing Guide
Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with: Regular practice with complex text and vocabulary. Reading, writing, and speaking grounded in evidence from Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks. Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage. “The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.” Source: TN Core To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.
Self Service ‘My Biz’ Module 1, Chapter 1 Before You Begin Introduction The Self Service Employee ‘My Biz’ module provides employees the ability to access their Defense Civilian Personnel Data System (DCPDS) employment-related information. The following pages provide a brief overview of ‘My Biz’. Contents Topic Page Accessing ‘My Biz’ 2 Navigating in ‘My Biz’ 3 Accessing and Creating Favorites in ‘My Biz’ 5 Interactive Customer Evaluation (ICE) 9 Logging Out of ‘My Biz’ 10 Accessing ‘My Biz’ To access ‘My Biz’, you must log into the DCPDS Portal. For specific DCPDS Portal information, contact your Human Resources Office (HRO). Figure 1 After successfully accessing your region via the DCPDS Portal, the ‘My Biz’ home page displays. Selecting the ‘My Biz’ link will open the ‘Functions’ menu of available tasks. Figure 2 Note: When navigating within ‘My Biz’, you must utilize appropriate icons, buttons and links to navigate through the screens. The ‘Back’ button must not be used while navigating within ‘My Biz’.
Self Service ‘MyBiz’ Module 1, Chapter 2 Accessing My Information Introduction The Employee ‘MyBiz’ module provides employees the ability to view their employment-related information. The following pages provide a brief overview of the ‘MyBiz, MyInformation’ functionality. Contents Topic Page Accessing ‘My Information’- General Information 2 Show/Hide Information 2 Information Tabs 3 Appointment Tab 3 Position Tab 3 Personal Tab 4 Salary Tab 4 Benefits Tab 4 Awards and Bonuses Tab 5 Performance Tab 5 Personnel Actions Tab 5 Other Features 7 Interactive ICE 8 Logging Out of ‘My Biz’ 8 Accessing ‘My Information’ - General Information After logging into the Defense Civilian Personnel Data System (DCPDS) Portal, select ‘MyBiz’, function to view your information.
After you log in to SkillSoft, select Book24x7 either at the top or under Shortcuts. Select the “Account Info” Tab at the top of the screen. On the left margin under “Settings” click on “Email Options” Under the dropdown menu, select “All new titles” Click “Update” to complete the process
Term 2/7 Mid Year Examinations Term 2/8 Script checking and corrections Term 2/9 Script checking and corrections Term 2/10 Mindmap for Chapter 8 and 9 Mindmap Assignment *Please note that the topics might be subject to minor changes. Students will be updated accordingly. Assessment Plan Semester 1 PPR 1 Semester 2 PPR2 Prelim 1 (100%) Prelim 2 (100%) Details of CA1 Assessments PPR1 Assessment Date Topics/ Remarks Class Test 1 T1W5 SBQ Common Test 1 T1W7 SBQ/SRQ Various Assignments Through T1 and T2 All Chapters *Please note that the dates indicated for the PPR1 components are subject to changes. Students will be updated accordingly. SA1 Components Date Guidelines Paper [1 hour 45min] 26 Apr to 9 May All topics covered in sec 3 and semester 1. Total marks for the paper is 50m. Section Details Marks A Source Based Questions 35 B Structured Response Question 15 Absence from tests A medical certificate must be produced if your child/ ward is absent for the test. Parent’s letter is strongly discouraged and its validity will be approved on a case-by-case basis. Absence from any test without a valid reason will result in zero mark for the test. Any pupil absent from a test will have to do a make-up test on the day he/she returns to school.
Symbol Table Management by Compiler An essential function of a compiler is to record the identifiers used in the source program and collect information various attributes of each identifier. These attribute may provide information about the storage allocated for an identifier, its type, and its scope. In the case of procedure names, it also provide information such as the number and types of arguments, the method of passing each argument, and the type returned, if any. A symbol table is a data structure containing a record for each identifier, with fields for the attributes of the identifier. This data structure allows us to find the record for each identifier quickly and to store or to retrieve data quickly. The symbol table is created by entering identifier entry during Lexical Analysis phase. The remaining phases update or use identifier information from the Symbol Table. When an identifier in the source program is detected by the lexical analyzer, the identifier is entered into the symbol table. However, the attributes of an identifier cannot normally be determined during lexical analysis. i.e.: in PASCAL declaration like, Var position, initial, rate : real; The type real is not known when position, initial, and rate are seen by the lexical analyzer.
Topic: Industrial Revolution 1750-1914 Weeks: 7 – 9 Textbook: McGraw Hill: Tennessee World History & Geography – Modern Times TN State recommended Primary Documents and Supporting Readings: Excerpts from the abolitionist writings and speeches of William Wilberforce (1360L) John Stuart Mill’s “On Liberty” (1500L) Charles Darwin’s “Origin of Species” (1450L) Louis Blanc’s “Organization of Work” (Not Rated Lexile) Karl Marx’s and Frederick “Communist Manifesto” (1360L) Adam Smith’s “Wealth of Nations” (1500L) Thomas Malthus’ “Essays on Principle of Population” (Not Rated Lexile) TN State Social Studies Standards Big Ideas, Questions & Vocabulary Suggested Activities & Resources W.6 Describe the growth of population, to urban migration, and growth of cities. (C,E,G) W.6 How did change in population impact the growth of cities and urban migration? Content Vocabulary (Tier 3) Capital, Entrepreneur, Cottage industry, Puddling, Industrial capitalism, socialism Academic Vocabulary (Tier 2): labor, derived, economy, manufacturing See pg. 5 for Vocabulary Instructions W.6 Review the main components of the agricultural revolution as it relates to population, rural to urban migration, and the growth of cities. Create a poster displaying simulations, images and short writing about the impact of the agricultural revolution. McGraw Hill. World History and Geography Modern Times. Ohio: Columbus, 2015. 176-178, 10. 8 Print. Literacy.RH.9-10.6 W.7 Explain the connections among natural resources, entrepreneurship, labor, W.7 What factors led to the spread of industrialization in Europe and America? W.7 Locate on a map ports and geographical features that led to the rise of industry in England and Great Britain.
Manages walk-in cold and freezer storage areas to ensure items are stored safely and efficiently as per user guidelines. Periodically organize and discard unlabeled samples (via chemical or regular waste) Draft and disseminates info to building occupants with regards to issues that may affect them (repairs, scheduled maintenance, water/electrical outages, safety issues). Co-ordinate service/repair of shared lab equipment e.g. autoclaves, RO systems, walk-in fridges/freezers with end users. Sources and purchases equipment and supplies as needed Functions as a Fire Warden in a designated area of the science buildings Other duties assigned. Education University Degree (3-year general) in a lab science discipline Experience Required At least 3 years’ experience in a similarly varied technical, industrial or post-secondary setting Basic computer skills in MS Word, Excel, Access, GroupWise, Internet and on-line databases (eg: DATATEL). Demonstrated ability to work safely with potentially hazardous materials. Criminal Records (dated within the last 6 months) will be required as a condition of employment. Ability to lift and carry up to 50 lbs. Certification in Transportation of Dangerous Goods (TDG), Workplace Hazardous Materials Information System (WHMIS), First Aid, and chemical spills is an asset; additional upgrading may be required upon commencement of employment. Demonstrated ability to work co-operatively with others in a complex and multi-faceted work environment; demonstrated ability to work co-operatively in a team environment and independently with minimal supervision; ability to interact professionally and effectively with all/diverse constituencies of the University community, as well as with external contacts. Strong organizational skills; demonstrated ability to move rapidly between tasks and as required. Responsibility for the Work of Others Indicate whether the incumbent is directly or indirectly responsible for the work of others. Provide the title of the position(s) as well as an example of how the incumbent is responsible for the work of others on a daily basis. Specifically, indicate whether the position has responsibility for hiring and supervision of student workers. Indirect Responsibility
Students differentiate between events that happened in the past and recently, recognize examples of continuity and change in local and regional communities, and consider ways that people and events of the past and present influence their lives. Historical Knowledge 2.1.1 Identify when the local community was established and identify its founders and early settlers. 2.1.2 Explain changes in daily life in the community over time using maps, photographs, news stories, Web sites or video images. Example: Changes in architecture, business/industry, transportation, community buildings, work and use of leisure time 2.1.3 Identify individuals who had a positive impact on the local community. 2.1.4 Identify and describe community celebrations, symbols and traditions and explain why they are important. Example: Local and regional festivals, city flags and seals, and community mottos Chronological Thinking, Historical Comprehension, Research 2.1.5 Develop a simple timeline of important events in the history of the school and/or school community. 2.1.6 Create and maintain a calendar of important school days, holidays and community events. 2.1.7 Read about and summarize historical community events using a variety of resources (the library, digital media, print media, electronic media, and community resources). Example: Write or draw illustrations about the history of the school using photographs, archives, museums and oral histories of people in the community. Standard 2 Civics and Government Students explain why communities have government and laws, demonstrate that people in the United States have both rights and responsibilities, and identify individual actions that contribute to the good of the community and nation. Foundations of Government 2.2.1 Explain that the United States government is founded on the belief of equal rights for its citizens*. Example: People have the right to own property and the right of free speech. * citizen: someone with rights and responsibilities in a particular community, city, state or country Functions of Government 2.2.2 Understand and explain why it is important for a community to have responsible government. Example: Government provides protects individual rights and property, provides services such as mail delivery, and helps people feel safe. 2.2.3 Identify community leaders, such as the and city council.
Standard 1: History Standard 2: Civics and Government Standard 3: Geography Standard 4: Economics 3.1.9 Define immigration and explain how immigration enriches community. We are a nation of immigrants; we have been heavily influenced by immigration since before the Revolutionary War E pluribus unum (out of many, one) Ellis Island was opened (January 1, 1892) during the administration of President Benjamin Harrison (Indiana’s only President) Environment and Society 3.3.12 Use a variety of resources to demonstrate an understanding of regional environmental issues and examine the ways that people have tried to solve these problems. 3.3.13 Identify and describe how systems and physical systems have impacted the local environment. Example: List examples of changes in land use in the local community.
What are standards? Standards outline what students need to know, understand, and be able to do. Academic standards are benchmark measures that define what students should know and be able to do at specified grade levels beginning in kindergarten and progressing through grade twelve. The standards are promulgated as state regulations. As such, they must be used as the basis for curriculum and instruction in Indiana's accredited schools. The academic standards are NOT a curriculum; therefore, identifying the sequence of instruction in each grade—what will be taught and how long—requires concerted effort and attention at the district/school level. Academic standards do not prescribe any particular curriculum. Curriculum tools are selected at the district/school level and adopted through the local school board. No student, by virtue of , age, race, gender, cultural or ethnic background, disabilities, or family situation will ultimately be exempt from learning the required academic standards, although it is acknowledged that individual students may learn in different ways and at different rates. Academic standards focus on what students will need to learn in order to be college and career ready and to be competitive in the job market.
Table of Contents Appendix A: Teacher Resource Guide ……………………………………………………………. 3-21 Standard 1 – History ………………………………………………………………………. 4-10 Standard 2 – Civics and Government …………………………………………………… 11-14 Standard 3 – Geography …………………………………………………………………. 15-18 Standard 4 – Economics …………………………………………………………………. 19-21 Appendix B: Depth of Knowledge Chart ………………………………………………………… 22
This Teacher Resource Guide has been developed to provide supporting materials to help educators successfully implement the social studies standards. These resources are provided to help you in your work to ensure all students meet the rigorous learning expectations set by the Academic Standards. Use of these resources is optional – teachers should decide which resource will work best in their school for their students. This resource document is a living document and will be frequently updated. Please send any suggested links and report broken links to: Bruce Blomberg Social Studies Specialist Indiana Department of Education 317-232-9078 The links compiled and posted in this Resource Guide have been provided by the Department of Education and other sources. The DOE has not attempted to evaluate any posted materials. They are offered as samples for your reference only and are not intended to represent the best or only approach to any particular issue. The DOE does not control or guarantee the accuracy, relevance, timeliness, or completeness of information contained on a linked website; does not endorse the views expressed or services offered by the sponsor of a linked website; and cannot authorize the use of copyrighted materials contained in linked websites. Users must request such authorization from the sponsor of the linked website. Standard 1 History Students explore the key historic movements, events and figures that contributed to the development of modern Europe and America from early civilizations through modern times by examining religious institutions, trade and cultural interactions, political institutions, and technological developments. Historical Knowledge Early and Classical Civilizations: 1900 B.C. /B.C.E to 700 A.D. /C.E. 6.1.1 Summarize the rise, decline, and cultural achievements of ancient civilizations in Europe and Mesoamerica. Examples: Greek, Roman, Mayan, Inca, and Aztec civilizations Resources 6.1.2 Describe and compare the beliefs, the spread and the influence of religions throughout Europe and Mesoamerica.
Standard 11 – Deviance and Social Control Students examine all types of deviant behavior from all three sociological perspectives as well as the means and methods of social control. SparkNotes – Deviance Cliffs Notes - Social Deviance Sociological Theories to Explain Deviance SparkNotes - What is Deviance – from Functionalist, Conflict and Interactionist Perspective About.com – Sociology and Deviance Cliffs Notes - Theories of Deviance Boundless – Theories of Deviance Differences between Formal and Informal Social Control Boundless – Social Control StudyMode – Formal and Informal Social Control Study Lecture Notes – Positive and Negative Social Control Slideshare – Deviants and Social Control Tripod – Emile Durkheim Sociology Guide – Deviance/Emile Durkheim About.com – Strain Theory Boundless – Strain Theory Boundless – Differential Association Theory Differential Association Theory Hirschi’s Control Theory Education Portal – Subcultures Sociology.com – Subcultures About.com – Labeling Theory Boundless – Labeling Theory History Learning Site – Labeling Theory Medicalization of Deviance APPENDIX B
Monday Tuesday Wednesday Thursday Friday Objective Kids learn how to count syllables. Kids create art and make patterns. Kids problem solve to solve a puzzle. Kids make a hypothesis. Children will get to make their own decisions and work together. Connection Questions What is a syllable? What colors are in rainbows? What is a maze? What is a hypothesis? FREE Activity Shamrock Syllables Fruit Loop Rainbow 4 Leaf Clover Maze Color Moving Rainbow DAY Reflection Questions How many syllables does your name have? What did we use to make a rainbow? Did you find the way out of the maze? Did the colors move? FRIDAY Read Aloud Cultural Diversity Each kid has their own worksheet. Each kid their own art. Each kid has their own worksheet. Each kid makes their own hypothesis. Children will get to choose which games they want to play Areas of Developments Logical Thinking Social Learning Problem Solving Fitness/Motor Skills Math Science Art Literacy Writing Logical Thinking Social Learning Problem Solving Fitness/Motor Skills Math Science Art Literacy Writing Logical Thinking Social Learning Problem Solving Fitness/Motor Skills Math Science Art Literacy Writing Logical Thinking Social Learning Problem Solving Fitness/Motor Skills Math Science Art Literacy Writing Logical Thinking Social Learning Problem Solving Fitness/Motor Skills Math Science Art Literacy Writing Monday Tuesday Wednesday Thursday Friday
Objective Learning about society. Learning about society. Learning about society. Children will get to plan and lead an activity. Discussion of blessings will continue. Children will get to make their own decisions and work together. Connection Questions What are some reasons to work? What are social norms? What are some things that are valuable to you? To your family? To the country? KID FREE Activity What do your subjects do? What are your social norms? What does your country have of value? DAY DAY Reflection Questions Out of the things that your subjects do, which do you think would be the most interesting? Which social norm is most important to you? What do you think has the most value for your country? THURSDAY FRIDAY Cultural Diversity Children will get to plan for their kingdom. Children will get to plan for their kingdom. Children will get to plan for their kingdom. Children will get to plan an activity that they choose to lead, and they lead it the following week. Children will get to choose games they want to play Areas of Developments Logical Thinking Social Learning Problem Solving Fitness/Motor Skills Math Science Art Literacy Writing Logical Thinking Social Learning Problem Solving Fitness/Motor Skills Math Science Art Literacy Writing Logical Thinking Social Learning Problem Solving Fitness/Motor Skills Math Science Art Literacy Writing Logical Thinking Social Learning Problem Solving Fitness/Motor Skills Math Science Art Literacy Writing Logical Thinking Social Learning Problem Solving Fitness/Motor Skills Math Science Art Literacy Writing
Developed political strategies used by other groups as well. Leadership Martin Luther King, Jr. (MLK) helped organize the bus boycott of 1955-56, which sparked the modern civil rights movement. MLK and others led numerous civil rights marches and activities involving nonviolent direct action. MLK was assassinated in 1968, as he was beginning to an anti-war and economic justice coalition. MLK had traveled to Birmingham to lead a demonstration against segregation of lunch counters and job discrimination. Civil Rights activists sought and been denied a parade permit, but decided to march anyway. MLK was arrested. In jail, he wrote a letter responding to criticism of his non-violent action. His actions were called “untimely and unwise.” Leadership The Civil Disobedience Movement of Country M is a social media movement with no central leader. The power of the people is in their ability to apply selective and progressive strikes, coupled with massive assemblies, on a national basis. Citizens communicate through Twitter accounts. Citizens are willing to their homes and jobs to quickly assemble and remain in large squares in the center of the city. Document B