zilongwang/ReadingBank huggingface dataset:
HUMAN RIGHTS MODULE SUMMATIVE ASSIGNMENT (2015) (Marks: 70) INSTRUCTION’S • SUMMATIVE ASSIGNMENT (2015) (Marks: 50) INSTRUCTION’S • All assessed coursework is to be typewritten and must contain an accurate word count and bibliography. • The deadline for submission is Sunday 27th March 2017 (Till 3:00pm) (No excuse for late submission will be accepted or marked At Any Cost) • The word limit is 6,000 words (to exclude footnotes, references and bibliography). Please note the Law School’s regulations regarding deduction of marks for exceeding word limits. • Please consult your lecturer for further rules on essay presentation. All assessed coursework should be written in your own words; any kind of plagiarism will not only lead to failure, but also prohibit your degree. “As stipulated by HEC” (It is expected that the answer to the following question[s] will necessitate private research and reading beyond the material listed on the seminar sheets / PPT/ folder’s). Please read the following essay titles carefully. Answer one question only. Failure to properly address the question in the exact terms in which it is set may lead to a fail mark. Jeremy Bentham's assessment of the French revolutionaries' was “NONSENSE upon stilts”. Philosophically, and with all due respect to Bentham, it is difficult to make clear-cut distinctions between the traditional “first-generation” rights and the newer “second-generation” variety. The idea that only first-generation rights lend themselves to legal codification is wrong. Certainly, they lend themselves to it far more easily, because the adjudications they require are simpler. But in many
Performance Standard 2: School Climate The principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. Ineffective Developing Accomplished Exemplary 2.1 Incorporates knowledge of the social, cultural, leadership, and political dynamics of the school community to cultivate a positive academic learning environment. 2.2 Consistently models and collaboratively promotes high expectations, mutual respect, concern, and empathy for students, staff, parents, and community. 2.3 Uses shared decision-making and collaboration to build relationships with all stakeholders and maintain positive school morale. 2.4 Promotes a culture of collaboration, trust and shared leadership. 2.5 Supports the staff through continuous improvement efforts. 2.6 Addresses barriers to teacher and staff performance and provides positive working conditions to encourage retention of highly effective personnel. 2.7 In collaboration with the school council, as appropriate, ensures a school safety plan is developed and implemented in alignment with district policy. 2.8 Involves students, staff, parents, and the community to create and sustain a positive, safe, and healthy learning environment which reflects state, district, and local school policies, and procedures. 2.9 In collaboration with the school council, leads the development and/or implements best practices in school-wide behavior management that are effective within the school community and communicates behavior management expectations to students, teachers, and parents. 2.10 Is visible, approachable, and dedicates time to listen to the concerns of students, teachers, and other stakeholders. 2.11 Maintains a positive, inviting school environment that celebrates, promotes and assists in the development of the whole child/student, and values every child/student as an important member of the school community. Summary statement: Ineffective Developing . Accomplished is the expected level of performance Exemplary In addition to meeting the requirements for Accomplished The principal rarely promotes the success of all students by developing, advocating, or sustaining an academically rigorous, positive, or safe school climate for all stakeholders. The principal inconsistently promotes the success of all students by developing, advocating, or sustaining an academically rigorous, positive, or safe school climate for all stakeholders. The principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. The principal seeks out new opportunities or substantially improves existing programs to create an environment where students and stakeholders thrive and the rigor of academic expectations has significantly increased as evident through results. Performance Standard 3: Human Resources Management
After the Storm: Table 3—Constructing Your Argument Below is the graphic organizer to construct your argument Introduction (Restate the problem, Cite the significance of issue, Context) Claim (response to the problem) Working Hypothesis #1 (e.g. cite relationships between/ among data sets) Working Hypothesis #2 (e.g. cite relationships between/ among data sets) Working Hypothesis #3 (e.g. cite relationships between/ among data sets) Elaborate (Rationale of Working Hypotheses) Elaborate (Rationale of Working Hypotheses) Elaborate (Rationale of Working Hypotheses) Counterclaim (What evidence or idea might offset the above claim you are making? What is the significance of the counterclaim?) Conclusion (e.g. restate claim, wrap-up)
Scoring Rubric for Unit 6 Summative Assessment Essay Dimension Sophisticated Competent Needs Work Opinion of support or opposition of proposal Student’s opinion of support or opposition of proposal is clearly stated. Opinion is supported by several independent and factually correct lines of evidence. The proposal in question is clearly articulated and thoroughly explained. 2 pts Student’s opinion of support or opposition is fairly clear, and/or the stated opinion is supported by one or two lines of factually correct lines of evidence, or lines of evidence provided are factually incorrect. The proposal is somewhat clearly and explained, and could benefit from more detail. 1 pt Opinion of support or opposition is not evident, there are no supporting lines of evidence, and/or all evidence is factually incorrect. Proposal is incorrectly or insufficiently explained. 0 pts Reference to societal impacts from pursuing proposal Clearly identifies two or more impacts to society for pursuing this proposal. Impacts are each factually and logically correct. 2 pts Identifies only one impact to society for pursuing proposal. If multiple impacts are listed, not all may be factually or logically correct. 1 pts No evident impacts to society for pursuing this proposal, and/or listed impacts are not factually or logically correct. 0 pts Reference to economic impacts from pursuing proposal Clearly identifies two or more economic impacts from pursuing this proposal. Impacts are each factually and logically correct. 2 pts Identifies only one economic impact from pursuing proposal. If multiple impacts are listed, not all may be factually or logically correct. 1 pt No evident economic impacts to society for pursuing this proposal, and/or listed impacts are not factually or logically correct. 0 pts Identifies an exchange between carbon reservoirs reflected within proposal Clearly and accurately identifies at least two carbon reservoirs affected by this proposal and at least one flux. 2 pts Identifies one or more affected carbon reservoirs, but may not be clearly stated or accurate. Identified flux may be incorrect. 1 pt Does not identify any affected carbon reservoirs, or identified reservoirs are incorrect. No flux is identified. 0 pts Articulates a benefit and a drawback from pursuing proposal Clearly identifies one or more accurate advantage and one or more accurate disadvantage associated with proposal. 2 pts Identified advantage and/or disadvantage associated with proposal is factually incorrect. 1 pt No advantage or disadvantage of pursuing proposal is stated. 0 pts Total points possible: 10 pts
Lag and Unresponsive UI: Participants experienced an inability to carry out their tasks 3/6 4 Navigation: Participants had trouble navigating throughout the app 4/6 3 Navigation: Participants expressed that they would like to go back to home in order to search or start another process. 3/6 2 Icons and UI: Participants couldn’t find the mute button 6/6 4 Icons and UI: Didn’t understand the 道唱 icon 4/6 3 Icons and UI: Didn’t understand the home icon 6/6 4 Icons and UI: Difficulties with basic playback controls (stop/pause/play) 3/6 2 Search: Participants had difficulties with the search interface which prevented them from task completion. 5/6 4 Search: Participants mistakenly believed that search was contextual 3/6 2 Search: Search was the first method they used to find songs 5/6 3 Search: Participants had some difficulty finding the search function. 3/6 3 Finding (browse): Participants turned to the search function first which failed to produce any results 5/6 3 Song lists: Participants wished the adding songs to list behaviour was more akin to iTunes 3/6 2 Song lists: Participants wanted to add songs from the playlist view 6/6 3 History: Participants complained that the design of the history page made it very difficult to find the date they were looking for 5/6 3 History: Participants used natural language search when looking for time based items. 3/6 2 Lyrics: Participants when directed couldn’t find the function without significant time and effort. 4/6 3 Lyrics: Participants stated that they couldn’t imagine using the iPad (holding it) to sing songs 4/6 1
The Preamble 6 Intentions The Articles of Confederation 6 Weaknesses constitutionalism majority rule Shays' Rebellion debt militia Federalists vs The Bill of Rights The Federalist Papers ratification Anatomy of the Constitution separation of powers checks and balances Articles I, II, III The Legislative Branch House of Representatives Senate enumerated powers implied powers elastic clause impeachment cabinet veto The Executive Branch executive order presidential appointments term limit pardon, treaty Electoral College Federalism Supremacy Clause delegated powers reserved powers concurrent powers The Great Compromise The Amendments The Amendment Process The Bill of Rights civil rights civil disobedience suffrage poll tax literacy test segregation “Jim Crow” laws Civil War Amendments Civil Rights Amendments
Summative: Illustration of electromagnetic radiation from the Sun Individual students make an illustration of the sun’s energy being received by the Earth including: Characteristics of the waves Color where appropriate Labels including: Electromagnetic wave, Gamma ray, Infrared ray, Microwave, Radio wave, Ultraviolet, Visible light, X-Ray Criteria Expert Developing Struggling Characteristics of waves Includes an accurate continuum of wavelength and frequency Inaccurate illustration of the continuum of wavelength and frequency Unable to illustrate the continuum of wavelength and frequency Colors Uses color to accurately portray the colors in visible light Colors in incorrect order No colors used, or incorrect colors used Labels Appropriately labels 7 waves in the electromagnetic spectrum Appropriately labels fewer than 7 waves Labels may be used but they are not in appropriate locations on the spectrum Summative: Illustration of electromagnetic radiation from the Sun Individual students make an illustration of the sun’s energy being received by the Earth including: Characteristics of the waves Color where appropriate Labels including: Electromagnetic wave, Gamma ray, Infrared ray, Microwave, Radio wave, Ultraviolet, Visible light, X-Ray Criteria Expert Developing Struggling Characteristics of waves Includes an accurate continuum of wavelength and frequency Inaccurate illustration of the continuum of wavelength and frequency Unable to illustrate the continuum of wavelength and frequency Colors Uses color to accurately portray the colors in visible light Colors in incorrect order No colors used, or incorrect colors used Labels Appropriately labels 7 waves in the electromagnetic spectrum Appropriately labels fewer than 7 waves Labels may be used but they are not in appropriate locations on the spectrum
The summative assessment can be scored using the criteria indicated below. Below Standard/ Not Acceptable (0 points) Meets Standard (3 points) Exceeds Standard (5 points) Score Content What are the causes of past mass extinctions? No causes identified Answer identifies one cause of past mass extinctions Answer identifies more than one cause of past mass extinctions What data are used to determine the causes and rates of past mass extinctions? Data used not addressed Answer addresses types of data for causes or rates of mass extinctions, but not both Answer addresses types of data used to determine causes and rates of mass extinctions Ways humans contribute to biodiversity loss and why society should be concerned Answer does not address how humans contribute to biodiversity loss or why this matters to society Answer gives 1-2 ways humans contribute to biodiversity loss and why this matters to society Answer gives several 3+ ways humans contribute to biodiversity loss and reasons why this matters to society Explanation for why current extinction could be considered a mass extinction Answer does not present evidence or gives inaccurate information Answer uses several lines of evidence, information is accurate, but does not include extinction rates/magnitude Answer uses several lines of evidence, information is accurate, and includes discussion of extinction rates/magnitude Causes of current extinction compared to past mass extinction No comparison made Basic comparison made, but lacking in detail Comparison made including specific details regarding how causes varied Interactions among Earth’s spheres Not addressed, no interactions described Interaction described, but systems thinking terms not used or used incorrectly Interaction described, and correctly uses systems thinking terms
What will be the coordinates of point A” after a translation of polygon A’B’C’D’ three units to the left and two units up? 31. Triangle W(-1, 6), H(-3, -2), S(6, 5) maps to W’(-1, -6), H’(-3, 2), S’(6, -5). What transformation has taken place? Write the function/rule for the transformation.
Rubric Criteria Level 1 Level 2 Level 3 Level 4 1.) Country profile & background (6 marks) Current situation has not be analyzed sufficiently Source of info not listed Current situation has been briefly analyzed and discussed Source may be listed Current situation has been analyzed and discussed with considerable clarity Sources listed Current situation has been analyzed and discussed with clarity and thorough detail. Current sources listed correctly. 2. Map of the area and graphics (4 marks) Map and graphics provided have limited effectiveness Few effective captions/graphics have been used Map and graphics provided have some effectiveness Some effective captions have been used for graphics Map and graphics provided have considerable effectiveness Captions have been used for all graphics Map and graphics provided have a high degree of effectiveness. Map has been correctly titled, labeled and pictures have clear captions. 3. Camp Analysis (6 marks) Camp features and situation have not been fully analyzed, limited effectiveness Camp features and situation have been analyzed with some effectiveness Camp features and situation have been analyzed with effectiveness Camp features and situation have been analyzed with great effectiveness 4. Canadian Organization (6 marks) A Canadian organization has been discussed with limited effectiveness A Canadian organization has been discussed with some effectiveness Example has been given A Canadian organization has been discussed with effectiveness An excellent example has been given A Canadian organization has been discussed with great effectiveness and detail An excellent example has been given, showing the ability to both research and make real-life connections 5. Overall report effectiveness, organization, title Proper use of spelling and grammar Reference list (8 marks) Report and details have been organized with limited effectiveness Limited use of proper conventions and tone Some references have been included Report and details have been organized with some effectiveness Some effective use of proper conventions and tone Some references have been correctly formatted Report and details have been organized with considerable effectiveness Considerably effective use of proper conventions and tone References have been correctly formatted (APA) Report and details have been organized to a high degree of effectiveness Highly effective use of proper conventions and tone is evident Excellent, current references have been correctly formatted (APA) Comments
EYFS 2 Half Term Overview Summer 2 – Which was the biggest Dinosaur? 2017 - 2018 Week Planning Question Maths Literacy Topic Wk 1 04.06.18 Have you ever seen a Dinosaur? (Not here, Why? When?) Money Coins, Making Values to 10p, Tickets Role Play – Dinosaur Museum Questions – Non Fiction/Information Book Fossils Build up Dinosaur Museum https://youtu.be/yhQkUowpNNo Dinosaur rap for music Paper plate dinosaurs RE Wk 2 11.06.18 What is a T Rex? (Big, Land, Carnivore) Number – 1 more/1 less 10 more/10 less & missing numbers Story – ‘Can I have a T Rex?’ Reading Week Look at and learn about other large dinosaurs T Rex Song Build a T Rex RE Wk 3 18.06.18 What is a Stegosaurus? (Medium, Land, Herbivore) Problem solving - Doubling and halving Story – ‘Can I have a Stegosaurus?’ Writing Week Write class Story book Large Scale Stegosaurus Stegosaurus Song RE Wk 4 25.0618 What is a Pterodactyl? (Air, Carnivore) Problem solving – addition and subtraction Labelling - Non Fiction/Information Book Large Scale Pterodactyl PSHCE - Transition Wk 5 02.07.18 What is a Plesiosaurus? (Water, Carnivore) Number -Counting in 1’s, 5’s, 10’s and 2’s Lists of Dinosaurs - Non Fiction/Information Book Plesiosaurus Song PSHCE - Transition Wk 6 09.07.18 What is a Velocoraptor? (Feathers, Small, Carnivore) Number – Recognition to 30 Writing Facts - Non Fiction/Information Book Masks Wk 7 16.07.18 What’s your Dinosaur? MATHS ASSESSMENT WRITING ASSESSMENT Writing a Design for their own Dinosaur READING/PHONICS ASSESSMENT Plans Designs
i. Children will fall in love with the words on the page while growing closer to the person reading to them. b. Some of the best words you can hear when reading to a child is “Read it again.” I know this because my nephew has said it so many times. [transition] As you can clearly see, there is so much to gain and nothing to lose when reading to children. They gain vocabulary, knowledge, a love for literature, and you gain the enjoyment of seeing all this take place. Conclusion I. Reading to children: there is more to it than one might first imagine, as we help unleash their potential. Perhaps W. Fusselman said it best when he said, “Today a tomorrow a leader.” II. Today I have given you the reasons to read to children. A. We see the knowledge they will gain, B. the better learners they will be, C. and the bond they will have to literature and to you. III. So remember these reasons and read to the various children in your life. Help them grow and help them know what Dr. Seuss knew: “The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” Bibliography Brennan, Stephanie. “Once Upon A Time: An Internet Webquest on Successful Child Readers.” 2002. 10 Feb. 2003.
a. 3 b. 12 c. d. 18 Which number is a solution of the inequality? ____ 30. b > 11.3 a. 15 b. 9 c. –14 d. 4 ____ 31. m  a. 3 b. 5 c. 2 d. –9 ____ 32. x(7 – x) > 8 a. 2 b. 8 c. –1 d. 0 ____ 33. a. 8 b. 18 c. 2 d. 1 ____ 34. a. b. 5 c. d. Write the inequality in words. ____ 35. 5n – 10 > 26 a. Five times n less than ten is twenty-six. b. Ten plus five times a number is less than or equal to twenty-six. c. Ten less than five times a number is greater than twenty-six. d. Ten less than a number is less than or equal to twenty-six. Graph the inequality. ____ 36. a. b. c. d. Write an inequality for the graph. ____ 37. a. b. x < –8 c. x > –8 d. x < 8 Identify the graph of the inequality from the given description. ____ 38. x is negative. a. c. b. d. ____ 39. x is at least –4.5. a. c. b. d.
____ 76. Bella wants to write two equations to model the streets on this map. She can use y = x – 4 to describe . Find one absolute value equation to describe and . a. y = | x – 2 | – 3 c. y = | x + 3 | – 2 b. y = | x + 2 | – 3 d. y = | x – 3 | – 2 ____ 77. Which graph represents the following system of equations? y = 3x + 3 y = –x – 3 a. c. b. d. ____ 78. What is the solution of the system of equations? y = 3x + 7 y = x – 9 a. (–1, –10) b. (–17, –8) c. (4, 19) d. (–8, –17) Solve the system using elimination. ____ 79. 3x + y = 11 4x – y = 17 a. (–1, 4) b. (4, –1) c. (5, –4) d. (1, 4) ____ 80. 3x – 4y = –24 x + y = –1 a. (–4, 3) b. (0, 6) c. (3, 4) d. (4, 3) ____ 81. 3x – y = 28 3x + y = 14 a. (8, –4) b. (–7, 7) c. (7, –7) d. (–4, 8) ____ 82. Write the following inequality in slope-intercept form. a. b. c. d. Find the degree of the monomial. ____ 83. 7m6n5 a. 5 b. 11 c. 6 d. 7 ____ 84. 6x8y5 a. 5 b. 6 c. 13 d. 8 Simplify the difference. ____ 85. (4w2 – 4w – 8) – (2w2 + 3w – 6) a. 2w2 – 7w – 2 c. 2w2 – 1w – 14 b. 6w2 – 1w – 14 d. 6w2 + 7w + 2 Simplify the product.
Italics: Supplemental reading found at http://guides.library.unt.edu/coun5790 or website provided TOPICS READINGS & ASSIGNMENTS DUE 6/9 Course Orientation and Ground Rules Elements of Multicultural Counseling Introducing Privilege and Oppression Sue and Sue 1, 2, 3 Ortiz, 1999 Croteau, 1999 6/16 Social Justice Advocacy Systemic Oppression Sue and Sue 4, 5 Toporek, Lewis, & Crethar, 2009 Advocacy Competencies 6/23 Discussion: Power, privilege, & difference Models of Identity Development and Acculturation Sue and Sue 11, 12 McIntosh, 1990 Completed Reading: Johnson (2006) Advocacy Act/Engagement Project Proposal Due 6/30 Viewing and discussing The Color of Fear Microaggressions Sue and Sue 6 7/7 Discussion: My Cultural Identity Projects Broaching Theoretical Cultural Adaptations Evidence-Based Practice Sue and Sue 7, 8, 9 Day-Vines et al., 2007 Multicultural and Social Justice Counseling Competencies My Cultural Identity Project due 7/14 Culture of Poverty Spirituality and Religion Sue and Sue 25 ASERVIC Spiritual and Religious Competencies 7/21 Sexual Orientation Gender Older Adults Sue and Sue 23, 24, 26 Ponzo, 1992 ALGBTIC Competencies 7/28 Ability Status Black Culture Sue and Sue 14, 15, 22 Foss, Generali, & Kress, 2011
American Indian Culture 8/4 Latino Culture Asian Culture Middle Eastern Culture Sue and Sue 16, 17, 19 Final Case Study Due (hard copy and Tk20) 8/11 Discussion: Advocacy and Engagement Project Multiracial Identities Immigrants and Refugees Sue and Sue 18, 20 Advocacy Acts/Engagement Reflection Papers Due Self-Reflection Paper Due *Instructor may alter course calendar as necessary
Allied Health 21 (2 sections – if needed) 6/23 Thursday 1.30pm- 6.30pm CPR INST2016 6/24 Friday 1.30pm- 6.30pm CPR INST2016 TOTAL 10hrs (depends on # students)
What’s Been Happening at WTBBL! Hello Readers! Thanks to our partnership with ABLE, WTBBL now has 14 audiobooks available for download on BARD. Be assured that WTBBL also offers all these titles for checkout on digital cartridge. New on our website are FILLABLE Individual Applications in English and Spanish! After filling out the application, you can save the filled application (<Ctrl>< S>) and attach it to an email to - or - print it out (<Ctrl><P>) for faxing or sending to WTBBL. Our summer intern, Shauna, has helped us a lot this summer, assembling Welcome packets and providing Outreach support. Keep reading and talking about us to your friends, Linda White Cane Safety Day White Cane Safety Day is October 15th. Because it falls on a Saturday this year, in Southeastern Wisconsin, we are celebrating on Thursday, October 13th. The event celebrates the accomplishments of children and adults with vision loss. Also, it provides an opportunity to educate people about Wisconsin’s White Cane Law, which requires drivers to yield to pedestrians carrying white canes. At 12 pm in front of the Milwaukee County Courthouse, a flash mob of schoolchildren, teachers, local politicians and WTBBL and ABLE staff will dance to “Shake Your Groove Thing” (aka “Shake Your White Cane”) by Peaches and Herb. The theme is “Show’Em How We Do It”. For more information go to: . Come on out and join us! New Magazines Offered! Audible, Inc has recorded selected material from the print edition of The New Yorker for NLS to distribute to interested patrons. The magazine, which covers daily news and culture, is published 47 times per year. You may subscribe and receive this title on digital cartridge with your other magazine selections. Milwaukee Magazine subscribers may have noticed the addition of Newsweek to their digital cartridge. Contact WTBBL if you’d like to subscribe to the Milwaukee Magazine / Guideposts / Reader’s Digest / Newsweek cartridge. Talking Book Topics Order Forms Due to a number of requests, NLS has announced that subscribers receiving the audio version of the Talking Books Topics catalog will receive the order form at the same time. This change will begin with the September-October 2016 issue of Talking Book Topics. Vision Forward Conference in October Vision Forward Association is hosting their 2nd Vision Connections Conference on Saturday, October 1st, 2016 from 8:15 am
Unit 3: Communication in Context Read Watch Reflect & Engage (Assignments) Wed. June 21st Topics: Interpersonal Relationships REVEL c. 6 Quiz Shared Writing: Interpersonal Relationships Interpersonal Communication Brief Essay: Interpersonal Relationships Exam #1 (on Unit 1 and 2) opens Sunday June 18th at 6am and closes Wed. June 21st at 11:59pm Sunday June 25th Topics: Conflict Group Communication & Leadership REVEL c. 7 Quiz Shared Writing: Resolving Conflict REVEL c. 8 Quiz Shared Writing: Group Member Roles Persuasive Presentation Assignment (CIA pp. 107-112) Conflict Management Communication, Leadership & Working in Groups Persuasive Presentation Assignment Description Brief Essay: Conflict Peer Teach Group Project Due
Unit 4: Persuasion & Advocacy Read Watch Reflect & Engage (Assignments) Wed. June 28th Topics: Persuasive Speaking REVEL c. 14 Quiz CIA c. 6 Monroes’s Motivated Sequence Strategies to Persuade Persuasive Presentation Example: Food Insecurity Sunday July 2nd Topics: No Readings or Videos- just work on your presentation! Persuasive Presentation Outline (via blackboard) & Presentation Due Unit 5: Performance & Culture Read Watch Reflect & Engage (Assignments) Wed. July 5th CIA c. 4 & 5 Performance, Identity & Communication Language, Culture, & Power Group Analysis Paper Due (CIA p. 153)- Submitted via Blackboard FINALS July 7th Exam #2 (on Units opens Wednesday July 5th at 6am and closes Friday July 7th at 11:59pm
Moseley, Aaron, MED, Secondary Education Spencer (Undergraduate) House, Nina M., BS, General Studies Stigler (Undergraduate) King, Brooks Ryan, BS, Industrial Safety Stillwater (Undergraduate) Allen, Joshua J., BS, Fashion Marketing Curtis, Zach Wade, BS, Industrial Safety McBee Reed, Lydia Clarie, BFA, Theatre Arts - Performance Stratford (Undergraduate) Barrett, DeAmber Rae, BS, Kinesiology - Exercise/Fitness Management Stroud (Undergraduate) Hyde, Greg Allen, BS, Industrial Safety Tahlequah (Undergraduate) Herrin, Kayla Denise, BA, Psychology Marlow-Fuson, Skylar Elizabeth, BA, History – General and BA, Political Science Poteete, Ara Eliot, BS, Kinesiology - Exercise/Fitness Management Tecumseh (Undergraduate) VanMeter, Miranda Leigh, Cum Laude, BA, Mass Communication - Professional Media Texhoma (Undergraduate) Gonzales, Rebecca, BS, Industrial Safety Tonkawa (Undergraduate) Hembree, Holly Jane, Summa Cum Laude, BS, Kinesiology - Exercise/Fitness Management Stinson, Emily Rachelle, Cum Laude, BA, English Tulsa (Graduate) Allen, Stephanie Victoria, MA, History Kurtz, Samuel A., With Honors, MPA, Public Administration Releford, Kaala, MPA, Public Administration Tulsa (Undergraduate) Abram, DeVaughn S., BS, Kinesiology - Exercise/Fitness Management
Call: 252-232-8299 ask for Jesse Summer 2018 Page 6 RIDDICK Marine Construction By Joe Riddick Marketing Mail U.S. Postage PAID Permit # 10 27944 Snug Harbor Property Owners Association Post Office Box 392 Hertford, NC 27944-0392
EVALUATION METHODS Grading Scale: 90-100 A 80-89 B 70-79 C 60-69 D Below 60 F Topic Overview This is only an outline for the course. The topics listed below are intended to be a guideline; therefore, additional class topics may be assigned, may change or be adjusted to accommodate the needs of the class best. Because of time constraints, we will try to follow the schedule as best as possible. Whenever possible, schedule changes will be discussed as a group; however, I have the final say. All assignments and readings need be completed before each class meeting. I. Digital Age Teaching, Learning, & Leadership Course Overview Characteristics of 21st Century Digital Age teaching, learning, and Leadership Understanding the Digital Generation Digital Pedagogy Digital Equity TPACK, SAMR, ISTE Standards Future Ready Schools II. Hashtags, Hyperlinks, and more…Oh My! Tools for digital age Teaching, Learning, and Leading Curation Tools: LiveBinder, Padlet, Smore, and YouTube Mobile Learning Devices Digital Citizenship Screencasting Flipped Classroom/ Flipped PD Gamification of learning Coding Augmented Reality III. Social Media Soup - Savor The Flava Building a Personal Learning Network Webinars Twitter Instagram Acceptable Use Policies V. Presentation Ninjas Presentation Zen
Grading Criteria 5 4 3 2 0 Content: Task completion and topic development Complete and sufficient to tasks, thoroughly developed topic, rich in details Nearly complete and sufficient to tasks with only minor omissions, nearly developed topic, adequate level of details Connection to task and topic, but noticeably lacking in topic development and details Minimal connection to task and topic, very limited development of details No content; response not in target language; unrelated to task Language Usage: Structural details, grammar, vocabulary Highly attentive to structural details, grammatically precise for level, rich in vocabulary and variety of structures Accurate attention to structural details with only minor imprecisions which do not detract significantly from overall meaning, fairly broad range of vocabulary and variety of structures Some control over structures and range of vocabulary but lacking in attention to structural details as appropriate for level, evidence of native-language influence Limited control over structures, limited range of vocabulary, direct translation from native language, frequent use of non-target language elements No response; response not in target language Fluency: Flow, organization, comprehensibility, comprehension Fluid expression of ideas, well-organized, comprehensible and/or evident comprehension Nearly fluid expression with only minor lapses, fairly well organized, errors do not significantly detract from overall intended meaning, evidence of comprehension Some noticeable lapses in expression of ideas, and/or problems with organization and comprehensibility which require reader effort Consistent difficulties with expression requiring significant reader effort, elements of non-target language No response; response not in target language Speaking Grading Criteria 5 4.5 or 4 3.5 or 3 2.5 or 2 0
Activities for ESL: Dave’s ESL Café: English Online Interactive: Capital Community College, Guide to Grammar and Writing Leo Network (British English) (includes an audio chatline) Warning! British English! Purdue University’s OWL site. Instruction: Exercises: U.S. Department of Education: University of Victoria “Study Zone” On-line Connections We will study ideas about how people express themselves, how culture is related to expression and how these things are connected to our own lives. We will also study authors and how they express themselves. These sites will give you an introduction to these themes and authors. Sites on Culture Culturegrams: click on Culturegrams in the Media Center website CIA World Factbook; Brain-Pop: Focus on the English section Username: bccesol Password: esol406 Sites on Authors You will focus on your writing this year. How can you help your reader understand what you want to say? What do you have to say that is interesting? These authors talk about how they answer these questions. You will read the writings of all of these authors this year. Sandra Cisneros :
wanted to lie alone, face down on her bed and savor the vile piquancy of the moment, and go back down the lines of branching consequences to the point before the destruction began.” (p14) Chapter 5 The combination of the two words vile and piquancy seems totally fresh--unexpected. piquancy: 1. Pleasantly pungent or tart in taste; spicy orcausinghurtfeelings;stinging. The Things They Carried by Tim Obrien “...they carried like freight trains; they carried it on their backs and shoulders-and for all the ambiguities of Vietnam, all the mysteries and unknowns, there was at least the single abiding certainty that they would never be at a loss for things to carry”. (2) Chapter 2 O’Brien chooses to end the first section of the novel with this sentence. He provides excellent visual details of what each solider in Vietnam would carry for day-to-day fighting. He makes you feel the physical weight of what soldiers have to carry for simple survival. When you combine the emotional weight of loved ones at home, the fear of death, and the responsibility for the men you fight with, with this physical weight, you start to understand what soldiers in Vietnam dealt with every day. This quote sums up the confusion that the men felt about the reasons they were fighting the war, and how they clung to the only certainty - things they had to carry - in a confusing world where normal rules were suspended. Remember: You are NOT typing this dialectical journal--you are writing it by hand.
Welcome to AP Environmental Science AP Environmental Science Summer Assignment Thank you for choosing this challenging and eye-opening course!!!!!! Assignment 1 Read chapter 1,2,3 of the textbook “Environment” by Withgott, and answer the questions on the guide sheets. There will be a test on this material the first week of school. (Not the first day) We have an early date for the AP Environmental Science exam and must get down to work immediately. You will be taking the AP exam on this date! Monday May 4th Assignment 2 “Tragedy of the Commons” assignment. Read the assignment and follow the guide questions. Assignment 3 Watch the Ted Talk video on global climate change titled “Discovering Ancient Climates in Oceans and Ice” Answer the questions on the assignment sheet. All 3 of the above assignments are due on the first day of school, Wednesday August 27th Buy the Barron’s test preparation manual and bring it to school on the first day. Be sure to purchase the 5th edition. Required Materials bring the first day Assignment 1 Chapter 1-3 Guided Reading Read Chapters 1-3 from your textbook and answer the following questions using complete sentences.
Science Practices Deck includes all words and definitions. Cards are tied together. 3 Points Science Practices Deck includes some words and definitions. 1 Points Matter & Its Interactions Deck includes all words and definitions. Cards are tied together. 3 Points Matter & Its Interactions Deck includes some words and definitions. 1 Points Life Science Deck includes all words and definitions. Cards are tied together. 3 Points Life Science Deck includes some words and definitions. 1 Points Forces & Motion Deck includes all words and definitions. Cards are tied together. 3 Points Forces & Motion Deck includes some words and definitions. 1 Points Earth Science Deck includes all words and definitions. Cards are tied together. 3 Points Earth Science Deck includes some words and definitions. 1 Points
Why do you think education is important to Malala? (Please answer using complete sentences.) How does the author show that Malala is BOTH an ordinary teenager and an educational activist? (Please answer using complete sentences.) Plot and Structure: The book is divided into five parts (see the table of contents). Please write a brief summary in your own words about each of the five sections. You may expand this box if you are typing (tenth, eleventh, and twelfth graders) or attach a separate sheet of paper (if you are an incoming ninth grader). Use complete sentences. Response: Share your thoughts about the characters, their stories, your reactions, and more. You may expand this box if you are typing (tenth, eleventh, and twelfth graders) or attach a separate sheet of paper (if you are an incoming ninth grader). Use complete sentences. One question derived from the reading you would like to discuss when we return: One comment about the reading you would like to share when we return:
If you do not have PowerPoint, using a gmail account, you can create a PowerPoint presentation. Make sure you share and give access. When logged into gmail…Go to Documents, create new drop down, and select presentation. When saving this document be sure to save as a PowerPoint and not a PDF file
HIV Virus Category Points Available Points Earned Comments Digital Media Presentation History and Information on the virus itself Where did originate? How many people have been affected? How is it contracted? etc. 15 Describe how HIV replicates and average rate of mutations 15 Graph Graph the average rate of mutations 10 Brochure Public Health Campaign-Create an accompanying brochure Describe the HIV Virus (Signs and symptoms, treatments, etc.) Explain how the virus mutates at such rapid How re-infection and so dangerous 40 Effort/Digital Presentation/Brochure Did you do a quality work? Was your topic covered with good content? Not overwhelming Pictures appropriate 20 Total 100
HIV Virus Category Points Available Points Earned Comments Digital Media Presentation History and Information on the virus itself Where did originate? How many people have been affected? How is it contracted? etc. 15 Describe how HIV replicates and average rate of mutations 15 Graph Graph the average rate of mutations 10 Brochure Public Health Campaign-Create an accompanying brochure Describe the HIV Virus (Signs and symptoms, treatments, etc.) Explain how the virus mutates at such rapid How re-infection and so dangerous 40 Effort/Digital Presentation/Brochure Did you do a quality work? Was your topic covered with good content? Not overwhelming Pictures appropriate 20 Total 100
Global Warming Digital Presentation/Documentary Category Points Available Points Earned Comments Climate Change Background Discuss human impact on composition of Earth’s atmosphere. Discuss change to carbon dioxide levels Describe and give examples of greenhouse gases Describe greenhouse effect. What are fossil fuels? How do they affect carbon dioxide levels in the atmosphere? How does cellular respiration affect carbon dioxide levels in the atmosphere? 25 Cellular Respiration and Burning fossil fuels comparison How are they alike? Different? 25 Using data and evidence from reliable sources (not Wikipedia) Describe which of the two, or how both are cause of climate change. (give source credit) 25 Effort/Digital Presentation Did you do quality work? Was your topic covered with good content? Not overwhelming Pictures appropriate 25 Total 100
AP Human Geography Summer Assignment Students will be required to take map quizzes during the first two weeks of school. A list of countries/territories is provided below, as well as some on-line study tools. Students will be quizzed according to the following regions, in order to reduce the entire world into more manageable areas for quizzing purposes. The quiz schedule is as follows: Latin America Europe (both eastern and western Europe) Asia (central Asia, East Asia, South Asia and Southeast Asia) Southwest Asia & North Africa (the Middle East) Africa (excluding the 5 countries in North Africa along the Mediterranean Sea) Here are the countries/territories that will be on the quizzes. They are provided in alphabetical order, not by region. Afghanistan Albania Algeria Andorra Angola Argentina Armenia Australia Austria Azerbaijan Bangladesh Belarus Belgium Belize Benin Bhutan Bolivia Bosnia & Herzegovina Botswana Brazil Brunei Bulgaria Burkina Faso Burundi Cambodia Cameroon Central African Republic Chad Chile China Colombia Congo Costa Rica Cote d'Ivoire (Ivory Coast) Croatia Cuba Cyprus Czech Republic Democratic Republic of Congo Denmark Djibouti Dominican Republic East Timor Ecuador Egypt El Salvador Equatorial Guinea Eritrea Estonia Ethiopia Finland France French Guiana Gabon Gambia Georgia Germany Ghana Greece Guatemala Guinea Guinea Bissau Guyana Haiti Honduras Hungary Iceland Ireland Iran Iraq Israel Italy Jamaica Japan Jordan Kazakhstan Kenya Kuwait Kyrgyzstan Laos Latvia Lebanon Lesotho Liberia Libya Liechtenstein Lithuania Luxembourg Macedonia Madagascar Malaysia Malawi Mali Malta Mauritania Mexico Moldova Monaco Mongolia Montenegro Morocco Mozambique Myanmar (Burma) Namibia Nepal Netherlands New Guinea New Zealand Nicaragua Niger Nigeria Norway Oman Panama Pakistan Paraguay Peru Philippines Poland Portugal Puerto Rico Qatar Romania Russia Rwanda Saudi Arabia Senegal Serbia Sierra Leone Singapore Slovakia Slovenia Somalia South Africa South Korea South Sudan Spain Sri Lanka Sudan Suriname Swaziland Sweden Switzerland Syria Taiwan Tajikistan Tanzania Thailand Togo Tunisia Turkey Turkmenistan Uganda Ukraine United Arab Emirates (U.A.E) United Kingdom Uruguay Uzbekistan Vatican City Venezuela Vietnam Yemen Zambia Zimbabwe
9th Grade Summer Bridge Program The 9th Grade Summer Bridge is a FREE summer enrichment program designed to help incoming 9th grade students make connections with future teachers and classmates while preparing them academically for the transition to high school. Date Time Location June 6th – July 3rd Monday - Thursday 8:00 am - 2:00 pm Breakfast and lunch will be provided. Worthing High School What is the purpose of the program? Introduce students to project-based learning Build leadership and collaboration Ease the transition from middle school to high school Provide incoming freshmen opportunity to gain 1.5 credits prior to entering high school Enhance student confidence, self-esteem, and motivation. What will the day look like? All sessions focus on high-interest topics and activities: Leadership Spoken Word Mad Science Robotics and more! Students will also participate in either a lab or field trip EVERY WEEK! Who can enroll? All incoming 9th grade students and select sophomore students who are interested in spending 4 weeks packed with fun-filled educational experiences are encouraged to register at NO COST. CAMP HOURS are from: 8:00am – 2:00pm To Register, go to:
PM Option Includes: Please eat lunch prior to camp. Afternoon Drop-off: 1:00-1:15pm. Afternoon Pick-up: 4:00-4:55pm. WEEKS ATTENDING MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Enrollment options by day Full or AM or PM Full Full or AM or PM Full or AM or PM Full Week 1: June 4-8 Week 2: June 11-15 Week 3: June 18-22 Week 4: June 25-29 Week 5: July 2-6 NO SERVICES NO SERVICES NO SERVICES Week 6: July 9-13 Week 7: July 16-20 Week 8: July 23-27 Week 9: July 30-August 3 Week 10: August 6-10
Weekly Camp Sign-Up Form WEEK #__________ DATES__________ Regular Camp Hours Early/Late Care 8:30am-4:30pm 7-8:30am 4:30-6pm Monday□ Tuesday□ Wednesday□ Thursday□ Friday□ COST: Residents: $25 daily without fieldtrip. $35 on a fieldtrip day. Non-Residents: $30 daily without fieldtrip. $40 on a fieldtrip day.
State Country Postal Code Phone: E-mail: EDUCATIONAL DETAILS S.No Name of the University Year and Degree Title (With Specialization) CAP/GPA 1. 2. 3. 4. RESEARCH EXPERIENCE From To Research Organisation Position Held (Brief description of responsibilities) Supervisor Test Score Year GRE TOEFL IELTS Please input "N/A" if not applicable. PUBLICATIONS
that you indicate your choices in order: first choice, second choice, third choice and fourth choice. CHOICE SEMINAR 1st 2nd 3rd 4th Commotion in the Ocean 1st 2nd 3rd 4th Bonjour! Discover French! Don’t Burst My Bubble! French is Fun! Introduction to Spanish On the Spot – Improvisational Theater Skills 1st 2nd 3rd 4th Become A Published Author! 1st 2nd 3rd 4th Around the World and Back with Cinderella 1st 2nd 3rd 4th One Kid’s Trash is Another Kid’s Treasure! Teaching Writing through Literature Young Authors Write: On 1st 2nd 3rd 4th Rock! A Musical 1st 2nd 3rd 4th Become A Published Author! CHOICE SEMINAR 1st 2nd 3rd 4th Introduction to Spanish: Speaking Spanish in a Changing World 1st 2nd 3rd 4th Water Werks 1st 2nd 3rd 4th A Week in the Woods Art like an Ancient Egyptian “Create a Comic” Learning to Draw Scene Stars: Introduction to Theater 1st 2nd 3rd 4th Up, Up and Away - Airplanes 1st 2nd 3rd 4th Dances Around the World and Home Again 1st 2nd 3rd 4th Aerospace Technology: Airplanes & Rockets Let’s Cook! Math All Around Us 1st 2nd 3rd 4th Books Galore and More 1st 2nd 3rd 4th A Midsummer Theatre Dream 1st 2nd 3rd 4th Statistical Analysis in Sports CHOICE SEMINAR 1st 2nd 3rd 4th “A Walk Outdoors” Fun with Physics and Chemistry Experiments On the Spot – Improvisational Theater Skills 1st 2nd 3rd 4th Going ‘Round in Circles 1st 2nd 3rd 4th Daily Trip to the iMovies Foundations of Leadership Introduction to Ceramics Lego Mindstorms NTX\EV3’s Unraveling the Blues 1st 2nd 3rd 4th Rhythm: The Foundation of Music 1st 2nd 3rd 4th The Art of Decorating Cloth through Batik 1st 2nd 3rd 4th “Financial Skills - Getting a Head Start” On the Spot – Improvisational Theater Skills Should I Buckle Up? Stained Glass That’s SEW Cool! 1st 2nd 3rd 4th Expression through the Depression and Freedom from Oppression