zilongwang/ReadingBank huggingface dataset:
Is the evidence specific? For example, the phrase “two decades of research shows that breathing has positive health benefits” is not specific. We do not know over which two decades the research was done. Also, “several studies have shown that walking is a great way to move from one place to another” is not specific either. We know nothing about the studies so we cannot know if they are current, authoritative, relevant, or biased. Writing Reading: What-Why-How Chart What? What does the author think about the topic? WHY? These are the author’s reasons for thinking this way. HOW? These are the author’s support, evidence and/or examples for each reason. Use C A R B S to evaluate the evidence. C A R B S C A R B S C A R B S C A R B S __________________________________________________________________________________________
In conclusion, Keepit Slow’s editorial supports her opinions by using current evidence from reliable government sources. Speed Demon’s blog is just his personal opinion, and he has not done any research to prove his points. Awareness of audience and purpose is shown by a conclusion which summarizes the argument TASC Graphic Organizer Intro Summarize the two arguments (Include passage titles and authors.) “Argument 1 says . . . . On the other hand, Argument 2 says . . .” Write the thesis: “Argument 1 is better supported than Argument 2 because _____ “ Body 1 Explain reasons Argument 1 is better than Argument 2 Evidence and/or counterclaims Body 2 Explain reasons why Argument 2 is weaker than Argument 1 Evidence and/or counterclaims Conclusion Summarize your main points
Special Events - H & 1- Glenn S. CARNA Donations — WEBMASTER - $100.00 Wesley Methodist-Spkr. Jam Rent # 1469 Bank of America $5.00 Rplcmnt Deb. Crd. Fee Automatic Payment Dex — $33.75 Automatic Payment Phone Line/One Box Services — $50.93 Automatic Payment EIG*iPage - Annual Automatic Payment EIG*iPage - Annual Automatic Payment Total Expenses — $2,347.03 Balance - $4,482S9 (Total expenses subtracted from total income) Prudent Reserye — Trpe Valance Total - $482.59 Ugme..Gæ.!L-P2Q.gg.g.22: For 08/13/2017. Your Business Fundamentals Checking for August 1, 2017 to August 31 , 2017 TIDEWATER AREA SERVICE COMMITTEE OF NA Account summary Beginning balance on August 1 , 2017 $5,079.07 DeposiE and other credits 1 ,834.73
Employee “Remote Readiness” Checklist Employee Name: Employee Remote Location: Manager Name: Manager Sign Off: Item Description Required Recommended How to verify Hardware 1 Broadband Internet Connection (BTS does not support users on dial-up, satellite, or 3G/4G connections) 10 Mbps down/1 Mbps up DSL 30+ Mbps down/5+ Mbps up Cable In your local browser (not a browser within Citrix) Go to . Submit screenshot of speedtest results with this checklist (You can paste screenshots to end of this document.) 2 PC meeting or exceeding BTS Infrastructure minimum requirements to support Citrix (latest requirements listing is available at , then click on Citrix Requirements) Macintosh supported by Citrix. Requirements similar to PC. Single-Core 1.5 GHz, Windows 7 or higher Dual-Core 2.5+ GHz or 2.0+ GHz, Windows 10, It is highly recommended to hard cable your PC to Internet connection (router)* See notes on finding your system specifications at the end of this document. Submit screenshot with this checklist. (You can paste screenshots to end of this document.) 3 System Memory 1 GB 6+ GB See notes at end of document. 4 Headset or built in Microphone for Skype for Business Meetings, depending on position or manager requirements by supervisor approval based on need- Logitech H390 5 Internal or external Webcam for Skype for Business Meetings, depending on position or manager requirements by supervisor approval based on need- LifeCam HD-3000 6 Telephone connection. Required phone dependent on position or manager approval Landline Mobile Landline (Customer Care positions require a Landline)** Core
Hard Case A black hard case holster is available for the C2 ECD. TASER C2 Cartridge 15-foot (4.6 m) cartridges are available for the C2 ECD. TASER C2 Simulation Cartridges C2 simulation cartridges are identifiable by their blue color. Simulation cartridges are intended for practice only. DO NOT use a C2 ECD loaded with a simulation cartridge for self-defense. Simulation cartridges use non-conductive nylon line and will not transmit electrical pulses to the probes. A simulation cartridge will have no NMI effect on an attacker. Use C2 standard cartridges, which are black in color, for self-defense. Avoiding Unintentional Discharge WARNING Never attempt to open or modify a C2 cartridge. Tampering with a live C2 cartridge could cause it to fire or malfunction, which may result in serious injury. Handle all C2 cartridges with care. Probes may deploy unexpectedly if exposed to physical Additionally, the firing sequence for all C2 cartridges is designed to be initiated by an electrostatic discharge delivered by the TASER ECD. This is an important design and functional element for the C2 ECD and cartridge. However, an electrostatic discharge can come from many sources such as rubbing cloth (i.e., jacket liner) across a cartridge in an environment known to create static shocks. When an 17 Chapter 4 TASER C2 ECD and Cartridge Features
If you are significantly closer or further than 15 feet to the target, the LASERs will appear to be out of alignment. This is because the two LASERs are located almost 1 inch apart side-by-side on the CEW and zeroed to 15 feet. Be sure not to fire at an attacker who is over 15 feet or 4.6 meters away (measure 15 feet or 4.6 meters to see how far this is – it will probably be further than you If you do deploy at someone more than 15 feet or meters away, the probes will not have sufficient wire to them. Deployment Instructions for Self-Defense Obtain the X2 CEW and ensure the cartridges are installed. If a person approaches in a suspicious or threatening manner, the safety switch in the up (ARMED) position. Aim the LASER beam at the attacker. Shout verbal commands to “get away,” if feasible. It is possible that the person will flee based on the verbal commands and LASER. If you determine that you need to deploy the X2 CEW in self-defense, ensure that you are within 15 feet of the attacker. Sequential trigger can deploy an X2 cartridge. At the beginning of the event, the leftmost active cartridge is selected by default. First Available Cartridge Selected Other Cartridge Loaded in the CEW Semi-Automatic Mode Battery Capacity 81-100% Pull the trigger to deploy the selected cartridge.
Additional Items 8 Legality The has classified our TASER CEWs as non-firearms because they use compressed gas, rather than explosives to launch the projectiles. Because TASER CEWs are not firearms, they may be carried without a permit in certain jurisdictions (check state and local laws for requirements in your area). The TASER CEW is restricted from possession by citizen users in the following states: Hawaii, Massachusetts, New Jersey, New York, Rhode Island, Washington DC, U.S. Virgin Islands, and certain cities and counties. Check our website at www.TASER. com for a list of known state and local laws concerning TASER CEWs. Because state and local laws may change, be sure to research the applicable laws in your area prior to using, possessing or transporting the CEW. Medical Research TASER CEWs are among the most extensively studied CEWs. Many CEW-related medical and field studies have been published. For more information go t Warranty Please see the product warranty which came with your CEW. TASER’s current product warranties are also av Warnings See the current product warnings that came with your CEW, for more information about your TASER product. TASER’s current product warnings are also av
Wednesday, April 26, 2017 6:00 – 8:45 am Hotel Breakfast Hotel Lounge 7:45 – 9:00 am Registration Open Registration Area General Session 9:00 - 11:30 am Federal Update & Closing Remarks Mirabella E Presenter: David Bartnicki, Department of Education Moderator: Charles Harper, Belmont University The Department of Education will present information about current issues for the Title IV student aid programs. The session will include updates about the Department’s Title IV activities and initiatives, including information about regulatory efforts. Celebration Scheduled for Next Year!
10:30 – 11:30 am Session 4: Verification: Please Stop Changing Mirabella D This session will discuss the 101 of verification, what to look for when completing verification and how to resolve 400/401 codes. It will also give helpful resources that can assist in completing verification. Presenters: Celia Bradley, Middle Tennessee State University Kelly Hawthorne, Vanderbilt University Moderator: Jamie Hamby, Cleveland State Community College 11:45 – 1:00 pm Luncheon Mirabella F Reserved seating for TASFAA Past Presidents SASFAA Update – Sharon Oliver Vendor Appreciation TASFAA Awards (cont.) 1:30 – 4:30 pm Registration Continues Registration Area 1:30 – 2:30 pm General Session Mirabella E Different Academic Calendars & Awarding Title IV Aid This session will explain how different types of academic calendars affect the administration of Title IV aid. Guidance will be provided on how to determine whether a program is structured as standard term, no-standard term, or non-term and how each calendar structure determines what Federal Pell Grant formula is required and how academic years are defined for Direct Loans. Presenter: David Bartnicki, U.S. Department of Education Moderator: Charles Harper, Belmont University 2:30 – 3:00 pm Vendor Area Open Oakleigh AB – snacks provided!! Special Entertainment: Bill Riggs, MTSU Financial Aid, saxophone Bill McCord, MTSU Financial Aid, Bass Kelli Cox, Trevecca Adjunct Professor, piano Concurrent Sessions 3:00 – 4:00 pm Session 1: Federal Q & A Mirabella A This question-and-answer session will give financial aid administrators an opportunity to ask questions and provide discussion. Presenters: Bartnicki, U.S. Department of Education Wood Mason, U.S. Department of Education Moderator: Robbie Snapp, Middle Tennessee State University
Senior Drama Theatre of the Absurd Dimension 1: Forming (Individual) Practical: Directing (Published Playtext) Semester 1 – Task 10 - Forming Name______________________________ Drafts Due: Due Date: Context DIRECTING
Task 10 - Directing workshop and supporting folio – FORMING / Individual Criteria A B C D E See task sheet The student work has the following characteristics: perceptive and skilful management of elements of drama to create dramatic action. perceptive and skilful use of a range of conventions of forms and styles, and skills of drama to shape dramatic action. insightful and skilful synthesis of the dramatic languages, purposes and contexts to create dramatic action and meaning. The student work has the following characteristics: skilful management of elements of drama to create dramatic action. skilful use of a range of conventions of forms and styles, and skills of drama to shape dramatic action. skilful synthesis of the dramatic languages, purposes and contexts to create dramatic action and meaning. The student work has the following characteristics: management of elements of drama to create dramatic action. use of a range of conventions of forms and styles, and skills of drama to shape dramatic action. synthesis of the dramatic languages, purposes and contexts to create dramatic action and meaning. The student work has the following characteristics: partial management of aspects of elements of drama to make dramatic action. partial use of conventions of forms and styles, and skills of drama to make dramatic action. partial use of purposes and contexts to make dramatic action and superficial meaning. The student work has the following characteristics: partial use of aspects of elements of drama to make dramatic action. partial use of aspects of conventions of and styles, and skills of drama to make dramatic action. partial use of aspects of purposes and contexts to make dramatic action. Teachers Comment: Teacher's Signature: Date:
Criteria A B C D E See task sheet The student work has the following characteristics: insightful interpretation of purposes, contexts and texts to skillfully and sensitively communicate dramatic meaning through performance perceptive manipulation of elements of drama through conventions of forms and styles to skillfully realise style in performance insightful and polished demonstration of skills of drama to communicate convincing and engaging dramatic action and meaning for audiences. The student work has the following characteristics: effective interpretation of purposes, contexts and texts to clearly communicate dramatic meaning through performance. effective manipulation of elements of drama through conventions of forms and styles to clearly realise style in performance. effective and demonstration of skills of drama to communicate engaging dramatic action and meaning for audiences. The student work has the following characteristics: interpretation of purposes, contexts and texts to communicate dramatic meaning through performance manipulation of elements of drama through conventions of forms and styles to realise style in performance demonstration of skills of drama to communicate dramatic action and meaning for audiences. The student work has the following characteristics: basic interpretation of purposes and texts to partially communicate dramatic meaning through performance use of elements of drama through conventions to demonstrate aspects of style in performance. demonstration of basic skills of drama to partially communicate dramatic action and meaning for audiences. The student work has the following characteristics: use of texts to communicate a partial performance superficial use of elements of in performance. demonstration of aspects of skills of to partially communicate dramatic action. Teachers Comment: Teacher's Signature: Date: Task 11 – Presenting a published playscript– Presenting / Individual
Name: __________________________________ Date: _________________ Austin used a number line to solve a problem. He started at 13 and ended at 8. Write the equation that Austin could have been solved. ________________________ Use pictures, numbers, or words to tell how you know.
Name: __________________________________ Date: _________________ Write the missing numbers. ______ + 6 = 13 13 – ______ = 7 Use pictures or words to tell how you found the missing numbers. Write the missing numbers. ______ + 5 = 9 9 – ______ = 4 Use pictures or words to tell how you found the missing numbers.
d. Use evidence found in the 3 student work samples and the whole class summary to analyze the patterns of learning for the whole class and differences for groups or individual learners relative to conceptual understanding use of scientific practices during inquiry evidence-based argument about a scientific phenomenon Consider what students understand and do well, and where they continue to struggle (e.g., common errors, confusions, need for greater challenge). Organize your answer: Pattern of student learning observed (what are they doing well or what are they struggling with?) Is the pattern relative to conceptual understanding, use of scientific practices, or creating arguments? Students showing this pattern Evidence from whole class summary Evidence from student work samples Feedback to Guide Further Learning b. Explain how feedback provided to the 3 focus students addresses their individual strengths and needs relative to the standards/objectives measured.
Senior Drama Realism & Australian Drama Dimension 1: Forming (Individual) Practical: Directing (Published Playtext) Semester 1 – Task 3 - Forming Name______________________________ Drafts Due: Due Date: Context DIRECTING
Hemingway Code Hero Task 5 Read the final section, pages 107-126 Complete Section 5 of the Study Guide Questions Read the “Hemingway Code Hero” an essay answering the following question: Based on what you read in the essay “Hemingway Code Hero” and the novel Old Man and the Sea, do you believe Santiago would fit Hemingway’s definition of a hero? Why or why not? Support your opinion with information from both works. Your essay must be typed in MLA format and be a minimum of 500 words long, and include a list of works cited. SECTION FIVE: PAGES 107-128 1. Explain: “A man can be destroyed but not defeated.” (103) Was defeated by the shovel-nosed sharks? 2. Although will probably never have the chance to catch another big fish, how does he transcend “the death” of his fishing career? 3. Why is it significant that the novella ends with dreaming of the lions?
Senior Drama Epic Theatre Dimension: Forming (Individual) Non Practical: Devising Semester 2 -Task 6 - Forming Name______________________________ Due Date: Context DEVISING Throughout this unit you have explored the reactionary and experimental theatre styles of the modern era. You have examined the theatre of Bertolt Brecht and his approach to Epic Theatre in detail and transformed a realism scene into your own Epic Theatre scene. Task Students will read published Australian play script ‘Blackrock’ and explore the social issues surrounding the text. You will choose an excerpt from the play OR a social issue explored in the play and devise your own Epic Theatre scene using the conventions. Your script must manipulate the appropriate dramatic languages pertaining to the selected style and the dramatic elements: Human Context, Focus, Time, Space, Language and Movement, and Symbol. Devising- a skill of drama. Devising is the process of planning, trialling, structuring, refining and creating dramatic action using dramatic languages.
Task 6 – Devising a published playscript/excerpt – FORMING / Individual Criteria A B C D E See task sheet The student work has the following characteristics: perceptive and skilful management of elements of drama to create dramatic action. perceptive and skilful use of a range of conventions of forms and styles, and skills of drama to shape dramatic action. insightful and skilful synthesis of the dramatic languages, purposes and contexts to create dramatic action and meaning. The student work has the following characteristics: skilful management of elements of drama to create dramatic action. skilful use of a range of conventions of forms and styles, and skills of drama to shape dramatic action. skilful synthesis of the dramatic languages, purposes and contexts to create dramatic action and meaning. The student work has the following characteristics: management of elements of drama to create dramatic action. use of a range of conventions of forms and styles, and skills of drama to shape dramatic action. synthesis of the dramatic languages, purposes and contexts to create dramatic action and meaning. The student work has the following characteristics: partial management of aspects of elements of drama to make dramatic action. partial use of conventions of forms and styles, and skills of drama to make dramatic action. partial use of purposes and contexts to make dramatic action and superficial meaning. The student work has the following characteristics: partial use of aspects of elements of drama to make dramatic action. partial use of aspects of conventions of forms and styles, and skills of drama to make dramatic action. partial use of aspects of purposes and contexts to make dramatic action. Teachers Comment: Teacher's Signature: Date:
Down 1. Robespierre’s new religion: The Cult of the ___ ___. 3. Leader of France during the Reign of Terror. 4. France’s new government following the reign of terror; it consisted of a 5 man executive body. 6. Radical group that controlled the National Convention during the Reign of Terror. Across 2. Moderate group who favored the creation of a federal republic. 5. The Committee of ___ ___ was created to oversee France’s war efforts. 7. 85% of the 40,000 people executed during the of Terror were originally members of the ___ ___ (Old Regime). 8. Killing device used during the Reign of Terror. 9. The Reign of ___ lasted from 1793 – July 1794. 10.The Reign of Terror officially ended when Robespierre was ___ on July 28, 1794.
Task 7 – Presenting a student devised playscript– Presenting / Individual Criteria A B C D E See task sheet The student work has the following characteristics: insightful interpretation of purposes, contexts and texts to skillfully and sensitively communicate dramatic meaning through performance perceptive manipulation of elements of through conventions of forms and styles to skillfully realise style in performance insightful and polished demonstration of skills of drama to communicate convincing and engaging dramatic action and meaning for audiences. The student work has the following characteristics: effective interpretation of purposes, contexts and texts to clearly communicate dramatic meaning through performance. effective manipulation of elements of through conventions of forms and styles to clearly realise style in performance. effective and demonstration of skills of drama to communicate engaging dramatic action and meaning for audiences. The student work has the following characteristics: interpretation of purposes, contexts and texts to communicate dramatic meaning through performance manipulation of elements of drama through conventions of forms and styles to realise style in performance demonstration of skills of drama to communicate dramatic action and meaning for audiences. The student work has the following characteristics: basic interpretation of purposes and texts to partially communicate dramatic meaning through performance use of elements of drama through conventions to demonstrate aspects of style in performance. demonstration of basic skills of drama to partially communicate dramatic action and meaning for audiences. The student work has the following characteristics: use of texts to communicate a partial performance superficial use of elements of drama in performance. demonstration of aspects of skills of drama to partially communicate dramatic action. Teachers Comment: Teacher's Signature: Date:
Task 9- Presenting a published playscript– Presenting / Individual Criteria A B C D E See task sheet The student work has the following characteristics: insightful interpretation of purposes, contexts and texts to skillfully and sensitively communicate dramatic meaning through performance perceptive manipulation of elements of drama through conventions of forms and styles to skillfully realise style in performance insightful and polished demonstration of skills of to communicate convincing and engaging dramatic action and meaning for audiences. The student work has the following characteristics: effective interpretation of purposes, contexts and texts to clearly communicate dramatic meaning through performance. effective manipulation of elements of drama through conventions of forms and styles to clearly realise style in performance. effective and demonstration of skills of drama to communicate engaging dramatic action and meaning for audiences. The student work has the following characteristics: interpretation of purposes, contexts and texts to communicate dramatic meaning through performance manipulation of elements of drama through conventions of forms and styles to realise style in performance demonstration of skills of drama to communicate dramatic action and meaning for audiences. The student work has the following characteristics: basic interpretation of purposes and texts to partially communicate dramatic meaning through performance use of elements of drama through conventions to demonstrate aspects of style in performance. demonstration of basic skills of drama to partially communicate dramatic action and meaning for audiences. The student work has the following characteristics: use of texts to communicate a partial performance superficial use of elements of drama in performance. demonstration of aspects of skills of drama to partially communicate dramatic action. Teachers Comment: Teacher's Signature: Date:
12 Does your proposal relate to land acquisition or management, agriculture or pastoral investment? If Yes, has the applicant consulted with Indigenous Land Corporation (ILC) on the Proposal? If Yes, attach evidence of the applicant’s consultation with ILC when lodging the application. If your application is a land or pastoral proposal (e.g. purchase of land for farming for agriculture purposes or farm management) you must consult the (ILC) seeking their view of the proposal including whether they consider the proposal viable and value for money. The views of ILC must be included in your application. This requirement is a condition under the ABA Beneficial Grant Guidelines; refer to Section 2.8 (page 8) of the . TASK CARD 3: FINANCIAL VIABILITY AND GOVERNANCE This task card has been developed to help you understand the information we seek from you in Part 3, Financial Viability and Governance of the Application Form. The information you provide is important because it tells us about the financial viability and governance of the applicant. Question Explanation 13 Does the applicant operate under specific legislation other than incorporation legislation, for example, legislation that the applicant may be required to comply with to maintain licensing arrangements? If Yes, provide details of the regulator and the relevant legislation. Apart from your incorporation type e.g. Aboriginal Corporation, Inc., Pty Ltd, please advise of any legislation that you may be required to comply with e.g. working with children, working with vulnerable people, working on building sites. 14 Has the applicant been involved in any litigation or prosecution in the past three years? If Yes, provide details and/or an explanation of why that litigation or prosecution should not be considered relevant to the application. Please provide details of any court proceedings your organisation may have been involved in within the past three years. 15 Has any senior official or person directly involved in delivering the Proposal (should the application be successful) been involved in any litigation or prosecution that may reasonably be considered to be relevant to the application? If Yes, provide details. If deemed relevant please provide details of any proceedings senior officials from your organisation may have been party too. 16 Has there been any significant financial matter which may impact on the applicant in the performance of the Proposal? If Yes, provide details. A significant financial matter may be meeting unmet statutory requirements e.g. unpaid tax debt, outstanding superannuation contributions or other financial costs that may impact your capacity to deliver this proposal. Please advise if you have any significant financial matters.
Task Challenge Tracking Sheet Challenge Key 1. Partner Throw and Catch 4. Paddle Strike 7. Shuttle-Run 2. Volley Up 5. Partner Paddle Strike 8. Double Dutch Jumping 3. Jump Rope 6. Lay-up Students Name 1 2 3 4 5 6 7 8
ASSUMPTIONS/LEGEND In evaluating BCAs, assume the only other PRC Standard that could apply is PRC-005. Therefore, ignore any potential applicability to PRC-023, PRC-001, etc. “Blue” colored equipment is BES equipment. “Green” and “Black” colored equipment is non-BES equipment. A “filled-in” rectangle is a “closed” breaker. An rectangle is an “open” breaker. A “yellow” line or lightning bolt represents a Fault. All relays and line carriers that are part of a Protection System(s) in the examples are programmable electronic devices unless prefixed by the term “mechanical”. BKR = breaker. GEN = generator. R = relay. PLC = power line carrier.
EXAMPLE 9 Description: A Fault occurs between Generator A (“GEN A”) and Breaker A (“BKR A”). BKR A is supposed to operate for the Fault, but it fails to operate. Relay “R” sees the detects that BKR A did not operate and sends a breaker failure initiate command to BKR L, C, BKR D, BKR F, BKR G, and BKR I to open.
Physically assist the consumer with digital stimulation Physically assist the consumer with suppository insertion Physically assist the consumer with enemas Physically assist the consumer with catheter care Physically assist the consumer to cleanse toileting Physically assist the consumer to change soiled incontinence supplies or soiled clothing Physically taking off and/or putting on clothing before and toileting Cue the consumer to prevent accidents Self-Preservation Assist the consumer to manage common tasks, use appliances, take meds and/or otherwise understand basic needs Assisting the consumer to understand potential consequences of their actions Decision Making Assisting the consumer to make decisions and understand the consequences of those decisions Assist the consumer through prompts to complete tasks that comprise ADL’s and IADL’s Ability to Make Self Understood Assisting the consumer through prompts to complete tasks that comprise activities of daily living and instrumental activities of daily living Challenging Behaviors Assisting the consumer to mitigate, manage or behaviors that cause distress to themselves or others Redirecting the consumer from behaviors that cause distress to themselves or others Bathing Assisting the consumer to wash their body Assisting the consumer to wash their hair Assisting the consumer to get in and/or out of the shower/tub Personal Hygiene Assist the consumer to shave Assist the consumer to clean their mouth and/or dentures Assist the consumer with menstruation care Dressing Assist the consumer to put on clothing, or shoes and socks Assist the consumer to take off clothing, or shoes and socks Grooming Assist the consumer to care for their nails Assist the consumer to care for hair (brushing, combing, braiding, etc.) Housekeeping Wiping surfaces Dusting Cleaning floors Cleaning dishes Making the bed Cleaning bathroom Taking out the garbage Maintaining assistive devices Laundry Gather and wash soiled used and linens Use washing machines and driers Hang, fold and/or put away clothing and linens Meal Preparation Cutting food Medication / Oxygen Management Giving medicines Giving oxygen
Task One Brainstorm are certain elements that are common to almost all articles that you will read in the newspaper or find on the Internet. The following list explains the five major components, or parts, of a news article. • Headline (Heading) __________________________________________________________ • Byline ____________________________________________________________________________________ • Location _____________________________________________________________________________________ • Lead Paragraph(s) Who? What? When? Where? Why? How? • Supporting Paragraph(s) 1: 2: 3: Quote 4:
Look at the picture above. Is one of these animals the natural parent of the other? Write at least 2 pieces of evidence to support your answer. One animal (is / is not) the natural parent of the _________________________________ ______________________________________________________________________________ Sample Exemplar Student Response: Part A Similarities Differences 1- Opossums Gray and white coloring Rounded ears Parent is bigger Baby tails are longer and skinnier 2- Rhinoceros Rough grey skin Eyes on the side of their head Baby has no horn Baby’s skin a little smoother 3- Penguins Similar body shape Wings and a beak Soft down on babies, feathers on parent Babies have more grey coloring, parent has dark
4- Anteaters Long noses Hair covering body Baby is darker in color Baby has white toenails; mother has dark toenails Some babies look just like their parents. The baby opossum has the same coloring and body parts. Other babies look a little different than their parents. For example, the rhinoceros baby does not have a horn yet. Penguin babies don’t have feathers yet. But when they become an adult, they will look almost exactly like their parent. Part B Similarities Differences 5- Butterflies Black and white coloring Antennae Parent has wings Baby crawls on many legs 6- Frogs in color Long, oval bodies Tadpole has tail Frog has four legs 7- Mosquitos Spikes on body Segmented body parts Parent has wings Baby swims in water Some babies do not look very much like their parents. The caterpillar has similar black and white coloring and has an antennae like the butterfly. But the caterpillar has one long body and
Erosion Grade-Level Expectations The exercises in these instructional tasks address content related to the following science grade-level expectation(s): ESS-E-A5 Demonstrate and explain how Earth’s surface is changed as a result of slow and rapid processes (e.g., sand dunes, canyons, volcanoes, earthquakes) (GLE 63) Contents These instructional tasks contain a set of document- or resource-based exercises about erosion. Teachers may choose to use or modify the tasks as part of an instructional lesson or as a formative or summative assessment. The printable student version excludes teacher directions. Objective(s) Interpret data on a map Build background knowledge about erosion and erosion prevention Read and analyze sources to gather background information about erosion Construct a chart to organize information about erosion Formulate a valid cause to a known effect Demonstrate understanding of scientific investigations Draw reasonable conclusions based on given information
Celestial Bodies Grade-Level Expectations The exercises in these instructional tasks address content related to the following grade-level expectations: SI-M-A4 Construct, use, and interpret appropriate graphical representations to collect, record, and report data (e.g., tables, charts, circle graphs, bar and line graphs, diagrams, scatter plots, symbols) (GLE 11) SI-M-A6 Identify faulty reasoning and statements that misinterpret or are not supported by the evidence (GLE 18) ESS-M-C2 Differentiate moons, asteroids, comets, meteoroids, meteors, and meteorites (GLE 42) ESS-M-C8 Identify and explain advances in technology that have enabled the exploration of (GLE 47) Contents These instructional tasks contain a set of document- or resource-based exercises about celestial objects. Teachers may choose to use or modify the tasks as part of an instructional lesson or as a formative or summative assessment. The printable student version excludes teacher directions. Objective(s) Research and build background knowledge about celestial objects Analyze and interpret a scientific graph. Identify faulty reasoning within a response Make a claim and support the claim with evidence Analyze an article to build knowledge about current technology affecting space technology and future goals of space exploration Interpret information to differentiate between celestial objects
Teacher Directions: Have students complete the following task. Part 1: Research moons, comets, asteroids, and meteors using a variety of resources. Determine the similarities and differences between each of these celestial objects. Part 2: Work with a partner or small team to create a children’s book describing and illustrating each celestial object. Teacher Directions: Have students complete the following task. Part 1: Work with a partner to analyze the graph. Fill in the chart and respond to the prompt that follows. Program Operational Years to Date Approximate Number of Asteroids Detected LINEAR Lincoln Near-Earth Asteroid Research (NASA) NEAT Near-Earth Asteroid Tracking (NASA) Spacewatch (University of Arizona) LONEOS Lowell Observatory Near-Earth-Object Search (NASA)
Task Use the data on the table below to respond to the questions on the following pages. Table 1: Physical and Chemical Properties Key: X indicates the property not present: ✓ indicates the property is present Substance Physical Properties Chemical Properties State Odor Luster Conducts heat & electricity Can be molded Boiling Flammable Level of Reactivity Hazardous Reacts with Arsenic S gray yellow X X X X 615 °C X average ✓ X Calcium S white X ✓ ✓ X 1484 °C X average X ✓ Carbon S black X X X X 4827 °C ✓ low X X Gold S gold X ✓ ✓ ✓ 2000 °C X low X X Oxygen G none X X X X -252.8 °C ✓ high X X Iron S gray X ✓ ✓ ✓ 2861 °C X high X ✓ Chlorine G green ✓ X X X -34.6 °C X high ✓ X Iodine S purple, black, or rusty X ✓ X X 184 °C X average X X Properties accessed at .
longest object in the set (estimating). Ask the class, how did you estimate the length of your objects? How did you organize yourselves? Have the centicube and snap cube groups combine but remain in order of length Do the same with the popsicle sticks and straws groups. (Making two linear value lines). Next, have the larger unit group (popsicle sticks and straws) connect with the smaller unit group (centicubes, snap cubes) to make one value line of shortest object to longest object. Discuss any objects that may be questionable between the units of measurement. Have students pin or tape their object cards from the shortest to the longest object. Alternative Working On It or Extension Activity: Choose 4 objects and order them from shortest to longest. Discuss which benchmark unit (centicube, snap cubes, popsicle sticks, straws) they would use to measure each object.
ELA 20 Unit 1 Task 5 Persuasive Speech Students will write and deliver a persuasive speech that clearly states a position about an issue that children face today. The speech will: Address audience needs, the stated purpose, and context Provide an engaging introduction Develop a thesis Create an organizing structure appropriate to the purpose, audience, and context Include relevant information and exclude extraneous information In addition, the student will: State clearly a position about the current issue or problem Support the position with reasons, be persuasive, and offer realistic solution Provide support and answers/address any objection Close by restating the position, calling for action, or asking the reader to get involved Ensure that facts are correct Use a persuasive voice that balances facts and feelings Choose inclusive and respectful language and qualifiers to strengthen position Speech requirements Five paragraph minimum 3-5 minutes Formal language Specialized features, such as illustrations, photographs, charts, maps graphs, etc.
have a duty to ensure periodic formal, activity- or site-specific risk assessments are carried out in the establishments for which they are responsible.” Different types of risk assessment – taken from page 32 “Generic risk assessment – this considers the general principles that apply to an activity wherever it may take place. A generic risk assessment is usually the starting point and is generally provided in written format by the employer… *Site- or activity-specific risk assessment is usually carried out for each location, facility or activity and is specific to the type of event and people involved. This is usually in a written format and regularly reviewed.” *This is the type of risk assessment we need to see for each unit of work. Although you also need to demonstrate in your notes some Dynamic risk assessment. “Dynamic risk assessment – (sometimes referred to as ongoing or continuous risk assessment) is carried out before an activity or event take place and while it is taking place, identifying and responding to unforeseen issues, such as an unsafe response to a task, sudden illness, changes in climatic conditions or ineffective officiating. This type of risk assessment is based on a teacher’s expertise and previous experience, and can also be used to inform future planning… Planning should include evidience of dynamic risk assessment sure as forethought and anticipation of what could go wrong and how it might be managed. Students should also be taught to be vigilant for risk during activity and to report any concerns.” The Triangle model can be useful when considering risk management. Dynamic Risk Assessment – OAA example. Look at the activity below and work out what you have to do to play/take part. If you were delivering this activity…
ST STEPHEN’S SCHOOL YEAR 12 ATAR LITERATURE 2016-2017 TASK 8 Written response to an unseen drama text Task 8: Written response to an unseen extract from An Ideal Husband. (Reading, Writing) Present a reading of the drama text, taking into account its language and generic conventions, the contextual information provided and your own context as a reader. Student’s name:________________________________________ Type Essay: in class; unseen text and unseen question. Time: 60 minutes (+ 10 mins planning/reading time) Outcome Assessed Reading, Writing Time Allocation 60 minutes Weighting 5.5% PROCESS OBJECTIVES Read and analyse the text as an example of literary style - Engage directly with the topic; - Use appropriate discourse; - Structure the essay in an organised, logical and informative manner. - and edit for cohesion, clarity and cogency. Consider: - the production context of the text and your reception context; - the dominant discourse/s of the text’s production context; - how reading practices and reader assumptions make meaning from texts; - the range of readings which can be constructed from the text and the ideas and values that might be supported by it. To: Engage with primary texts that are to be central to the course; Further your understandings of how meaning results from relationships between writer, reader, text and context; Immerse you in the dominant discourses of the text’s production context; Analyse the generic features that shape the text; Plan and write a cohesive and cogent essay in response to the question, displaying the key structures of the essay form. Close Reading Response Marks Reading of text /7 presents a sophisticated reading using appropriate reading strategies, making a detailed analysis of language and/or generic conventions and/or context 6-7 presents a perceptive reading, making a detailed analysis of language and/or generic conventions and/or context 5 presents a sustained reading, making relevant reference to language and/or generic conventions and/or context 4
Competitor Instruction Sheet – Repair Damaged Panel You have 30 Minutes to complete this task Use the body file to identify the extent of the damage pointed out to you. You should remove only enough material to identify damage. 2. Use the correct dolly from those supplied and a bumping file or the correct hammer to repair the damage. Marking Schemes Competitor: Use this form for all objective marking. Competition element: A – Repair Damaged Panel Pre Competition AutoBody Date: Venue: Start Time: Finish Time: Max Time Allowed. 30 minutes ID Marking Criteria or Description Max Mark Mark 1.1. Safe working practices adhered to throughout task 1 1.2 Appropriate PPE used 1 1.3 Correct body file is chosen 1 1.4 Body file is adjusted to appropriate profile 2
Tools and Equipment List: Centres may wish to use existing faults that are present on the vehicle but these must be obvious to the candidate and be from the systems described in the example list. (DO NOT USE A VEHICLE THAT HAS ADDITIONAL FAULTS) Task A Item Description Number per competitor Number per competition (4 competitors) Vehicle in good general condition with three faults from the list provided introduced 1 1 Vehicle Hoist (or crawler board) 1 1 Pry bar or similar 1 1 Tapping hammer Inspection Lamp 1 1 Tyre Tread Depth Gauge 1 1 Tyre pressure gauge 1 1 Vehicle Safety Report Checklist (example provided) 1 4 Pen/pencil 1 1 PPE (hard hat, goggles, gloves)) 1 1
1.1. 1 Appropriate vehicle care taken throughout task 1.2 1 Safe working practices observed throughout task 1.3 2 Initial on security of electrical connections 1.4 2 Correct test procedure is followed 1.5 2 Correctly diagnose fuse blown/ incorrect fuse fitted 1 marks for each 1.6 2 Correctly identifies blown bulb 2 marks 1.7 2 Correctly report faults 1.8 2 No additional faults reported 1.9 4 Correctly rectify faults (replace fuse and bulb) Deduct marks if incorrect replacement fuse fitted. 1.10 2 Checked operation after rectifying faults 2.0 1 Replaced and secured fuse box cover 2.1 3 Answer question paper correctly 1 per correct answer 2.2 1 Task completed in time allowed 25 Maximum Marks Signatures of markers to confirm the accuracy of results. Please sign and print name. Marker 1 Moderator Marker 2 Competitor Report Sheet The faulty braking lights were caused by:
SECTION CRITERION judgement marks Objective marks TOTAL C1 Accordion 0 8.5 8.5 C2 JavaScript/jQuery, HTML5 and design of accordion 4 3 7 C3 Section 1, 2 & 3 using jQuery / JavaScript 2.5 5.5 8 C4 Folder Structure & externalisation 0 1.5 1.5 Total 6.5 18.5 25
Brake calliper piston retraction tool 1 1 Supply of spare retaining shims/pins/clips/springs n/a Min 2 Replacement brake pads – colour coded/numbered/lettered 1 1 Cloth to clean disc surface 1 1 Calibrated Micrometer 1 1 (plus 1 Calibrated Dial Test Indicator 1 1 (plus 1 spare) Workshop manual/Technical data for vehicle being used 1 1 Pen/pencil 1 1 PPE (hard hat, goggles, gloves)) 1 1
Vice grips 1 1 Large Screwdriver 1 1 rule 1 1 Brake pad removal tool 1 1 Brake calliper piston retraction tool 1 1 Supply of spare retaining shims/pins/clips/springs n/a Min 2 Replacement brake pads – colour coded/numbered/lettered 1 1 Cloth to clean disc surface 1 1 Calibrated Dial Test Indicator 1 1 (plus 1 spare) Workshop manual/Technical data for vehicle being used 1 1 PPE (hard hat, goggles, gloves)) 1 1
Date of birth * Date format of dd/mm/yyyy. You can type the date of birth or use the calendar function. Gender * Select the gender that the client identifies as from the drop down list. Tags Add any relevant tags to the client profile for easy searching. Tags work as search filters. They are unique to your organisation and you can create as many as you need. To create a tag, type in the new tag name (without spaces) and select Add. This tag will then exist for future use. Consent for organisation to collect and use personal information As many organisations seek consent for personal information, this box is pre-ticked. Where client consent is not provided or withdrawn, this box can be Once creation of the client record is complete, only the Client ID will be visible to your organisation. Refer to the Data Exchange Protocols for information on notification, consent and privacy. Consent for future contact for survey / research / evaluation As many organisations ask clients whether they’re interested in future surveys and research, this box is pre-ticked. Where clients do not wish to participate, this box can be un-ticked. A message will appear to alert you if any of these details are similar to another client record, and the matching record(s) will display at the bottom of the screen. Figure 3 – Matching client record field Select the blue triangle to expand the information to clarify if the clients are different. Figure 4 - Matching client record expanded screen If the client matches, select CLIENT MATCHES. If the client is a different person, select CONTINUE ADDING CLIENT>. The Add a client – Residential address screen will display. Step 3 – Enter residential address 5 -