zilongwang/ReadingBank huggingface dataset:
3–6 Programming characteristics of simple data types: integer real (floating point number) Boolean character characteristics of complex data string one-dimensional arrays records programming concepts, including: constants variables (local, global, parameters) appropriate naming conventions for variables control structures stubs statements modularisation functions scope and lifetime of identifiers, including: parameter passing (value and reference) difference between source code, byte code and executable code difference between an interpreter and a compiler types of program or code errors, including: syntax errors run-time errors logical errors purpose and characteristics of internal and external documentation software development documentation as a part of the SDC structure charts using the Yourdon and Constantine method modelling of an algorithm using trace tables to test for logic types of data validation techniques, including: range checking type checking Programming use pseudocode to represent a programming solution apply, using pseudocode and a programming language, the following programming concepts: constants variables (local, global, parameters) naming conventions for variables stubs statements modularisation functions parameter passing (value and reference) one-dimensional arrays apply, using pseudocode and a programming language, the following control structures: sequence selection one-way (if then) two-way (if then else) multi-way (case, nested if) iteration test first (while) test last (repeat until) fixed (for) resolve program and code errors apply the following algorithmic and programming techniques: develop internal and external documentation interpret and create structure charts with parameter passing select and apply suitable test data and testing techniques use trace tables to test for and debug logic errors use data validation techniques, including range checking and type checking 7–10 Programming apply the SDC to create prototype digital solutions using pseudocode and an appropriate programming language Key teaching points
The A to Z of Adobe Illustrator Resource Essential & relevant to content Mary Winkler Learn to Draw Drawing tutorials Essential & relevant to content Monika Zagrobelna Human Anatomy Fundamentals for illustration Drawing tutorials Essential & relevant to content Joumana Medlej Tiger Illustration PDF Tutorial Essential & relevant to content Von Glitschka How to design a t-shirt Tutorial Essential & relevant to content Ilustration Friday Website – design briefs Essential & relevant to content Illustration Friday team Colour Theory Video - Short Essential & relevant to content Karen Kavett An Introduction to Illustrator's Color Tools Resource Essential & relevant to content Peter Kalous CMYK & Printing - Short Essential & relevant to content Karen Kavett Hand Lettering Fundamentals Tutorials Essential & relevant to content Scott Biersack Illustrator's Type Tool: A Comprehensive Introduction Resource Essential & relevant to content Ian Yates
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COM.3 A programmer begins the programming process by analyzing the problem and developing a general solution (algorithm). The successful completion of a computer program requires problem solving skills. Program specifications include descriptions of preconditions, postconditions, the desired input and output, analysis of the available input, and an indication as to whether or not the problem is solvable using a computer program. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to Write program specifications that define the constraints of a given problem. Describe the preconditions, postconditions, and desired input and output of a given problem. Determine whether or not a given problem is solvable using a computer program.
COM.16 The student will describe the way the computer stores, accesses, and processes variables, including the following topics: the use of variables versus constants, parameter passing, scope of variables, and local versus global variables. Computers consist of hardware components that interact with software. Program design must identify each piece of data as a constant, local variable, or global variable depending on the scope of the data in the program. Parameters are used to provide information to other parts of the program (functions, methods, subroutines, or procedures). Parameter passing may include using variables’ addresses or pointers or equivalent features. Variable addresses and pointers are used to access data stored in computer memory. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to Determine when the use of a variable is appropriate. Describe how a computer stores, accesses, and processes variables. Incorporate parameter passing into programs. Differentiate between local and global variables and describe their appropriate use. Compare and contrast variables and constants. Describe the basic interplay between hardware and software in program execution.
Forms: Forms are used to view data one record at a time (rather than in table view), and also as a data entry tool. Reports: Access reports you to present your data in an effective printed format. Reports can include all your data, selected parts of your data or summary data. I)TABLES: Each object in an access database has at least two views. For tables this includes: Datasheet view: displays the records contained in the table Design view: displays the properties and design of the table. These features control the type of data the table can contain, and how that data is displayed. In datasheet view, a displays as a series of columns (fields) and rows (records). In datasheet view the user can find records, sort them, filter, edit,delete and enter new records. An important thing to note about working in datasheet view is that a record being entered or edited is saved automatically, as soon as the user moves to another record. There is only one undo available in datasheet view,and undo is not available after the deletion of a record. Datasheet view: Features of the tables datasheet toolbar 1. Switch from datasheet view to design view (and back) 2. Save 3. /Print Preview 4. Spell Check 5. Cut/Copy/Paste 6. Undo 7. Sort A-Z and Z-A 8. Filter by selection/ by form/ Apply filter 9. Find 10. Next record 11. Delete Record 12. Create a new object (such as a form) based on this one Design View of a Table 1.In design, the pane lists the name of each field (column) in the table 2.Next to the name, the designer must identify the type of data that will be contained in that field. 3.A description area is also available. The designer can include notes about any field which may help others using the database. 4.Each field has its own properties sheet. The designer can set constraints here that control what the user can put in the database. Creating a table in design view 1. In the database window, be sure you are on the tables tab
Holdings Conspectus: Computer Science and Computer Information Systems Submitted by Barnett-Ellis March 2018 LC CLASS DIVISIONS and CATEGORIES* Number of titles COLLECTION & LANGUAGE CODES ** COMMENTS CL AC GL PC HF5548 Office Automation 587 3b 3b 3 2 HF5548.37 Computer security 10 2 2 2 2 HV6772-6773 Computer crimes 86 3 3 3 2 Q300-390 Cybernetics 214 3a 3a 3a 2 Q300-316 Cybernetics, General 21 2a 2a 2 2 Q327 Pattern Recognition, Perception Theory 10 2 2 2 2 Q334-342 Artificial Intelligence 135 3a 3a 3a 2 Q350-390 Information Theory 30 2b 2b 2b 2 QA75.5-76.95 Computer Science – General 3,243 3c 3c 3c 2 Strong collection QA75.5-76.16 Computer Science - Periodicals, General 144 3b 3b 3b 2 QA76.17-76.2 Computer Science - History & Biography 52 3b 3b 3b 2 QA76.27-76.3 Computer Science - Study & Teaching, Research 42 3b 3b 3b 2 QA76.38-76.545 Computers, General 107 3b 3b 3b 2 QA76.575 Multimedia Systems 51 3b 3b 3b 2 QA76.6-76.73 Computer Programming 694 3c 3c 3c 2 Strong collection
Storing information electronically identifying symbols and icons creation/use of material for practicing computer skills required in relation to using software packages Turn a PC on and off Keyboard Skills Use a software package Common information/symbols. Storing information electronically Book – can be downloaded in pdf format This book is for beginners - it is a comprehensive guide to getting started with computers. Facilitating: Familiarity of basic computer terms identifying symbols and icons creation/use of material for practicing computer skills required in relation to using software packages Age Action Turn a PC on and off Keyboard Skills Use a software package Common information/symbols. Storing information electronically Book This book has material relating to all themes in this module. Facilitating: Familiarity of basic computer terms identifying symbols and icons creation/use of material for practicing computer skills required in relation to using software packages Skills for Work – designed and compiled by Patricia Walsh Gillespie and Geraldine O’Haire Getting to with Technology
Access websites on the Internet Benefits of the internet Website Webwise is part of the PDST Technology in Education, which promotes and supports the integration of ICT in teaching and learning – the Explainers section of the Parents page contains very useful explanations of ICT related trends. Facilitating: Familiarity of basic internet terms identifying symbols and relating to the internet Practicing internet skills including accessing websites. Internet Safety Awareness Centre Department of Education and Skills and the EU Safer Further Resources Websites This website offers a comprehensive series of tutorials in all aspects of basic computing – begin with Tasters in the Get Started section. The tutorials are easy to use and are adult appropriate Excellent practical website for achieving proficiency in the mouse This is another website for attaining practical IT skills Tinder Foundation is a not-for-profit social enterprise Palm Beach County Library Lawrence Goetz
Minor Award Name Computer Systems Hardware Minor Award Code 5N0548 Level 5 Suggested resources to support delivery: Theme/Topic Type Relevance Author/Source Web Link website for classifying computer hardware website Essential reading - important for classifying computer component architecture good resource for material on computer hardware. Understanding computer hardware terminology website Explains key terminology and why understanding specifications are important for key computing components offers further links so this learning might be nurtured. Quinstreet Enterprise
Hardware principles; binary numbers website Provides guidelines on underlying technology principles and explains binary numbers for hardware interactions and design issues. SStutor The hardware bootup process website Provides guidelines on underlying technology principles and explains the boot process. webopedia Health and safety issues website Provides guidelines on health and safety considerations in a computing environment. Atom content reference site Hardware components problem resolution website Discusses common causes of error or failure including component testing and the identification of issues that may have arisen during the construction of a computer system Mysuperpc.com Common causes of failures website Common causes of error and steps to identify issues that may cause concern. Professor messor (Comptia Instructor) Reference Book Recommended reading - important for classifying computer theory and covering Comptia certification as this may be explored as a career option. (new edition) This is divided into 28 chapters: Broken down into simple chunks that each explain a short topic, in the computer field. Only some sections of the are relevant to this programme, however the has relevance across other QQI programme modules. Wiley Quentin Docter et al (Author) Reference Book book Recommended reading - important for classifying computer theory and covering Quentin Docter et al (Author)
Free Computers and Literacy Classes Mondays & Wednesdays 6:00pm to 8:00 pm Registration: Wednesdays: 4:00-5:00 pm Questions? Call 651-266-7421 Open Door Learning Center At the Rondo Library (corner of Dale and University) Free Computers and Literacy Classes Mondays & Wednesdays 6:00pm to 8:00 pm Class Registration: Wednesdays: 4:00-5:00 pm Questions? Call 651-266-7421 Open Door Learning Center At the Rondo Library (corner of Dale and University) Free Computers and Literacy Classes Mondays & Wednesdays 6:00pm to 8:00 pm Class Registration: Wednesdays: 4:00-5:00 pm Questions? Call 651-266-7421 Open Door Learning Center At the Rondo Library (corner of Dale and University)
Question 7: (f) Binary shifting can be used to multiply and divide binary numbers. Complete the following multiplications using the binary shift method to show the result as a binary number. (i) Multiply the following binary number by 4: x 4 [2] (ii) Divide the following binary number by 8: / 8 [2] Award 1 mark for each nibble that is correct Question 8: Question 9: Question 10:
Homework Log Subject: Computer Science Autumn Term 2014 Week Commencing Year 7 Year 8 Year 9 8th September Keyword spellings. Keyword spellings. Keyword spellings. 15th September Scratch Homework booklet Sheet 1 Kodu Homework booklet Sheet 1 OCR Entry course Homework booklet 1 22nd September Scratch Homework booklet Sheet 2 Kodu Homework booklet Sheet 2 OCR Entry course Homework booklet Sheet 2 29th September Scratch Homework booklet Sheet 3 Kodu Homework booklet Sheet 3 OCR Entry course Homework booklet Sheet 3 6th October Scratch Homework booklet Sheet 4 Kodu Homework booklet 4 OCR Entry course Homework booklet Sheet 4 13th October Scratch Homework booklet Sheet 5 Kodu Homework booklet Sheet 5 OCR Entry course Homework booklet Sheet 5 20th October Scratch Homework booklet Sheet 6 Kodu Homework booklet Sheet 6 OCR course Homework booklet Sheet 6 27th October Keyword spellings. Keyword spellings. Keyword spellings. 3rd November Scratch Homework booklet Sheet 7 Kodu Homework booklet Sheet 7 OCR Entry course Homework booklet Sheet 7 10th November Scratch Homework booklet Sheet 8 Kodu Homework booklet 8 OCR Entry course Homework booklet 8 17th November E- safety, Digital learners booklet Sheet 1 E- safety, Digital learners booklet Sheet 1 OCR Entry course Homework booklet Sheet 9 24th November E- safety, Digital learners booklet Sheet 2 E- safety, Digital learners booklet Sheet 2 OCR Entry course Homework booklet Sheet 10 1st December E- safety, Digital learners booklet Sheet 3 E- safety, Digital learners booklet Sheet 3 OCR Entry course Homework booklet Sheet 11
Contributors The following people contributed to the development of this document: Stephany Alhajjaj – Little Rock School District Lori Kagebein – Wonderview School District Jeff Anderson – Rogers Public Schools Jeff Matocha – Ouachita Baptist University Brent Burgin – Dassault Falcon Jet Daniel Moix – Arkansas School for Mathematics, Sciences, and the Arts Kristian Cartwright – Fayetteville Public Schools Larry Morell – Arkansas Tech University Kevin Collins – Alma School District David Nance – Arkansas Department of Education Cecil Cossey – Hamburg School District Thad Nipp – Alma School District Ty Davis – Springdale Public Schools Anthony Owen – Arkansas Department of Education Jennifer Feltmann – Berryville Public Schools Kenneth Powell – Metova Federal Carl Frank – Arkansas School for Mathematics, Sciences, and the Arts Jerry Prince – EAST Initiative Charles Gardner – Cyber Innovation Center Kimberly Raup – Conway Public Schools Glass – Spring Hill School District Sandra Rhone – Mineral Springs School District Tommy Gober – Cyber Innovation Center Linda Riley – Wonderview School District Joel Gordon – Arkansas Regional Innovation Hub Nicholas Seward – Arkansas School for Mathematics, Sciences, and the Arts Marilyn Harris – Virtual Arkansas Tom Simmons – El Dorado Public Schools Andy Hostetler – Jonesboro Public Schools Dustin Summey – Virtual Arkansas Tim Johnston – Arkansas Department of Career Education Travis Taylor – Little Rock School District Linda Joplin – Fort Smith Public Schools Karma Turner – Lake Hamilton School District
Contributors The following people contributed to the development of this document: Stephany Alhajjaj – Little Rock School District Lori Kagebein – Wonderview School District Jeff Anderson – Rogers Public Schools Jeff Matocha – Ouachita Baptist University Brent Burgin – Dassault Falcon Jet Daniel Moix – Arkansas School for Mathematics, Sciences, and the Arts Kristian Cartwright – Fayetteville Public Schools Larry Morell – Arkansas Tech University Collins – Alma School District David Nance – Arkansas Department of Education Cecil Cossey – Hamburg School District Thad Nipp – Alma School District Ty Davis – Springdale Public Schools Anthony Owen – Arkansas Department of Education Jennifer Feltmann – Berryville Public Schools Kenneth Powell – Metova Federal Carl Frank – Arkansas School for Mathematics, Sciences, and the Arts Jerry Prince – EAST Initiative Charles Gardner – Cyber Innovation Center Kimberly Raup – Conway Public Schools Tammy Glass – Spring Hill School District Sandra Rhone – Mineral Springs School District Tommy Gober – Cyber Innovation Center Linda Riley – Wonderview School District Joel Gordon – Arkansas Regional Innovation Hub Nicholas Seward – Arkansas School for Mathematics, Sciences, and the Arts Marilyn Harris – Virtual Arkansas Tom Simmons – El Dorado Public Schools Andy Hostetler – Jonesboro Public Schools Dustin Summey – Virtual Arkansas Tim Johnston – Arkansas Department of Career Education Travis Taylor – Little Rock School District Linda Joplin – Fort Smith Public Schools Karma Turner – Lake Hamilton School District
procedures that the module comprises. End Module 7 Interface Statement Declares the name of an interface and introduces the definitions of the members that the interface comprises. Public Interface MyInterface Sub doSomething() End Interface 8 Function Statement Declares the name, parameters, and code that define a Function procedure. Function myFunction (ByVal n As Integer) As Double Return 5.87 * n End Function 9 Sub Statement Declares the name, parameters, and code that define a Sub procedure. Sub mySub(ByVal s As String) Return End Sub 10 Declare Statement Declares a reference to a procedure implemented in an external file. Declare Function getUserName Lib "advapi32.dll" Alias "GetUserNameA" ( ByVal lpBuffer As String, ByRef nSize As Integer) As Integer 11 Operator Statement Declares the operator symbol, operands, and code that define an operator procedure on a class or structure. Public Shared Operator + (ByVal x As obj, ByVal y As obj) As obj Dim r As New obj ' implemention code for r = x + y Return r End Operator 12 Property Statement ReadOnly Property quote() As String
information has been exposed), each CSIRT member must be cleared through a background check process that would permit them that level of access. The CSIRT will consist of the following individuals or named representatives from the functional areas (which may include an external IT service provider): Chief Information Security Officer (CISO) [or equivalent manager over information security functions] & designated alternate Information Security Team – primary & alternate Network Operations – primary & alternate Data Center Operations – primary & alternate {{If applicable: Company’s Privacy Officer – primary & alternate}} {{If applicable: Company’s Risk Management Unit – primary & alternate}} {{If applicable: Website Management – primary & alternate}} {{If applicable: Applications Management (Development/Support) – primary & alternate}} {{If applicable: Database Administration – primary & alternate}} Internet Services Provider (ISP) – primary & alternate (points of contact) {{If applicable: Managed Security Services Provider (MSSP) – primary & alternate (points of contact)}} {{If applicable: Cloud Services Provider – primary & alternate (points of contact)}} Business Operations [division, department or functional workgroup] – primary & alternate {{repeat for each functional work area/group}} While not being direct members of the CSIRT, the following company functions should be consulted in advance of any incidents to determine and document necessary procedures, and must provide points of contact in case of an incident occurring. {{NOTE: Company may determine that any of these functions should actually be part of the CSIRT.}} These contacts should be able to address issues or concerns related to employees or potential liability matters resulting from a security incident, and to facilitate proper legal processes if matters need to be referred to law enforcement. Executive Management Human Resources Legal Counsel (company attorneys) Cybersecurity Insurance Carrier/Provider
Company Name Full Name Position/Title Primary Phone Alternate Phone Pager/Text Messaging Primary Email Secondary Email Other Method of Contact Member – Internet Services Provider(s) (ISPs) Alternate Member Company Name Full Name Position/Title Primary Phone Alternate Phone Pager/Text Messaging Primary Email Secondary Email Method of Contact CSIRT Member – Cloud Services Provider(s) (CSPs) Primary CSIRT Member Company Name Full Name Position/Title Primary Phone Alternate Phone Pager/Text Messaging Primary Email Secondary Email Other Method of Contact CSIRT Member – Cloud Services Provider(s) (CSPs) Alternate CSIRT Member Company Name
Keyboard/mouse height Elbows are at 90 to 110 degrees and forearms and form straight lines to the keyboard Mouse height Mouse is adjusted so it is close to and on the same level as the keyboard Keyboard to user distance Distance allows user to shoulders with elbows hanging close to body Mouse to user distance is directly next to the keyboard and at the same height so arm is not outstretched while mousing Hand posture on mouse Base of the hand on the mouse. Use larger mouse or mouse mate if necessary Speed of the mouse is configured to match individual needs (control panel Keyboard tray and stage Adjusted to allow neutral posture and minimal reaches and ease of use MONITOR Parameter Description YES NO ACTION Monitor height Top of screen is at or slightly lower than eye level so that users head is straight. With lenses, height is set to allow straight head and relaxed neck Screen to user distance Viewing distance generally 18 – 33”. Depending on vision, user is not jutting chin or pushing head forward or squinting to see clearly Monitor alignment Monitor and keyboard are directly in front of user. Visual comfort of screen Monitor is positioned to glare. Usually perpendicular to bright sources or outdoor blinds Brightness and contrast controls Brightness and contrast have been adjusted to make viewing easier WORK ENVIRONMENT AND WORK SURFACE Parameter Description YES NO ACTION Leg clearance at workstation There is 2” side clearance for hips, depth allows foot and knee clearance, height is adequate Placement of frequently used items Frequently used items are within easy reach Document placement Document holder is present or there is space to place documents properly General lighting Lighting is not too bright or dim, glare and reflections are minimal and work materials are easy to read
ICT/Computing Curriculum Overview Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Year 7 E- safety task Word Processing Modelling Spreadsheets Introduction to Excel Programming Introduction to Scratch Database Introduction to Access Macromedia Introduction to Website creation an introduction to planning/making Year 8 E- safety task using Desktop Publishing Modelling Spreadsheets Intermediate use of Excel Programming Scratch Database Intermediate use of Access Macromedia Intermediate use of Fireworks/Flash Website creation using HTML basics Year 9 E- safety task Presenting information Modelling Spreadsheets Complex use of Excel Programming Scratch/HTML Database Complex use of Access Macromedia Complex use of Fireworks/Flash Website creation using Dreamweaver Year 10 E- safety task using Macromedia Modelling Spreadsheet – coursework project Programming Python (Beginner) Database Coursework project Macromedia Coursework project using Fireworks/Flash App creation using App inventor Year 11 E- safety task App inventor Modelling Spreadsheets – coursework project Programming – Python (Competent) Database Coursework project Macromedia Coursework project using Fireworks/Flash App creation
Variables: Keeping Collectibles (e.g. cherries) Lesson 3 – Top down game Lesson aims: Create sequences of instructions Rotate and move forward Lesson outline: Students program a character to rotate and move Students program baddies to move randomly Character has to collect a prize and avoid baddies – collision detection Extension: Variables – points / times Powerups – collect a power pill to be able to eat the baddies (show/hide) Lesson 4 – Game Design Lesson aims: Design skills Programming skills Lesson outline: Students plan their own game Students start creating it Lesson 5 – Finish Game – Assessment Lesson aims: Students print and stick their work Students self assess Lesson outline: Students finish their game Students print and annotate their code Possibly self evaluate for homework
3: We bought a zoo! Unit focus: Spreadsheet skills, image editing, data handling, web page editing Lesson 1 – Spreadsheet Model Lesson aims: Students can create simple formulas Students can adjust a model to answer ‘What If?” questions Lesson outline: Explain the scenario (your Aunt bought a zoo on a whim and needs some IT help) Students download the spreadsheet file from the VLE First 4 sheets are about creating simple formulae. Next sheet needs completing to calculate costs for the zoo animals Students adjust the values in the spreadsheet to answer the questions If time allows – screengrab and annotate a report for Aunt on how to use / edit / adapt the spreadsheet model Lesson 2 – Gift Voucher Lesson aims: Students can add text and images in a graphics package Students can rotate and scale images Lesson outline: Explain the idea that Aunt Mabel wants a gift voucher to sell Demonstrate some real examples – prompt for what works well Demonstrate a few skills – importing images, drawing shapes, resizing and rotating Students created a gift voucher Extension: Students create a similar-but-different voucher for different denominations (£5, £10, etc…) Lesson 3 – Database Lesson aims: Students can add, edit and remove records Students are of some key terminology Students can create simple queries Lesson outline: Explain that some people buy annual memberships to the zoo Students download and edit the database file using the worksheet: Edit / delete and add some records Perform some simple queries
Understand that algorithms are implemented as programs on digital devices Understand that programs execute by following precise and unambiguous instructions Debug simple programs Use logical reasoning to predict the behaviour of simple programs Use technology purposefully to organise digital content Use technology purposefully to manipulate digital content Use technology respectfully Identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies
Wrenthorpe Academy Long Term Plan 2016/17 Year Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Digital Literacy Coding Digital Literacy SID Digital Literacy Digital Literacy Coding 1 & 2 Objectives to link with – taken from Digital Literacy objectives. To use: - Without computers – following and giving instructions. - Bee-bots - iPads – Daisy the Dinosaur AND / OR app / Kodable app Objectives to link with topic – taken from Digital Literacy objectives. Stop Motion Animation Objectives to link with topic – taken from Digital Literacy objectives. To use: - Recap of what an algorithm is. - iPads – Y1 = Daisy the Dinosaur, Bee-Bot app. **Extension of Autumn term** - Laptops Y1 & 2 = J2E - iPads = Y2 = Tynker / Lightbot / Cargobot apps 3 & 4 Objectives to link with topic – taken from Digital Literacy objectives. To use: - Without computers – following and giving instructions. - – Lightbot Cargobot. Tynker - Laptops = Scratch. Objectives to link with – taken from Digital Literacy objectives. iMovie (photography and Objectives to link with topic – taken from Digital Literacy objectives. Simulations To use: - Recap of what an algorithm is. - Laptops = Scratch AND - Simulations (See Simon Houghton Site) An extra: 5 & 6 Objectives to link with topic – taken from Digital Literacy objectives. To use: - Without computers – following and giving instructions. - Laptops = Scratch. - iPads – Lightbot / Cargobot / A.L.E.X. / Scratch Jnr Objectives to link with topic – taken from Digital Literacy objectives. Blog Objectives to link with – taken from Digital Literacy objectives. To use: - Recap of what an algorithm is. - Lego WeDo - Laptops = Kodu (creating games) OR Sploder - Create games, including retro arcade games.
2014 Computing Curriculum: Key Stage 1 Remember Understand Apply Analyse Evaluate Create Computer Science I know what an algorithm is I know what a computer program is I know what it means to run a program I know what a “bug” is I know what it means to debug a program I can explain the steps in a simple algorithm I can explain how a computer follows an algorithm I can explain why debugging is useful I can tell when a program runs correctly or has an I can follow an algorithm without a computer I can run a program I can use a program to solve a problem I can use a debugger to step through a program I can break a problem down into smaller steps I can spot an in algorithm I can find a bug in a program I can compare different algorithms in terms of speed and how easy they are to follow I can predict how a computer program will behave I can argue what problems are best solved by either computer programs or humans I can an algorithm on paper I can fix a bug in a program I can a simple program Information Technology I know what a file is I know what a computer is I can explain why it can be useful to use a computer I can use a computer to create a file (document / presentation / picture etc…) I can save my work on a computer I can organise my files on a computer I can open work on a computer I can edit my work on a computer I can list jobs done by a computer inside school I can list jobs done by a computer outside of school I can say when it’s better to use a computer and when it’s better not to. I can create something useful on the computer Digital Literacy I know the difference between private and public I can list some dangers of using the Internet I can explain why it’s important to be safe online I can describe what information should be kept private I can use a computer safely I can use the Internet without giving away private information I can send a message using a computer without upsetting anyone I can recognise something online as bad or I can recognise something online as good or helpful I can say how my school could make its students safer online I can say how my family could be safer online I can tell people what they can do if they see anything bad online
Computing Long Term Plan AUTUMN SPRING SUMMER Year 1 Dinosaurs (data & information) What is an algorithm? (programming) Computers in everyday life (how computers work) Plants & animals (programming) Combining images & sound Going places safely / Keep it quiet (e-safety) Year 2 Ourselves (communication) Algorithms Scratch (programming) Zoos (how computers work) Planting vegetables (programming) Screen out the mean / Staying safe online (e-safety) Habitats (data & information) Year 3 Aliens (programming) Chocolate factory (data & information) Passwords, emails & showing respect online (e-safety) Roald Dahl / Computer networks (how computers work) Scratch (programming) Kings & Queens / Superheroes (communication / e-safety) Year 4 Scratch (programming) Science fiction (how computers work) Jacqueline Wilson (data & information) Private & personal information / The power of words Toy designers (programming) Rainforests (programming / Year 5 The Railway Children (how computers work) Scratch (programming) Michael Morpurgo (data & information) Online photos / Digital citizenship / What is spam? (e-safety) Greek mythology (programming) King Arthur (programming) Year 6 Scratch (programming) Great journeys (how computers work) Privacy / Selling stereotypes (e-safety) Africa (data & information) Introduction to Python (programming) Final project (programming / data & information / communication)
different operators such as >=, BETWEEN, AND, OR, NOT and the wildcard * in queries Creating a database table Some : Create the relationship between two linked tables Learning Objectives a database with one or two tables the database structure suitable field types including numbers and text validations and validation text to at least one field records to the table and test the validations Explain what validation means and how it can be performed. Show how to add a validation by demonstrating some of the validation types (for example, a Date or Age field must be in a given range). Dates should always be defined as type Date/Time to ensure that only valid dates can be entered. Discuss why telephone numbers should be held as text and not numbers (leading zeros will not be displayed if held as a number, and spaces are not allowed.) Tell pupils to add validations to at least two fields. Using the Lookup Wizard when defining a text field will allow you to define a list of valid entries, e.g. “M” or “F”, and no other values will be accepted when the user inputs data. Give out Worksheet 3 Table Structure and ask pupils to fill this in. Make sure that every pupil has designed a table or tables based on a single entity and which does not contain repeated fields. You do not want, for example, a Pupil table that has 10 fields for the 10 subjects they are studying. Worksheet 17.3 will form part of their final assessment. In the final lesson, pupils will paste this into their assessment portfolio. Pupils can then load Access and create a table structure for their chosen application. Then they can add some records to their table, test out validations and edit the structure if necessary. Ideally 10 records ought to provide enough variety for meaningful queries in the next lesson. Lesson 2 - Learning Objectives: Queries Start the lesson by reminding pupils they have already created and used queries in the first lesson using the Gotcha database. Home Learning: 1. Have pupils create a query from their own Remember to check homework. Make sure
Mind mapping – in the center of the paper write the main problem, which the market opportunity that you identified – from the starting point, draw a line to other words and phrases that are related to the main idea – from each of these words, draw other lines that relate to the particular word and so on – this helps to expand thinking and get lots of different ideas down on paper Programmed thinking methods – organized, logical, and analytical thinking techniques a. attribute listing – list the products characteristics that make it unique from other goods then find ways to improve those attributes b. morphological analysis – list a products characteristics then combine some or all of those to create a new product Making it pay New product ideas are essential for long term business success No two business use the exact same method to develop products
Mall Group/Partner Project Grade Sheet Points Earned Points Possible Detail 5 List of retail stores – 4 to 6 anchor stores 25 List of retail stores – 25 to 30 smaller specialty stores (at least 5 should be service based businesses.) 5 List of restaurants – 5 to 10 food vendors 35 The list also defines specialty of each store & restaurant 20 Innovative design/ theme idea & GoogleSketchup for mall 10 Creative idea for grand opening 15 PowerPoint to show while each person in group speaks. 110 Total Points Possible Appendix E – Vocabulary Name: DEFINE: COMPLEMENTARY PRODUCTS OR SERVICES SUBSTITUTE PRODUCTS OR SERVICES DIVERGENT THINKING LATERAL THINKING METHODS PROGRAMMED THINKING METHODS BRAINSTORMING STARBURSTING MIND MAPPING
8:45 am 30 minutes Task Group Succession Planning Selection of Vice Chairperson for Richard Perrett (October 2019-2021) John Tibma 9:15 60 minutes Potential New AC7118 Questions Implementation Plan Review Automated Fiber Placement/Automated Tape Laying Equipment Verification and Calibration Questions Comment Resolution Lance Loeks 10:15 am 15 MINUTE BREAK 10: 30 am 60 minutes Autoclave Inspection Software Validation Proposed AH7118 Paragraph 4.3.1 Compliance Guidance Additional Questions Lance Loeks 11:30 am 15 minutes Supplier Support Committee Report Vitorio Stana 11:45 am – 1:00 pm 1:00 pm 30 minutes AC7118 Sections 9 & 22: Grit and Cutting Tool Specification Propose Compliance Guidance for existing questions Propose new questions John Tibma 1:30 pm 45 minutes Thermal Uniformity Surveys (TUS) and AC7118 Should TUSs be a requirement? John Tibma 15 MINUTE BREAK 2:30 pm 30 minutes AC7118 and Testing Specimen Preparation Does the task group expect demonstrations to answer question 10.1.7? Is Compliance Guidance needed in the Handbook? John Tibma 3:00 pm 45 minutes Silicone Processing Segregation Proposed new questions for AC7118 concerning segregation of silicone processing Andreas Mastorakis 3:45 pm 60 minutes Open Discussion Topics that have come up since the previous meeting John Tibma 4:45 pm 15 minutes Meeting Close Out Tara Campbell 5:00 pm ADJOURNMENT 5:00 pm – 6:30 pm Supplier Support Committee Meeting - All suppliers are encouraged to attend. NMMM/NMMT OPEN MEETING 8:00 am 15 minutes Opening Comments Call to Order/Quorum Check Introductions Safety Information: Review Fire Exits in Meeting Room Inform PRI person of any emergencies Review Code of Ethics (Ref: Attendees’ Guide) and Meeting Conduct Present the Antitrust Video Acceptance of Meeting Minutes Review of Voting Member Status Review Agenda Tara Campbell 8:15 am 75 minutes NMMM/NMMT Staff Report Recent Activities Auditor Status Audit Statistical Summary Future Meeting Information John Tibma 9:30 am 30 minutes Supplier Support Committee Report Recap of SSC Meeting Vittorio 10:00 am 15 MINUTE BREAK 10:15 am 15 minutes Aerospace Quality Systems (AQS) Update AQS Liasion Report Out Sally Spindor
10:30 am 90 minutes Grip Alignment Update Grip Alignment Experiment Report Proposed ASTM E1012 Annex A2 Compensation Limits Proposed Handbook Clarification Natalia Becerra 12:00 – 1:00 pm 1:00 pm 30 minutes 2017 Interlaboratory Proficiency Testing (IPT) Update Planning of and scope of work for 2017 IPT John Hrycushko 1:30 pm 60 minutes Verification of Exova PTP Participation in AC7122 Airbus & SAFRAN have concerns over how this is currently being verified Christine Brassine 15 MINUTE BREAK 2:45 pm 90 minutes Open Discussion Topics that have come up since the previous meeting John Tibma 4:15 pm 15 minutes Meeting Close Out Tara Campbell 4:30 pm ADJOURNMENT 5:00 pm – 7:00 pm NMC Planning & Ops Meeting – Task Group Chairs & Staff Engineers are required to attend DAILY 8:00 am – 10:00 am Nadcap Management Council Meeting – All members are encouraged to attend this informative and important meeting.
Area Action Expected Outcome Observed Outcome Pass/ Fail Comments Log into iPassport. - - - - - - Menu Hover over the Competency main menu The sub-menu should be displayed Hover over the Test Templates sub-menu The Test Templates item should be highlighted Click the Test Templates item The List Templates tab (for test templates) should be displayed Open your test template The test template should open Click the Add Question button A new question should be opened Check the question Should be defaulted to the Question Type of Checkbox. There should be a You can upload images here area. Click the You can upload images here area. A select/ browse item should open and allow you to choose an image to upload
Updated September 2018 (Originally issued January 2013) Developed by ChangeLab Solutions This material was made possible by funds received from Grant Number 14-10214 with the California Department of Public Health, California Tobacco Control Program. © 2018 California Department of Public Health. This material may not be reproduced or disseminated without prior written permission from the California Department of Public Health. ChangeLab Solutions is a nonprofit organization that provides legal information on matters relating to public health. The legal information provided in this document does not constitute legal advice or legal representation. For legal advice, readers should consult a lawyer in their state. Introduction ChangeLab Solutions developed this Model Ordinance to help California cities and counties limit tobacco use and unwanted exposure to secondhand smoke both indoors and outdoors. As the dangers of tobacco use and secondhand smoke become increasingly well-documented, one of the most important steps a community can take to protect and improve its residents’ health is to create more smokefree and tobacco-free spaces. Almost all indoor places of employment in California are now required to be smokefree under state law. The Model Ordinance can assist California cities and counties in making all indoor workplaces smokefree by eliminating the few remaining exceptions contained in California Labor Code section 6404.5. In addition, the Model Ordinance is designed to help local jurisdictions create smokefree outdoor workplaces to protect the health of employees and the public in these environments. The Model
Tentative Schedule (Calendar, Topics, and Assignments): 5/29: Class begins 6/4: Introduction speech is due 6/11: Quiz 1 due 6/18: Commemorative speech due 6/25: Quiz 2 due 7/2: take off for July 4th Holiday 7/9: Process Speech Due 7/16: Quiz 3 due 7/23: Issue speech due 7/30: Quiz 4 due (grade book check—please comb the grade book looking for any issues 8/6: Persuasive speech due 8/12: Refutation speech due; Please Note: This is the last day of the term
There may be some videos shown in class that support the content that is covered Chapters should be reviewed PRIOR to the class meeting they are discussed Week 1 – Aug 28 – 30 - Course Introduction & Discussion, Syllabus review - Chap 1 – Mass Communication: A critical approach Week 2 – Sept 4 - 6 (Introduce - Identity Paper Assignment) - Sept 4 – Labor Day Holiday - Chap 8 – Newspapers: The Rise and Decline of Modern Journalism Week 3 – Sept 11 – 13 - Chap 9 – Magazines in the age of Specialization - Images Activity Week 4 – Sept 18 – 20 - Chap 10 – and the power of print - Current Events – 1 – (Identity Paper Due - Thur) Week 5 – Sept 25 – 27 - Test #1 - Chap 15 – Media Effects & Cultural approaches to research Week 6 – Oct 2 – 4 - Chap 14 – The Culture of Journalism: Values, Ethics & Democracy - Media Ethics/Impact activity: Understanding Media Morality Week 7 – Oct 9 – 11 - Introduce 1st Amendment Project (Thur) - Chap 16 – Legal Controls & Freedom of Expression - Current Events – Round 2 Week 8 – Oct 16 – 18 - Test #2 - Mid-Term (Includes ALL reviewed chapters and content) - Chap 2 – The Internet, digital media, convergence Week 9 – Oct 23 – 25 (1st Amend Topics Due) - Research Project Lab Day - Chap 13 – Media economics & the global marketplace Week 10 – Oct 30 - Nov 1 - Current Events – Round 3 - Chap 11 – Advertising and commercial culture Week 11 – Nov 6 – 8 - Chap 12 – Public Relations and framing the message - Advertising Activity/Video or Guest Speaker
Information Officers Oil Pad Complex Wildfire Name Agency Contact Information IOF Qualifications Catherine Hibbard Fish & Wildlife Service 413-531-4276 PIO2 Robyn Broyles Bureau of Indian Affairs 208-596-0767 PIO2 (T) Emma Andrews National Park Service 443-370-9222 PIOF (T) Jill Wilson National Park Service 239-438-2614 PIOF (T) Mel Johnson AD 407-230-4572 PIOF (T) Ryan Stubblebine National Parks Service 404-354-5648 PIOF (T)
Service Setting/ Process Ideal for Outcome Fee Open AAC Information Sessions Braybrook - small group setting Demonstration Anyone interested in becoming more aware of the range of options inc families, therapists and support teams. This is not a personalised setting Increase awareness of technology options and issues for people needing alternative and augmentative communication. We do not provide recommendations or a summary report None Professional Development Demonstration, on exploration, discussion Individual or small group Therapists aiming to increase knowledge and skill in a specific area of AT clinical reasoning; technology selection and implementation Increased awareness, knowledge and confidence in the specific area of assistive technology Hourly rate $75 individual session $50 per person in session Personalised Assistive Technology Information Session Information and advisory session for people without their own therapist Personalised overview for people with a disability, families, parents and support teams aiming to increase knowledge and skill in the range and application of technology for communication, literacy and computer access. Increase knowledge and awareness of technology options to meet the individual’s needs and goals and specific issues for implementation and use of assistive technology Know what to ask your own therapist Have an outline of the next steps in investigating assistive technology for yourself/ your child/ family member A report is not provided $175.57 per hour session Training Graded, hands on, personalised instruction in set up and customisation Therapists, parents and support teams aiming to increase knowledge and skill in use and implementation of a specific piece of assistive technology Increased knowledge, skill and confidence in setting up, customising and implementing assistive technology $175.57 per hour session Technical Support and Telephone triage and 15 minute remote support sessions Extended Remote support appointment (30-60 minutes) Off-site technical support (metro) Anyone using specialised technology and having a technical issue Resolution or referral for further investigation/ repairs Free $75 $100 per hour
Statistics for the Republic of Moldova Number of abortions in the Republic of Moldova between years 1995–2014[1] YEAR Number of abortions 1995 57,181 1996 46,010 1997 38,258 1998 33,229 1999 27,908 2000 26,035 2001 16,028 2002 15,739 2003 17,551 2004 17,965 2005 16,642 2006 15,742 2007 15,843 2008 15,900 2009 14,634 2010 14,785 2011 15,710 2012 14,838 2013 14,511 2014 13,930 Data source: [1] National Bureau of Statistics of the Republic of Moldova, 2016, “StatBank” data bank, online at
1. A (3 choices) 2. B (3 choices) 3. A (3 choices) 4. B (3 choices) 5. C (3 choices) 6. C (3 choices) 7. A (3 choices) 8. A (3 choices) 9. C (3 choices) 10. B (3 choices) 11. A (3 choices) 12. c 13. B (5 choices) 14. C (5 choices) 15. A, E (5 choices) 16. D (5 choices) 17. a (2 choices) 18. a (2 choices) 19. d 20. B (3 choices) 21. A (3 choices) 22. C (3 choices) 23. a (3 choices) 24. a 25. b, c 26 a, c, d 27. a (2 choices) 28. a 29. c 30. B 31. B 32. A 33. A 34. B 35. A 36. A Scoring Guide 36 – 4 34-35 – 3.5 29-33 – 3 25-28 – 2.5 20-24 – 2 13-19 – 1.5 7-12 – 1 1-6 – .5 0 – 0