zilongwang/ReadingBank huggingface dataset:
EDL 820 Briefs on case law that demonstrate how court applies judicial standards to arrive at opinions that protect the rights of diverse populations. Also use scenarios in class to help students understand application of law to protect diverse populations. Covers IDEA, Civil Rights Act, Equal Access Act, First Amendment, and Fourteenth Amendment, among other legislation and constitutional protections for diverse populations Evaluation of case briefs. EDL 821 As alliance builders, students select local community service agencies and design partnership plans with those agencies to address/mitigate poverty issues of students and learning. Evaluation of partnership project narrative. Students present their projects to class. EDL 823 Discussion of school finance on the socioeconomic status of students as well as on the geographical location of students and schools. Financial impact on students by socioeconomic and geographical factors Final project EDL 824 Final Project: Must select one topic within disability law, develop a scenario in which a legal question arises, and then perform a legal analysis that applies constitutional, statutory, regulatory, and case law to arrive at a proposed resolution of the legal question. Also use scenarios in class to help students understand application of law to protect students with disabilities and others who need accommodations in order to access the general curriculum. Focuses on IDEA, ADA, and Section 504 as it pertains to students with disabilities and students who need accommodations (Section 504) Evaluation of final project EDL 830 Students map one learning strand of their school's Curriculum and must include various descriptions and measures of diversity - descriptive demographic data along with disaggregated measures of student learning outcomes and school processes to create a comprehensive description of their chosen aspect of the curriculum. Final project EDL 831 Students devise a Triangulated Study of their school, which includes various descriptions and measures of diversity - descriptive demographic data along with disaggregated measures of student learning and school processes to reveal areas of strength and areas of concern with regard to overall school effectiveness project EDL 842 Students develop an Implementation Guide for their chosen educational program (existing or newly created) which includes various descriptions and measures of diversity to address the needs of those intended to participate in the chosen educational program. Final project
Implement Central Office Leadership Development program for current employees and those new to the role. Actions, Strategies and Interventions Timeline AdvancED Standards (Check all that apply) 2013-16 Strategic Plan (Check all that apply) Partner with GLISI for internal/external audit. Develop committee to discuss needs and provide input regarding development needed for central office staff. Meet with to develop plan of action for leadership development program and staff development. Fall 2016 Spring 2016 Fall 2016 *Purpose & Direction *Governance & Leadership Teaching & Assessing for Learning *Resources & Support Systems *Using Results for Continuous Improvement Instruction *Human Resources Facility & Safety Services Technology Services *Operational Services Describe how your Goal will be monitored throughout the year: Meetings with development committee as well as GLISI to determine action plan.
You must apply separately for these plans. Contact our Educational Leadership office for additional information. Signatures By signing below, you agree to the following statement: “Students are responsible for complete knowledge of Academic Catalog requirements in their degree plan for their catalog year and adhering to all policies in the Academic Catalog.” Student: Date: Advisor: Date: (required for Final): Date: **Transfer/Equivalent/Previous Graduate Degree – Must have Advisor approval Transfer T = Course transferred from another university Previous Graduate Degree P = Course taken at NAU from previous graduate degree Equivalent E = Course taken at NAU in place of required course Internal Transfer I = Graduate level course taken as undergraduate; Not applied to undergraduate degree Transfer Credit Example: * Course No. Course Replacement Course Semester Year Hours Grade T/E/P** ABC 123 Fundamentals of English ASU 456 Fall 2012 3 A T/ASU
The Massachusetts Department of Elementary and Secondary Education would like to thank the following educators for their time, dedication, and hard work creating the tools within the Guidebook. These educators wrote, reviewed, and field tested each tool to ensure the tools were high quality and conducive to teaching and learning. Jaclyn Abes General education teacher Maryalice Aker General education teacher Karrie Allen Principal Melissa Andresen Specialized instructional support personnel Karen Antonelli Assistant principal Laura Banas Special education teacher District Kathryn Bettley Bastien Specialized instructional support personnel Betsy Boulanger Principal Elizabeth Chamberland Principal Jeffrey Clem Special education teacher Philip Conrad Principal Crocker Special education teacher Fitzgerald Specialized instructional support personnel Danielle Gardner General education teacher Grace Special education administrator Christopher Joaquim Specialized instructional support personnel Cheryl Jordan General education teacher Patricia Kavanagh General education teacher Manchester Essex Regional School District Lisa Kingsley Special education administrator Danielle Klingaman Principal Kevin Madden Principal Emily Madsen Special education teacher Brenna Mahoney Special education teacher Joanne Maino Assistant principal Heather McCarthy General education teacher Ashleigh McElrath Specialized instructional support personnel Bennett Milliner Assistant principal Lily Morin Special education teacher Alison Morrissey General education teacher Aliza Moschella Assistant principal Heather Special education administrator Kristen Palatt Special education teacher Vidula Plante General education teacher Manchester Essex Regional School District Coral Rondeau Special education teacher Gina Special education teacher Morgan Shafer General education teacher Michael Thibodeau General education teacher Kathleen (Kathy) Veroude Special education administrator Martha H von Mering Special education administrator Carolyn Wallace Principal Jennifer Whelan Specialized instructional support personnel Worcester Publlic Schools
Grade Appeal Statement: “Students shall have protection through orderly procedures against prejudices or capricious academic evaluation. A student who believes that he or she has not been held to realistic academic standards, just evaluation procedures, or appropriate grading, may appeal the final grade given in the course by using the student grade appeal process described in the Academic Catalog. Appeals may not be made for advanced placement examinations or course bypass examinations. Appeals are limited to the final course grade, which may be upheld, raised, or lowered at any stage of the appeal process. Any recommendation to lower a course grade must be submitted through the Vice President of Academic Affairs/Faculty Assembly Grade Appeals Committee for review and approval. The Faculty Assembly Grade Appeals Committee may instruct that the course grade be upheld, raised, or lowered to a more proper evaluation.” TENTATIVE SCHEDULE Week: Reading: Assignment Due Points: Week 1 Aug. 20th Chapter 1 Becoming an Effective Teacher of Reading Discussion Board X 2 Survey 40 15 Week 2 Aug. 27th Chapter 2 Examining Children’s Literacy Development Discussion Board 20 Week 3 Sept. 3rd Chapter 3 Assessing Children’s Literacy Development Discussion Board 20 Week 4 Sept. 10th Chapter 4 Cracking the Alphabetic Code Phonics They Use-pages 1-5 Discussion Board 20 Week 5 Sept. 17th Chapter 5 Learning to Spell Chapter 6 Developing Fluent Readers and Writers Discussion Lesson Plan #1 30 50 Week 6 Sept. 24th Review Ch. 1-6 Midterm Phonics They Use Presentations 100 100 Week 7 Oct. 1st Chapter 7 Building Children’s Word Knowledge Discussion Board Lesson Plan #2 20 50 Week 8 Oct. 8th Chapter 8 Facilitating Children’s Comprehension: Reader Factors Chapter 9 Facilitating Children’s Comprehension: Text Factors Discussion Board Author/Illustrator Study 30 80 Week 9 Oct. 15th Chapter 10 Scaffolding Children’s Reading Development Discussion Board Book Award 20 70
Week 3 March 11th Chapter 5 Oral Language Development in Second Language Acquisition Discussion Board 40 Week 4 March 25th Module 2: Classroom Practices Chapter 3 Classroom Practices for Effective English Learner Instruction Discussion Board 40 Week 5 April 1st Chapter 4 New Literacies and ELLs Chapter 6 First Steps to Literacy: English Learners Beginning to Write and Read Discussion Board X 2 80 Week 6 April 8th Review Ch. 1-6 Midterm Lesson Plan 100 50 Week 7 April 15th Module 3: Teaching & Assessment Chapter 7 Words and Meanings: English Learners’ Vocabulary Development Discussion Board 40 Week 8 April 22nd Chapter 8 English Learners and Process Writing Discussion 40 Week 9 April 29th Chapter 9 Reading and Literature Instruction for English Learners Discussion Board Lesson Plan 40 50 Week 10 May 6th Chapter 10 Content Reading and Writing: Prereading and During Reading Chapter 11 Content Reading and Writing: Postreading Strategies for Organizing and Remembering Discussion Board X 2 Field Experience 40 300 Week 11 May 13th Review Chapters 7-11 Final Exam 100
Introduction The author has been presented with the opportunity to develop the International Baccalaureate (IB) program at Pollard School. This K-12 school is just a few years old and its curriculum not yet set in stone. Several dozen students span these grades, which means that class sizes are small. Many of the students are from rich families and not accustomed to discipline or hard work. The school is situated in Kunming’s expo park, one of the most picturesque locations in one of China’s most beautiful cities. It is heaven on earth. Figure 1: Kunming Expo Park The author has had the pleasure of becoming well-acquainted with a few teachers and administrators, and is eager to build relationships with the rest of the staff. As Bubb and Early emphatically state, “hearts and minds” have to be won over in order for staff members to work towards collective school improvement goals (2009, p. 29). Relationships demonstrate that they are valued, Briggs and Sommefeldt (2002) explain, which will help them feel more positive about changes and help the leadership team appreciate how changes affect them (p. 110).
Reflection Paper #2 Personal Ethics Profile Module 3: Ethical Leadership Readings: Loughead, T. M., & Hardy, J. (2005). An examination of coach and peer leader behaviors in sport. Psychology of Sport and Exercise, 6(3), 303-312. Bruhn, J. G. (2009). The functionality of gray area ethics in organizations. Journal of Business Ethics, 89(2), 205-214. Burton, L. (2013). The call for servant leadership in intercollegiate athletics. Quest, 65(3), 354-371. Lumpkin, A., Stoll, S. K., & Beller, J. M. (2011). Practical ethics in sport management. Charlotte, NC: McFarland. Chapter 11 Discussion Board Topics: Provide examples from your profession within the sport industry with two concepts from each of the following articles: a) Loughead and Hardy (2005) and b) Bruhn (2009). What are your perceptions of servant leadership as outlined by the Burton (2013) article? Describe a current ethical issue in college sport and provide your reflection on how you would engage in ethical leadership to address the issue. Be sure to outline the societal, organizational, and individual influences on your approach. Assignment: Reflection #3 Module 4: Applied Sport Ethics Readings: Malloy, D.C., Ross, S., & Zakus, D.H. (2003). Sport ethics: Concepts and cases in sport and recreation (2nd Ed.). Toronto, ON: Thompson Educational Publishing, Inc. Chapters 6-9 Lumpkin, A., Stoll, S. K., & Beller, J. M. (2011). Practical ethics in sport management. Charlotte, NC: McFarland. Chapters 5-10 DeSensi, J.T., & Rosenberg, D. (2010). Ethics and morality in sport management (3rd Ed.). Morgantown, WV: Fitness Information Technology, Inc. Chapter 8 Discussion Board Topics: Provide an example of how you apply sport ethics in your professional history (either current or previous job).
System Analysis: Rapids Community School District Teacher Leadership Introduction Cedar Rapids Community School District is currently writing a proposal to meet the guidelines set out by the Department of Education for the Teacher Leadership and Compensation System and the Teacher Leadership Supplement of categorical funding. The district’s goal is to organize all current teacher leadership opportunities into a comprehensive system of Cedar Rapids Community School District teachers to improve instruction and student learning at all levels. Iowa’s Task Force on Teacher Leadership and Compensation and legislation (Division VII of House File 215) has provided districts with three models to choose from, each requiring the following 5 “Must-Haves”: Minimum salary of $33,500 Improved entry into the profession Differentiated, multiple, meaningful teacher leadership roles Rigorous selection process for leadership roles Aligned professional development The Cedar Rapids Community School District is developing a plan that meets the requirements of the Department of Education and aligns with the district’s board goals, i.e., the achievement gap, professional learning communities, and quality instruction. It is essential that our proposal meet the needs of our students, teachers and the larger community. Once our proposal has been approved, Cedar Rapids Community School District will receive approximately $5 million annually from the Department of Education. One-third of the districts in Iowa will be funded in each of the next three years. This district has a long history of tapping its talented teaching staff for leadership roles that contribute to increased student achievement. As the second largest district in Iowa, we feel a sense of urgency to create one of the best
References Carroll, T. G. National Commission on Teaching and America’s Future, (2007). The highest cost for teacher turnover. Retrieved from website: Cedar rapids community school district dashboard: student performance. (2005). Retrieved from http://www.cr.k12.ia.us/dashboard/academic performance.html Guidance of the iowa teacher leadership and compensation system. (2013, July 15). Retrieved from P. (2006). The fifth discipline: the art & practice of the learning organization. New York: Random House Iowa Department of Education, (2012). The annual condition of education report. Retrieved from State Board of Education website: https://www.educateiowa.gov/sites/files/ed/documents/The Annual Condition of Education Report (2012).pdf
EDL Reading Core Vocabulary/Spelling Grade 5 List Week One- Sept. 8-11 1. abandon 2. balcony 3. cabinet 4. daily 5. ease 6. faith 7. gain 8. hail 9. iceberg 10.jewelry Week Two- Sept. 14-18 1. launch 2. magnify 3. napkin 4. obedient 5. 6. quail 7. rally 8. sample 9. talent 10.undertake Week Three- Sept. 21-25 1. valuable 2. wade 3. yoke 4. ability 5. balcony 6. capital 7. deafen 8. effort 9. geography 10.hardship Week Four- Sept. 28-Oct. 2 1. kneel 2. launch 3. magnify 4. nimble 5. observe 6. pardon 7. quality 8. ravine 9. sandal 10. territory Week Five- Oct. 5-9 1. unexpected 2. variety 3. westward 4. achieve 5. barter 6. capitol 7. decision 8. election 9. foreign 10. glacier Week Six- Oct. 12-16 1. harpoon 2. imaginary 3. journal 4. 5. magnify 6. notion 7. observe 8. parallel 9. recently 10. scheme Week Seven- Oct. 19-23 1. theory 2. upward 3. weapon 4. admiration 5. blunder 6. captive 7. declaration 8. emperor 9. fleet 10.horizon Week Eight- Oct. 26-30 1. igloo 2. junction 3. kneel 4. lava 5. mineral 6. nimble 7. official 8. physical 9. reckon 10. science Week Nine- Nov. 2-6 1.timber 2.various 3.wealth 4.adobe 5.benefit 6.cedar 7.demonstrate 8.expedition 9.globe 10.height
EDL Reading Core Vocabulary/Spelling Words- Grade 5 List Second Nine Weeks Week One- absent bandit cactus dainty easel failure galleon hasty ignore jiggle Week Two- keen laboratory majesty neglect oblige pajamas pantry papoose raid saint Week Three- tablet tatter undertake vacuum warehouse yelp absorb bacteria camel darling Week Four- educate farewell glory halter haunt immense knob limb mantel nudge Week Five- obtain pouch rascal sacrifice tawny visible wedge youth admiral berth Week Six- conscious delicate enclose frantic herb incline junior liberty merchant occasion Week Seven- plaster reflection scholar settlement thimble vanity whoop yonder advice bough Week Eight- chaos decree embarrass floe hover inhabitant liquid migrate occasion perish Week Nine- refuge resolution scuffle thicket vision whisk astound bouquet chisel choir
STANDARDS UNIT/LESSON REFERENCES 6.AF.10: Use variables to represent two quantities in a proportional relationship in a real-world problem; write an equation to express one quantity, the dependent variable, in terms of the other quantity, the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. Unit/Lessons 1•10, 3•5, 3•6, 9•7 GEOMETRY AND MEASUREMENT 6.GM.1: Convert between measurement systems (English to metric and metric to English) given conversion factors, and use these conversions in solving real-world problems. Unit/Lessons Project 1 6.GM.2: Know that the sum of the interior angles of any triangle is 180º and that the sum of the interior angles of any quadrilateral is 360º. Use this information to solve real-world and mathematical problems. Unit/Lessons 5•1, 5•2 6.GM.3: Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate; apply these techniques to solve and other mathematical problems. Unit/Lessons 1•6, 3•5, 5•4, 5•6 6.GM.4: Find the area of complex shapes composed of polygons by composing or decomposing into simple shapes; this technique to solve real-world and other mathematical problems. Unit/Lessons 1•10, 6•7, 9•8 Project 9 6.GM.5: Find the volume of a right rectangular prism with fractional edge lengths using unit cubes of the appropriate unit fraction edge lengths (e.g., using technology or concrete materials), and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = lwh and V = Bh to find volumes of right rectangular prisms with fractional edge lengths to solve real-world and other mathematical problems. Unit/Lessons 4•7, 9•9, 9•10, 9•11 6.GM.6: Construct right rectangular prisms from nets and use the nets to compute the surface area of prisms; apply this technique to solve real-world and other mathematical problems. Unit/Lessons 9•8, 9•11 Project 9 STANDARDS UNIT/LESSON REFERENCES
December 2017 Office of Surveyor-General Victoria Report produced by: Office of Surveyor-General Victoria Land Use Victoria Department of Environment, Land, Water and Planning 2 Lonsdale Street Melbourne, Victoria 3000 Phone (03) 9194 0770 Website: >Survey equipment calibration – EDM
Depression: n(male normal) = 281, n(male high) = 58, n(female normal) = 454, n(female high) = 76 Body Dissatisfaction: n(male normal) = 274, n(male high) = 58, n(female normal) = 455, n(female high) = 78 Table 2. Pearson Correlations Among Study Variables for Females, BMI ≥ 30 1 2 3 4 5 6 7 8 9 10 11 12 Depression (CES-D) —— Body Dissatisfaction (FRS) -.007 —— Eating Disorders (EAT-26) .494** .177 —— Appearance Appraisal —— Eating .449** .056 .407** -.255* —— Confidence .780** —— Emotional Eating .378** .114 .417** .760** —— Media Modeling .455** .214 .556** .408** .460** —— Weight Concerns .454** .332** .547** .405** .403** .707** —— Purging Behavior .295** -.062 .249* -.257* .179 .314** .151 .211 —— Support/Sharing -.082 -.075 .309** -.230* .417** -.029 -.072 -.213
Edmodo Posting Rubric Top of Form Posting Information Student Name: Date of Posting: Benchmark Above Standard Meets Standard Approaches Standard Below Standard Your Quality Appropriate comments; thoughtful, reflective, and respectful of others' postings. Appropriate comments and responds respectfully to others' comments. Responds, but with minimum effort. (i.e. "I agree with Bob"). Posting does not respond to the question or classmate's posting. Response is irrelevant or off topic. Uses terms from notes and class Consistently uses specific terms and gives text evidence to support. Incorporates some terms and gives minimal text evidence. Discusses terms from class in a general way, but does not use text evidence. Includes no or supporting evidence. Contribution Furthers the discussion with questions, or statements that encourage others to respond. Participates beyond the required number of postings. Participates, but does not post anything that encourages others to respond to the posting. Participates with the required number of postings. Posting does not answer all of the questions or answers provided are incomplete. Posting is less than 50% complete or posting does not further any discussions. Grammar & Mechanics Response contains no errors in spelling, grammar & mechanics. Response may contain one or two errors in spelling, grammar & mechanics. Errors do not impede reader's understanding. Response may contain several errors in spelling, grammar & mechanics. Errors may impede reader's understanding. Response may contain significant errors in spelling, grammar & mechanics. Errors may cause the answer to be largely incoherent. Your Score: Posting Rating: Bottom of Form
(a) has a main entrance facing the primary street frontage or the street corner; (b) has windows and balconies that overlook all street frontages and adjacent public / civic areas; (c) is broken into human scale by the use of awnings, verandahs, columns, changes in plan, and appropriately scaled doors and windows; (d) does not feature expanses of blank walls or visually impermeable security devices at the pedestrian level; (e) does not create opportunities for human concealment. PO11 Development provides a mix of uses vertically within multi-storey buildings with active frontages on the ground floor. AO11.1 No acceptable outcomes are provided. Additional requirements for Precinct 2 – Edmonton centre frame PO12 Development in Precinct 2 – Edmonton centre frame is developed with a mix of uses to ensure: (a) convenient access to community facilities and diverse employment opportunities; (b) opportunity for social interaction; (c) urban vitality and street life; (d) increased opportunities for co-locating compatible land uses; (e) potential conflict between land uses is minimised; (f) the provision of housing types. AO12.1 No acceptable outcomes are provided. PO13 The height of buildings or structures: (a) reinforce the function of the Precinct; (b) ensure there is a transition of building form, from the Edmonton centre frame AO13.1 Buildings or structures are not more than 17 metres and 4 storeys in height. or
precinct to the surrounding areas. Note – a proposed development exceeds the height stated in AO13.1 or AO13.2, the proposed setbacks and site coverage will be assessed in relation to the proposed height. AO13.2 Where on a gateway site, buildings and structures are not more than 30 metres and 5 storeys in height. Note - Height is inclusive of the roof height. PO14 development requires larger floor areas or has the potential to cause local impacts, they are located on the edge of the Centre Frame precinct, and opportunities for active street frontages are maximised by: (a) providing an active street frontage to at least 25% of the frontage; (b) ensuring sides are not visible from the primary street frontage; (c) being designed to minimise the appearance of being stand-alone buildings; (d) ensuring service delivery areas are located at the rear of the site, and are not visible from the primary street frontage. AO14.1 No acceptable outcomes are provided. Additional requirements for Precinct 3 – Community health PO15 Development in Precinct 3 – Community health is directly aligned to the health services industry or community well-being. AO15.1 No acceptable outcomes are provided.
Group: Edmonton Scout Group Section: Activity Date: Activity/ Situation: WIDE GAMES Analysis Description RISK List accident, injury, forms of loss (List the accidents/injuries and other forms of loss that you don’t want to happen on your activity) Heat stroke, Hypothermia, Sunburn, Bruises, Strains, Broken Bones, Respiratory issues , Hyperthemia PEOPLE EQUIPMENT ENVIRONMENT CASUAL FACTORS List hazards, perils, dangers Colliding with others / objects, tripping Objects may be sharp or pointy Hot weather could cause heat stroke, sunburn, dehydration, cold weather could cause hyperthermia STRATERGIES MANAGEMENT Normal Operation Ensure adequate safety instructions are given, make sure enough leaders/ adult helpers are present, ensure appropriate clothing/ sunscreen/ sunhats are worn, monitor weather conditions throughout the session, brief youth members on expected behaviour, check game objects prior to use to ensure no sharp or broken bits. RISK Emergency Situations Stop activity, assess situation, administer first aid – if required, call emergency services – if necessary, notify Zone Leader/ Zone Section Leader and parents, notify contact person for activity. Call 0508SCOUTHELP (726 884 357) if necessary. LEADER SKILLS REQ. Be able to manage a group of youth members, able to follow session plan, actively supervise youth members, and monitor any unsafe actions arising during the session. Decision Accept [ ] Reject [ ] Form completed by:
V. SCHEDULE OF CLASSES, TOPICS, READINGS, AND ASSIGNMENTS For each class, see class topic, readings due for the class, and assignments due for that class. Abbreviations for readings are as indicated above in section IV. Topics and timelines may be adjusted based upon class needs. Session Date Readings to Prepare for Class or Base Team Legal Brief Component or DUE Class #1 1/23 Course Overview of – Law, Ethics, and Procedures; Collaborative Teaming (PIGS Face); Jargon Busting; Intro to Base Teams and BT #1 Syllabus preview; CEC Ethical Principles ( @ Professional Standards) Class #2 1/30 The Special Education Cycle: Part 1: Pre-Referral Processes - RTI, SST; assessment; Eligibility determination; Disability categories; Ethics: “Guidelines for reporting and writing about people with disabilities” SST/RTI (SST by Hood & 1000; RtI2;; RTI Trifold) 13 + 1 CA disability categories/eligibility criteria (LA 2007, pp. 169-180; Vista & San Diego 2009 Special Education Procedures Manual; SPPD, Ch. 1. pp. 6 – 9; TTW, pp. 5 – 7; Fed. Dis. Definitions); Types of IEPs Component # 1: Web Search of Important Sites BT #1 2/6 Base Team Meeting #1 – Norms, Names, Roles, and Collaboration TV, Ch. 10 on Collaborative Teaming; Base Team Meeting Agenda #1 Class #3 2/13 The IEP Process: Starting with the End in Mind – Collaborating for a Live Worth Living Guest Co-Teachers: Jamie & Tim Holt and Beth Gallagher (Supported Living); Confidentiality (Lisa Houghtelin); Overview of Base Team #2 – Mandated IEP Components SPPD Ch. 4 IEP Process, pp. 102 - 117; SERR Chs. 1 & 4 Component #2: Assessment and Eligibility Class #4 2/20 The Schoolhouse Model – Rich Villa Guest Co-Teacher; History of Special Education Service Delivery; Access (LRE, FAPE); Success for ALL; Administrative Support; Collaborative and Creative Processes; RTI: Differentiation of Instruction pp. 4-23 of Handout 4A; Read 3 articles on pp. 11 – 23; Bring to class RTI: School House Model and CEC Ethical Principles; LRE (SERR Ch. 7) Component #3: Rationale for Inclusive Practice
Helping central agencies to build capacities of decentralized level education administrators and literacy managers to coordinate the planning and implementation of literacy activities in their respective provinces and local areas. It may therefore be argued that the EFA goal 4 on literacy might very well become a ‘missed opportunity’, if no determined commitments and actions are taken to implement the recommendations given above especially in putting forward up-to-date situation analysis, defining well-targeted and feasible CLAP(country literacy acceleration plan), and mobilizing all partners and stakeholder to help put in place adequate implementation capacities. With a well-organized and dynamic literacy coordination mechanism at national level, such preparations of updated situation analysis and country literacy acceleration plan can be completed with relatively minor effort, but can generate major support from central, provincial and local governments not to mention from the communities and external donors. UNESCO’s CapEFA projects may strategically envisage strengthening technical support to such upstream work. Despite the constraints, it must be acknowledged that positive progress has been made in most countries in terms of political will in favor of literacy. It is believed that with some additional efforts to put implementation onto the fast track, all the Asia-Pacific countries can decisively contribute to achievement of the UNLD and EFA literacy goals at the country, regional and global levels. ANNEX 1. List of sub-regions and countries covered Central Asia (9 countries): Armenia, Azerbaijan, Georgia, Kazakhstan, Kyrgyzstan, Mongolia, Tajikistan, Turkmenistan, Uzbekistan East Asia (14 countries/territories): Brunei Darussalam, Cambodia, China, DPR Korea, Indonesia, Lao PDR, Macao (China), Malaysia, Myanmar, Philippines, Singapore, Thailand, Timor-Leste, Viet Nam The Pacific (11 countries): Fiji, Kiribati, Marshall Islands, Micronesia (Federated States of), Papua New Guinea, Samoa, Solomon Islands, Tonga, Tuvalu, Vanuatu
2.Edo Period: Pre-conditions for Industrialization (See Handout no.2) The Edo period: 1603-1867 Toshogu Shrine (Yomei Gate) Tokugawa Ieyasu, the first Edo Shogun From the late 12th century through the 17th century, Japan was ruled by samurais (military leaders) but politics remained unstable. Internal wars and power shifts were very frequent, especially during the late 15th century to the end of the 16th century (calledSengoku Jidai, or warring period). Finally, Ieyasu Tokugawa unified the country after the decisive Battle of Sekigahara (located between Nagoya and Kyoto, visible from Shinkansen) in 1600 and the attacks on Osaka Castle in 1615 where the rival Toyotomi family perished. Ieyasu established a new government in Edo and became the first shogun of the Edo Bakufu in 1603. Edo, a sleepy little town until then, was transformed into a huge political city by aggressive public works including land reclamation, new canals and clean water supply systems. The Tokugawa family ruled the country in the next 264 years (15 shoguns in all). Ieyasu Tokugawa was deified and worshiped in Nikko Toshogu Shrine (even today). We the story of Japan's economic development from the Edo period because for later industrialization and modernization were created internally during this period (moreover, quantitative data for earlier periods are very limited). The following are the pre-conditions that were generated: (1) Political unity and stability (2) Agricultural development in terms of both area and productivity (3) Development of transportation and the existence of nationally unified markets (4) The rise of commerce, finance and the wealthy merchant class (5) The rise of manufacturing (food processing, handicraft, etc) (6) Industrial promotion by central and local governments (sometimes successful but not always) (7) High level of education These are the features of the Edo period which are commonly cited by many researchers. The remainder of this lecture discusses them in detail. Note that some of these conditions are not achieved even today in some countries. In fact, developing countries that are equipped with all these conditions are relatively rare.
The ‘comment’ box (usually used to record additional information about the delegate – e.g. vegetarian) is viewable by the delegate on their My Training page. Training Alerts What are the new training alerts? These will alert you to new actions related to training courses within your hierarchy, if you have permission. DofE Managers and Administrators will see alerts for delegates that have applied to attend a course being run by the parent LO. If you click the link, you will be directed to the course and can approve or reject the application.
EDPQS Toolkit 3 Training Planning Grid This grid will help trainers to prepare for specific training events using the EDPQS Toolkit 3. It can also be used to communicate with others about practical aspects concerning the training preparation. The grid lists key aspects that will help to determine how the training should proceed. The third column in the grid can be used to reflect on how to accommodate the specific circumstances of the training in planning the training contents; it can also be used to note any outstanding questions or actions. Implications for the training contents and organisation, if any Key information about the event (see Chapters 1 and 4 in the Trainers’ Guide) Planned date/month for the training Planned Planned title of training event members involved (one or several trainers, training host institution, other) Why is this training being organised? Any particular goals for the training beyond those stated in the Trainers’ Guide? (e.g. if training will be attended by national policy-makers, then advocacy for high quality prevention may be an additional goal) Is the training being delivered as a standalone event specifically about EDPQS or integrated into an existing course or conference (e.g. on prevention)? Will the training be free of charge for participants? If not, then the European Prevention Standards Partnership must be contacted prior to the event (see Trainers’ Guide for details) Who is in charge of organising the event (e.g. invitations, participant travel, etc.)? Anticipated Participants (see Chapter 2 in the Trainers’ Guide) Expected number of participants
participants to return the questionnaire? Will the training be evaluated in line with the recommendations in Trainers’ Guide section 4.4? Will the training host institution conduct their own evaluation? If yes, the EDPQS evaluation forms may need to be amended (e.g. using only the quiz but not the course satisfaction form) Should it be possible to link pre- and post-seminar quiz responses? If so, the questionnaires will need to be amended in line with the guidance in the Trainers’ Guide Will a formal evaluation report be required/produced (e.g. for/by the training host institution)? Draft agenda Remove any Units which won’t be delivered during this training event (check the Trainers’ Guide to see which Units belong to which recommended Module) Insert coffee and lunch breaks at appropriate intervals See section 1.5 in Trainers' Guide for further guidance Start time Unit Recommended duration (min) Comments on this Unit 0. Opening Session 10-20 1. Sharing the premises 45 1A. Brief sharing of the premises 20 Special presentation on country situation with regard to quality in prevention? 2. Presentation: EDPQS 30-40 2A. Presentation: EDPQS Support materials 20 3. Presentation: EDPQS Checklist & Case study 1 50 4. Project Analysis using Case study 2 105 4A. Project Analysis using Case study 2 (shorter version) 60 4B. Self-reflection using Toolkit 2 105 5A. Compo Building 60 8A. Conclusions Day 1 20 0A. Opening Session Day 2 10 5. Project Building 120 6. Project Revisions 150 7. Promoting Quality in Prevention 60 8. Conclusions and Closing session 15-30
STUDENT INFORMATION Student’s Name: NAU ID: E-mail Address: @nau.edu Phone Number: Enrollment Term: (ex. Summer 2016) Expected Graduation: (ex. Spring 2019) Advisor: Total Required Credits for this Degree Program: 48 This is the: Initial (upon admission) Final (submitted with Graduation Application) Program of Study * Course No. Course Title Replacement Course Semester Year Hours Grade T/E/P** Required Courses (48 units required) Development (3 units required) * EPS 615 Lifespan Human Development: Implications for Counseling Pre-req or Co-req: EPS 601 Measurement (9 units required) * EPS 525 Introduction to Statistics * EPS 664 Tests and Measurements Pre-req: EPS 525 or Co-req: EPS 625 * EDR 610 Introduction to Research Counseling (27 required) * EPS 601 Theories of Counseling * EPS 620 Vocational Counseling and Career Development * EPS 660 Counseling Process Pre-req: EPS 601 * EPS 661 Group Processes Pre-req: EPS 601 and EPS 660 * EPS 670 Professional Ethics, Legal Standards, and Responsibilities * EPS 690 Multicultural Counseling Pre-req: EPS 601 Pre- or Co-req: EPS 660
Student’s Name: NAU ID: Students: You must secure official approval by your advisor and Department Chair/Director before submitting the final Program of Study. By signing or entering your name below, you agree to the following statement: “Students are responsible for complete knowledge of Academic Catalog requirements in their degree plan for their catalog year and adhering to all policies in the Academic Catalog.” Advisors and Chairs/Directors: Please indicate approval of the curriculum on the Program of Study by placing your signature (electronic signatures are permitted) in the space provided. Student: Date: Advisor: Date: Coordinator/Director: Date: Chair (required for Final): Date: **Transfer/Equivalent/Previous Graduate Degree – Must have Advisor approval Transfer T = Course transferred from another university Previous Graduate Degree P = Course at NAU from previous graduate degree Equivalent E = Course taken at NAU in place of required course Internal Transfer I = Graduate level course taken as undergraduate; Not applied to undergraduate degree Transfer Credit Example: * Course No. Course Title Replacement Course Semester Year Grade T/E/P** ABC 123 Fundamentals of English ASU 456 Fall 2012 3 A T/ASU
Which barriers apply? Main challenges faced for the publication of datasets? Activities planned to overcome those barriers? Political Could you describe what the political barriers are to publish more data? Yes No Legal Could you describe what the legal barriers are to publish more data? Yes No Technical Could you describe what the technical barriers are to publish more data? Yes No Financial Could you describe what the financial barriers are to publish more data? Yes No Other Could you describe what the other barriers are to publish more data? Yes No Do you want to provide more information about those barriers? Q6.1b. What was done in 2015 to address these barriers? Which barriers apply? What was done in 2015 to address barriers for the publication of datasets? Political Legal Technical Financial Other Q6.2a. Which barriers exist for further use of Open Data in your country? These barriers can apply to any type of third parties as well as governments themselves. Please check the boxes that apply. Which barriers apply? Main challenges faced for the re-use of datasets? Activities planned to overcome those barriers? Little Awareness Could you describe what the barriers are to re-use Open Data looking at awareness? Yes No Low Availability Could you describe what the barriers are to re-use Open Data looking at availability? Yes No Legal Could you describe what the barriers are to re-use Open Data looking at the legal aspect? Yes No Technical Could you describe what the barriers are to re-use Open Data looking at the technical aspect? Yes No Financial Could you describe what the barriers are to re-use Open Data looking at the financial aspect? Yes No Could you describe what other barriers exist that prevent re-use? Yes No
Reading Fluency Ch. 7 Herrera understand the importance of fluency to reading comprehension and provide many opportunities for students to improve their reading fluency. Reading Comprehension Ch. 6 Herrera understand the importance of reading for understanding, know the components of comprehension and teach young students strategies for improving their comprehension. Development of Writting Ch. 8 Herrera understand that writing to communicate is a developmental process and provide instruction that helps young students develop competence in written communication. understand how young students use writing conventions and how to help students develop those conventions. Assessment and Instruction of Developing Literacy Ch. 9 Herrera understand the principles of assessment and use a variety of literacy assessment practices to plan implement literacy for young students. Research and inquiry Skills Ch. 6 Herrera understand the importance of and inquiry skills as tools for learning and promote students’ development in applying study and inquiry skills How to Meet the Competency- Learning Objectives • Review the syllabus in its entirety; • Follow all the course instructions found in the weekly learning modules in Blackboard and in this syllabus in order to address each assignment and assessment; • Participate in forums using the discussion tool • Ask questions about any particular assignment before it is due • Turn in written assignments using WORD files; • Submit assignments on time and on the due dates. Learner Interaction and Engagement The learning activities in this course promote the achievement of the learning objectives. Practice opportunities will be provided to help meet the objectives. Students will interact with the content, instructor, and classmates through forum discussions, gradebook, the assignment’s tool, messages or e-mail, and GoToMeeting. I as the instructor will be available in the course to communicate and provide feedback. I check email often so please feel free to ask questions through email or by calling my phone. Learner Support The University of North Texas provides technical support in the use of Blackboard. The student help desk may be reached at: cleardesk@unt.edu, phone: 940-369-7394, or in person at UNT Chilton Hall, Room 112C. The Help Desk support hours are Mondays to Thursdays, 8:00 am to 9:00 pm; Fridays, 8:00 am to 5:00 pm; Saturdays, 11:00 am to 3:00 pm; Sunday – Closed. GoTo Meeting offers 24x7 Technical Support at or . If you have questions regarding access or your account, please contact the CLEAR Faculty Helpdesk at 940-369-7394 or at .
Competencies Teachers of young students: Oral Language Ch. 1 Herrera understand the importance of oral language, know the developmental process of oral language and provide a variety of instructional opportunities for your students to develop listening and speaking skills. Phonological and Phonemic Awareness Ch. 3 Herrera understand the components of phonological and phonemic awareness and utilize a variety of approaches to help young students develop this awareness and its relationship to written language. Alphabetic Principle Ch. 4 Herrera understand the importance of the alphabetic principle to reading English, know the elements of the alphabetic principle and provide instruction that students understand that printed words consist of graphic representations that relate to the sounds of spoken language in conventional and intentional ways. Literacy Development and Practice Ch. 6 Herrera understand that literacy develops over time and progress from emergent to proficient stages. Teachers use a variety of contexts to support the development of young students;’ literacy. Word analysis and Decoding Ch. 5Herrera understand the importance of word analysis and decoding to reading and provide many opportunities for students to improve word analysis and decoding abilities. Reading Fluency Ch. 7 Herrera understand the importance of fluency to reading comprehension and provide many opportunities for students to improve their reading fluency. Reading Comprehension Ch. 6 Herrera understand the importance of reading for understanding, know the components of comprehension and teach young students strategies for improving their comprehension. Development of Writting Ch. 8 Herrera understand that writing to communicate is a developmental process and provide instruction that young students develop competence in written communication. understand how young students use writing conventions and how to help students develop those conventions. Assessment and Instruction of Developing Literacy Ch. 9 Herrera understand the basic principles of assessment and use a variety of literacy assessment practices to plan implement literacy for young students. Research and inquiry Skills Ch. 6 Herrera understand the importance of study and inquiry skills as tools for learning and promote students’ development in applying study and inquiry skills How to Meet the Competency- Based Learning Objectives
Visual Processing effect of visual acuity 1.15 Misc. Standard deviation of gamma distributions 0.22 Table 3. How three developmental hypotheses are instantiated within the framework of the E-Z Reader model: Relevant parameters, their adult (default) values, and their hypothetical values for children and the implications of these values. Hypotheses Adult Values Child Values Theoretical Implications of Children’s Parameter Values 1 104 > 104 slower overall rate of lexical processing 2 3.5 ? lexical processing rate is more/less modulated by word frequency and/or predictability 3 39 ? 0.34 < 0.34 less able to use word familiarity to initiate saccadic programming I 25 > 25 slower and/or less accurate construction of linguistic structures from text pF 0.01 > 0.01 M1 125 > 125 slower saccadic programming M2 25 > 25 7 ? oculomotor system is not “tuned” to prefer saccades; systematic error is less pronounced 1 6 ? 2 3 ? 1 0.5 > 0.5 saccades more prone to random error 2 0.15 > 0.15
Table 5. Values of 1 and used to equate total lexical-processing times to examine how increasing the disparity between the familiarity check versus lexical access affects eye movements in Simulation 4b (see Table 4). 1 Mean Familiarity Check Time [t(L1) ms] Mean Lexical Access Time [t(L2) ms] Mean Total Time [t(L1) + t(L2) ms] Prop. of Total Lexical-Processing Time Required for Familiarity Check 104 0.34 104 35.36 139.36 0.75 139.36 0 139.36 0 139.36 1
Table 8. Simulations examining how word frequency affects first-fixation and gaze durations in adults (1 = 104 ms) and children (1 = 208 ms). Age Group Condition Dependent Measures FFD GD Adults (1 = 104 ms) LF 239 305 HF 227 269 Frequency Effect 12 36 Children (2 = 208 ms) LF 358 476 HF 343 431 Frequency Effect 15 45 Note: “FFD” = first-fixation duration and “GD” = gaze duration. Table 9. Simulations examining how the accuracy and time required to complete integration affect first-fixation durations, gaze durations, and total-viewing times in adults (1 = 104 ms) and children (1 = 208 ms). The semantic-implausibility effects are the mean differences (in ms) between each of the dependent measures in the normal versus implausible conditions. Age Group Condition Parameters Dependent Measures I pF FFD GD TVT Adults (1 = 104 ms) Normal 25 0.01 233 287 293 Implausible 25 0.1 237 301 312 Semantic-Implausibility Effects (i.e., Differences) 4 14 19 Children (1 = 208 ms) Normal 25 0.01 348 452 481 Implausible 25 0.1 354 473 513 Semantic-Implausibility Effects (i.e., Differences) 6 21 32 Normal 25 0.01 348 452 481 Implausible 125 0.1 347 449 512 Semantic-Implausibility Effects (i.e., Differences) -1 -3 31 Note: “FFD” = first-fixation duration; “GD” = gaze duration; and “TVT” = total-viewing time. Figure Captions