zilongwang/ReadingBank huggingface dataset:
Winter Teaching Event – Saturday, January 20th, 2018, 10am-4pm 3rd Richcraft Hall Concurrent Workshops #1: 10:00-11:30am Room Title Presenter Audience EDC Credit RB 3110 “Personalities in the Classroom” Ryan Coulling, Dept. of Sociology & Anthropology All TAs Yes RB 3112 “Teaching New Dogs Old Tricks: Engaging Students in Research” Martha Attridge Bufton, Carleton University Library All FASS & FPA TAs Yes RB 3220 “Sexual Assault: Impacts and Implications for Your Classroom” Jenna Lambert, Equity Services All TAs Yes RB 3224 “In the Know and on the Go: Identifying Academic Support Services for Students” Dagg, Learning Support Services All TAs No Teaching Talk #1—Keynote Speaker Series: 11:45am-12:45pm Room Title Presenter Audience EDC Credit 2200 RB “Encouraging Reflective Practice as a Teaching Assistant” Dr. Alan Steele, Institute of Environmental Studies All FED & FS TAs Yes Concurrent Workshops #2: 1:15-2:45am Room Title Presenter Audience EDC Credit RB 3110 “Active Learning Strategies for Improving Student Engagement in Problem-Based Tutorial Sessions” Josh Woods, Dept. of Civil & Environmental Engineering All FED & FS TAs Yes RB 3112 “Making the Grade: Providing Effective Feedback while Marking” Ewanation, Dept. of Psychology All FASS & FPA TAs Yes RB 3220 “Teaching Essay Writing” Noah Schwartz, Dept. of Political Science All FASS & FPA TAs Yes RB 3224 “Intercultural Communication: Meeting Challenges in Academic Communication as an ITA” Chris Smith, ITA Mentor All TAs Yes Teaching Talk #2—Keynote Speaker Series: 3:00-4:00pm Room Presenter Audience EDC Credit 2200 RB “Jamming the Classroom: Lessons from Music for Non-Music Educators” Dr. Jesse Stewart, Dept. of Music All FASS & FPA TAs Yes
Clayton, J.M., Hancock, K.M., Butow, P.N., Tattersall, M.H.N., & Currow, D.C. (2007). . MJA, 186(12): S77-S108. Learning Activities Completed Activities Observe an experienced health professional discuss end-of-life or poor prognostic information with people affected by cancer. Outline how the guideline recommendations outlined were implemented in the interaction. Reflect upon your own life and clinical experiences and describe your thoughts, feelings and attitudes regarding death and dying. Making Appropriate Referrals Referrals to health professionals or services are sometimes required to provide specialised support or address more complex issues beyond the capabilities of the team. Recommendations for referrals include: The referral should be made by the health care provider as this is more likely to result in service use. Structured referral sheets are useful checklists that can be completed at the time of screening or assessment. The referral checklist can include prompts for the nurse as to the criteria for referral and include suggestions for referral linked to these criteria. Examples of referral tools are available on the website. The development and dissemination of referral guidelines is a useful strategy for the nurse to clearly identify the internal and external supportive care resources available. The referral guidelines would be more effective if the supportive care services were involved in their development and dissemination. The referral guidelines need to be applicable to the circumstances and address local issues. Fewer than 10% of people are actually referred for psychosocial help despite having needs identified. Reasons for the lack of follow up include:, Inappropriate timing of referrals Clinicians not knowing the supportive care resources available Clinicians not asking about supportive care needs Clinicians not able to skillfully introduce the supportive care service. Inappropriate timing of referrals Inappropriate timing of the referral can result from issues such as not being ready to acknowledge current difficulties or their current difficulty in coping, not wanting to share their issue with other
Advocates for diverse learners who appreciate, promote, and model the values of diversity (M). KNOWLEDGE BASE MAJOR (M) AND MINOR (m) THEMES: T – Thinking and problem solving (M) E – Equality and respect for diversity (M) A – Appropriate teaching strategies (m) C – Communication and cooperation (M) H – development and curriculum (M) E – Esteem, autonomy, and lifelong learning (m) R – Relevance: social and global (M) S – Supervision, management, and guidance (m) IV. PROFESSIONAL DISPOSITION FOR CANDIDATES Teacher Ed Dispositions InTASC Imagine, Innovate, Inspire CF The candidate: Demonstrates an expectation that all students can and are a vital part of the learning community. 1, 2, 8 Caring Equality Authentic Assessment Advocates for diverse learners Effective communicators Displays sensitivity to students’ needs. 2, 3, 6, 7 Professionalism Collaboration Excellence Advocates for diverse learners Problem solvers Users of technology Works with peers, clinical instructors, university supervisors, and relevant stakeholders to advance student learning. 10 Professionalism Leadership Effective communicators Problem solvers of technology Models maturity, and sound judgment. 9 Excellence Transformation Lifelong learners Engages in continuous and improvement 9 Professional Practice Collaboration Leadership Lifelong learners Problem solvers Effective communicators Acts as a steward of the profession 9, 10 Professional Practice Collaboration Leadership Effective communicators Problem solvers REFERENCES Primary Text evaluation
Age The College’s age profile has remained fairly consistent for the past 3 years. Gender The College workforce has always had a large gender gap with this gap increasing in 2010/11 when compared to previous years’ figures. This is not surprising when looking at the recruitment data in the previous section. LLUK reported the of male:female split of college employees to be 36:64 in 2009/10. Which is identical to that at West Notts for the same period. Leavers This section compares employees leaving the college during this academic year with the College’s current workforce profile. Disability For the second year running there is in increased percentage of applicants with an unknown disability status leaving the College’s employment when compared to the current staffing profile. This together with no applicants with an unknown status is helping to improve this data for our current workforce.
Introduction Q&A Course Syllabus & Expectations Introduction to TAIS Week 2 Chapter 1 Data-Driven Instruction The Critical Success Factors and Continuous School Improvement BB Discussion Implementation Rubric DDI Action Plan Week 3 Chapter 2 Article Observation and Feedback Read the Following Article: BB Discussion Action Planning for Observation and Feedback Case Study: “A Teacher’s Testimonial on Observation and Feedback” Week 4 Chapter 3 Planning BB Discussion Planning Action Plan Case Study: “A Teacher’s Testimonial on Planning” Week 5 Chapter 4 Professional Development BB Discussion PD Action Plan Case Study: “A Leader’s Testimonial on Leading PD” Week 6 Chapter 5 Student Culture TED Talk: BB Discussion Student Culture Action Plan Case Study: “A Tale of Two Leaders Launching Student Culture” Week 7 Chapter 6 Staff Culture The Importance Of Culture BB Discussion Staff Culture Action Plan Case Study: “A Colleague’s Testimonial on Staff Culture” Week 8 Chapter 7 Managing School Leadership Teams BB Discussion Managing Leadership Teams Action Plan
As with normal telephone conversations, there are certain rules which make the difference between a good and bad telephone manner. Such as: There must be a dedicated telephone number for the text phone so calls do not get put through to a switchboard or passed around different people to reach the text phone. As with verbal telephone it is important to introduce yourself and tell the caller who they have reached, asking how you can help. If dealing with a text phone call as with a verbal telephone call – ensure you don’t leave the person on the other end of the phone not knowing what is happening. Offer to take a message or call back. Designated staff should be trained in the effective use of text phones, how to give a good service and to be aware of text abbreviations and written forms of British Sign Language. Free phone telephone numbers should include text phone free phone numbers and should not be left on answer phone mode. Text phone numbers should be advertised in information centres and phone books. 4.5.7 Type Talk Type Talk is a service which allows deaf, deaf blind, deafened, hard of hearing and speech impaired people to communicate through a text phone. The service is run by the Royal National Institute for Deaf People and funded by British Telecom. Type Talk provides a link between the text phone user and the hearing person. The link is a highly trained RNID Type Talk Operator who understands the needs of deaf and speech-impaired people and provides a discreet and confidential service. Text users dial direct using the 18001 prefix before the number of the person they would like to speak to and RNID Type Talk Operator joins the line to relay the conversation. For more details please 4.6 Social Media The council’s presence on social media is managed by the Communications Team and follows the guidelines’ set out in this document. A separate is also available. Summary
EDCP 312A – Chamber Music Ensembles GROUP NAME___No Name Band_____________________________________ Names Instrument Jean Chen Piano Pop, TV, movie Tarryn Bates Clarinet Hazel Lam Sax Andrew Hay Double Bass 5.
Activity Theme: Individual and Dual Activities Sprinting – 2 As adapted from “Run, Jump, Throw”, Athletics Canada Duration: 30 minutes Instructors: Megan Severide, Jen Thompson, Michelle Parker, Devon Edmonson Grade Level: 4/5 LESSON SEQUENCE WARM UP: “Dynamic Stretching” (5 Minutes - Michelle) DEVELOPMENT: “Rabbits and Roosters” (12 minutes - Megan) CULMINATING ACTIVITY: “Pursuit Relay” (8 minutes - Devon)
Component / Redo (1-2) Average (3) High (4-5) Total /40 Professional Quality Presentation of Content Desk Top Publishing Images + Text Quality is compromised Materials look unprofessional Quality is OK Attempt to meet Standard Extremely professional High standard of quality for materials 10 Format Title Background Context Problem Constraints Design Consideration Sequence Related Studies Management Issues Self-Evaluation Assessment Format is incomplete Certain aspects are missing Format is generally complete Most aspects of format are OK All aspects of format are outstanding Format is clear and thorough 10 Content Relevance Comprehensiveness Progressiveness Content is sparse Content is inappropriate for level Content is adequate Content is conventional Content is very relevant and thorough Content is fresh and exciting 10 Resources Applicability Relevance Volume Few resources Inappropriate resources Resources are somewhat thoughtful Adequate volume of resources Resources are extremely thoughtful Large volume of resources 5
UNIVERSITY OF MIAMI A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education SINGLE SPACED--ALL CAPS AND SINGLE SPACED IF IT WRAPS AROUND – NO BOLD Mary Louise Approved: ________________ _________________ Albert Chairman, Ph.D. Amy Committee Member, Ph.D. Professor of Education Professor of Education (Medical School students put Mentor’s name here) ________________ _________________ Laura Committee Member, Ph.D. Guillermo Prado, Ph.D. Associate Professor of Education Dean of the Graduate School (Dean’s line MUST be included on this page and placed here.) ________________ Otto Outside Member, Ph.D. Professor of Physics Institution (only if not ) NOTE: (1) Do NOT add “Chairman,” “Committee Member,” or “Outside Member” to any signees’ name. Signature lines should include only the signees’ name, degree earned, and title. Do not add “Dr.” or “Professor” in front of a signee’s name. (2) Please double check the accuracy of each committee member’s name and title.
ERMS ID (DOT_#######) Document Description File Type Remarks (see FT Checklist Additional Instructions) Description Abbreviation ERMS Doc. Type Submittal Date 14 Weeks Prior To Letting Date? n/a Yes No LPA-Project Construction Engineering Agreement in Place? n/a Yes No N/A Not Loaded into ERMS LPA-Project Master Contract Signed by LPA? n/a Yes No N/A Not Loaded into ERMS Markups from submission prior to Final Tracings (typically Stage 3 or Final Plans) n/a Incorporated into Tracings? Yes No FHWA-Indiana PSE Checklist DOC Internal – INDOT Staff Only Must accompany each project or project will be rejected. See the for additional PSE information FhwaInPseChk Other FHWA-Indiana PSE Checklist – Bundling Information Page DOC Use with PSE Checklist when more than one checklist is required due to project bundling. BIP The FHWA-INDOT PSE Checklist should be reviewed as a whole. Items frequently overlooked are listed below. Interstate Interchange Justification PDF FHWA PSE Checklist #45. Include final approval letter IJRpt Letters Value Engineering Study PDF FHWA PSE Checklist #46 ValEngStudy Reports Financial Plan Approval PDF FHWA PSE Checklist #47 InitFinPlan Reports Experimental Features Approval Letter PDF FHWA PSE Checklist #49 ExperFeatAppr Letters Guarantees or Warranties Approval Letter PDF FHWA PSE Checklist #50 GuarWarrAppr Letters Implementation Letter PDF FHWA PSE Checklist #51 Letters Public Interest Finding PDF FHWA PSE Checklist #52 PubIntFind Letters
6. If known for a bridge in a waterway, indicate evidence (or lack of evidence) for scour, either from visual inspection or from an underwater inspection report. 7. Other. See Section 72-2.04(01) for more information on substructure or foundation elements which should be considered and reported in the Bridge Inspection Report. D. Approaches 1. General. Indicate the overall condition of the approaches (excellent, fair, poor). All features within the project limits should be checked for compliance to the current safety standards. 2. Wedge. If applicable, indicate the type, depth, condition, and year installed. 3. Approach Pavement. Indicate the condition of the original reinforced-concrete bridge approach, pavement relief joints, and the approach pavement immediately adjacent to the bridge. 4. Guardrail. For each quadrant, indicate the type, length(s), and condition of the guardrail, guardrail transition (or the absence of one), and guardrail end treatment, and provide a statement on whether or not the system satisfies the current performance criteria. 5. Drive or Public Road. Indicate the location with respect to the bridge of each drive or public road which intersects the main facility near the bridge or within the traffic-maintenance limits. 6. Traffic-Control Devices. Describe the existing permanent traffic control devices on or approaching the bridge, e.g., signing, pavement markings, raised pavement markers, traffic signals, highway lighting. 7. Roadway Drainage and Pipes. Indicate the location and condition of ditches and pipes within the traffic-maintenance limits. Describe
Florida Gulf Coast University College of Education Doctor of Education (EdD) Cohort #6 Tentative Schedule* Fall 2017 Core/All EDA 7066 Organizational Leadership (3) EDG 7221 Curriculum Theory (3) Spring 2018 Core/All EDG 7367 Research Methods Seminar (3) EDA 7 ST: Reading and Writing for Research (3) Summer 2018 Research/All Concentration EDF 7475 Qual. Research Design & Analysis (3) Cognate or Elective (3) Fall 2018 Core/All EDF 7416 Quantitative Analysis (3) EDA 7193 Instructional Leadership (3) Spring 2019 Core/All Concentration EDA 7204 Program Evaluation (3) EDA 7940 Internship in Leadership (3) EDG 7940 Internship in Curriculum & Instruction (3) Summer 2019 Core/All Concentration EDF 7943 Current Issues in Educational Assessment and Decision Making (3) Cognate or Elective (3) Fall 2019 Core/All Concentration EDG 7707 Diversity & Global Studies in Ed (3) EDA 7235 Seminar in School Law (EL) EDG 7635 Curricular Perspectives on Exceptionalities (CI) Spring 2020 Core/All Concentration EDG 7325 Multiple Pedagogies (3) EDA 7197 Current Issues in Education and Leadership (EL) EDG 7286 Curriculum Design and Evaluation(CI) Summer 2020 Core/All Concentration EDG 7362 Advanced Learning Theory (3) EDA 7281 Education Policy Analysis (EL) EDG 7065 The Historical Perspective and Impact of Critical Literacies(CI) Fall 2020 All Cognate or Electives (6) Qualifying Examinations Spring 2021 Dissertation/All EDG 7981 Dissertation Prospectus (variable credit)
ACADEMIC CALENDAR Each course lasts 8 weeks, except for the seminars ILD 808, 810, the practicum 811, and dissertation ILD 899. Please note that the first class (ILD 808 Orientation (Preterm) and last class (ILD 810 Dissertation Defense) are held on Creighton University’s campus. There are three starting cohorts in January, April/May and August of each year. January – December 2012 Orientation (Pre-term) January 2 – 5 Spring Term 1: January 9 – March 2 Spring Term 2: March 5 – April 27 Summer Term 1: April 30 – June 22 Summer Term 2: June 25 – August 17 Orientation (Pre-term) August 6 – 9 *Break: August 20 – August 26 Fall Term 1: August 27 – October 19 Fall Term 2: October 22 – December 14 *Holiday Break—December 15—January 6, 2013 January – December 2013 Orientation (Pre-term) December 31 – January 4 Spring Term 1: January 7 – March 1 Spring Term 2: 4 – April 26 Summer Term 1: 29 – June 21 Summer Term 2: June 24 – August 16 Orientation (Pre-term) August 5 – 8 *Break: August 19 – August 25 Fall Term 1: August 26 – October 18 Fall Term 2: October 21 – December 13 *Holiday Break— December 14—January 5, 2014
will provide an oral presentation to the dissertation committee which will be followed by a question and answer session. The oral presentation is open to the public while the committee question and answer exchange is only for the committee, Graduate Dean and the candidate. Responsibilities of Students and Faculty in the Dissertation Process Students: 1. Selects a dissertation advisor with the guidance of the Ed.D. Program Director and other core faculty. 2. Working with the dissertation chairperson, invites dissertation committee members 3. Completes the proposal as part of ILD 899 3 hours) and arranges for the committee review 4. Uses APA Guidelines for the dissertation 5. required deadlines for submission of documents/revisions 5. Arranges for the committee review of the dissertation along with the guidance of the dissertation chairperson Dissertation Chair 1. Agrees to serve as chair and is available to work with the student 2. guide the candidate to define a topic that is realistic 3. Assists in clarifying the role of the advisor and committee 4. Guides the candidate in writing the proposal with appropriate design/methods 5. Approves the proposal for review by the committee 6. Maintains contact and working relationship with the candidate 7. Supervises all aspects of the and writing 8. Approves the dissertation for final committee review and defense 9. Helps schedule the final defense 10. Provides guidance for dissemination Committee Members: 1. Provide assistance on the dissertation in of expertise 2. Provide constructive feedback in a timely manner 3. Are available to participate in proposal review, dissertation defense, and plans for dissemination
No Features K1 2.9.9.24 K2 2.9.9.19 K3 2.9.9.12 K8 2.9.9.21 K9 2.9.9.23 Trading Partner Change of GST Reg No to SST No with increase field size from 12 alpha numeric to 15 alpha numeric √ √ √ √ √ Declaration Header Remove of GST Treatment Type √ √ √ Declaration Header Sub screen Movement Details Remove of GST Payable 'Y/N' √ Declaration Item To remove GST sub tab √ √ √ Printing To print Sales Tax Duty on GST column at K8 Customs Form To print SST No on GST No field area √ √ Setup Screen Change of GST No to SST No on User Account √ √ √ √ √ Download Updated of Transaction Type list √ √ Download Updated of Movement Type √
Functionalities available in production as at 17th August 2018 The functionalities that have been enhanced are as follows: No Features Customs Declaration Package K1 2.9.9.22 K2 2.9.9.17 K3 2.9.9.10 K8 2.9.9.20 K9 2.9.9.20 Printing To print Total Duty with rounding values √ √ √
Application of Ecological Theory Family-School-Community and the Needs of Children Reading #2 Assignment: Visit School Tools and Strategies for Learning about Families Reading #3 Guest Speaker Families and Communities as Learning Systems Reading #4 Assignment: Due Mon, Oct 15, Draft Survey Due Mon, Oct 15 Guest Speaker Report Dealing with Family Dynamics Reading #5 Guest Speaker – Families Counseling Midterm exam – Mon, Nov 5 The Role of Culture in Family Dynamics Reading #6 Nurturing Meaningful Parent, Family and Community Partnerships Strengthening Partnerships Through Communication Reading #7 Involving Community Groups in the Family-School Partnership Reading #8 Student Presentations Assignments: PP Due Mon, Dec 10
Candidates are expected to be on time to class and to remain in class the entire session. All assignments should be submitted by uploading them to the course Blackboard site drop box no than the specified due date. Assignments turned in later are subject to point deductions. All written assignments should have a cover sheet with assignment title, candidate name, course title, and date. All written assignments should be word processed, double spaced, and in 12 point standard font. All written assignments shall use appropriate citations and references in APA style. All written assignments should use correct grammar and spelling. In-class mid term and final exams will be given in this class. Each candidate is expected to be present for these exams except in cases of certified emergency All students must access the Blackboard system at least three times a week, to check for updates. All students must have a working QU address, to enable efficient communication. The class attendance policy aligns with QU’s 25%-rule as stated in the Student Handbook. USE OF BLACKBOARD Course materials, announcements, and grades will be posted to Blackboard. All assignments and communications should be submitted using Blackboard unless other individual arrangements are made in advance. Students are expected to access Blackboard at least once per week. If you do not, there is a chance you will miss important information in support of classwork. COURSE MATRIX Unit Learning Outcomes QNPS Course Objectives Course Learning Outcomes Assessment (Tasks/Artifacts) Technology Diversity Content Pedagogy 1, 2, 5,6 1, 3, 4, 5 1, 3, 6 Lesson Plans Unit Plan Problem Solving Content Pedagogy Initiative 7 4 4, 6 Alternative Assessment Unit Plan Scholarly Inquiry 8 2, 6 2, 5 Alternative Conception Report Content Pedagogy 12 1, 2, 3, 4 2 Midterm/Final COURSE OUTLINE Week Topic Assignment 1 Integrated Instruction – Concept, Rationale, and Process Web-based reading: See Blackboard site 2 Concept Development Text, Units 1, 2, 3
Big Book Assignment, Designing Assessment tools for pre-school reading and writing Content Distribution and Activities Week Theory Applications and Activities I Course Introduction Arabic language skills and communication -Listening -Speaking -Reading -Writing -Emergent Literacy Open discussion of the course description Presentation II Children Readiness for reading Factors affecting readiness for reading Presentation and discussion Readings III Activities for developing readiness or reading Introduction to the teaching of reading Sight Words Picture reading and description Presentation and discussion IV OCR and its importance in reading Readiness teaching cards Exercises on OCR Practical applications in class V Readiness for writing Factors affecting readiness for writing Practical exercises in class Teacher presentation. VI Writing developmental stages Video about the phases of the development of writing in children and discussion VII Activities for developing readiness for writing Assessing readiness for writing Practical applications in the classroom VIII Mid-term examination
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Teachers can also scaffold the growth of meaningful language by: Overtly naming/explaining activities of both children and teachers Provide context and visual cues for new vocabulary, ideas and concepts Check for understanding Teachers can support children’s emergent writing skills by providing literacy and drawing tools in many areas of school, allowing children to label construction work, enhance their dramatic play, or come up with other ideas. Children may also dictate stories to adults, or they may scribble and then “read” their own stories. The and last formal tactic discussed in Tools of the Mind is using shared activities. In shared activities there is social context where learning can occur within the ZPD (with a more knowledgeable peer or teacher assisting a child who is less knowledgeable). Learning also occurs through the process of communicating and sharing with another person. This can happen through talking, writing, drawing, etc. whereby concepts that have been internalized in a “folded state” can be exposed. A “folded state” occurs when a concept is vaguely understood. However, in the process of communicating about a concept the gaps and shortcomings in understanding can be more easily recognized and clarified. Another person’s perspective must be taken and thinking is expanded. Another benefit of shared activity is the occurrence of other-regulation. occurs when one person regulates another person’s behavior or when
All files should be uploaded as a single pdf Microteaching Self-Reflection Use the comments from the Peer Evaluations of your Microteaching Lesson to write your Microteaching Self-Reflection Pre-Instruction Reflection [Write an introductory paragraph that briefly summarizes your lesson. This paragraph will include the following: The purpose of the lesson The learning objectives and language objectives Connections to standards/TEKS Which parts of the lesson led to engagement and student learning] Action of Teaching [A response to the question “Which parts of the lesson led to engagement and student learning?”] Post-Instruction Reflection My Teaching Strength [Describe one strength of your teaching/lesson with evidence respectively] My Teaching Weakness [Describe one weakness of your teaching/lesson with evidence respectively.] Improvements [A response to the question “How can I increase student learning, engagement, etc. next time I teach this lesson”] Conclusion [The Conclusion must include the following: A response to the question “What did you learn from teaching this lesson that can apply to other lessons?” Details of at least 2 teaching suggestions to improve the lesson you taught in class.] 0 5 10 15 20 Missing three of the following elements: Pre-Instruction Reflection; Action of Teaching; Post-Instruction Reflection *(post- instruction reflection using peer feedback and personal reflection). Missing two of the following elements: Pre-Instruction Reflection; Action Phase of Teaching; Post-Instruction Reflection *(post- instruction reflection using peer feedback and personal reflection). Missing one of the following elements: Pre-Instruction Reflection; Action of Teaching; Post-Instruction Reflection *(post- instruction reflection peer feedback and personal reflection). All of the following elements are present but lack sufficient detail and support (evidence) using peer feedback, personal reflection, and lesson plan components: Pre-Instruction Reflection; Action Phase of Teaching; Post-Instruction Reflection *(post- instruction reflection using peer feedback and personal reflection). All of the following elements are clearly detailed, elaborated, and supported (evidence) peer feedback, personal reflection, and lesson plan components. Pre-Instruction Reflection; Action Phase of Teaching; Post-Instruction Reflection *(post- instruction reflection peer feedback and personal reflection). 0 5 Writing is incoherent with a Writing is coherent with no grammatical errors.
How will the requested waiver contribute to helping all students reach high standards and address the needs of high-risk populations? Explain how the district/school will continue to meet the underlying purpose of the program for which the waiver is being requested. Explain how granting the waiver will enhance the school’s ability to implement activities directed toward their school improvement plans as developed through Quality Performance Accreditation (QPA). For each school year in which the waiver will be in effect, describe the specific, measurable educational goals for each school and for the students served by the district/school who will be affected by the proposed waiver. Describe the specific evaluation criteria that the district/school(s) will use to determine the effectiveness of the waiver and the extent to the educational goals described in question #6 are met. If the school(s) has grades in which State assessments are administered, these should be included in the criteria. Provide documentation that demonstrates that parents, educators, community groups, and other members of the general public were provided an opportunity to comment on the proposed waiver.
Einadia hastata Berry Saltbush 0.1 – 0.2m x 0.2 – 0.5m Einadia nutans Nodding Saltbush 0.3m x 1.2m Glycine clandestina Twining Glycine 0.3 – 2m high Hardenbergia violacea Purple Coral Pea Variable climber Hibbertia pedunculata To 0.5m high x 0.5 - 1.5m Kennedia prostrata Running Postman Prostrate x 1 – 2.5m Pandorea pandorana Wonga Vine Variable climber Pratia pedunculata (Syn. Lobelia pedunculata) Matted Pratia Prostrate x 2 – 3m Pultenaea pedunculata Matted Bush Pea Prostrate x 1 – 3m Tetratheca ciliata Pink Bells 0.3 - 1m x 0.3 - 1m Veronica calycina Speedwell Prostrate – 0.2 x 0.5m Viola hederacea Native Violet Prostrate – 0.15m x 1 – 2m Aquatic Species Species Common Name Size (height x width) Centella cordifolia Swamp Pennywort Prostrate x 1 – 2m Isotoma fluviatilis Swamp Isotome Prostrate x 1m Lycopus australis Australian Gypsywort 1m high Mazus pumilio Swamp Mazus Prostrate x 0.5 – 1m Persicaria decipiens Slender Knotweed Prostrate – 0.6m x 1m Ranunculus inundatus River Buttercup Prostrate – 0.3m high Note: Some species are produced seasonally or in limited quantities. Check availability before ordering. Last updated May 2018
Is your gender identity the same as the one you were assigned at birth? Yes No Are you disabled? (if ‘yes’ please give details) Yes No Rather not say If ‘yes’ please give details: Ethnic origin (please highlight the appropriate category) Asian or Asian British – Bangladeshi Mixed/Multiple Ethnic groups – White and Black African Asian or Asian British – Indian Mixed/Multiple Ethnic groups – White and Black Caribbean Asian or Asian British – Pakistani Mixed Multiple Ethnic groups – White and Asian Asian or Asian British – any other Mixed Multiple Ethnic groups – Any other Asian or Asian British - Chinese White – English/Welsh/Scottish/Northern Irish/British Black/African/Caribbean/Black British – African White – Gypsy or Irish Traveller Black/African/Caribbean/Black British – Caribbean White – Irish Black/African/Caribbean/Black British – any other White – any other Other ethnic group – Any other Other ethnic group - Arab Sexual orientation (please mark X)
Gay Man Gay Woman/ Lesbian Heterosexual/ Straight Bisexual Prefer not to say Marital Status (please mark X) Married/ Civil Partnership Single Divorced Separated Living with Partner Widowed Widower Prefer not to say Religion (please mark X) Christian Buddhist Jewish Hindu Sikh Muslim None Other Prefer not to say
Introduction is holding its inaugural garden festival this spring, featuring art installations from both established and up and coming artists along the lines of . This will run over and six month period (from October to mid March, and will be called Eden Unearthed. It will be held at the Eden Gardens flagship store in Macquarie Park, Sydney, among the 6 acre site that consists of function centre, cafe, retail nursery, and established display gardens. The display gardens are located over nearly 3 acres, include around 25,000 plants, a creek, rose and perennial gardens, a poplar forest and exhibition gardens. The site is bounded by Lane Cove Road, Lane Cove National Park, and the M2 Motorway. Eden Gardens – “Enriching People’s Lives with Plants” Eden is committed to both social and environmental causes with a mission to improve the quality of life in the wider community through horticulture and education. Our flagship store was designed to recycle and harvest water, use natural lighting and airflow to cool the building and recycle vegetable matter throughout the site using compost and worm farms. Community inclusion is important at Eden and there is 85% disability access to the site, and relationships with, among others, , and the . Eden Gardens also has an existing sculpture walk featuring around 25 pieces of art, including the Eden Tree, designed and built by sculpture Trevor Weeks. Recycling has always been part of the Eden ethos. Part of the site used to be a brick pit and recycled bricks are utilised in some walls and structures. 60 % of water usage is provided by the water recycling and harvesting stored in the reservoir. Eden Gardens backs onto Lane Cove National Park with remnant woodland featuring Scribbly Gums (E. haemastoma). Many of these gums are dotted throughout the site.
AC and BD intersect at E. Angle CAB = 25° Angle DEC = 110° Work out the size of angle DAC You must show all your working. ..............................................° (4) 4 marks) Question 17 The volume of Venus in m3, is 9.28 x 1020. The volume of Mercury, is 6.08 x 1019. How many times larger is the volume of Venus to that of Mercury? Give your answer correct to 3 significant figures.
SEPTEMBER OCTOBER NOVEMBER 1 – 2 and proportion and rates of change: Percentages and compound measures Weeks 3 – 4 Ratio and proportion and rates of change: Percentages and variation Weeks 5 – 7 Statistics: Representation and interpretation Week 8 Holiday Weeks 9 – 10 Geometry and measures: Constructions and loci NOVEMBER DECEMBER JANUARY 11 – 12 Geometry and measures: Curved shapes and pyramids Week 13 Revision and review Weeks 14 – 15 Mock examinations and revision Week 16 Holiday Week 17 Holiday Weeks 18 – 19 Algebra: Number and sequences Weeks 20 – 21 Geometry and measures: Right-angled triangles JANUARY FEBRUARY Week 22 Geometry and measures: Right-angled triangles Week 23 Holiday Weeks 24 – 25 Geometry and measures: Congruency and similarity Weeks 26 – 27 Probability: Combined events 28 – 29 Number: Powers and standard form Week 30 Holiday APRIL MAY JUNE Week 31 Holiday Week 32 Number: Powers and standard form Weeks 33 – 35 Algebra: Simultaneous equations and linear inequalities Weeks 36 – 37 Algebra: Non-linear graphs Week 38 Holiday Weeks 39 – 40 Revision JUNE JULY
SEPTEMBER OCTOBER NOVEMBER Week 1 Review and revision 5 Week 2 – 4 Geometry and measures: Perimeter and area Weeks 5 – 6 Geometry and measures: Transformations Week 7 Review and revision 6 Week 8 Holiday Week 9 Geometry and measures: Week 10 Probability and events NOVEMBER DECEMBER JANUARY Weeks 11 – 12 Probability: Probability and events Week 13 Geometry and measures: Volumes and surface areas of prisms Week 14 Examinations and revision Week 15 Examinations and revision Week 16 Holiday Week 17 Holiday Weeks 18 – 19 Geometry and measures: Volumes and surface areas of prisms Week 20 Number: Recap and review JANUARY FEBRUARY MARCH Weeks 21 – 22 Algebra: Linear equations Week 23 Review and Revision 7 Week 24 Holiday Weeks 25 – 26 Algebra: Linear equations Week 27 Recap and review Weeks 28 – 29 and proportion and rates of change: Percentages and compound measures Week 30 Review and revision 8 APRIL MAY JUNE Week 31 Holiday Week 32 Holiday 33 – 35 and proportion and rates of change: Percentages and variation Week 36 Review and revision 9 Week 37 Review and revision 9 Week 38 Holiday Weeks 39 – 40 Statistics: Representation and interpretation JUNE JULY
Edexcel iGCSE Physics 4PH0 Learning Plan Section C11: Properties of waves Specification Resources Assessment 3.2 understand the difference between longitudinal and transverse waves and describe experiments to show longitudinal and transverse waves in, for example, ropes, springs and water 3.3 define amplitude, frequency, wavelength and period of a wave 3.4 understand that waves transfer energy and information without transferring matter 3.5 know and use the relationship between the speed, frequency and wavelength of a wave: wave = frequency × wavelength 3.6 use the relationship between frequency and time period. 3.7 use the above relationships in different contexts including sound waves and electromagnetic waves 3.8 understand that can be diffracted when they pass an edge 3.9 understand that waves can be diffracted through gaps, and that the extent of diffraction depends on the wavelength and the physical dimension of the gap. Physics Section 3 – Lesson 1 – General Wave Properties. Physics Section 3 – Lesson 2 – Reflection and Refraction Powerpoint: Physics 17 – General Wave Properties Physics 18 – Reflection and Refraction Textbook: Ch.11 Properties of Waves Page 91 – What are waves? Page 92 – Describing waves Page 93 – The wave Equation Page 94 – The ripple tank Page 94 – Wavelength and frequency Page 95 – Reflection Page 96 – Refraction Page 96 – Diffraction Page 98 – Chapter checklist DVD Revision check list Textbook Page 98 – Questions (1) to (4) Section C11 Textbook Answers (PDF) DVD Multiple choice test Talking – Edexcel Physics Section C11 Properties of waves (mp4 video) Section C11 Exam Question – pdf Section C11 Exam Question Mark Scheme - pdf Videos – www.igcsesciencecourses.com Textbook Ref: Edexcel International GCSE Physics Student Book - Pearson
Rearrange simple equations; Substitute into a formula, and solve the resulting equation; Find an approximate solution to a linear equation a graph; Solve simple angle problems using algebra. POSSIBLE SUCCESS CRITERIA Solve: x + 5 = 12 Solve: x – 6 = 3 = 5 2x – 5 =19 COMMON MISCONCEPTIONS Rules of adding and subtracting negatives. Inverse operations can be misapplied. NOTES Emphasise good use of notation. Students need to realise that not all linear equations can be solved by observation or and improvement, and hence the use of a formal method is important. Students can their answer in fraction form where appropriate. 7b. Inequalities (N1, A7, A22) Teaching time 4–6 hours OBJECTIVES By the end of the sub-unit, students should be able to: Show inequalities on number lines; Write down whole number values that satisfy an inequality; Solve an inequality such as –3 < 2x + 1 <7 and show the solution set on a number line; Solve two inequalities in x, find the solution sets and compare them to see which value of x satisfies both; Use the correct notation to show inclusive and exclusive inequalities; Construct inequalities to represent a set shown on a number line; Solve simple linear inequalities in one variable, and represent the solution set on a number line. POSSIBLE SUCCESS CRITERIA Solve –3 < 2x + 1 and show the solution set on a number line. State the numbers that satisfy a given inequality. COMMON MISCONCEPTIONS When solving inequalities, students often state their final answer as a number quantity and either exclude the inequality or change it to =.
Students should be able to square negative numbers. Students should be able to substitute into formulae. Students should be able to plot points on a coordinate grid. Students should be able to expand single brackets and collect ‘like’ terms. KEYWORDS Quadratic, function, solve, expand, factorise, simplify, expression, graph, curve, factor, coefficient, bracket 16a. Quadratic equations: expanding and factorising (A4, A11, A18) Teaching time 4–6 hours OBJECTIVES By the end of the sub-unit, students should be able to: Define a ‘quadratic’ expression; Multiply together two algebraic expressions with brackets; Square a linear expression, e.g. (x + 1)2; Factorise quadratic expressions of the form x2 + bx + c; Factorise a quadratic expression using the difference of two squares; Solve quadratic equations by factorising; quadratic equations that require rearranging; Find the of a quadratic function algebraically. POSSIBLE SUCCESS CRITERIA Solve 3x2 + 4 = 100. Expand (x + 2)(x + 6). Factorise x2 + 7x + 10. Solve x2 + 7x + 10 = 0. (x – 3)(x + 4)= 0. COMMON MISCONCEPTIONS x can sometimes be ‘collected’ with x2. NOTES This unit can be extended by including quadratics where a ≠ 1. Emphasise the fact that x2 and x are different of term – illustrate this with numbers. 16b. Quadratic equations: graphs (A11, A12, A18) Teaching time 3–5 hours
Edexcel Awards in Number and Measure, Algebra, and Statistical Methods Grade Boundaries January 2015 Subject Number Subject Name Maximum mark Pass mark Percentage of candidates ANM10 Number & Measure Level 1 80 52 46.2% ANM20 Number & Measure Level 2 80 52 47.1% AAL20 Algebra Level 2 80 53 50.7% AAL30 Algebra Level 3 90 60 36.9% AST10 Statistical Methods Level 1 80 53 51.9% AST20 Statistical Methods 2 80 52 30.0% AST30 Statistical Methods Level 3 90 60 73.7%
Write down all the figures on your calculator display. You must give your answer as a decimal. ……….……………………. (Total 2 marks) Question 3 Here are the ages of 15 doctors. 35 52 42 27 36
Question 18 Work out the length of PR 3 marks) Question 19 Age ( Y years) Cumulative Frequency 20 < Y ≤ 30 25 20 < Y ≤ 40 61 20 < Y ≤ 50 81 20 < Y ≤ 60 95 20 < Y ≤ 70 100 (1)
Repetition has been used to convey the narrator’s feelings towards Bertha in the line ‘and dwelt on a thousand charming scenes never to be renewed – never!’ This line tells us that he would reminisce about times gone by and believe that they wouldn’t ever happen again. The use of repetition suggests to the reader that he is so disturbed by those memories and dislikes Bertha so that scenes such as those would ‘never’ be visited again. Adjectives have been used to convey the narrator’s feelings towards Bertha. This is evident through the use of ‘cruel’, ‘worthless’ and ‘detested’. These lines help to convey his negative feelings towards Bertha. The use of the adjective ‘cruel’ suggests to the reader that Bertha is mean and has treated him badly. The use of the adjective ‘worthless’ implies to the reader that she means nothing to him. Finally, the adjective ‘detested’ means that he hates her. The use of these adjectives combined connotes the negativity he feels towards her. Dashes have been used to convey the narrator’s feelings towards Bertha. This is evident in the lines ‘I would not remain unrevenged – she should see Albert expire at her feet – she should die beneath my vengeance.’ These lines tells us that the narrator wants to see Bertha suffer. The use of the dashes convey to the reader that the narrator is pausing as he is thinking about how he would like to see Bertha suffer. The use of the verbs ‘expire’ and ‘die’ suggest that this suffering should be severe which connotes his intense feeling of hatred towards her. Question 4 FOR GRADES 5-9 Underline the focus of the question. Q4 will always ask you to ‘evaluate how successfully this is achieved’. Re-read the extract and highlight the key information/phrases in each paragraph
Edexcel Experimental Methods Learning outcomes that refer to experiments: Topic code Topic name Code Outcome 2c Biological molecules 2.7 describe the tests for glucose and starch 2c Biological molecules 2.11 describe experiments to investigate how enzyme activity can be affected by changes in temperature. 2d Movement of substances into and out of cells 2.16 describe experiments to investigate diffusion and osmosis using living and non-living systems. 2e Nutrition - Flowering plants 2.22 describe experiments to investigate photosynthesis, showing the evolution of oxygen from a plant, the production of starch and the requirements of light, carbon dioxide and chlorophyll 2e Nutrition - Humans 2.32 describe an experiment to investigate the energy content in a food sample. 2f Respiration 2.37 describe experiments to investigate the evolution of carbon dioxide and heat from respiring seeds or other suitable living organisms. 2g Gas exchange - Flowering plants 2.43 describe experiments to investigate the effect of light on net gas exchange from a leaf, using hydrogen-carbonate indicator 2g Gas exchange - Humans 2.48 describe experiments to investigate the effect of exercise on breathing in humans. 2h Transport - Flowering plants 2.56 describe experiments to investigate the role of environmental factors in determining the rate of transpiration from a shoot 4a Organisms and their environment 4.2 & 4.3 explain how quadrats can be used to estimate the population size of an organism in two different AND explain how quadrats can be used to sample the distribution of organisms in their habitats. 5a Food production - Micro-organisms 5.6 describe a simple experiment to investigate carbon dioxide production by yeast, in different conditions Additional recommended investigations (students are not expected to describe the methodology, but might well be asked to analyse data in examinations) Topic code Topic name Code Outcome 2j Coordination and Response - plants 2.81, 2.82 Controlled experiments to demonstrate phototropic and geotropic plant growth responses 2j Coordination and Response - humans n/a A simple experiment to show how the sensitivity of the skin differs on finger tips, back of hand, wrist and forearm 3a Reproduction - plants 3.3 A practical exercise comparing floral structure in insect- pollinated and wind-pollinated flowers
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Subject Component information Cash-in-codes Geography 6GE01 Global Challenges 6GE02 Geographical Investigations 6GE03 Contested Planet 6GE04 Geographical Research AS 8GE01 (6GE01+6GE02) A Level 9GE01 (6GE01+6GE02+6GE03+6GE04) International Advanced Levels Subject Component information Cash-in- codes Accounting WAC11 – Accounting systems and costings WAC12 – Corporate and management accounting IAS XAC11 (WAC11) IAL YAC11 WAC11+WAC12) Biology WBI01 – Lifestyle, transport, genes & health WBI02 – Development, plants & the environment WBI03 – International alternative WBI04 – Natural environment and species survival WBI05 – Energy, exercise and coordination WBI06 – International alternative IAS XBI01 (WBI01+WBI02+WBI03) IAL YBI01 (WBI01+
Subject Component information Cash-in- codes Physics WPH01 – Physics on the go WPH02 – Physics at work WPH03 – Exploring physics WPH04 – Physics on the move WPH05 – Physics from creation to collapse WPH06 – Experimental physics IAS XPH01 (WPH01 + WPH02 + WPH03) IAL YPH01 + WPH02 + WPH03+ + WPH05 + WPH06 or WPH07) Economics WEC01 – Markets in action WEC02 – Macroeconomics performance & the global economy WEC03 – Business behaviour WEC04 – Development in the global economy IAS XEC01 (WEC01 + WEC02) IAL YEC01 (WEC01, WEC02, WEC03 + WEC04)
Subject Component information Cash-in- codes Mathematics WDM01 – Decision mathematics D1 – Further pure mathematics F1 WFM02 – Further pure mathematics F2 WFM03 – Further pure mathematics F3 WME01 – Mechanics M1 WME02 – Mechanics M2 WME03 – Mechanics M3 WST01 – Statistics S1 WST02 – Statistics S2 WST03 – Statistics S2 □ WMA01 Core Mathematics C12 □ Core Mathematics C34 Mathematics AS Levels IAS XMA01 (Mathematics): C12 + ___ (M1 or S1 or D1) IAS XFM01 (Further Mathematics): F1 +2 of F2, F3, M1, M2, M3, S1, S2, S3, D1 IAS XPM01 (Pure Mathematics): C12 + F1 Mathematics A Levels IAL (Mathematics): C12+ C34+ _____(one of the below pair) M1+S1 / M1+D1 / M1+M2 / S1+D1 / S1+S2 IAL YFM01 (Further Mathematics): F1+___ (F2 or F3) + Any 4 of M1, M2, M3, S1, S2, S3, D1 OR F1+ F2+ F3 + Any 3 of M1, M2, M3, S1, S2, S3, D1 (Pure Mathematics): C12+ C34+ F1 + ___(F2 or F3)