zilongwang/ReadingBank huggingface dataset:
Total 100 CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE 60 CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE 40 100 COURSE CATEGORY Expertise/Field Courses COURSE'S CONTRIBUTION TO PROGRAM No Program Learning Outcomes Contribution 1 2 3 4 5 1 Ability to comprehend, and to attain analytical and critical thought processes x 2 Within the ambit of lifelong learning, to direct continuous renewal and cultivation of knowledge attained in the field of law x 3 To master legal resources and legal precedents; to be able to conduct comparative legal analyses in national and international legal arenas x 4 To improve settlement options; to implement creative and innovative solutions x 5 To be equippet with comprehensive and comparative knowledge gained through the study of law, enabling the transfer of this knowledge into the social and economic fields. To attain analytical thinking between cross disciplines x 6 To attain the ability to comprehend and solve legal problems pertaining to global economy x 7 To obtain knowledge of current legal subjects, through the aid of the English language x 8 To be able to utilize proficiency at an intermediate level foreign language x 9 To attain professional and scientific ethical tenants in the field of law, as well as in society at large x 10 To attain the ability to speak and listen effectively, in the field of law x 11 To be open-minded, to be tolerant of different ideas, to be constructive, to have self-confidence, and to be responsible both during individual studies and/or during team studies. To work effectively and efficiently x ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION Activities Total Work
(see guidance notes) d) Is the currently receiving exceptional needs funding? If so, please state how much and the end date e) Reason for application (see guidance notes) f) Is a CAF for this child? Name of lead professional YES/NO g) External agencies or professionals involved with the child (usually within 18 months) Agency/professional (Please include name of professional) (see guidance notes) Referral made Yes/No date if applicable Report/advice received? Yes/No Date of latest advice 4. DETAILS OF THE EXCEPTIONAL NEED a) Description of special educational needs/disability (SEND) (see guidance notes) Impact of the SEND on his/her learning and development (see guidance notes) b) Current levels of achievement for school age pupils / Information on the IAELD and any other common assessment tool for Early Years pupils. Please attach the IAELD and any other method to the application. Please state whether levels are aided or unaided. c) Briefly describe what is in place to meet the child’s needs at present. This should be a paragraph outlining the current provision. d) If this is a renewal please use this section to describe briefly the impact previous exceptional needs funding has had against the provision from the previous application. 5. EXCEPTIONAL PROVISION REQUEST (see guidance notes) a ) Aspect of the child’s needs from section 4a (Identify each aspect of the child’s main presenting need and any other needs.) b) Provision required to meet the need (Specify the type and quantity of provision that is required to meet each aspect of the child’s needs.) c) How will this impact on the child’s needs and what is the expected outcome? (Describe what will be the impact of this provision and how you will measure the success of the provision.) d ) request in hours e ) Detail the full and end date you are requesting the funding for. 6. CONTACT NAME AND SIGNATURE a) Date of application b) Statement: I confirm that parents are aware of this application and they have consented to share information about their child with members of cluster groups and exceptional needs panels (see guidance notes). Name and signature of person completing the application Role
Read for pleasure and information. Associate Degree Outcomes: The JCC Board of Trustees has developed a list of essential skills that all graduates should develop. The Board has said: JCC’s goal is to prepare students to live productive and meaningful lives. Implicit in this goal are efforts to prepare students to: (a) live and work in the 21st century, (b) be employed in situations which will require retraining several times during a productive life, and (c) function in a rapidly changing international society. In support of these guidelines, ENG 085 students will develop critical thinking skills, including the ability to do the following: Generate questions about texts before and while reading. Distinguish between fact, opinion and inference. Recognize bias in a piece of writing. Incorporate new knowledge with old. Reading Assignments & Journal/Notebook Responses Students will be introduced to various texts and will demonstrate pre-reading, active reading and post-reading strategies. Using the Active Reading Strategy Guide, a journal/notebook entry will need to be completed for each reading assignment assigned both in, and out, of class that will present the students application of reading strategies and comprehension of texts. Students are encouraged to use the following phrases to begin their statements to help clarify their thinking when annotating texts or writing in their journals/notebooks: “I got stuck when…” “I was confused by…” “This reminds me of…” “This is important because…” “I think this means…” “I can picture this in my mind. I can see…” “I wonder…” “I still need help with…” “My comprehension was interrupted by…” Reading notebooks will be handed in routinely for assessment and grading. The Other Wes Moore The Other Wes Moore Question and Response Guide pages will be assigned throughout the reading of the novel. The Other Wes Moore questions and answers should be typed, single or 1.5 spaced, in font size 12, in acceptable academic font such as Times New Roman or Arial. In the upper left corner of your typed document, as with all documents, be sure to include your name, date, class and section, title of the book and indicate the page numbers that correspond with the questions. For example: Michael Jones September 15, 2012 ENG 085-07 The Other Wes Moore, p. 5-25 Responses to all reading assignments will count as 50% of your final grade.
Mechanics Score EFFECTIVE – 20/20 points: In addition to using correct grammar, punctuation, and spelling throughout, the discussion employs varied and sophisticated sentence structures. ADEQUATE – 18/20 points: Grammar, punctuation, and spelling are usually correct, with few errors; however, remember that even minor and infrequent errors can be distracting for a reader. INADEQUATE – 15/20 points: The writing approaches expectations because, while it is comprehendible, it contains several errors that should have been corrected before posting, some minor and others more serious. LITTLE SUCCESS – 12/20 points: The writing falls below expectations because the number of serious errors makes it difficult to follow the discussion.
ADEQUATE – 18/20 points: The writing meets expectations, but could use some additional editing. INADEQUATE – 15/20 points: The writing approaches expectations because, while it is comprehendible, it contains several errors that should have been corrected before posting, some minor and others more serious, including possible MLA formatting errors. LITTLE SUCCESS – 12/20 points: The writing falls below expectations because the number of serious errors in grammar and/or MLA formatting makes it difficult to follow the discussion and/or to verify sources.
Week/Date Homework due Week 1 08/26 Introduction to the course and topic Week 2 09/02 Read: Harris Introduction and Chapter 1 Excerpt from Kembrew McLeod’s Freedom of Expression Write a critical summary of McLeod’s project Week 3 09/9 Excerpt from Academic Research and Writing “Moving From Summary to Synthesis” Read: Rebecca Moore Howard – “Understanding ‘Internet Plagiarism’” (Locate Howard writing synthesis and detail how she’s doing it and to what effect – how does it advance her own project, you will heva to define her project) Lawrence Lessig “The Creative Commons” (description of his project) Week 4 09/16 Workshop: Research Questions and narrowing workshop Bring three recent articles about your topic to class (be familiar with them) Week 5 09/23 Library research day Week 6 9/30 Read Harris Chapter 2 “Forwarding” Annotation workshop Week 7 10/07 Annotated Bibliography due Week 8 10/14 Workshop Draft Due Week 9 10/21 Essay 1 Due Week 10 10/28 Read Harris Chapter 3 “Countering” Kairos and Exigence workshop Week 11 11/04 conferences Week 12 11/11 Burkean parlor map/swales moves Week 13 11/18 Annotated bib workshop Week 14 11/25 Annotated Bibliography due Week 15 12/02 Workshop Draft Due Week 16 12/9 Final Paper Due
Syllabus† TECHNICAL & BUSINESS WRITING ENGLISH 232.72 JC @ LISD-Tech RM 105 WINTER 2018 INSTRUCTOR: C. Tucker Class Meeting times: 6-8:54PM, Thursdays (1/18 to 5/3) Email: tuckercandicem@jccmi.edu COURSE TEXT: Technical Communications: A Practical Approach 8th Edition By William Sanborn Pfeiffer and Kaye Adkins Text Book Zero Notice: The textbook is available in a digital format and may be purchased in the bookstore ADDITIONAL MATERIALS: -manila folder -Access to a computer with Internet access and Microsoft Office capabilities. -A drive to back up your work -Pen/pencil and notebook for in-class work and notes -Print access for submission of essays, portfolio, and other assignments. CATALOG DESCRIPTION (Prerequisite: ENG 131) Course Description: Technical Communications is a course designed to provide practice in a variety of written and oral communications to meet the requirements of the workplace. Projects may include descriptions, instructions, resumes, proposals, reports or online documents. It involves frequent writing, both in and out of class, as well as oral presentations, collaborative activities and individual conferences. Prerequisite(s): ENG 085 and ENG 131 Course Goals: The course goals and objectives incorporate specific General Education Outcomes (GEOs) established by the JC Board of Trustees, administration, and faculty. These goals are in concert with four-year colleges, universities, and reflect input from the professional
Discuss how the setting helps us to understand a conflict or a theme in ONE of the following stories: “The Metamorphosis” by Franz Kafka or “The Little Magic Shop” by Bruce Sterling. Define the narrator or narrators in ONE of the following stories: “Al” by Carol Emshwiller or “The Garden of Forking Paths” by Jorge Luis Borges. Who narrates the story and how does the narrator help us to understand an issue or conflict? Describe what elements of ONE of the following stories clearly establishes it—in your view—as slipstream: “Death and the Compass” by Jorge Luis Borges, “The Handsomest Drowned Man in the World” by Gabriel Garcia Marquez, or “Hell is the Absence of God” by Ted Chiang.
ENG 239 Stories in Assigned Order for Exam #1 “The Metamorphosis” by Franz Kafka “Death and the Compass” by Jorge Luis Borges “The Garden of Forking Paths” by Jorge Luis Borges “A Very Old Man with Enormous by Gabriel Garcia Marquez Lulu on the Bridge by Paul Auster “Al” by Carol Emshwiller “The Little Magic Shop” by Bruce Sterling “Hell is the Absence of God” by Ted Chiang “Music Lessons” by Douglas Lain “Light and the Sufferer” by Jonathan Lethem “Bay” by David Erik Nelson “The Specialist’s Hat” by Kelly Link “Heartland” by Karen Joy Fowler “Pretending” by Ray Vukcevich
Self-assessment questionnaire: behaviours Please look at the following descriptions of behaviours that our research participants have identified as ‘engaging’. Rate yourself according to how frequently you demonstrate these behaviours, on the following scale: 0 Never 1 Rarely 2 Sometimes 3 Quite often 4 Usually 5 Always Be honest! Try to envisage how your team might experience you Put your rating in the box Welcome suggestions and act on them Delegate work on the basis of the strengths of my team Trust individuals to get on with their work Manage my time effectively Try to lead by example Listen, even when it’s not what I want to hear Know when to stretch people and when to hold back Try to protect my team from organisational pressure Talk up my team to the rest of the organisation positive, even when things get tough my team to give their best information about the organisation and the wider world team members my undivided attention during one-to-ones up to my mistakes and say thank you for a job well done I am accessible to my team clear instructions and direction what motivates the different members of my team no and challenge organisational decisions on behalf of my team my door genuinely open
DATE MEETING SPECIAL PRESENTATION SUBJECT ROOM Monday, 07/11/16 Special Binational Teachers A & B Monday, 09/12/2016 *Regional Out of School Youth Services Business / Reports Nominations G & H Monday, 10/10/2016 *Regional Student Guidance Services Business / Reports Elections G & H Friday – Saturday 11/04-11/05, 2016 RAC Leadership Institute Leadership A, B, & D Monday, 11/14/2016 *Regional MSIN – Data component Committee for State Conference Honorees A & B Thursday, 11/17/2016 Special Selection for Alumnus of the year A & B Saturday, 12/03/2016 ACOMI Conference Educational workshops Hartnell Monday, 12/13/2016 *Regional Regionally Operated Districts Business / Reports A & B Saturday, 02/04/2016 La Familia, Regional Conference Educational Workshops Washington MS Tuesday, 02/13/2017 *Regional Regionally Sub-administrated Districts Business / Reports A & B Wednesday, 03/01/17 Mandatory Pre State Conference Orientation Orientation & Conference Preparation A & B Friday – Sunday 03/10-12, 2017 State Conference Educational Workshops Sheraton Gateway Hotel Los Angeles, CA Wednesday, 03/15/17 Mandatory Post State Conference Orientation Evaluation / Presentation Practice G & H Monday, 04/10/2017 *Regional MESRP – Preschool services Business / Reports A & B Sunday – Wednesday 04/30 – 05/03, 2017 National Conference Educational Workshops Orlando, FL Monday, 05/08/2017 *Regional Identification & Recruitment Summer Programs/RAC Calendar Approval 2016 – 2017, Regional Conference Planning G & H
II TECHNICAL PROPOSAL FORM The technical proposal must be consistent with the Terms of Reference (see Section B.1 of the tender specifications). In preparing the technical proposal the tenderers should bear in mind the award criteria against which it will be evaluated (see Section B.7 of the tender specifications). Tenderers shall use the following format to submit their technical proposals. Name of the tenderer ________________________________________________ Signed (authorised signature) on behalf of the Tenderer Name Position Signature Date The tenderers shall answer the questions below and shall provide the required information in the text boxes provided. Tenderers can extend the answers to questions in the Technical Proposal form on as many pages as needed and there is no restriction on how long the answers can be. The text boxes can be expanded for as long as needed and additional information/documents can be attached if necessary. In case additional information is provided as annex(es) to this technical proposal form, a reference to the annex(es) should be included in the box corresponding to the relevant question. This technical proposal form is divided in two parts, as follows: Part 1: Mandatory Requirements Compliance Matrix Part 2: Technical proposal – description of the proposed services
DNR/OFFICE OF CONSERVATION ENGINEERING DIVISION ENG-16 Rev 5/11 (Formerly UIC-16) File in Duplicate with DISTRICT OFFICE TYPE OR OILFIELD WASTE DISPOSITION Operator Name: Operator Code: Mailing Address: Contact Name: ) - Well Name & No.: Serial No.: Field: Field Code: Section Township Range Location Type: Upland Elevated Wetland Submerged Wetland Water Location Select One: New Well Workover Date (If new well, enter date Total Depth reached. If Workover, enter date work over was completed): Was a Closed Mud System Utilized? Yes No Was a reserve pit constructed? Yes No Dimensions: Length: ft. Was pit closed? Yes No Width: ft. Depth: ft. Date Closed: Was a separate source pit constructed? Yes No Dimensions: Length: ft. Was pit closed? Yes No Width: ft. Depth: ft. Date Closed: Was the well drilled with fresh water “native” mud which contains no more than 25 lbs/bbl Bentonite, .5 lbs/bbl Caustic Soda or Lime, and 50 lbs/bbl Barite? Yes No Type, Volume & Disposition of Wastes Generated: Closed System Reserve Pit Type Volume Disposition* Volume Disposition* Water Based Mud Cuttings (water based) Oil Based Mud Cuttings (oil based) Completion Fluids Workover Fluids Sand Salt Water Wash Rainwater Other If Other, Describe: *Disposition on Instruction Page Comments: I, (Name of company official), hereby certify under penalty of law that I am personally familiar with the information submitted herein and that the disposition of all above-listed oilfield waste generated at this well location was conducted in accordance with all applicable rules and regulations of the Office of Conservation. Signature Date
Item Action Performed or Checked By / Notes: 1 Review aircraft maintenance check packs to confirm that any maintenance has been carried out in accordance with the AMP. An event will be a Landing Gear or Engine/APU change or Reweigh. Last Major Check (C /2 Year/ Yearly) Check No. Hours Check Content Cycles CRS Date Last Minor Check (Phase or A) Check No. Hours Content Cycles CRS Date Year 1 No. Check Content Cycles CRS Date Year 2 Check No. Content Cycles CRS Date Check No. Hours Check Content Cycles CRS Date Event Check No. Hours Content Cycles CRS Date No, Check Content Cycles CRS Date Check No. Hours Check Content Cycles CRS Date
1 Review the appropriate published type data for date and revision status. Confirm the aircraft and engines conform to the Type Certification Data Sheets (TCDS) and comply with the latest revision of the type design specifications approved by the Agency. Airframe EASA TCDS No: Issue Date: Issue No. Engine EASA TCDS No: Issue Date: Issue No. Noise EASA TCDS No: Issue Date: Issue No. Confirm that the noise certificate corresponds to the current configuration of the aircraft and that it matches the TCDS. SUMMARY OF REVIEW FINDINGS Review Finding Number Description of Finding Finding Level Due by:
Here are some related articles to help kickstart your research; you may use any of them in your essay: “The of Slang” “How CodeSwitching switching-explains-the-world Explains the World” “Is the Internet Hurting Proper English? LOL, No” “When You ‘Literally Can’t Even’ Understand Your Teenager” Urban Dictionary MerriamWebster online dictionary
Rubric & The Marks... [ATTACH TO BACK OF ESSAY] COMPLETED OUTLINE: /10 (Thinking) Demonstrates understanding of required parts of essay. Information is coherent and logical ROUGH COPY & EDITING: /10 (Communication/Application) Used suggestions from edited rough copy. Essay is complete, thoughtful and original Paragraphs are clear and effective FINAL COPY /40 (Application) KNOWLEDGE 0 1 2 3 4 5 6 7 8 9 10 APPLICATION 0 1 2 3 4 5 6 7 8 9 10 THINKING 0 1 2 3 4 5 6 7 8 9 10 COMMUNICATION 0 1 2 3 4 5 6 7 8 9 10 CATEGORY LEVEL 1 Below Expectations LEVEL 2 Meets some expectations LEVEL 3 Meets Expectations LEVEL 4 Exceeds Expectations MARK COMPARISON K/U: Student demonstrates knowledge of novel and literary essay Student demonstrates limited knowledge of novel/essay Student demonstrates some knowledge of novel/essay Student demonstrates considerable knowledge of novel/essay Students demonstrates thorough knowledge of novel/essay /10 T/I: Student connects and supports topic Student demonstrates limited ability to connect ideas Student demonstrates some ability to connect ideas Student demonstrates considerable ability to connect ideas Student demonstrates thorough ability to connect ideas /10 COM: Information is communicated clearly and effectively Student has limited ability to communicate information and ideas Student has some ability to communicate information and ideas Student has considerable ability to communicate information and ideas Student has thorough ability to communicate information and ideas /10 APP: Information is applied in proper format, following success criteria Student has limited ability to apply knowledge and information Student has some ability to apply knowledge and information Student has considerable ability to apply knowledge and information Student has thorough ability to apply knowledge and information /10 COMMENTS:
STORY RUBRIC CRITERIA FOR EVALUATION LEVEL 4 3 LEVEL 2 LEVEL 1 Genre, Organization and Focus includes a clear and effective plot, with beginning, middle, and end The plot is clear and effective, with all necessary parts The plot is mostly clear and effective throughout the story Several of the plot are unclear or not effective in the story The story’s plot is neither clear nor effective Conflict is clear and developed, with a resolution The conflict is clear and developed, with an effective resolution The conflict is mostly developed, though some parts are not explained or clear parts of the conflict are not clear or developed, or the conflict is not resolved The conflict is not clear or effective – or resolved Story includes details that help reader picture what’s going on The reader is able to picture the setting, character, events, and emotions throughout the story The includes details in most areas, including the character, events, and emotions Some major areas of the story are not described – it’s harder for the reader to picture the events Details are not developed throughout the story Main Character is developed The main character is effectively developed throughout the story The main character is mostly developed in the The main character is missing some The main character is not developed in the story
development throughout the story Story develops a mood and the idea of guilt The mood and idea of guilt are clear and effective within the story The mood and idea of guilt are mostly clear and effective within the story The mood and idea of guilt are not completely developed within the story The mood and idea of guilt are not developed in the story Writing Conventions Standard English spelling, punctuation, and capitalization are used appropriately Standard English spelling, punctuation, and capitalization are used appropriately throughout the narrative Standard English spelling, punctuation, and capitalization are used appropriately, with few problems Inconsistent use of standard English spelling, punctuation, and capitalization jars the reader Minimal use of standard English spelling, punctuation, and capitalization confuses the reader Standard English grammar and sentence structure are used appropriately Standard English grammar and sentence structure are used appropriately and are consistent throughout the narrative Standard English grammar and sentence structure are used appropriately with few problems Inconsistent use of standard English grammar and sentence structure jars the reader Minimal use of standard English grammar and sentence structure confuses the reader Formatting MLA format is followed by student per expectations Student follows MLA formatting consistently throughout the Student usually follows MLA formatting within with few errors Student has multiple MLA formatting errors within Student does not follow MLA formatting expectations correctly within COMMENTS:
Remember: It is not easy, even for professional writers and professors, to always know what should be cited. If you are not sure, check with your own instructor. It is better to ask 20 questions about 20 sentences than to make one mistake! What is NOT common knowledge? All statistics, data, figures References to studies done by others References to specific facts the average reader would not know about unless s/he has done research Exercise 3 Common knowledge or not Work with a partner. Read these sentences taken from the first drafts of university research papers written by students. Discuss which ones you think: 1. are common knowledge, expressed in the student’s own words (and therefore are not plagiarized) 2. are written in the student’s own but contain uncredited ideas or information from another source (and therefore are plagiarized)
The below given reference list taken from the text “Mustafa Kemal Atatürk – A Commander and an Effective Leader” is an example reference page. ANALYZE THE FOLLOWING SOURCES WHICH ARE DOCUMENTED BOTH IN and END-TEXT FORMATS. As in-text reference: (Ayling, 1966, p.56) The entries should be double-spaced. The first line should be flushed with the left margin, and all subsequent lines should be indented five spaces from the left margin. EXAMPLE: Cox, K., & Hill, D. (2004). EAP now! English for Academic Purposes: Teacher’s Book. New South Wales, NSW: Pearson and Longman. BOOK WITH TWO WRITERS As end-text reference:
ENG 375 FALL, 2017 Wed. Oct. 18 Week 8-2 What do you see? Class on Friday? If so, meet in library conference room. Essay presenters: Andrew? India Jen Tasha Maithu Jasmine Groups: All photos shot Some photos shot No photos shot _____________________________________________________________________________________ ALL GROUPS, REREAD PROJECT GUIDELINES: Overview: Using the platform of a blog page, or your Instagram account, and all the rhetorical constraints that either platform brings, you will compose a photo essay of 12-15 images, image captions, and some corresponding text. What is a Photo Essay?
Success Center Session 3 15 Rough Draft 3 10 Working Draft 3 10 Peer Review 3 10 Success Center Session 4 15 ESSAY 3 100 Rought 4 10 Working Draft 4 10 Peer Review 4 10 4 100 Success Center Session 5 15 Draft 5 10 Working Draft 5 10 Peer Review 5 10 ESSAY 5 100 Participation 40 Class Extra Credit 10 Writing Center Credit 10 TOTAL 635 29 How To Calculate Your Grade If you'd like to calculate your grade through the course of the our summer class, use the following formula: total current earned pts total current possible pts For instance, let's pretend the following scores belong to a student who wishes to calculate his/her grade as it stands after receiving his/her Essay 1 grade. Assignment Pts Possible Pts Earned Total Pts Earned Rough Draft 1 10 10 10 Success Center Session 1 15 15 25 Working Draft 1 10 10 35
REVIEW: The goal of business writing is to achieve the following: Clear Purpose Economical to the point) Reader-Oriented (Directed at Audience) The purpose and audience are two extremely important things to remember when communicating, (whether it be for business or any other reason) LETTER-WRITING FORMULAS: There are a variety of formulas that can be followed to help develop ideas within a piece of writing once purpose and audience have been determined. These include: A.I.D.A.: A widely used formula for selling or persuading Attention – Getting the reader’s eye or ear to focus on your message Interest – Arousing the reader’s curiosity or interest in what you have to say Desire – Making the reader want what it is you are selling Action – Showing or telling the reader what to do I.D.C.A.: Similar to A.I.D.A but stresses convincing the audience to believe in something you are selling or persuading Interest – Getting the reader’s eye or ear to focus on your message Desire – Creating a need for a product or service Conviction – Convincing the reader there is a need for the product or service Action – Showing or telling the reader what to do
RUBRIC Your report is only complete when you have completed all of the Success Criteria Each category is worth 25% off your overall mark Below Level 1 (Below 50%) Level 1 (50%-59%) Level 2 (60%-69%) 3 (70%-79%) Level 4 (80%-100%) Knowledge Student demonstrates knowledge of form and style of reports and the development and organization of content Student does not demonstrate knowledge of form and of reports and/or the development and organization of content Student demonstrates limited knowledge of form and style of reports and the development and organization of content Student demonstrates some knowledge of form and style of reports and the development and organization of content Student demonstrates considerable knowledge of form and style of reports and the development and organization of content Student demonstrates thorough knowledge of form and style of reports and the development and organization of content Thinking Student demonstrates detail and information on topics within report Student does not include details and information in report Student includes limited details and information in report Student includes some detail and information in report Student includes considerable details and information in report Student includes thorough details and information in report Communication Student communicates clearly and effectively within report Student does not communicate clearly and/or effectively Student demonstrates limited clear and effective communication Student demonstrates some and effective communication Student demonstrates considerable clear and effective communication Student demonstrates thorough clear and effective communication Application Student effectively applies skills and presents information Student does not apply or effectively present information Student applies and presents information with limited success Student applies and presents information with some success Student applies and presents information with considerable success Student applies and presents information with thorough success Marks: KNOWLEDGE (Form and of Reports / Developing and Organizing Content) /25 THINKING (Details in report / Information on Improving Learning & Experiences / Use of Graphics & Charts) /25 COMMUNICATION (Clear ideas / Spelling and Grammar) /25 APPLICATION (Presentation of Information / Creation of Report) /25 TOTAL /100
ENG 4U Essay Unit Rubric Name: __________________________ Learning Skills Criteria Level 1 Level 2 Level 3 Level 4 Knowledge: Specific Skills Structure is clear, and an appropriate choice for the format Overall tone is appropriate for chosen format and content Thesis is present (implicit or explicit) MLA format is used correctly /10 Demonstrates limited knowledge and understanding of chosen essay format Demonstrates adequate knowledge and understanding of chosen essay format Demonstrates considerable knowledge and understanding of chosen format Demonstrates excellent knowledge and understanding of chosen essay format Thinking: Specific Skills Proofs are used to support arguments Original approach offers a fresh perspective on the topic Logical fallacies are present ONLY in the case of satirical treatment of subject matter /15 Poor supporting details for each point with limited explanation. May contain several logical fallacies. Adequate supporting details for each point with explanation. May have a few logical fallacies. Good supporting details for each point with clear explanation. No logical fallacies. Excellent supporting details for each point with clear explanation. No logical fallacies.
Demographic Data Race: □ American Indian or Alaska Native □ Asian □Native Hawaiian or Other Pacific Islanders □ Black or African American □Hispanic/Latino □White (Non-Hispanic) □Other race □Other Pacific Islander □Unreported/ Refused to report Ethnic Group: □Hispanic or Latino □Not Hispanic or Latino □Refuse to report Country of origin? □USA □ □ China □ Colombia □ Cuba □ Egypt □ El Salvador □ Honduras □ Iran □ Iraq □Vietnam □Jordan □Lebanon □Malaysia □ Mexico □ Syria □Thailand □other______ Employment Status: □Full time □Part time □Self Employment □Retired □Unemployed Student Status: □Full time □Part time □not in school Are you a Veteran? □Yes □No Are you a season worker? □Yes □No Are you a migrant worker? □Yes □No Are you homeless? □Yes □No Are you a refugee? □Yes □No Are you a U.S Citizen? □Yes □No Are you Pregnant? □Yes □No What county do you live in? □Harris □Ford Bend □Galveston □Brazoria □Other_____________ Your age range □0-10 □11-19 □20-39 □40-49 □50-64 □65+ You may receive a discount if you qualify, please provide your income information. Family size:______________________ Total monthly income:____________________ how did you hear from us? □ Family/Friends □ Radio /TV □Community event □Other_____________
Letter of Acceptance Undersigned I agree that ………………………………… (Student’s name, neptun code), student of Faculty of International and European Studies of University of Public Service, in …………………………………. bachelor/master programme* in 20…/201… academic year completes the professional practical training of public administration at our organisation…….……………………..….. (hereinafter: Host Institution) between …………….. (day, month, year) – (day, month, year). Host Institution: Name: Adress: Type of Istitution: …………………………………………………** Host Institution’s relevant public admisnitration activity related to professional practical training: Description of intended professional activity: … Person responsible for professional training in Host Institution: Name: Position: Work Address: Telephone,fax: E-mail: Supervisor: Name: Position: Work Address: Telephone,fax: E-mail: Dated: Budapest, ……day………month………year ………………………………………………… (Signature and Seal of Host Institution’s representative) *Underline the appropriate **eg. economic organisation, budgetary authority
Issaquah Valley Elementary PTA’s 3rd Annual Come out and enjoy free family fun! Friday, October 27, 2017 at 6:30-8:00pm PARENTS! Dress your little ones in their Halloween costumes and come to the Issaquah Valley parking lot (the fenced in lot) for some trick or treating fun! Trick or treat from trunk to trunk from IVE families that have decorated their vehicles for you to enjoy! We have room for more trunks email Renee Barnes & Lizz Eng at if interested! Costumes are optional! Event will take place rain or shine! There will be free popcorn and of course CANDY! The 5th Grade Camp Orkila Committee will be having a bake sale – cash only please! You don’t want to miss it! It’s going to be SPOOKTACULAR! FALL BOOK FAIR IS COMING UP! Monday, November 13th-Friday, November 17th There is a wide selection of books that every child will LOVE! Not only does this put books in the hands of our students, it also puts books in the hands of your teachers and librarian! Book Fair hours are: Monday 8:30am-4pm Tuesday 8:30am-4pm (lunch with a friend during your child's lunch time) Wednesday 8:30am-1:30pm, 6pm-8pm Family Thursday 8:30am-4pm Friday 8:30am-3:30pm WE NEED A LOT OF VOLUNTEERS as cashier or floater. If you are able to volunteer for any shift (part of a shift too), please sign-up on . If you have any questions, please contact your book fair co-chairs: Lizz Eng, Renee Barnes, Nikki Ludwyck, Jamie Rydberg, and Niza Lacasse at . Please Join Our PTA! If you have not signed up please go to IVEPTA.org and join! Show your support! Let's get to 100%! What is PTA membership? 1. A sign of support for the students and staff at IVE.
Total:___/15 SWARTRUGGENS INTERMEDIATE SCHOOL English Home Language Grade 7 February 2015 Task: Dialogue Topic: My holiday Instructions: Write a dialogue between two or more characters about your holiday. Rubric Look at your rubric for mark allocation Traits 4-5 2-3 0-1 Writing/Conventions Writing follows the conventions of dialogue without exception. Writing evidences a clear, sophisticated structure. No errors in spelling, punctuation and grammar. Writing mostly follows the conventions of dialogue with some deviations. Writing shows an attempt at structure, but lacks consistency. Many errors in spelling, punctuation and grammar. Dialogue is vague and/ or inappropriate. Dialogue is not written in conventional form. Frequent errors in spelling, punctuation and grammar that interfere with meaning and/or readability. Fluency/Performance The scene moves smoothly throughout. Actors expand and explore ideas. Actors are always audible, clearly focused and committed to the emotion and purpose. The actions of the scene are usually clear. Focus is often lost during the scene. Actors are sometimes inaudible, unprepared for new events in the scene or “break character.”. The actions of the scene are unclear. Actors are unaware of actions from moment to moment. Actors may laugh or distract each other. Voices are too soft to be heard and/or words are spoken too fast. Creativity/Voice Scene relies entirely upon original, student-generated circumstances, but preserves the voices of the characters. Scene relies in part upon circumstances. Voices of the characters veer from original somewhat. relies almost entirely upon author-generated circumstances. Voices of the characters veer significantly from original. Meaning Dialogue demonstrates an insightful understanding of the task, the characters chosen, their motivations and their relationship in the novel. Dialogue demonstrates an unclear understanding of the task, the characters, their motivations and their relationship in the novel. Dialogue demonstrates a lack of understanding of the task, the characters, their motivations and their relationship in the novel. Due date: 16 February 2014 TOTAL________/20
A-Level Overview Year 2: English Language & Literature Term WJS/AI AHB/CSD Key Skills / Coursework / PSAs / Deadlines 1 Non-exam component: personal investigation coursework Introducing techniques Research techniques and themes Drafting investigation Paper 2: The Great Gatsby Context Character and theme critical commentary Independent research Synthesis of research Independent critical reading of the text 2 Non-exam component: personal investigation coursework Incorporating research Conceptualising Compiling and referencing research sources Paper 2: The Great Gatsby Deconstruction of text Close study of language Recreative tasks Essay technique Draft 3,000 word study. Final coursework piece to be submitted before Christmas Preparations for mock exams 3 Paper 1: Remembered Places: Paris Anthology • Consolidation of linguistic terms • Audience, purpose and genre • Place/Point of View focus Paper 2: A Streetcar Named Desire Context Close reading of play Character study Paris Anthology – independent reading linguistic terms Read play independently 4 Paper 1: Remembered Places: Paris Anthology • Comparing texts • Consolidation of different levels of language • Revising genre conventions Paper 2: A Streetcar Named Desire Dramatic techniques Key Themes Close study of language Essay technique Paris Anthology reading Completion of essays. Close reading of play 5 Paper 1: Remembered Places: Paris Anthology • Consolidation of genre conventions Paper 1: Revision – A Handmaid’s Tale Language techniques Key themes Literary criticism Paris Anthology Wider reading Essay completion A Handmaid’s Tale – independent reading 6 Consolidation and exam practice Paper 1: Revision – Donne’s poetry John Donne’s poetry
carried out using a novel flume developed at UWA to measure erosion properties in-situ. experiments will be conducted in the Swan River determining erosion properties of the river bed at various locations. Nener, Brett, Prof Optical communications and atmospheric scintillation Disciplines: Electrical & Electronic, Mechanical, Mechatronic, Software Prerequisite skills: C, C+ and MATLAB programming necessary, Physics desirable brief description: There is a world-wide trend to use light to communicate between satellites, and from satellites to a ground-station. Light has a larger bandwidth than microwaves, it is also more secure and can use quantum methods such as quantum-key-distribution (QKD). However, one of the major limitations is the effect of the atmosphere itself on the signal-to-noise ratio due to scintillation effects. Code currently exists to simulate this effect over short distance like a few 10's of kilometers. This project will involve the improvement of the code and the testing against known results for long-range communications like low-earth-orbiting satellites (LEO). Nener, Brett, Prof Co-supervisors: Parish, Giacinta, Prof Advanced Sensing Technologies: Transistor-based biosensors Disciplines: Electrical & Electronic, Materials, Mechanical, Mechatronic Prerequisite skills: N/A Topic brief description: Students will work together on the one or more of following integrated project components (and will also work alongside students working in the adjacent projects on “transistor-based chemical sensors for contaminant monitoring”). 1. Physical, chemical, materials and biological characterisation of functionalisation methods, particularly surface and cell studies 2. Electrical, chemical, biochemical and physical characterisation and optimisation of functionalised ion sensors 3. Mechanical, electrical and chemical characterisation and optimisation of packaging techniques 4. Design and integration of complementary sensors (pH, temperature, compensation) to maximise reliability. 5. Adapt device design, packaging, measurement protocols for reliable, reference electrode free, operation. 6. Modelling of individual devices, packaged devices and the device-functionalisation interface.
Prerequisite skills: Completion of ELEC4403 Digital and Embedded Sys. or CITS2200 Data Structures with 75+. Good programming skills in C, C++ or Python. Topic brief description: We are using advanced mobile robots: driving robots similar to the ones you know from "Embedded Systems" as well as underwater robots and autonomous boats for building practical intelligent applications systems. 2018 Goals: • Completion of autonomous boat that should sail around Rottnest • Autonomous navigation and path planning for driving robots • Visual Navigation • Swarms (in real and in VR) • SLAM (Simultaneous Localization and Mapping) • Integration of robots and EyeSim-VR simulator on Oculus Rift and HTC Vive Further Details: Cardell-Oliver, Rachel, A/Prof Co-supervisors: Keating, Adrian, A/Prof Energy Neutral Sensor Networks Disciplines: Electrical & Electronic, Mechatronic and Software Prerequisite skills: Applicants will require skills in one or more of the following embedded programming skills (Raspberry-Pi, Arduino); electronics (bread boarding, controlling actuators, energy efficiency); machine learning algs; data analysis (data collection, analysis and visualisation of experiments) Topic brief description: This project is intended for a multidisciplinary team of up to 4 students. Applicants will require skills in one or more of the following areas: embedded programming skills (Raspberry-Pi, Arduino); electronics (bread boarding, controlling actuators, energy efficiency); machine learning algs; data analysis (data collection, analysis and visualisation of experiments) This project involves the development and testing of new hardware and software towards zero-energy, wireless sensing systems. Internet-of-things (IoT) technologies promise a new, lower cost and more flexible solution for asset monitoring in which self-powered, sensors wirelessly communicate. However, to realise this promise, the energy use of each sensor needs to be shrunk by an order of magnitude over current systems. This project will investigate four steps towards zero-energy sensing: 1) experimental investigation of Lora (long-range) low power radio for communication; 2) development of general-purpose data-aware lossless compression algorithms to minimise the amount of sensor data that must be transmitted; and 3) design of energy harvesting systems for sensor nodes. Recommended Trial
accompanied by an adult. You who have mobility service If you have the right to mobility service, you can use patient transport in the same way as your mobility service permit allows. If you need to travel by some other means, the care provider must verify this in a patient transport certificate. Show the driver your patient transport certificate/mobility service card when you travel. Ordering Serviceresor travel You who for medical reasons cannot use public transport and have a certificate for patient transport issued by your care, call and book your trip on 0771-77 44 11. If you live in Malmö Municipality, call 040-34-55-20. We are open round-the-clock. 18 19
Mobility service with Serviceresor You who have a mobility service permit can travel with Skånetrafiken Serviceresor. Serviceresor is a collective name for mobility service and patient transport using Serviceresor vehicles. You pay a basic fee for your journeys with Serviceresor. All Skånetrafiken’s mobility service journeys are individually adapted. A Serviceresor vehicle can be a car or special vehicle, depending on your needs and your mobility service permit, and on whether you have technical aids. You make coordinated journeys together with users unless your mobility service permit entitles you to something else. Unlike taxi trips for example, you do not always travel the shortest way to the destination. General assistance The driver always give you general assistance, which means that the driver picks up/drops off through the ground floor entrance. helps you in and out of the car, helps with your belt and straps down the rollator and other technical aids, for example a wheelchair. assists you with your technical aids and luggage in through the ground floor entrance. Special assistance Special assistance is provided if you, based on the mobility service decision, are entitled to, and have booked your journey through Special Assistance (Särskild hjälp). Special Assistance means that you are picked up/dropped off inside the outer door to your dwelling, for example on the third floor in a block of flats, unit or similar.
FLEXSTORM PC Sediment Bag 1750 mg/L using OK-110 Silica Sand and Clean Water 23 99.28% 98.96% 48 99.32% 99.25% 70 98.89% 98.80% Product Tested Street Sediment Load Particle Size of Sediment Load % TSS Removal Soil Retention Efficiency FLEXSTORM PC Sediment Bag 2.5% = 100 lbs Sed / 4000 lbs water .001 mm – 10.0 mm (median 200 micron) 99.68% 95.61% Product Tested Hydrocarbon Load Ave Flow Rate GPM % TPH Removal Oil Retention Efficiency FLEXSTORM PC+ 243 mg/L using 750 mL (1.45 lb) used motor oil + lube oil and clean water 19 99.04% 97.22% FLEXSTORM PC 20 97.67% 91.61% FLEXSTORM PC+ 92 96.88% 99.11% Identification of Drainage Structures: The Installer (Contactor) shall inspect the plans and/or worksite to determine the quantity of each drainage structure casting type. The foundry casting number or the exact grate size and clear opening size will provide the information necessary to identify the required FLEXSTORM Inlet Filter part number. Inlet Filters are supplied to the field pre-configured to fit the specified drainage structure. (See Product Selection Guides and Casting ID Forms at or ) Installation Into Standard Grated Drainage Structures: Remove the grate from the casting or concrete drainage structure. Clean the ledge (lip) of the casting frame or drainage structure to ensure it is free of stone and dirt. Drop in the FLEXSTORM Inlet Filter through the clear opening and be sure the suspension hangers rest firmly on the inside ledge (lip) of the casting. Replace the grate and confirm it is elevated no more than 1/8”, which is the thickness of the steel hangers. For Curb Box Inlet Filters: Insert