zilongwang/ReadingBank huggingface dataset:
45 minutes Read and discuss Appendix A: Design brief. Note: This outline assumes children have already developed an insect design in the accompanying Science assessment. If not, they will need support to investigate insects and create a design drawing at this stage. Start a Design folio and include the initial insect design and Appendix B: Checklist. Make some initial design sketches identifying possible materials. Use a poster of Appendix A: Design brief to guide initial discussion of the challenge. Adapt the brief to suit children and available resources. Brainstorm design ideas on how children could make a model. Use a Word wall to collect relevant vocabulary. Help children set up a scrap book or folder as their Design folio. Start by including their design drawing from the Insect discovery assessment. Add Appendix B: Checklist to the Design folios and explain to children that this will guide them through the assessment. Section 2. Investigate tools and materials 90 minutes Investigate joining materials: Explore a collection of materials and ways to join them. Brainstorm to create a list of relevant Document the results of trials using Appendix C: How do you join materials? Provide a variety of suitable materials and tools. Facilitate discussion about suitability of materials for particular roles (e.g. What could we use for transparent wings? How could we make fuzzy antennae?) Model how to complete Appendix C: How do you join materials? by using words from the “materials” and “joins” word lists to document trials. Encourage exploration of new ideas. Facilitate class discussion: What worked? What didn’t? What was strong? What will fall apart easily? 90 minutes Investigate tools: Experiment with cutting, bending and shaping different materials with a variety of Record using Appendix D: Which tool is best? Provide a range of suitable tools and material samples. Demonstrate and discuss safe practices. Encourage children to try many combinations and document the most interesting ones. Demonstrate how to use words from the “tools” and “jobs” lists to document the testing in Appendix D: Which tool is best?
-------------------------------------------------------------------------------------------------------------------------------------------------------- Material 1 Material 2 Joining method Result To join to I used and found that
This assessment gathers evidence of learning for the following Essential Learnings: Languages Essential Learnings by the end of Elementary Stage Assessable elements Ways of working Composing Students are able to: recognise and use appropriate verbal and non-verbal language to support the development of communicative competence construct simple, cohesive spoken and written texts for different contexts, displaying some concept of register. Knowledge and understanding Knowledge and understanding Comprehending and composing in the target language Comprehending and composing skills are used to understand language input, to convey information and express ideas and opinions, and to engage in interactions in the target language for different purposes, contexts and audiences. Verbal language and non-verbal language are adapted according to purpose, context and audience. Texts, including conversations and narratives, follow patterns and are shaped by conventions that can vary between cultures. Familiar language can be used in new contexts to help interpret and convey main and supporting details. Familiar linguistic features and structures are manipulated to generate original target language and to construct simple, cohesive texts for different purposes, contexts and audiences. Source: Studies Authority 2007, Languages Essential Learnings by the end of Elementary QSA, . Listed here are suggested learning experiences for students before implementing this assessment. Revise any key text structures and language elements targeted for assessment (see Appendix A). Discuss (in English): information that could be used when introducing another person to the class, e.g. name, age, birthday, where they live, nationality, hobbies, personality traits the differences between formal and informal speech and how language is adapted according to purpose and context the skills of presenting to an audience writing skills. Listen to recordings of sample speeches of an introduction in Italian. Interview and exchange information with a partner about personal details. Introduce a partner to another person in Italian. Invite an exchange student to class and carry out language activities, such as: present a classmate to the student in Italian listen to the exchange student introduce themselves in Italian, and make notes.
This assessment gathers evidence of learning for the following Essential Learnings: Languages Essential Learnings by the end of Lower Intermediate stage Ways of working Students are able to: locate, analyse and respond in the target language to information on topics and issues of significance to members of the target cultures of a similar age plan, monitor and adjust verbal and non-verbal language to suit the role, purpose, context and audience construct spoken and written texts that present an argument, perspective or opinion recognise that are culturally constructed, and analyse embedded cultural information reflect on and evaluate the appropriateness of their own and others’ language choices in target language texts for purpose, context and audience reflect on and evaluate learning to evaluate and apply new understandings and future applications. Knowledge and understanding Comprehending and composing in the target language Comprehending and composing for particular purposes, contexts and audiences requires knowledge about the interrelations among purpose, text type, audience, mode and medium. Verbal language and non-verbal language are adapted, based on role, purpose, context, audience, mode and medium. Ideas and information can be expressed through a variety of text types and language adjusted to suit formal and informal contexts. Language can be manipulated to make original and extended texts that are organised according to sociocultural conventions. Intercultural competence and language awareness Intercultural competence and knowledge of languages and cultures allow for differing ways of experiencing, acting in and viewing the world. Familiarity with issues and topics of significance to members of the target culture enhances intercultural communication. Beliefs, values and attitudes are embedded in languages and cultures; and knowledge of these aspects can facilitate intercultural communication. Assessable elements Knowledge and understanding Composing texts Intercultural competence Reflecting Source: Studies Authority 2007, Languages Essential Learnings by the end of the Lower Intermediate stage, QSA, . Exercises Students will need to participate in a variety of form-focused exercises, focusing on discrete points of grammar or vocabulary, before engaging in the learning experience activities. Typical exercises include cloze exercises, substitution drills and translation exercises.
Make a stringed instrument Year 8 Technology Students research, design and construct a stringed musical instrument to comply with a design brief and document their technology practice in a design journal. Time allocation 10 hours Context for assessment Musical instruments are a pervasive element of human culture. From ancient times, musical instruments reflect culture, beliefs and way of life by using locally available materials and technology processes. Through the use of the technology processes of investigating, designing, producing and evaluating, students will design and construct a functional stringed musical instrument. The assessment focuses on selecting and using appropriate materials, tools and techniques.
Ways of working Students are able to: create and arts works by manipulating arts elements to express meaning in different contexts modify and refine arts works, using interpretive and technical skills present arts works to particular audiences for a specific purpose, style and function, using genre specific arts techniques, skills, processes and cultural protocols reflect on learning, apply new understandings and justify future applications. Knowledge and understanding Music Music involves singing, playing instruments, listening, moving, improvising and composing by manipulating the music elements to express ideas, considering specific audiences and specific purposes, through sound. Duration, beat, time values and metre are used to create and vary rhythm. Pitch, tonalities, scales and intervals are used to create and vary the horizontal arrangement of sound. Tonalities and harmonies are used to organise music in different vertical arrangements. Interaction between the linear and the vertical arrangement of music is used to create the texture or density of sound. Vocal, instrumental, electronic and computer-generated sound sources have characteristic sound qualities (tone colour) that can be altered through methods of production and manipulation. Relative softness and loudness of sounds, and digital and electronic devices, are used to change dynamic levels and expression of music. Source: Studies Authority 2007, The Arts Essential Learnings by the end of Year 9, QSA, . Science Essential Learnings by the end of Year 9 Ways of working Students are able to: identify problems and issues, formulate scientific questions and design investigations plan investigations guided by scientific concepts and design and carry out fair tests research and analyse data, information and evidence evaluate data, information and evidence to identify connections, construct arguments and link results to theory select and use scientific equipment and technologies to enhance the reliability and accuracy of data collected in investigations Knowledge and understanding Energy and change Forces and energy are identified and analysed to help understand and develop technologies, and to make predictions about events in the world. An unbalanced force acting on a body results in a change in motion. Objects remain stationary or in constant motion under the influence of balanced forces. Energy can be transferred from one medium to another.
Ways of working Students are able to: select and develop ideas for arts works, considering different audiences and different purposes, using arts elements and languages create and shape arts works by organising arts elements to express personal and community values, beliefs and observations present arts works to informal and formal audiences, using arts techniques, skills and processes reflect on learning to identify new understandings and future applications. Knowledge and understanding Media Media involves selecting media languages and technologies to create representations and construct meaning, considering different audiences and different purposes. Still and moving images, sounds and words are selected to construct media texts Media techniques and practices, including layout, storyboard and manipulation of images, sounds and words, are used to create media texts Representations in media texts are selected from different settings, including time and place, and for different audiences and purposes. Assessable elements Knowledge and understanding Creating Presenting Reflecting Source: Studies Authority 2007, The Arts Essential Learnings by the end of Year 5, QSA, . Listed here are suggested learning experiences for students before they attempt this assessment. Explore the role of photographs in everyday life. Become familiar with the work of photography artists. Complete a camera licence. See Appendix A: Camera licence. Become familiar with camera shots and angles. See Appendix D: Camera frames and angles. Develop basic photography skills and knowledge of media technologies including image manipulation and layout. See Appendix E: Making photographs look interesting and Appendix F: Tips for taking great pictures. Learn media languages (e.g. camera angle and movement, graphics, soundtrack, voice-over, caption, font) to analyse representations on postcards, invitations and greeting cards.
Links to other KLAs This assessment could be expanded to assess the following Essential Learnings: The Arts Essential Learnings by the end of Year 3 Ways of working Students are able to: select ideas for arts works, considering particular audiences and particular purposes, using arts elements and languages create and arts works by combining arts elements to express personal ideas, feelings and experiences practise arts works, using interpretive and technical skills present arts works to familiar audiences, using arts techniques, skills and processes follow guidelines to apply safe practices. Knowledge and understanding Dance Dance involves using the human body to express ideas, considering particular audiences and particular purposes, through dance elements in movement phrases. Gross motor movements, including locomotor and non-locomotor, are used to create actions for movement phrases. Directions, levels, shapes and pathways are used to move in space within movement phrases. Fast and slow movements are used to change timing in movement phrases. Percussive and sustained movement qualities are used to change energy in movement phrases. Structuring devices, including repetition and narrative forms, are used to organise movement phrases. Source: Studies Authority 2007, The Arts Essential Learnings by the end of Year 3, QSA, . Listed here are suggested learning experiences for students before attempting this assessment. Practise the difference between singing voices and speaking voices. Learn the song “Kangaroo, skippy roo”. Practise singing the song in lots of different ways, e.g. loud, soft, fast, slow. Practise singing the song with movement actions. Learn how to play the game song “Kangaroo, skippy roo” with their voices. Practise using their solo voices through game songs such as: “Kangaroo, skippy roo” (see Appendix C) “Doggie, doggie” (see Appendix D) “Little Tommy tiddlemouse” (see Appendix D). Be introduced to various classroom percussion instruments. Discuss as a class the different qualities of these instruments (see Appendix B). Play different classroom percussion instruments. Explore different methods of producing sounds, e.g. rubbing, scraping, tapping.
Japanese culture — web resources Teachers should always check websites before recommending them to students. These websites were accessed in August and September 2008. Many additional support materials are available on the web for teachers to download, including MP3s of fairytales recorded in Japanese and various pictures that show story-line sequences. Fairytales Logos provides free multilingual online content, including Japanese fairytales: <>. Beginning to learn Japanese — blog with audio fairytales: <>. My Furusato — Fairytale section includes Momotaro the Peach Boy: <>. About Search for images of on Flickr photosharing website: <>. Japan zone — travel guide, information and culture: <>. — Japan living and travel guide: <>. About.com — Japanese language and culture: <>. Earthy Family — Culture of : <>. Japan Culture Club — online catalogue of Japanese cultural items: <>. Babychatter — Japanese names. Select Japanese girls or boys names: <>. At home in — Japanese home-stay tutorial: <>. Virtual : <>. Web — sponsored by Japanese Ministry of Foreign Affairs (MOFA): <>. Japan Foundation resources: <>. Culture at work — Japanese culture: <>. Japanese web links: <>. Japan National Tourist Organisation: <>. Explore — online Japanese gift shop: <>. YesJapan.com Culture Centre: <>. guide to Japanese culture: <>. Traditional Japanese Culture and Modern Japan: <>.
Japanese culture — web resources (cont.) Loquela education — Japan online: <>. Japanese Streets — magazine about fashion and culture: <>. Language resources Curriculum Corporation — Japanese language resources: <>. Shunko Muroya, Japanese Advisor for Alberta Education, — Information and Resources for Teachers of Japanese Language: <>. Japanese picture dictionary: <>.
Japanese web resources Teachers should always websites before recommending them to students. These websites were accessed in February 2011. The Japan Web Guide's FAQ of Japan — Japanese festivals and celebrations: <>. Wikipedia on Japanese festivals: <>. Darkchilde's Sanctuary on the Web — Japanese food: <>. AsiaRecipe.com — History of Japanese cuisine: <>. Search Flickr for images of Japan: <>. Japanese website directory: <> (teacher reference only) Online shop: <> (teacher reference only) About Search for images of Japan on Flickr photosharing website: <>. Japan zone — travel guide, information and culture: <>. Japan guide — Japan living and travel guide: <>. About.com — Japanese language and culture: <>. Earthy Family — Culture of <>. Japan Culture Club, online catalogue of Japanese cultural items: <>. Babychatter — Japanese names. Select Japanese girls or boys names: <>. Virtual Museum of Japanese Arts: <>. Web — sponsored by Japanese Ministry of Foreign Affairs (MOFA): <>. Japan Foundation resources: <>. Culture at work — Japanese culture: <>. Japanese web links: <>. Japan National Tourist Organisation: <>. Explore — online Japanese gift shop: <>. YesJapan.com Culture Centre: <>. Asahi guide to Japanese culture: <>. Japanese web resources (cont.) Traditional Japanese Culture and Modern Japan: <>. Loquela education — Japan online: <> <>.
This assessment gathers evidence of learning for the following Essential Learnings: The Arts Essential Learnings by the end of Year 5 Ways of working Students are able to: select and develop ideas for arts works, considering different audiences and different purposes, using arts elements and languages create and shape arts works by organising arts elements to express personal and community values, beliefs and observations rehearse and rework arts works, using interpretive and technical skills present arts works to informal and formal audiences, using arts techniques, skills and processes identify and apply safe practices respond to arts works by identifying and interpreting the influences of social, cultural and historical contexts, using arts elements and languages reflect on learning to identify new understandings and future applications. Knowledge and understanding Drama Drama involves selecting dramatic elements and conventions to express ideas, considering different audiences and different purposes, through dramatic action based on real or imagined events. Role and status of relationships can be maintained using movement, including posture, gesture and body position, and expression of voice. Purpose and context guide the selection of time frames, language, place and space to express ideas. Dramatic action is structured through storytelling, improvisation and extended roleplays. Assessable elements Knowledge and understanding Creating Presenting Responding Reflecting Source: Studies Authority 2007, The Arts Essential Learnings by the end of Year 5, QSA, .
Ways of working Students are able to: select for arts works, considering particular audiences and particular purposes, using arts elements and languages create and shape arts works by combining arts elements to express personal ideas, feelings and experiences practise arts works, using interpretive and technical skills respond to arts works and describe initial impressions and personal interpretations, using arts elements and languages reflect on learning to identify new understandings. Knowledge and understanding Media Media involves constructing meaning by using media languages and technologies to express representations, considering particular audiences and particular purposes. Still and moving images, sounds and words are used in media texts. Media techniques and practices, including crop, print, record/capture and sequence images, sounds and words, are used to create media texts. Representations in media texts can be either real or imagined, and are created for particular audiences and purposes. Assessable elements Creating Responding Reflecting Source: Studies Authority 2007, The Arts Essential Learnings by the end of Year 3, QSA, . Links to other KLAs This assessment could be expanded to assess the following Essential Learnings. English Essential Learnings by the end of Year 3
LS – long shot VLS – very long shot MS – mid shot MLS – medium long shot CU – close-up MCU – medium close-up ECU – extreme close-up BCU – big close-up Appendix C Glossary are a number of Media words that teachers and students will need to become familiar with in this assessment. They include:
This assessment gathers evidence of learning for the following Essential Learnings: The Arts Essential Learnings by the end of Year 3 Ways of working Students are able to: respond to arts works and describe initial impressions and personal interpretations, using arts elements and languages. Knowledge and understanding Drama Drama involves using dramatic elements and conventions to express ideas, considering particular audiences and particular purposes, through dramatic action based on real or imagined events. Role can be established using movement, voice, performance space, cues and turn-taking. Purpose and context are used to shape roles, language, place and space to express ideas. Dramatic action is structured by being in role and building storydramas. Assessable elements Knowledge and understanding Responding Source: Studies Authority 2007, The Arts Essential Learnings by the end of Year 3, QSA, .
to other KLAs This assessment could be expanded to assess the following Essential Learnings: English Essential Learnings by the end of Year 3 Ways of working Students are able to: recognise and select vocabulary to describe subject matter interpret how people, characters, places, events and things have been represented make judgments and justify opinions about their enjoyment and appreciation of texts using personal knowledge, experiences and direct references to the texts. Knowledge and understanding Writing and designing Writing and designing involve using language elements to construct literary and non-literary texts for familiar contexts. Words and phrases, symbols, images and audio have meaning. Language elements Interpreting and constructing texts involve exploring and using grammar, punctuation, vocabulary, audio and visual elements, in electronic and face-to-face modes (speaking and listening, reading and viewing, writing and designing) in familiar contexts. Vocabulary describes, labels and sequences, and can represent people, characters, places, events and things. Auditory, spoken, visual and nonverbal elements provide details necessary for making meaning about the representations of people, places and things. Literary and non-literary texts Exploring literary and non-literary involves developing an awareness of purpose, audience, subject matter and text structure. Non-literary texts can convey an opinion that may be positive or negative. Source: Studies Authority 2007, English Essential Learnings by the end of Year 3, QSA, . If teachers wanted to develop the drawing aspect of this assessment or use other forms of visual art to express ideas about the performance, they may also expand this assessment to assess the following Essential Learnings: The Arts Essential Learnings by the end of Year 3
1/2–1 hour Participate in a group discussion about the “what” reflection questions. Complete the Student reflection individually. Discuss and clarify questions on appropriate Student reflection Guide and assist students as required. Section 2. Roleplay 2 hours Prepare a 1–2 minute roleplay in the form of a script or polished improvisation. Guide and assist students as required. Appropriate Guidelines for structuring your roleplay — Drama (Appendix D), Dance (Appendix E) or Music (Appendix F). 1/2–1 hour Rehearse roleplay, concentrating on refining vocal skills — expression, projection, audibility, pace, pitch and clarity. View drafts of scripts and improvisations, and provide feedback. Use the Performance checklist in the Student booklet to provide peer or teacher feedback. 1 hour Perform roleplays for radio audience. Set order of performers. If possible, record performances so that students can watch or listen to themselves as a form of feedback. Resources for the assessment Appendix A Student reflection — Drama performance Appendix B Student reflection — Dance performance Appendix C Student reflection — Music performance Appendix D Guidelines for structuring your roleplay — Appendix E Guidelines for structuring your roleplay — Dance Appendix F Guidelines for structuring your roleplay — Appendix G and physical warm-ups During the learning process, you and your students should have developed a shared understanding of the curriculum expectations identified as part of the planning process. students have completed the assessment, identify, gather and interpret the information provided in student responses. Use only the evidence in student responses to make your judgment about the quality of the student learning. Refer to the following documents to assist you in making standards-referenced judgments: Guide to making judgments Indicative A response
Ways of working Students are able to: investigate and analyse the purpose, context, specifications and constraints for design generate and evaluate design ideas and determine suitability based on purpose, specifications and constraints communicate the details of designs showing relative proportion, using labelled drawings, models and/or plans select resources, techniques and tools to make products that meet specifications plan and manage production procedures and modify as necessary make products to meet specifications by manipulating and processing resources identify risks and justify and apply safe practices evaluate the suitability of products and processes for the purpose and context, and recommend improvements reflect on and identify the impacts of products and processes on people, their communities and environments reflect on learning, apply new understandings and identify future applications. Knowledge and understanding Technology as a human endeavour Technology influences and impacts on people, their communities and environments. Product design and production decisions are influenced by specifications, constraints and aspects of appropriateness including functions, aesthetics, ethics, culture, available finances and resources, and sustainability. Information, materials and systems (resources) The characteristics of resources are matched with tools and techniques to make products to meet design challenges. Resources are selected according to their characteristics, to match requirements of design challenges and suit the user. Techniques and tools are selected to manipulate or process resources to enhance the quality of products and to match design ideas, standards and specifications. Source: Studies Authority 2007, Technology Essential Learnings by the end of Year 7, QSA, . The Arts Essential Learnings by the end of Year 7
HPE Essential Learnings by the end of Year 3 Ways of working Students are able to: propose and take action to promote health and wellbeing, movement capacities and personal development apply fundamental movement skills when participating in physical activities reflect on learning to identify new understandings. Knowledge and understanding Physical activity Fundamental movement skills are foundations of physical activity. Development of locomotor and nonlocomotor movements and manipulative skills can improve the quality of physical performance and support participation in physical activities. Regular participation in physical activity develops movement capacity and promotes health and wellbeing. Assessable elements Knowledge and understanding Implementing and applying Reflecting Source: Studies Authority 2007, HPE Essential Learnings by the end of Year 3, QSA, . Listed here are suggested learning experiences for students before attempting this assessment. Describe ball games that require throwing and catching and explain the types of movements they make in those games. For example, students may say that they have to run to catch the ball, throw with two hands, throw underarm or throw the ball high. Describe how different parts of the body are used when throwing and catching. Students are able to point to the muscles and limbs they use and suggest how they contribute to the actions of throwing and catching. and catch medium-sized balls in pairs. Students explore as many ways as possible for throwing and catching and describe which of these they found best. Watch the teacher demonstrate and explain the correct throwing technique, including ball grip, for underarm, overarm, one-handed, two-handed, chest and overhead pass. Students then practise throwing using the correct techniques (refer to Appendix A, Throwing and catching skills). Demonstrate and explain to students the correct catching technique for using two hands, catching both small and large balls from different heights and angles. They then practise catching using the correct techniques (refer to Appendix A, Throwing and catching skills). Challenge students by increasing the distance they have to throw, and changing the size and shape of the ball. Students explain why it is more difficult to throw and catch over a longer distance, and provide a logical explanation, based on what they know, as to which type of throw is better over distance, better for accuracy and is easiest to catch.
The tuckshop challenge Year 3 Health & Physical Education (HPE) English Students carry out an investigation into lunches and identify healthy foods using “Smart Choices”. They then plan a healthy lunch and write one recipe for their school tuckshop. Time allocation 2–3 hours Context for assessment Students who explore Health and Physical Education concepts develop a broad understanding of nutrition, body type, lifestyle and wellbeing. They can learn how to make healthy choices by identifying which foods are high in fat or sugar, and which foods make up a balanced diet. This assessment is coupled with English to provide students with an opportunity to extend their interpreting skills and develop their vocabulary as they work with texts and explore how language choices match their purpose and audience. This assessment gathers evidence of learning for the following Essential Learnings:
Scheduling: when assessment occurs Setting: where assessment is completed Presentation: how an assessment appears or is communicated to a student Response: how a student responds to the assessment. Note: More than one inclusive strategy can be used. Teacher resources To the best of our knowledge, the websites listed below contain no controversial materials or links. However, teachers are advised to check the websites themselves before recommending them to students. All websites listed below were accessed 22 June 2010. The following websites feature aspects of German weather and climate: About Germany.org, “Weather and Climate in ”, <>. Climate and temperature, “”, <>. Germany-map.org, “The weather in ”, <>. The Weather Channel, “Almanac: Daily Observations for ”, <>. The Weather Forecast, “”, <>. Weather Underground, “”, <>. The following websites feature videos about German weather: Google videos, “German weather report”, <>. YouTube, “My German weather report”, <>. YouTube, “Learn German - German Weather Vocabulary”, <>.
Cities in (Image source: Neus Rathaus and Frauenkirche from the top of Peterskirche, a Creative Commons: Attribution 2.0 Generic licensed photo from Kölner Dom. Cologne (Image source: Hofgarten in in the snow, a Creative Commons: Attribution 2.0 Generic licensed photo from , accessed 7 May 2010.)
Total Note: Only for Faculties/Departments/Units that conduct these degree programs Table 2: Undergraduate course units by department and medium of instruction Department/Unit Total no of course units offered by the Medium of instruction* Only Sinhala Only Tamil Only English Offered in more than one language Note: * This excludes departments that languages Table 3: Graduate employment experience in …….. (insert most recent year) Degree Year Employment experience Male Female Both Average time taken to get first job after graduation (months)
DATE WK ETA-I EM 1 DC Basics HW/ Worksheets VIDEOS Notes LABS All Circuits 1-11-16 Lecture 1-11-16 Lab #1 Ch #1 Basic Electricity A. Current EMF, Resistance B. Joules & Energy C. Earth Grounds D. electron Flow Current vs Positive Current flow Ch #2 Electrical Safety Handouts #1 On web site Safety Video Sign safety Multimeter Part 1 Multimeter Part 2 Safety Basic Ohmmeter Basic Voltmeter Ch #1 Basic Concepts of Electricity 1 Static Electricity 2 Conductors, Insulators 3 Electrical Circuits 4 Voltage 5 resistance 6 Voltage and Current practical 7 Conventional verse electron flow Ch #3 Electrical Safety 1 Importance of Safety 3 Shock current path 4 Ohm Law 5 Safety Practices 6 Emergency Practices 7 Common hazards 8 Safe circuit design 9 safe meter usage 10 Electrical Data 1-13-16 Lecture 1-13-16 Lab #1 Ch #3 DC Circuit math Ch #4 Ohm’s and Watt’s Laws 1 How Voltage, Current and R relate Specific Resistance of Conductors Ohm’s Law Voltage Current Resistance 5 Resistors Resistors 7 Circuit Wiring Basic Circuit Troubleshooting Basic Ammeter Use Resistors Assignment Ohm’s Law assignment Multimeter Part 3 Multimeter Part 4 Breadboards Energy usage in kW/h Amount f electricity Kill-A-Watt and 1000000 homes Basic Ammeter Measuring a Resistor Ohm’s Law Ch #2 Ohm’s Law 1 How voltage, current resistance 2 Analogy ohm’s law 3 Power in electrical circuits 4 Calculating electric Power 5 Resistors 7 Circuit Wiring 8 Polarity of Voltage Drops Ch #4 Scientific Notation and Metric Prefixes 1 Scientific notation 2 Arithmetic sci notation 3 Metric 4 Metirc prefix 5 Hand Calculator 1-18-16 MLK
2-17-16 #6 EXAM 2 2-22-16 Lecture 2-22-16 Lab #7 Kirchoffs, Node, Mesh Kirchoff’s Law Ch #6 Divider Circuits 2 Kirchoff KVL 5 Kirchoff KCL Ch #10 DC Network Analysis 1 Network Aaylsis 2 Branch Method 3 Mesh 4 Node 2-24-16 Lecture 2-24-16 Lab #7 EM-1 Review Superposition, Thevenin, Norton, Delta and Wye Schematic Reading Drawing a schematic Ch #10 DC Network Analysis 5 Intro network 7 Superposition 8 Thevinins 9 Norton 10 norton thevenin 13 y –y 2-29-16 Lecture 2-29-16 Lab #8 Soldering Project Network 3-2-16 #8 FINAL EM-1 .pdf
Tier Two: Academic words that appear across all types of text. These are often precise words that are used by an author in place of common words (e.g., “gallop” instead of “run”). They change meaning with use. Tier Three: Domain-specific words that are specifically tied to content (e.g., “Constitution,” “lava”). These are typically the types of vocabulary words that are included in glossaries, highlighted in textbooks, and addressed by teachers. They are considered difficult words that are important to understanding content. Social vocabulary/language: Cummins (2000) refers to this as “surface proficiency” and, in earlier iterations of his work, as Basic Interpersonal Communicative Skills (BICS). Wh- questions: “Who,” “what,” “where,” “when,” “why,” and “how” questions.
OAE EVENT REGISTRATION FORM INTRODUCTION TO THE ENGLISH LANGUAGE PROFICIENCY STANDARDS ONLINE COURSE Course Begins: February 4, 2019 and Course Ends: March 25, 2019 Completion of this course will meet the prerequisite requirement needed to register for the Year 1 of 3 Standards-Based Education Workshop. ADULT EDUCATION PROGRAM NAME FORM COMPLETED BY (Please provide name and email for OAE follow-up purposes.) ? ? REGISTRATION DEADLINE REGISTRATION FEE PER PERSON TOTAL # TO REGISTER REGISTRATION TOTAL COST MAKE CHECKS PAYABLE TO January 18, 2019 To Be Determined (see note below) ? ? TCSG Activity Fund 6918 Registration Fee Note Registration fees are determined by total course enrollment. The maximum fee for this course, per person, will not exceed $220, and will be less if a greater number enroll. The actual registration fee amount will be sent to your program once registration closes and the course begins. REGISTRANT NAME EMAIL ADDRESS 1. 2. 3. 4. 5. If additional faculty or program staff needs to be registered, please complete another form. Indicate Total Number of Forms Submitted for a Program To The Right # SUBMIT REGISTRATION FORM TO SUBMIT PAYMENT TO Office of Adult Education Kynshasa McDaniel, kmcdaniel@tcsg.edu Technical College System of Georgia ATTN: Accounts Receivable 1800 Century Pl. N.E., Suite 550, Atlanta, GA 30345 If a registrant needs special accommodations, please let us know those details when this registration form is submitted.
Strategies and Actions Theme: LAND-USE Strategies Create the opportunities through the centre for (residential and office) developments. Actions Encourage mixed-use residential and office buildings in Luck and Dudley Streets Encourage new office development in the eastern part of the precinct between Arthur and Dudley Streets, and in Luck Street Encourage new retail development in Pryor Street and Commercial Place, Arthur Street and Dudley Street Encourage an outdoor café in the adjacent to the Town Square Encourage Coles supermarket to improve the Main Street façade through articulation, inclusion of windows, entries, verandahs and retail activity and displays Encourage active frontages to east-west streets by encouraging shops and offices at ground level. COMMUNITY FACILITIES Strategies Improve access to Council services and information. Actions Continue to monitor community for a Council service facility in Eltham. Theme: TRANSPORT AND PARKING Strategies Improve the operation and safety of Main Road. Improve traffic circulation around the centre. Enhance pedestrian circulation within the centre. Improve car parking arrangements in the centre. Actions Limit vegetation in the Main Road central median to shrubs less than 1 metre high and canopy trees, to maintain visibility for drivers and pedestrians Install traffic signals at Main Road, Cecil Street and Diamond Street intersection, including pedestrian phase Remove the traffic roundabout at Main Road and Luck Street Install a traffic roundabout at Main Road and Pryor Street
Fall 2019 – May need to adjust Maymester term to begin on May 16 and have grades due on Friday, August 2. Welcome Week 2019 begins on Monday, August 5. Graduation scheduled for May 17 & 18. Deborah will bring back to ELT at the July 24 meeting any amendments regarding changes. Update on Registrar and COA Dean Searches – Currently in the process of posting the Registrar’s position. COA Dean Search - Finalizing contract with AGB Search firm to oversee COA dean search, and will have committee formed by August. Honorary Doctorate Degree Nomination – Nomination for Cecil and Bettye Cheves to receive an Honorary Doctorate degree at the December commencement submitted by Rex Whiddon. ELT recommends nomination to President Markwood. Gina Sheeks: Chief Inclusion and Engagement Officer – Two candidates visited CSU: Dr. Snowden Dr. Abdullah Committee requested feedback from CSU campus regarding both candidates, and will meet this Thursday to discuss. John Lester: Branding Update – John will have a conference call this week with the branding team. Stamats will present brand findings, and next step – ideas and concepts on how to present our brand. Comprehensive Administrative Review – Will send back our edits today. CAR will send back final report. Rental Policy Update – Committee met and working on issues regarding current rental fees and use of our facilities. Current rental price structure: Non-Profit – Discount 25% Education – Discount 60% Committee proposed doing away with these discounts, but ELT suggested replacing with the following: Raise full price 25% reduction non-profit & education CSU rate John will get in information back to ELT. December Graduation – Going forward, commencement will be as follows: Friday – College of Education and Health Professions Saturday morning -- College of Arts and College of Business Saturday afternoon -- College of Letters and Sciences
Day 10 – August 24 – Elul 9 TESHUVAH OF THE MIND Listen to the Shofar (click on link below) Day 11 – August 25 – Elul 10 TESHUVAH OF THE HEART Listen to the Shofar (click on link below) Day 12 – August 26 – Elul 11 TESHUVAH AND DOUBLE-MINDEDNESS Listen to the Shofar (click on link below) Day 13 – August 27 – Elul 12 TESHUVAH AND RENEWAL Listen to the Shofar on link below) Day 14 – August 28 – Elul 13 TESHUVAH AND DESIRE Listen to the Shofar (click on link below) Day 15 – August 29 – Elul 14 TESHUVAH AND RECONCILIATION
Shabbat – no observance of the Shofar Day 16 – August 30 – Elul 15 GOD’S ABSENCE AND TESHUVAH Listen to the Shofar (click on link below) Day 17 – August 31 – Elul 16 PROVING OF THE HEART Listen to the Shofar on link below) Day 18 – September 1 – Elul 17 SIGNIFICANCE OF THE SHOFAR Listen to the Shofar on link below) Day 19 – September 2 – Elul 18 CONFESSION AND REALITY Listen to the Shofar on link below) Day 20 – September 3 – Elul HONEST WITH OURSELVES Listen to the Shofar (click on link below) Day 21 – September 4 – Elul 20 HASHIVENU – TURNING BACK TO THE LORD
Mentorship Program Participants in the PCPA Emerging Leaders Program will be paired with seasoned association leaders and complete a learning contract to guide the relationship. Learners and mentors will communicate at least monthly via phone and email for six months. Learners and mentors also commit to participating in two teleconference or web conferences with all learning pairs. Learners and mentors will celebrate the completion of the program in September 2013 with an in-person meeting and graduation. PCPA thanks The College for Behavioral Health Leadership for its assistance with the development of the mentorship program. Schedule Date Time Location February 26, 2013 8:00 a.m. – 4:45 p.m. Harrisburg February 27, 2013 8:00 a.m. – 4:45 p.m. Harrisburg February 28, 2013 8:00 a.m. – 4:45 p.m. Harrisburg 1, 2013 8:00 a.m. – 1:00 p.m. Harrisburg March 2013 TBD Teleconference/Web Conference June 2013 TBD Teleconference/Web Conference March – August 2013 Monthly calls September 2013 TBD Harrisburg Fees PCPA/PARF Members: $950 Non-Members: $1,150 CE Fee: $30 (additional continuing education information available on the last page) Hotel Information Best Western Premier Central and Conference Center 800 East Park Dr Harrisburg, PA 17111 717-561-2800 Rate: $95 + tax/night PCPA Emerging Leaders Program Application February 26 – 1, 2013 Best Western Premier – The Central Hotel and Conference Center 800 East Park Dr Harrisburg, PA 17111 Name
(Check box(es) that apply.) Residential Activity Restriction - Soil (RCSA Section 22a-133k-2(b)(2)(A)) Residential Activity Restriction - Soil (PCBs) (RCSA Section 22a-133k-2(b)(2)(B)) Exposure of Inaccessible Soil Restriction (RCSA Section 22a-133k-2(b)(3)) Exposure of Environmentally Isolated Soil to Infiltration of Water Restriction (RCSA Section 22a-133k-2(c)(4)(A)) Disturbance of Engineered Control and Polluted Soil Restriction (RCSA Section 22a-133k-2(f)(2)(B)) Residential Activity Restriction - Groundwater (RCSA Section 22a-133k-3(c)(2)) Residential Activity Restriction - Soil Vapor (RCSA Section 22a-133k-3(c)(3)(A)) Building Construction Restriction (RCSA Section 22a-133k-3(c)(5)(A)) Groundwater Use Restriction (RCSA Section 22a-133k-3(e)(2)(C)) Part II. B. Publication of Public Notice (Check box; enter information as requested.) Certified copy of Public Notice is inserted on the following page. Date Published: / / Name of Newspaper: Part II. C. Public Comment (Check box that applies.) No public comments were received. or A summary of all written public comments that were received within thirty (30) days after the date of publication of the Public Notice and a brief response to each comment is provided in Exhibit B – Decision Document Overview.
Printed/Typed Name Printed/typed name Instructions Notarization Language for Duly Authorized Agent for Grantee (Licensed Environmental Professional): State of County of On this Day day of Month, Year before me, Name of Notary Public or Commissioner of the Superior Court the undersigned officer, personally appeared Name of Individual or Individuals, known to me (or satisfactorily proven) to be the person(s) whose name(s) is/are subscribed to the within instrument and acknowledged that he/she/they executed the same for the purposes therein contained. In witness whereof I hereunto set my hand. Notary Public or Commissioner of the Superior Court Date Commission Expires Date
Exhibit B. Decision Document Restriction Form(s) Cover Page Reminder: All Restriction Forms are included in the Application. If a Form does not apply, check “NA” (not applicable) below. When final, only the Forms pertinent to your application will be recorded on the municipal land records. Those that are “NA” will not be included in the final ELUR package. As with the Table of Contents, each Restriction Form can be navigated to directly by pressing Ctrl-Click on the highlighted field. Applicable Not Applicable Restriction Form NA NA NA (A number of options are available for selection within this Form. Those that do not apply can be checked “NA”, or not applicable; these will not be included in the final ELUR package.) NA (Two options are available for selection within this Form. Those that do not apply can be checked “NA”, or not applicable; these will not be included in the final ELUR package.) NA (Two options are available for selection within this Form. The one that does not apply can be checked “NA”, or not applicable; this will not be included in the final ELUR package.) NA NA NA NA Return to the cover page from any Restriction Form by Ctrl-Click on: Return to
Date of Birth: I wish to apply for Medium priority funding under the following criteria (please delete as appropriate): My gross household income is below £20,000 I was in receipt of Free School Meals in Year 11 My household is in receipt of other means tested benefits I wish to apply for support towards: Specific weekly need (i.e. transport to school, meals) Cost per week Individual item needs (i.e. books, equipment, UCAS fee, school trips, university visits) Cost I attach to this form the following evidence to support my application (please specify below). I will be able to provide receipts for the above. I confirm that the details on this application and the evidence provided are true and accurate. Signed (Student) ……………………………………………………… Date ……………. Signed (Parent/Carer) ………………………………………………. Date ……………. Date application received …........... Date Reviewed by Committee ……………… Outcome: This form to be handed to the Finance Office as soon as possible. APPENDIX 3 – Application for low priority funding This should be completed in addition to the main application form and should be submitted with appropriate evidence. Full Name: Form: Date of Birth:
Monday Tuesday Wednesday Thursday Friday Baguette bar Freshly baked Baguettes & Sandwiches served daily with a range of exciting meat and vegetarian fillings Meaty Mains Southern Crumbed Chicken with Tomato Salsa & Coleslaw Beef Nacho bake with jalapeno and melting cheese Lamb and Red pepper korma with Jasmine rice Turkey with roast potatoes and parsnips Crisp ‘panko’ crumbed fillet of fish with Thai chilli sauce Veggie Mains Cheese and onion pasties (V) Quorn, spinach and cheese potato roll (V) Paneer and Mix Pepper Fry with jasmine rice (V) Tomato, Mozzarella and basil Ravioli (V) Peas and corn crushed bean patties in a bun with melting cheese (V) On the side... Cajun potato wedges Broccoli and asparagus Garlic Bread Steamed cabbage and sweetcorn Baby Spinach and mushroom Brussels sprouts and Carrots Chunky Chips Baked beans Pasta Spaghetti with roasted peppers (V) Tomato and broccoli pasta (V) Tri colour pasta with vegetable (V) Tomato and Basil pasta (V) Pasta with cheese (V) Jackets Freshly baked potatoes served daily with a range of hot or cold fillings Salads Fresh seasonal salads and dressings served daily