This document provides exemplar texts for the Common Core State Standards for English Language Arts. It begins with an introduction explaining the process used to select texts to serve as examples for each grade band. The criteria for selection were complexity, quality, and range. The document is then divided into sections for each grade band, with stories, poetry, and informational texts provided as examples along with some sample performance tasks related to the texts. The goal is to provide guideposts for teachers in selecting texts of similar complexity, quality, and range to meet the Standards for their classrooms.
Appendix b -"Illustrative texts" of Common Corekmperry
The Appendix which contains the suggested reading lists for Common Core schools. Meant to be "illustrative texts", these lists have been seized upon as the only texts to use by some. Also includes sample performance tasks such as inference and compare and contrast for selected texts.
In this paper, there are three articles that concentrate on the analysis of genres should be reviewed.
Particularly so, these three articles shed light on the contribution of the corpus linguistics methodology to the
analysis and application of academic genres. For easy reference, I have to label Article 1 on From Text To Corpus-
A Genre-based Approach to Academic Literacy Instruction by C Tribble and U. Wingate, Article 2 on Using Corpusbased
research and Online Academic Corpora to Inform Writing of the Discussion Section of a Thesis, by L. Flower
dew and Article 3 on An Integration of Corpus-Based and Genre-Based Approaches to Text Analysis in EAP/ESP:
Countering Criticisms Against Corpus-Based Methodologies, also by L. Flower dew.
Appendix b -"Illustrative texts" of Common Corekmperry
The Appendix which contains the suggested reading lists for Common Core schools. Meant to be "illustrative texts", these lists have been seized upon as the only texts to use by some. Also includes sample performance tasks such as inference and compare and contrast for selected texts.
In this paper, there are three articles that concentrate on the analysis of genres should be reviewed.
Particularly so, these three articles shed light on the contribution of the corpus linguistics methodology to the
analysis and application of academic genres. For easy reference, I have to label Article 1 on From Text To Corpus-
A Genre-based Approach to Academic Literacy Instruction by C Tribble and U. Wingate, Article 2 on Using Corpusbased
research and Online Academic Corpora to Inform Writing of the Discussion Section of a Thesis, by L. Flower
dew and Article 3 on An Integration of Corpus-Based and Genre-Based Approaches to Text Analysis in EAP/ESP:
Countering Criticisms Against Corpus-Based Methodologies, also by L. Flower dew.
· ;,Individual Research Paper TopicsDiscussion TopicIm Done.docxoswald1horne84988
· ;/,/Individual Research Paper Topics
Discussion Topic
I'm Done
Research the speculations on where the state-of-the-art will be in the near future for one of the following technologies. Your paper should include a description of the state-of-the-art in your technology, a discussion of where the sources that you read believe the technology is heading in the near future, and a discussion of how this technology will affect the choices you would make if you were making purchase recommendations for a client. Although there is room for personal opinion in your paper, you must justify your conclusions.
Firewall policies and methodologies
Intrusion Detection
Routing protocols
Wireless network quality of services
Compare layer 2 wireless network with layer 2 wired-line network
Comparing transport layer protocols – more than TCP and UDP
Service Oriented Architecture (SOA)
Network virtualization
Video and Voice over Internet (VVoIP) or Voice over Internet (VoIP)
Cellular network infrastructure
Big Data
Fog Computing
Cloud Computing
The Internet of Everything (IoE)
Network management
Disaster Recovery
Quality of Services (QoS) at different layers
Cyber security
Note: Most of the listed topics are very broad, so you should narrow your research to some specific technical aspects related to the subject.
· Research Paper Guidelines
Discussion Topic
I'm Done
The different types of research can be classified as Theoretical, Empirical, and Evaluation. Theoretical research is focused on explaining phenomena through the logical analysis and synthesis of theories, principles, and the results of other forms of research such as empirical studies. Empirical research is focused on testing conclusions related to theories. Evaluation research is focused on a particular program, product or method, usually in an applied setting, for the purpose of describing, improving, or estimating its effectiveness and worth.
Research methods are broadly classified as Quantitative and Qualitative.
· Quantitative research includes experimental, quasi-experimental, correlational, and other methods that primarily involve collection of quantitative data and its analysis using inferential statistics such as t-tests, ANOVA, correlation, and regression analysis.
· Qualitative research includes observation, case studies, diaries, interviews, and other methods that primarily involve the collection of qualitative data and its analysis using grounded theory and ethnographic approaches. The Case Study method provides a way of studying human events and actions in their natural surroundings. It captures people and events as they appear in their daily circumstance. It can offer a researcher empirical and theoretical gains in understanding phenomena.
You, as an adult learner, bring a wealth of expertise to your studies. This knowledge and skills should be used to formulate a research paper that raises new questions, new possibilities, and regards existing problems from a new angle. Effecti.
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS .docxcargillfilberto
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS 2
Maintaining a strong security system in the networking environment to prevent any form of attack and compromise information has been a formidable problem in recent times. There is fairly a small number of operating systems compared to the vast number of computer systems that are in operation. This situation has created a leeway for cyber attackers to target the systems easily (Palmer, 2010). Cyber attackers have formulated diverse techniques to exploit the homogeneity of the network environment. This article will explore the benefits related to diversity and commonality in the event of a malicious attack.
The purpose of any security strategy is to completely eliminate or at least limit the impact of damage to a successful attack on a particular system. At some point, any computer can be vulnerable to malware attacks, and the most important aspect in a case like this is to achieve an optimum level of preparedness. Diversity of the operating systems is beneficial in several ways, though an organization could incur an extra operational cost. Moving some groups of users to various different operating systems helps avert the overall damage caused by the SQL Slammer and MSBlast worms. Malicious-code attacks directed towards the commonly used operating system, windows, have been so rampant, thereby necessitating the need for improved security procedures of the computers (Anderson & Anderson, 2010).
Significant operational damages have been incurred before by businesses and enterprise to extensive downtime, brought about by malware attacks. Adopting diversity in operating systems comes along with several security benefits;
· Helps contain malicious-code attacks- Virus and worm attacks target and exploit the flaws in windows operating systems. In a case like this, availing an alternative operating system would be critical in helping to contain the spread to other PCs owned by the business. The impact of the attack is leveled down since some core business can be carried out in the event of an attack.
· Directing some pressure towards Microsoft- Health competition among service and commodity provider is beneficial for the consumers. Being diversified in terms of operating systems pushes dominant companies like Microsoft to try so hard to meet the security needs of their customers.
· It helps speed up innovations in the sense that other operating system developers will work towards improving their operating systems to match that of the windows. Such innovations include stable security systems that prevent malware from instilling too much damage to the computer system.
Exercising commonality in the usage of operating systems comes with its own benefits, too, especially when dealing with a malicious attack. The business would not incur too much cost, in the event of a .
Common Mistakes I see on this paper are1. Using summaries and .docxcargillfilberto
Common Mistakes I see on this paper are
1. Using summaries and reviews written by other authors rather than using the actual IOM report and viewing each section, or viewing the IOM's summaries of it's report.
2. Forgetting to include information on how the IOM report will or has impacted one's practice. This is worth a high percentage of points
3. Not formatting the paper in APA, citing sources or using current sources like those supplied in our course resources for the week (since I am supplying a template APA should be flawless)
4. Going over the allowed length (papers that are over the criteria for length will be returned for revision)
5. Including background information, losing focus - remember the goal is to discuss the recommendations for education, practice, leadership and discuss how they can be achieved.
6. Ineffective introduction, too long, does not introduce the topic briefly, does not include a summary of what the paper will cover
LINKS TO THE IOM REPORT AND IOM SUMMARIES OF THE REPORT (These should be your main references for the report, don’t use a summary written about the report, use the IOMs summaries)
Download whole report as guest
Report Brief
Summary of Report on Education
Summary of Report on Practice
Summary of recommendations
Great infograph that highlights IOM recommendations. Here is the link. This link gives an outline of the IOM's recommendations. Both offer an option that provides quick access to needed information in a brief and easy to follow format. Hope these are helpful.
How to Reference and Cite the IOM Report
IOM will each have the same author (the Institute of Medicine is the author) and year you will differentiate them by adding a small case letter after the year of publication in both your reference and citation. The reference would be listed in alphabetical order using the title. I have posted examples below.
Institute of Medicine [IOM]. (2010). Future of nursing: Focus on education. Retrieved from www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Nursing%20Education%202010%20Brief.pdf
Research Article
The Cross-Category Effect
Mere Social Categorization Is Sufficient to Elicit an
Own-Group Bias in Face Recognition
Michael J. Bernstein, Steven G. Young, and Kurt Hugenberg
Miami University
ABSTRACT—Although the cross-race effect (CRE) is a well-
established phenomenon, both perceptual-expertise and
social-categorization models have been proposed to ex-
plain the effect. The two studies reported here investigated
the extent to which categorizing other people as in-group
versus out-group members is sufficient to elicit a pattern of
face recognition analogous to that of the CRE, even when
perceptual expertise with the stimuli is held constant. In
Study 1, targets were categorized as members of real-life
in-groups and out-groups (based on university affiliation),
whereas in Study 2, targets were categorized into experi-
mentally created .
More Related Content
Similar to common core state stanDarDs For english Language arts & .docx
· ;,Individual Research Paper TopicsDiscussion TopicIm Done.docxoswald1horne84988
· ;/,/Individual Research Paper Topics
Discussion Topic
I'm Done
Research the speculations on where the state-of-the-art will be in the near future for one of the following technologies. Your paper should include a description of the state-of-the-art in your technology, a discussion of where the sources that you read believe the technology is heading in the near future, and a discussion of how this technology will affect the choices you would make if you were making purchase recommendations for a client. Although there is room for personal opinion in your paper, you must justify your conclusions.
Firewall policies and methodologies
Intrusion Detection
Routing protocols
Wireless network quality of services
Compare layer 2 wireless network with layer 2 wired-line network
Comparing transport layer protocols – more than TCP and UDP
Service Oriented Architecture (SOA)
Network virtualization
Video and Voice over Internet (VVoIP) or Voice over Internet (VoIP)
Cellular network infrastructure
Big Data
Fog Computing
Cloud Computing
The Internet of Everything (IoE)
Network management
Disaster Recovery
Quality of Services (QoS) at different layers
Cyber security
Note: Most of the listed topics are very broad, so you should narrow your research to some specific technical aspects related to the subject.
· Research Paper Guidelines
Discussion Topic
I'm Done
The different types of research can be classified as Theoretical, Empirical, and Evaluation. Theoretical research is focused on explaining phenomena through the logical analysis and synthesis of theories, principles, and the results of other forms of research such as empirical studies. Empirical research is focused on testing conclusions related to theories. Evaluation research is focused on a particular program, product or method, usually in an applied setting, for the purpose of describing, improving, or estimating its effectiveness and worth.
Research methods are broadly classified as Quantitative and Qualitative.
· Quantitative research includes experimental, quasi-experimental, correlational, and other methods that primarily involve collection of quantitative data and its analysis using inferential statistics such as t-tests, ANOVA, correlation, and regression analysis.
· Qualitative research includes observation, case studies, diaries, interviews, and other methods that primarily involve the collection of qualitative data and its analysis using grounded theory and ethnographic approaches. The Case Study method provides a way of studying human events and actions in their natural surroundings. It captures people and events as they appear in their daily circumstance. It can offer a researcher empirical and theoretical gains in understanding phenomena.
You, as an adult learner, bring a wealth of expertise to your studies. This knowledge and skills should be used to formulate a research paper that raises new questions, new possibilities, and regards existing problems from a new angle. Effecti.
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS .docxcargillfilberto
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS 2
Maintaining a strong security system in the networking environment to prevent any form of attack and compromise information has been a formidable problem in recent times. There is fairly a small number of operating systems compared to the vast number of computer systems that are in operation. This situation has created a leeway for cyber attackers to target the systems easily (Palmer, 2010). Cyber attackers have formulated diverse techniques to exploit the homogeneity of the network environment. This article will explore the benefits related to diversity and commonality in the event of a malicious attack.
The purpose of any security strategy is to completely eliminate or at least limit the impact of damage to a successful attack on a particular system. At some point, any computer can be vulnerable to malware attacks, and the most important aspect in a case like this is to achieve an optimum level of preparedness. Diversity of the operating systems is beneficial in several ways, though an organization could incur an extra operational cost. Moving some groups of users to various different operating systems helps avert the overall damage caused by the SQL Slammer and MSBlast worms. Malicious-code attacks directed towards the commonly used operating system, windows, have been so rampant, thereby necessitating the need for improved security procedures of the computers (Anderson & Anderson, 2010).
Significant operational damages have been incurred before by businesses and enterprise to extensive downtime, brought about by malware attacks. Adopting diversity in operating systems comes along with several security benefits;
· Helps contain malicious-code attacks- Virus and worm attacks target and exploit the flaws in windows operating systems. In a case like this, availing an alternative operating system would be critical in helping to contain the spread to other PCs owned by the business. The impact of the attack is leveled down since some core business can be carried out in the event of an attack.
· Directing some pressure towards Microsoft- Health competition among service and commodity provider is beneficial for the consumers. Being diversified in terms of operating systems pushes dominant companies like Microsoft to try so hard to meet the security needs of their customers.
· It helps speed up innovations in the sense that other operating system developers will work towards improving their operating systems to match that of the windows. Such innovations include stable security systems that prevent malware from instilling too much damage to the computer system.
Exercising commonality in the usage of operating systems comes with its own benefits, too, especially when dealing with a malicious attack. The business would not incur too much cost, in the event of a .
Common Mistakes I see on this paper are1. Using summaries and .docxcargillfilberto
Common Mistakes I see on this paper are
1. Using summaries and reviews written by other authors rather than using the actual IOM report and viewing each section, or viewing the IOM's summaries of it's report.
2. Forgetting to include information on how the IOM report will or has impacted one's practice. This is worth a high percentage of points
3. Not formatting the paper in APA, citing sources or using current sources like those supplied in our course resources for the week (since I am supplying a template APA should be flawless)
4. Going over the allowed length (papers that are over the criteria for length will be returned for revision)
5. Including background information, losing focus - remember the goal is to discuss the recommendations for education, practice, leadership and discuss how they can be achieved.
6. Ineffective introduction, too long, does not introduce the topic briefly, does not include a summary of what the paper will cover
LINKS TO THE IOM REPORT AND IOM SUMMARIES OF THE REPORT (These should be your main references for the report, don’t use a summary written about the report, use the IOMs summaries)
Download whole report as guest
Report Brief
Summary of Report on Education
Summary of Report on Practice
Summary of recommendations
Great infograph that highlights IOM recommendations. Here is the link. This link gives an outline of the IOM's recommendations. Both offer an option that provides quick access to needed information in a brief and easy to follow format. Hope these are helpful.
How to Reference and Cite the IOM Report
IOM will each have the same author (the Institute of Medicine is the author) and year you will differentiate them by adding a small case letter after the year of publication in both your reference and citation. The reference would be listed in alphabetical order using the title. I have posted examples below.
Institute of Medicine [IOM]. (2010). Future of nursing: Focus on education. Retrieved from www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Nursing%20Education%202010%20Brief.pdf
Research Article
The Cross-Category Effect
Mere Social Categorization Is Sufficient to Elicit an
Own-Group Bias in Face Recognition
Michael J. Bernstein, Steven G. Young, and Kurt Hugenberg
Miami University
ABSTRACT—Although the cross-race effect (CRE) is a well-
established phenomenon, both perceptual-expertise and
social-categorization models have been proposed to ex-
plain the effect. The two studies reported here investigated
the extent to which categorizing other people as in-group
versus out-group members is sufficient to elicit a pattern of
face recognition analogous to that of the CRE, even when
perceptual expertise with the stimuli is held constant. In
Study 1, targets were categorized as members of real-life
in-groups and out-groups (based on university affiliation),
whereas in Study 2, targets were categorized into experi-
mentally created .
Common symptoms of memory changes during the lifetime in healthy.docxcargillfilberto
Common symptoms of memory changes during the lifetime in healthy people generally start gradually beginning with those associated with episodic memory i.e. forgetting names of people or details of personally experienced events. While semantic memory does not decline in the same way and can in fact be equal to those of younger people, aging adults typically access general knowledge and information more slowly (Dixon et al., 2006).This is a sign of declining working memory which encompasses processing speed, attentional capability/distractibility and problem solving (Dixon et al., 2006; Richmond et al., 2011). Another type of memory change may stem from a decline in sensory acuity. For example, loss of vision, hearing, taste and smell would all impact how stimuli are encoded and will contribute to additional attentional interference (Wolfe & Horowitz, 2004)
Compared with expected changes in memory functioning over the lifespan, pathological conditions such as anterograde amnesia and loss of semantic memory are much more debilitating. Since typically developing memory decline is gradual and centers around past experiences rather than general knowledge, people are often able to adapt to their “forgetfulness” with the assistance of formal and informal compensatory strategies such as more effortful attention, associative learning of new information, making to-do lists, keeping a journal and/or relying on another close individual to fill in missing pieces of stories and events (Dixon et al., 2006)
While typically aging adults may make a to-do list but have to spend time trying to find where they left it, in the case of anterograde amnesia, this sort of strategy would be ineffective. This is because these individuals would have no memory of even making a list since they have lost the ability to form new memories (Squire & Wixted, 2011). People with this condition are likely to become easily confused in social situations involving unfamiliar people since they will not retain any introductory information provided.
Loss of semantic memory would also be more negatively impactful than loss of episodic memory because an individual would lose the ability to make sense of objects in their everyday environment. For example, they make not be able to identify what a television or a toilet is or what each item is used for. As is the case with anterograde amnesia, compensatory strategies that are effective for typical aging memory decline could not be used for semantic memory loss since the individuals would not be able to engage in metamemory cognitions that would enable them to identify their areas of deficit and the most appropriate strategies to address these (Squire & Wixted, 2011). In addition, in both conditions, the individual would require a high level of external support to live safely.
References
Dixon, R. A., Rust, T. B., Feltmate, S. E., & See, S. K. (2007). Memor.
Common Surface-Level Issues for the Informative Essay(Note Thes.docxcargillfilberto
Common Surface-Level Issues for the Informative Essay
(Note: These Surface-Level Issues will be the only grammar/mechanics issues that I will look for in this paper. I will add more in subsequent papers.)
· Have a title! Every written work has a title; yours should be no exception. (The title should be something interesting, and NOT Assignment 1 or Informative Essay!)
· Neither authors nor articles SAY anything (same thing with TALKS ABOUT) – it’s a text. “Anderson argues…” or “Jones believes…” or “Brown states…”
· Always write about the article (or any source you are use) in the present tense. It is a text, which means it always exists in the present. Even if the author is dead, the text is not. This means “Smith notes…” not “Smith noted…”
· The titles of articles belong in quotations marks. Italics are for books and movies.
· Make sure your writing is more formal than your speech – there should be no “I was so freaked out” or “I was totally bummed.” This is a formal essay, so even though it is personal, your writing should reflect formality. Don’t use slang.
· Do not use the word “you” (the second person) in a formal essay. People use it a lot to try to generalize. “You think the Internet is safe, but it’s not.” Instead, you can write, “Many people think the Internet is safe, but it’s not.”
· Avoid using too many rhetorical questions in your essay. A few are fine for effect, but be careful how and why you use them. It is generally not considered a good idea to begin paragraphs with a rhetorical question either.
· Notice how I changed it to, “MANY people think…” rather than, “EVERYONE thinks…” Be careful that you don’t assume too much about what people in general think.
· Introduce all quotes. They should not be their own sentences. (Also a reminder that the first time you introduce a source you need to give that source credibility so it is clear that the source has expert knowledge.)
Grammar/Mechanics Issues:
· Make sure all of the punctuation is correct. One thing to remember is that the quotation marks go right after the quote, not after the in-text citations parentheses.
· Make sure everything is spelled correctly. One thing to look for: there/their/they’re issues as well as to/too/two. Those are the most common, but there are others, of course.
· Subject/verb agreement. This is pretty-straightforward, and means looking for things like, “There is some more of those in the other room.” And, “My brother receive the prize for the best haircut.”
· Sentence fragments/run-on sentences. Make sure that all your sentences. Have a complete thought! Also, make sure they do not have too many thoughts in them because that means that it is a run-on sentence and that means that it can be too confusing for your readers if you include too much in one sentence, so you will want to be sure to break it up. (
Formatting/Documentation Issues
· Make sure the paper is written in 12 point Times New Roman font with 1 inch margins on all sides. .
Commercial Space TravelThere are about a half dozen commercial s.docxcargillfilberto
Commercial Space Travel
There are about a half dozen commercial space entrepreneurs globally today. Pick one of those companies, and then provide a short history of their company, outline their current projects, and describe their future plans for space travel. Describe the biggest obstacles that they will have to overcome to achieve their goals.
Your initial discussion post should be succinct (only about 200–300 words) and include references to your sources.
.
Common sports-relatedshoulder injuriesShoulder pain is.docxcargillfilberto
Common sports-related
shoulder injuries
S
houlder pain is commonly treated in general practice; its causes are often
multi-factorial. The focus of this article is on sports-related shoulder injuries
likely to be seen in the community. This article aims to overview the presen-
tation, assessment and management of these conditions in general practice.
The GP curriculum and common sports-related shoulder injuries
Clinical module 3.20: Care of people with musculoskeletal problems lists the learning objectives required
for a GP to manage common sports-related shoulder injuries in the community or refer for specialist management. In
particular, GPs are expected to be able to:
. Communicate health information effectively to promote better outcomes
. Explore the perceptions, ideas or beliefs the patient has about the condition and whether these may be acting as
barriers to recovery
. Use simple techniques and consistent advice to promote activity in the presence of pain and stiffness
. Agree treatment goals and facilitate supported self-management, particularly around pain, function and physical
activity
. Assess the importance and meaning of the following presenting features:
. pain: nature, location, severity, history of trauma
. variation of symptoms over time
. loss of function – weakness, restricted movement, deformity and disability, ability to perform usual work or
occupation
. Understand that reducing pain and disability rather than achieving a complete cure could be the goal of
treatment
. Understand indications and limitations of plain radiography, ultrasound, and magnetic resonance scans
. Diagnose common, regional soft-tissue problems that can be managed in primary care
. Understand the challenge that many musculoskeletal conditions might be better and more confidently managed
by other healthcare personnel rather than GPs, because most GPs do not gain the necessary treatment skills
during their training
. Refer those conditions which may benefit from early referral to an orthopaedic surgeon
The four most common categories of shoulder pain
seen in primary care are (Mitchell, Adebajo, Hay, &
Carr, 2005):
. Rotator cuff disorders (85% tendinopathy)
. Glenohumeral disorders
. Acromioclavicular joint disease, and
. Referred neck pain.
There are many different types of sports that can cause
acute or chronic shoulder injuries. In professional English
Rugby Union, for example, the most common match
injury is of the acromioclavicular joint (32% overall) and
the most severe injury requiring the longest time off
(mean of 81 days) is shoulder dislocation (Headey,
Brooks, & Kemp, 2007).
Shoulder injuries can also occur in non-contact sports,
such as golf, tennis, swimming and weightlifting.
Although shoulder injuries may be more common in con-
tact sports, the injury may have a larger impact on the
performance of individuals playing non-contact sports.
For example, golfers require very precise manoeuvres
of their dominant.
Common Law Strict Liability Introduction Strict liabilit.docxcargillfilberto
Common Law Strict Liability
Introduction: Strict liability, or liability without fault, is a category of unintentional torts
in which the wrongdoer may be held liable for harm to others even when exercising
utmost care and being as careful as possible. Strict liability applies to (1) abnormally
dangerous activities. Abnormally dangerous activities are those that involve a high risk
of serious harm to persons or property that cannot be completely eliminated even with
reasonable care, such as using and storing explosives, stunt flying, keeping wild
animals, and trespassing livestock.
Product Liability**
Introduction: Product liability, sometimes called strict product liability refers to cases in
which a person is injured by a product, or use of a product because the product is
defective in some way. When a product is defective it may become abnormally
dangerous although the product, when not defective, may be safe.
Please also see Instructor Notes link in week 2 for further details and explanation of
product liability.
**Strict product liability is often confused with the separate common law tort of strict
liability, sometimes referred to as “liability without fault”. Strict liability applies only to a
small category of abnormally dangerous activities, such as use of explosives, fireworks,
and stunt flying. Please see section above.
Warranties and Product Liability
Introduction: A warranty is a promise, or guarantee, by a seller or lessor that certain
facts are true of the goods being sold or leased. Types of warranties include (1)
warranties of title guaranteeing that the goods have clear and valid title, (2) express
warranties promising specific facts about the goods, and (3) implied warranties of
merchantability, or fitness for a particular purpose. A warranty creates a legal duty for
the seller or lessor; a non-breaching party can recover damages for breach of
warranty(ies). Because warranties are associated with the sale or lease of products,
breach of warranty claims are a part of product liability claims and manufacturers and
sellers of goods can be held liable for breach of warranty for defective products.
Warranties are subject to regulation under the UCC, product liability tort law, contract
law, and the Magnuson-Moss Warranty Act.
Product Liability**
Product liability, sometimes called strict product liability refers to cases in which a
person is injured by a product, or use of a product because the product is
defective in some way. When a product is defective it may become abnormally
dangerous although the product, when not defective, may be safe.
Definitions of a Defective Product in Product Liability
Products may become defective because of:
1) defective manufacture (so the product is "broken", not perfectly made, i.e., a product
is manufactured so that the electric wiring is improperly made/attached, etc. and may
cause a fire or cause elect.
Common Core 2
Common Core Comment by Author: this should not be bold
Casey Berry
English / 200
September 5, 2018
Ms. Gaby Maruri
Introduction Comment by Author: this needs to be centered and not in bold; it needs to be the title of your paper Comment by Author:
Common core is a standardized education tool that is being used in almost 43 states of America. It is like an outline that has various benchmarks which need to be completed at the end of each grade so that students can successfully learn. It is like having a check and balance on what the students should learn. The primary aim is to prepare learners of America for college and make sure that they are acquiring various skills. Although some people believe that Common Core has been a great model and useful for education, it is an unnecessary program to have in schools and needs to be eliminated for several reasons. Comment by Author: plural needed
However, this practice is disadvantageous for students as well as teachers because no other material knows better than the teachers about the needs, wants, and goals of the students. Teachers can easily teach their students after analyzing their needs and previous knowledge. Moreover, this tool is unconstitutional as it has been created by the National Governors Association Center for Best Practices and the Council of Chief State Officers with help from the Bill and Melissa Gates Foundation not the Department of Education. Comment by Author: choose a different phrase---“outer” is a bit awkward Comment by Author: Comment by Author: Comment by Author: rephrase this---“…can know about the needs, wants, and goals of students better than the classroom teacher.” Comment by Author: missing comma
Common core unconstitutional Comment by Author: needs to be centered; titles should not be complete sentences—think of newspaper titles…they’re fragments
The step to create a tool of education has not been taken by the Department of Education. Instead, it has been established by the National Governors Association and Council of Chief State School Officers with no input from the Department of Education. It means that they have taken the responsibility of making crucial decisions regarding policies of education and the standardized testing system from the authorities of states (Robins, 2013). Comment by Author: article missing---a
what do you mean by “the step to create a tool of education”?? Did the department of education hire the private company who created The Common Core?? Comment by Author: of Comment by Author: the standardized
Common Core not embraced by teachers
After this program was introduced, many teachers, who had been using their styles and methodologies of teaching for many years, had to adapt their methods and had to bring enormous changes to their lesso.
COMMON ETHICAL PROBLEMS OF INDIVIDUALSBA 354COLLEG.docxcargillfilberto
COMMON ETHICAL PROBLEMS OF INDIVIDUALS
BA 354
COLLEGE OF BUSINESS
1
ASSUMPTIONS OF THE “GIVING VOICE TO VALUES” APPROACH:
Ethical dilemmas at work are common, not rare.
You have values that you want to live up to.
There are many ways that you can voice your values.
Practicing ahead of time will help you to be more effective.
2
THE POWER OF FAIRNESS
The example of grades
Equity
Reciprocity
Impartiality
3
Discrimination
Unequal treatment based on one’s race, gender, ethnicity, national origin, religion, age, disability, etc.
Standard for hiring, promotions, etc., should be the ability to do a job
+
4
Have you ever experienced discrimination?
What could you have done about it?
Why is discrimination an ethical issue?
DISCRIMINATION
5
CONFLICTS OF INTEREST
Objectivity is compromised by possibility of financial or other gains.
Gifts or bribes
Access to resources such as privileged information
Relationships or Influence
6
CONFLICTS OF INTEREST
7
Conflict of Interest
Your daughter is applying to a prestigious university. Since admission to the school is difficult, your daughter has planned the process carefully. She has consistently achieved high marks, taken preparatory courses for entrance exams, and has participated in various extracurricular activities. When you tell one of your best customers about her activities, he offers to write her a letter of recommendation. He's an alumnus of the school and is one of its most active fund raisers. Although he's a customer, you also regularly play golf together and your families have socialized together on occasion.
8
CUSTOMER CONFIDENCE
Includes such issues as
Confidentiality
Product safety
Truth in advertising
Fiduciary responsibilities
9
Confidentiality
You work for a consulting company in Atlanta. Your team has recently completed an analysis of Big Co. including sales projections for the next five years. You're working late one night when you receive a call from an executive vice president at Big Co. in Los Angeles, who asks you to immediately fax her a summary of your team's report. When you locate the report, you discover that your team leader has stamped "For internal use only" on the report cover. Your team leader is on a hiking vacation and you know it would be impossible to locate him. Big Co. has a long-standing relationship with your company and has paid substantial fees for your company's services.
10
Product Safety
You’re the head of marketing for a small pharmaceutical company that has just discovered a very promising drug for the treatment of Alzheimer’s disease. You have spent months designing a marketing campaign which contains printed materials and medication sample kits for distribution to almost every family physician and gerontologist in the country. As the materials are being loaded into cartons for delivery to your company’s representatives, your assistant tells you that .
Common CoreCasey BerryEnglish 200August .docxcargillfilberto
Common Core
Casey Berry
English / 200
August 29, 2018
Ms. Gaby Maruri
Common Core
I) Introduction
A. Common Core is an educational tool that should not be used in our public schools.
B. Common Core is unconstitutional and is a disadvantage for teachers as well as students and their parents.
C. Although some people believe that Common Core has been a great model and useful for education, it is an unnecessary program to have in schools and needs to be eliminated for several reasons.
II) Body
A. Common core is unconstitutional.
· Common Core was not a concept done by the Department of Education (DOE).
· It was created by a company named Achieve, Inc. and released under two private associations, the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).
· Educational responsibility has been taken away from the states and local districts.
B. Common Core has not been embraced by teachers very well.
· Many teachers have had to adapt their style of teaching to accommodate the Common Core curriculum.
· It only focuses on three specific subjects such as Mathematics.
· Focuses more on “critical thinking” rather than knowledge.
C. It is not beneficial for students and their parents.
· Parents have a difficult time helping their children with homework because they do not understand the methods used to solve the problems.
· Prepares students more for the workforce, rather than college.
III) Refuting Opponents Arguments Comment by Author: You list opposing arguments, but you did not provide refutations.
D. States win more money
· States that implement Common Core have the chance to compete for Race to the Top money and a better chance at a No Child Left Behind Waiver.
E. Prepares students more efficiently
· Students who are taught Common Core are more prepared for college than others.
F. Statewide standards benefit students from other states
· Statewide based school standards allow teachers to assist better students who move frequently and are constantly changing schools.
IV) Conclusion
G. While for some Common Core is a success, it is still a nuisance that needs to be eliminated. It takes rights away from teachers, parents and schools.
H. A Disaster For Libraries, a disaster for Language Arts, a Disaster for American Education. Comment by Author: Not sure how this will play out, but just be sure that this does not present itself as new information. Comment by Author: Comment by Author:
I. Finally, there is no evidence that having national standards and increasing testing have improved student learning in the past.
References
Shanahan, T. (2015). COMMON CORE STATE STANDARDS. Elementary School Journal, 115(4), 464-479.
I believe that this reference is justified and appropriate because the entire book covers the standards and meat of the common core curriculum. It is broad and general to help readers with little to no knowledge on the topic.
Robbins, J. (2013). Uncommonly bad. Ac.
Common Holy Days in Jewish Religious TraditionsComplete th.docxcargillfilberto
Common Holy Days in Jewish Religious Traditions
Complete
the table below with information about Jewish holy days. Identify at least seven Jewish religious holy days and place each holy day in the correct season (time of year). Provide a brief explanation of each holy day you identified.
Note
: An example has been provided. You may add additional rows or move the text fields to different locations within the table as needed.
Fall
(September – November)
Winter
(December – February)
Spring
(March – May)
Summer
(June – August)
Enter text.
Example:
Hanukkah
Hanukkah is an 8 day-long Festival of Lights. It is a celebration of the victory of the Maccabees over the armies of Syria, as well as the rededication of the Temple in Jerusalem.
Enter text.
Enter text.
Enter text.
Enter text.
Enter text.
Enter text.
Part 2: Major Sects of Judaism
Select
three major sects of Judaism to compare and contrast. Identify them in the table below.
Sect of Judaism
Enter text.
Sect of Judaism
Enter text.
Sect of Judaism
Enter text.
In the table below,
list
at least two similarities and two differences among the sects of Judaism you selected.
Similarities
Differences
Enter text.
Enter text.
Part 3: Summary
Write
a 525- to 700-word summary that includes the following:
· A description of the life and importance of one key person in Jewish history
· An explanation of one key event in the history of Judaism that is connected to that person
· A description of any rituals, symbols, or sacred texts in Judaism associated with this event or person
· Brief explanation of Jewish ethics
Summary
Enter text.
Include
references formatted according to APA guidelines.
References
Enter text.
.
Common Hacking Techniques You Should Know AboutHacking is th.docxcargillfilberto
Common Hacking Techniques You Should Know About
Hacking
is the process of gaining unauthorized access into a computer system, or group of computer systems. This is done through cracking of passwords and codes which gives access to the systems.
Discussion/Research Questions
What are the best ways to guard against hacking attacks?
List one of the biggest (known) hacks of all time and provide a few details related to this incident
.
Common Pool Resource ManagementKim Townsend SUS 350 Sustai.docxcargillfilberto
Common Pool Resource Management
Kim Townsend
SUS 350 Sustainable Communities
Key Features of Common Pool Resources
Goods that are difficult or costly to exclude users from
Subtractability-use of a resource by one person means it is not available to another
Core resource-a measure of the stock which must be retained to provide non-declining future stock
Fringe units-extractable units where availability is a function of the relative productivity of the core resource and rate of harvest
Marine Fisheries CPR Example
Used by multiple individuals through time and at the same time.
Subtractable—over-fishing reduces availability of stock for other users.
Core—total number of fish in a specific population required to sustain the population through time.
Fringe—number of fish that can be harvested without reducing the ability of the population to sustain itself through time.
Water
Subtractability-use of a resource by one person means it is not available to another
Core?
Fringe?
We must consider both quantity and quality of water in a system
Why is water quantity/quality important?
The Tragedy of the Commons
https://www.youtube.com/watch?v=WYA1y405JW0
Narrative created by Garrett Harden, a renowned ecologist, in a 1968 Nature paper
Is this model too simplistic? Which assumptions can be questioned?
Elinor Ostrom: Sustainable Development
and the Tragedy of the Commons
https://www.youtube.com/watch?v=ByXM47Ri1Kc
Elinor "Lin" Ostrom (born Elinor Claire Awan;[2] August 7, 1933 – June 12, 2012) was an American political economist[3][4][5] whose work was associated with the New Institutional Economics and the resurgence of political economy.[6] In 2009, she shared the Nobel Memorial Prize in Economic Sciences with Oliver E. Williamson for "her analysis of economic governance, especially the commons".[7] To date, she remains the only woman to win The Prize in Economics.
7
Elinor Ostrom’s Cooperative Management Conditions
Dr. Ostrom studied thousands of locally self-governed CPR systems all around the world
to determine what the sustainable systems had in common, and what the failures had in common.
Ostrom developed a set of design principles associated with sustainable local community governance of small-scale CPRs.
Ostrom’s Cooperative Management Conditions (1/2)
Clearly defined boundaries
Who gets access, who doesn’t
Resource boundaries
Congruence
Costs ≈ Benefits of cooperating
Appropriation rules are fair and sensible, locale-specific
Argues against “one rule system fits all” approach.
Collective-choice arrangements
Most individuals affected have a voice in changing the rules
Monitoring
Monitors are the cooperative members
Ostrom’s Cooperative Management Conditions (2/2)
Graduated sanctions
Punishment scaled to the offence
Sanctions administered by the cooperative
Conflict-resolution mechanisms
Access to low-cost, rapid, local way to resolve conflicts
Recognition of Rights to Organize
Community’s right t.
Common Assignment Prepare a written analysis of the impact of the.docxcargillfilberto
Common Assignment:
Prepare a written analysis of the impact of the 4th, 5th, 6
th
8
th
and the 14th Amendments to the US Constitution in processing offenders through the criminal justice system. Explain the concept of due process as applied to the U.S. Constitution.
What due process rights are contained in the US Constitution? Give examples.
What is procedural due process and why does it exist?
Do you think any of these rights should be revoked at any time? Which ones?
What made you choose those?
To what extent does procedural due process hinders or strengthens the criminal justice system?
.
Common Assignment Essay Objective of this Assignment.docxcargillfilberto
Common Assignment Essay
Objective of this Assignment: This assignment will be used to evaluate student progress on the
course learning objectives. The assignment will be uploaded as a file on Blackboard.
Instructions: Students will follow the process outlined below to guide them in the development of a
comparative essay. The essay should be approximately 700-1000 words, and should include
footnotes.
➢ Step One: Essay Purpose / Relevance / The Task of a Historian
o Purpose: Students should consider why the topic of memorializing the Mexican
American War is a contemporary problem facing historians.
o Task of a Historian: Your work should clearly communicate the purpose of public history
sites (museums / battlegrounds / memorials), the current struggle between art and truth,
the reasons why this event has been ignored by previous generations / administrations,
and the societal impact of neglecting a major historic event.
o Relevance: Your work should consider the current facilities and public history sites
dedicated to honoring this event and its participants, as well as the funding and
supporters associated with those sites. (At a minimum you should examine the facilities
in Texas, however, there are links provided to steer you to other state /federal facilities).
Furthermore, you should consider the message provided at those sites / exhibits and
whether this message is satisfactory given the mission of public historians.
o You may copy and paste sections of your source analysis from the previous essay, just
pay attention to flow and be sure to utilize footnotes.
➢ Step Two: You must use these two sources. Read these first so you can understand the war,
and how it has or has not been remembered.
o REQUIRED SOURCE--"1848/1898: Memorial Day, Places of Memory, and Imperial
Amnesia" by Amy Greenberg in JSTOR
o REQUIRED SOURCE--"The Annexation of Texas and the Mexican War" by Z.T.
Fulmore in JSTOR
➢ Step Three: Study the information on current Mexican American War exhibits, battlegrounds,
monuments, dedications, etc. I have organized the suggested resources, emphasizing Texas
sites in the highly suggested category.
o Highly Suggested Sources:
▪ Palo Alto Battlegrounds: https://www.nps.gov/paal/learn/historyculture/places.htm
▪ Brazos Veteran’s Park: http://www.bvvm.org/photos/
▪ Mexican American War Exhibit for BVVM: https://www.theeagle.com/news/local/new-
memorial-at-veterans-park-honors-marines-valor-at-the/article_7b08cdbb-5899-5a12-
bdcd-014ebd3514fc.html
▪ Capitol 360 View of Mexican American War acknowledgement:
https://tspb.texas.gov/prop/tc/tc-spaces/spaces09.html
▪ Capitol Monuments: https://tspb.texas.gov/prop/tcg/tcg-monuments/index.html
o Potentially Useful Sources:
https://www.nps.gov/paal/learn/historyculture/places.htm
http://www.bvvm.org/photos/
https://www.theeagle.com/news/local/new-memorial-at-veterans-park-honors-marines-va.
Committees1. To provide for greater transparency in the HU.docxcargillfilberto
Committees
1. To provide for greater transparency in the HUD–VASH supported housing program for homeless
veterans, and for other purposes.
2. Representative Scott H. Peters. House and Senate committees: Energy and Commerce, Ways and
Means, Judiciary, Oversight and Government Reform, Education and the Workforce, Senate Committee,
Homeland Security and Governmental Affairs, Veterans' Affairs, Health, Education, Labor, and Pensions,
Banking, Housing, and Urban Affairs, Energy and Natural Resources.
3. N/A no committee report
4. H.R.7022 — 115th Congress (2017-2018)
Homes for Our Heroes Act of 2018
Sponsor: Representative Scott H. Peters Committees: House - Financial Services, Veterans' Affairs
Committee Reports: N/A
Latest Action: House 10/02/2018: Referred to the Committee on Financial Services, and in addition to
the Committee on Veterans' Affairs, for a period to be subsequently determined by the Speaker, in each
case for consideration of such provisions as fall within the jurisdiction of the committee concerned.
Tracker: introduced
Here are the steps for Status of Legislation:
1. Introduced
Members
1. To authorize the Department of Energy to conduct collaborative research with the Department of
Veterans Affairs in order to improve healthcare services for veterans in the United States, and for other
purposes.
2. Representative Ralph Norman. Both House and senate committees: Judiciary, Ways and Means,
Energy and Commerce, Education and the Workforce, Oversight and Government Reform, Financial
Services, Foreign Affairs, Natural Resources, Rules, Armed Services, Science, Space, and Technology,
Transportation and, Infrastructure, Agriculture, Budget, House Administration, Homeland Security, Small
Business, Veterans' Affairs, Appropriations, Intelligence, Ethics, Senate Committee, Judiciary, Banking,
Housing, and Urban Affairs, Energy and Natural Resources, Homeland Security and Governmental
Affairs, Agriculture, Nutrition, and Forestry, Armed Services, Commerce, Science, and Transportation,
Environment and Public Works, Finance, Foreign Relations, Small Business and Entrepreneurship, and
Veterans' Affairs.
3. The committee’s favorability is to recommend that the bill as amended do pass.
4. H.R.6398 — 115th Congress (2017-2018)
Department of Energy Veterans' Health Initiative Act
Sponsor: Rep. Norman, Ralph [R-SC-5]
Committees: House - Science, Space, and Technology, Veterans' Affairs | Senate - Energy and Natural
Resources
Committee Reports: https://www.congress.gov/congressional-report/115th-congress/house-
report/974/1?q=%7B%22search%22%3A%5B%22H.R.6398%22%5D%7D&r=1
Latest Action: Senate - 09/26/2018 Received in the Senate and Read twice and referred to the
Committee on Energy and Natural Resources.
Tracker: Passed House.
Here are the steps for Status of Legislation:
1. Introduced
2. Passed House
CLASS EXERCISE #2
THE STATUS OF BILLS IN CONGRESS
Go to: http://thomas.loc.gov/ and become familiar.
Commitment to ProfessionalismCommitment to Professionalism..docxcargillfilberto
Commitment to Professionalism
Commitment to Professionalism.
Due by Day 7
. As leaders in early childhood education we are in the unique position of creating partnerships with the community, organizations, and local government in an effort to promote the needs of the children we are serving. Through a program’s daily operation, we are witnesses to the specific issues that are facing the children, families, and community in which we work. When we highlight and broadcast these issues and advocate for a community’s needs, we are also advocating for increased awareness of the value and professionalism of the field of early childhood education. When we participate in advocating in our field we are further demonstrating that we are professionals that deserve to be valued and respected.
After reading the week’s text, write a reflection in two parts:
Part I
Identify the focus of your advocacy efforts and give an example of an issue you would like to address as an advocate.
Identify one individual or group (local policy maker, state-level legislator, corporate leader, etc.) that you can contact for support of your issue and provide a rationale for choosing this individual/group.
Describe the strategies you would use to gain the support needed for this issue through individual advocacy.
Describe the strategies you would use to attract the support needed for this issue through collective advocacy.
Create two talking points (as discussed in Chapter 13) using one
concrete example
(refer to key term in chapter reading for precise definition) for each point to demonstrate the importance of the issue.
These talking points should be appropriate to use when talking to legislators or the media about the issue for which you are advocating.
Part II
Create a Commitment to the Profession Statement. Remember, this is a draft that will continually be revised and modified as new information is acquired. Address the following:
Describe how you will advocate on behalf of young children, their families, and the profession.
Describe how you will support the development of future practitioners and leaders in the field.
Refer to Figure 13.1 “A Professional Continuum” and describe how your efforts will support the field away from
unskilled workers
and toward
paradigm professionals
.
The Commitment to Professionalism paper
Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Use the text and two outside sources to support your responses.
The
Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)
table offers additional guidance on appropriate source types. If you have questions about whether a specific so.
Comment Commentonat least 3 Classmates’Posts (approximately 150.docxcargillfilberto
Comment
Commentonat least 3 Classmates’Posts (approximately 150 -300 words each)§
- comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position
- build on the ideas of what your classmate has written and dig deeper into the ideas
- support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas
- comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.
- cite the readings in your response by using proper APA Style format and conventions.
classmate 1
Pragmatism is defined as a philosophical approach in which experience is the fundamental concept. Radu explains that in pragmatism, each experience is based on the interaction between subject and object, between self and its world and represents only the result of the integration of human beings into the environment (Radu, 2011). All in all, pragmatism promotes activity based learning. Pragmatism relates to Dewey’s work in many ways. The most significant being its rejection of traditional learning, and its emphasis on solving problems in a sensible way that suits conditions that really exist rather than obeying fixed theories, ideas, or rules (Cambridge, 2016).
Progressivism is a philosophical concept belonging to ‘new education’, is ‘a Copernican revolution’ in pedagogy, promoting ‘a child-centered school’ (Radu, 2011). Radu states that Dewey’s pedagogic view is not based on his philosophical concept, but al on the social, economic and cultural realities of American society (pg. 87). Progressivism is featured around the learning capacity continuing into adulthood; Dewey called this “permanent education”. Learning is done by doing; this is because Dewey believed authentic knowledge is achieved only through direct experience. Although Dewey though some target methods were necessary when teaching, he did not believe in teachers being forced to stick to routines (Radu 2011). This idea leads to the problem-problem solving method which in short states that in order to solve problem, an individual must: define the problem, analyze the problem, determine possible solutions, propose solutions, evaluate and select a solution, and determine strategies to implement solution. The progressive theory encourages learning through discovery, this allows the learner to acquire knowledge through interest, rather than effort.
Ragu also states that there are reactions against Dewey’s progressive education. Perennialism says that permanence is the fundamental feature of the world; not change. School is intended to promote the permanent values of the past and present. Essentialists believed the main purpose of school was to prepare th.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
common core state stanDarDs For english Language arts & .docx
1. common core state stanDarDs For
english Language arts
&
Literacy in
History/social studies,
science, and technical subjects
appendix B: text exemplars and
sample Performance tasks
Common Core State StandardS for engliSh language artS &
literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal
SubjeCtS
a
p
p
e
n
d
ix
b
| 2
exemplars of reading text complexity, Quality, and range
& sample Performance tasks related to core standards
2. Selecting Text Exemplars
The following text samples primarily serve to exemplify the
level of complexity and quality that the Standards require
all students in a given grade band to engage with. Additionally,
they are suggestive of the breadth of texts that stu-
dents should encounter in the text types required by the
Standards. The choices should serve as useful guideposts in
helping educators select texts of similar complexity, quality,
and range for their own classrooms. They expressly do
not represent a partial or complete reading list.
The process of text selection was guided by the following
criteria:
• Complexity. Appendix A describes in detail a three-part
model of measuring text complexity based on quali-
tative and quantitative indices of inherent text difficulty
balanced with educators’ professional judgment in
matching readers and texts in light of particular tasks. In
selecting texts to serve as exemplars, the work group
began by soliciting contributions from teachers, educational
leaders, and researchers who have experience
working with students in the grades for which the texts have
been selected. These contributors were asked to
recommend texts that they or their colleagues have used
successfully with students in a given grade band. The
work group made final selections based in part on whether
qualitative and quantitative measures indicated
that the recommended texts were of sufficient complexity for
the grade band. For those types of texts—par-
ticularly poetry and multimedia sources—for which these
measures are not as well suited, professional judg-
ment necessarily played a greater role in selection.
• Quality. While it is possible to have high-complexity texts
3. of low inherent quality, the work group solicited only
texts of recognized value. From the pool of submissions
gathered from outside contributors, the work group
selected classic or historically significant texts as well as
contemporary works of comparable literary merit,
cultural significance, and rich content.
• Range. After identifying texts of appropriate complexity
and quality, the work group applied other criteria to
ensure that the samples presented in each band represented as
broad a range of sufficiently complex, high-
quality texts as possible. Among the factors considered were
initial publication date, authorship, and subject
matter.
Copyright and Permissions
For those exemplar texts not in the public domain, we secured
permissions and in some cases employed a conser-
vative interpretation of Fair Use, which allows limited, partial
use of copyrighted text for a nonprofit educational
purpose as long as that purpose does not impair the rights
holder’s ability to seek a fair return for his or her work.
In instances where we could not employ Fair Use and have been
unable to secure permission, we have listed a title
without providing an excerpt. Thus, some short texts are not
excerpted here, as even short passages from them would
constitute a substantial portion of the entire work. In addition,
illustrations and other graphics in texts are generally
not reproduced here. Such visual elements are particularly
important in texts for the youngest students and in many
informational texts for readers of all ages. (Using the
qualitative criteria outlined in Appendix A, the work group con-
sidered the importance and complexity of graphical elements
when placing texts in bands.)
When excerpts appear, they serve only as stand-ins for the full
4. text. The Standards require that students engage with
appropriately complex literary and informational works; such
complexity is best found in whole texts rather than pas-
sages from such texts.
Please note that these texts are included solely as exemplars in
support of the Standards. Any additional use of those
texts that are not in the public domain, such as for classroom
use or curriculum development, requires independent
permission from the rights holders. The texts may not be copied
or distributed in any way other than as part of the
overall Common Core State Standards Initiative documents.
Sample Performance Tasks
The text exemplars are supplemented by brief performance tasks
that further clarify the meaning of the Standards.
These sample tasks illustrate specifically the application of the
Standards to texts of sufficient complexity, quality,
and range. Relevant Reading standards are noted in brackets
following each task, and the words in italics in the task
reflect the wording of the Reading standard itself. (Individual
grade-specific Reading standards are identified by their
strand, grade, and number, so that RI.4.3, for example, stands
for Reading, Informational Text, grade 4, standard 3.)
Common Core State StandardS for engliSh language artS &
literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal
SubjeCtS
a
p
p
e
5. n
d
ix
b
| 3
How to Read This Document
The materials that follow are divided into text complexity grade
bands as defined by the Standards: K–1, 2–3, 4–5, 6–8,
9–10, and 11–CCR. Each band’s exemplars are divided into text
types matching those required in the Standards for
a given grade. K–5 exemplars are separated into stories, poetry,
and informational texts (as well as read-aloud texts
in kindergarten through grade 3). The 6–CCR exemplars are
divided into English language arts (ELA), history/social
studies, and science, mathematics, and technical subjects, with
the ELA texts further subdivided into stories, drama,
poetry, and informational texts. (The history/social studies texts
also include some arts-related texts.) Citations intro-
duce each excerpt, and additional citations are included for
texts not excerpted in the appendix. Within each grade
band and after each text type, sample performance tasks are
included for select texts.
Media Texts
Selected excerpts are accompanied by annotated links to related
media texts freely available online at the time of the
publication of this document.
Common Core State StandardS for engliSh language artS &
literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal
SubjeCtS
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table of contents
K–1 text exemplars
...............................................................................................
............14
stories
...............................................................................................
................................14
Minarik, Else Holmelund. Little Bear
.............................................................................. 14
Eastman, P. D. Are You My Mother?
............................................................................... 15
Seuss, Dr. Green Eggs and Ham.
..................................................................................... 15
Lopshire, Robert. Put Me in the Zoo
............................................................................. 15
7. Lobel, Arnold. Frog and Toad Together
...................................................................... 15
Lobel, Arnold. Owl at Home
.............................................................................................
16
DePaola, Tomie. Pancakes for Breakfast
...................................................................... 17
Arnold, Tedd. Hi! Fly Guy
...............................................................................................
.... 17
Poetry
...............................................................................................
................................. 17
Anonymous. “As I Was Going to St. Ives.”
.................................................................. 17
Rossetti, Christina. “Mix a Pancake.”
............................................................................ 17
Fyleman, Rose. “Singing-Time.”
..................................................................................... 18
Milne, A. A. “Halfway Down.”
............................................................................................
18
Chute, Marchette. “Drinking Fountain.”
....................................................................... 18
Hughes, Langston. “Poem.”
..............................................................................................
8. 18
Ciardi, John. “Wouldn’t You?”
.......................................................................................... 18
Wright, Richard. “Laughing Boy.”
................................................................................... 18
Greenfield, Eloise. “By Myself.”
........................................................................................ 18
Giovanni, Nikki. “Covers.”
.................................................................................. .............
.... 18
Merriam, Eve. “It Fell in the City.”
................................................................................... 19
Lopez, Alonzo. “Celebration.”
............................................................................... ........... 19
Agee, Jon. “Two Tree Toads.”
...........................................................................................
19
read-aloud stories
...............................................................................................
........20
Baum, L. Frank. The Wonderful Wizard of Oz
..........................................................20
Wilder, Laura Ingalls. Little House in the Big Woods
.............................................20
Atwater, Richard and Florence. Mr. Popper’s Penguins
9. ......................................... 21
Jansson, Tove. Finn Family Moomintroll
...................................................................... 21
Haley, Gail E. A Story, A Story
.......................................................................................... 21
Bang, Molly. The Paper Crane
......................................................................................... 22
Young, Ed. Lon Po Po: A Red-Riding Hood Story from China
............................ 23
Garza, Carmen Lomas. Family Pictures
...................................................................... 23
Mora, Pat. Tomás and the Library Lady
....................................................................... 23
Henkes, Kevin. Kitten’s First Full Moon
....................................................................... 24
read-aloud Poetry
...............................................................................................
......... 25
Anonymous. “The Fox’s Foray.”
..................................................................................... 25
Langstaff, John. Over in the Meadow.
......................................................................... 26
Lear, Edward. “The Owl and the Pussycat.”
.............................................................. 27
10. Hughes, Langston. “April Rain Song.”
.......................................................................... 27
Moss, Lloyd. Zin! Zin! Zin! a Violin
................................................................................. 27
Common Core State StandardS for engliSh language artS &
literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal
SubjeCtS
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sample Performance tasks for stories and Poetry
............................................... 28
Informational texts
...............................................................................................
....... 28
Bulla, Clyde Robert. A Tree Is a Plant
.......................................................................... 28
Aliki. My Five Senses
11. ...............................................................................................
........... 29
Hurd, Edith Thacher. Starfish
..........................................................................................30
Aliki. A Weed is a Flower: The Life of George Washington
Carver ..................30
Crews, Donald. Truck
...............................................................................................
...........30
Hoban, Tana. I Read Signs
...............................................................................................
.30
Reid, Mary Ebeltoft. Let’s Find Out About Ice Cream
............................................ 31
“Garden Helpers.” National Geographic Young Explorers
.................................... 31
“Wind Power.” National Geographic Young Explorers
........................................... 31
read-aloud Informational texts
................................................................................. 31
Provensen, Alice and Martin. The Year at Maple Hill
Farm.................................... 31
Gibbons, Gail. Fire! Fire!
...............................................................................................
...... 31
12. Dorros, Arthur. Follow the Water from Brook to Ocean
....................................... 32
Rauzon, Mark, and Cynthia Overbeck Bix. Water, Water
Everywhere ............ 33
Llewellyn, Claire. Earthworms
......................................................................................... 33
Jenkins, Steve, and Robin Page. What Do You Do With a Tail
Like This? ...... 33
Pfeffer, Wendy. From Seed to Pumpkin
...................................................................... 33
Thomson, Sarah L. Amazing Whales!
...........................................................................34
Hodgkins, Fran, and True Kelley. How People Learned to Fly
............................34
sample Performance tasks for Informational texts
.............................................. 36
Grades 2–3 text exemplars
...........................................................................................
37
stories
...............................................................................................
............................... 37
Gannett, Ruth Stiles. My Father’s Dragon.
................................................................. 37
Averill, Esther. The Fire Cat
13. ..............................................................................................
37
Steig, William. Amos & Boris.
.......................................................................................... 38
Shulevitz, Uri. The
Treasure..................................................................................
............ 38
Cameron, Ann. The Stories Julian Tells
....................................................................... 38
MacLachlan, Patricia. Sarah, Plain and Tall
................................................................ 38
Rylant, Cynthia. Henry and Mudge: The First Book of Their
Adventures ....... 39
Stevens, Janet. Tops and Bottoms
................................................................................40
LaMarche, Jim. The Raft
...............................................................................................
.....40
Rylant, Cynthia. Poppleton in
Winter...........................................................................40
Rylant, Cynthia. The Lighthouse Family: The Storm
............................................... 41
Osborne, Mary Pope. The One-Eyed Giant
(Book One of Tales from the Odyssey)
.................................................................. 41
14. Silverman, Erica. Cowgirl Kate and Cocoa
.................................................................42
Poetry
...............................................................................................
................................43
Dickinson, Emily. “Autumn.”
.................................................................................... .........4
3
Rossetti, Christina. “Who Has Seen the Wind?”
......................................................43
Millay, Edna St. Vincent. “Afternoon on a Hill.”
.........................................................43
Common Core State StandardS for engliSh language artS &
literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal
SubjeCtS
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15. Frost, Robert. “Stopping by Woods on a Snowy Evening.”
................................44
Field, Rachel. “Something Told the Wild Geese.”
....................................................44
Hughes, Langston. “Grandpa’s Stories.”
.....................................................................44
Jarrell, Randall. “A Bat Is Born.”
.....................................................................................44
Giovanni, Nikki. “Knoxville, Tennessee.”
......................................................................44
Merriam, Eve. “Weather.”
...............................................................................................
...45
Soto, Gary. “Eating While Reading.”
............................................................................45
read-aloud stories
....................................................................................... ........
........46
Kipling, Rudyard. “How the Camel Got His Hump.”
...............................................46
Thurber, James. The Thirteen Clocks
...........................................................................46
White, E. B. Charlotte’s Web
...........................................................................................
47
16. Selden, George. The Cricket in Times Square
........................................................... 47
Babbitt, Natalie. The Search for Delicious
.................................................................48
Curtis, Christopher Paul. Bud, Not Buddy
..................................................................48
Say, Allen. The Sign Painter
.............................................................................................4
9
read-aloud Poetry
...............................................................................................
.........49
Lear, Edward. “The Jumblies.”
........................................................................................49
Browning, Robert. The Pied Piper of Hamelin
........................................................... 51
Johnson, Georgia Douglas. “Your World.”
................................................................. 52
Eliot, T. S. “The Song of the Jellicles.”
......................................................................... 52
Fleischman, Paul. “Fireflies.”
............................................................................................
52
sample Performance tasks for stories and Poetry
............................................... 53
17. Informational texts
...............................................................................................
......... 53
Aliki. A Medieval Feast
...............................................................................................
........ 53
Gibbons, Gail. From Seed to Plant
................................................................................54
Milton, Joyce. Bats: Creatures of the Night
...............................................................54
Beeler, Selby. Throw Your Tooth on the Roof:
Tooth Traditions Around the World
........................................................................54
Leonard, Heather. Art Around the World
................................................................... 55
Ruffin, Frances E. Martin Luther King and the March on
Washington ............ 55
St. George, Judith. So You Want to Be President?
................................................. 55
Einspruch, Andrew. Crittercam
...................................................................................... 55
Kudlinski, Kathleen V. Boy, Were We Wrong About Dinosaurs
.......................... 56
Davies, Nicola. Bat Loves the Night
.............................................................................. 56
18. Floca, Brian. Moonshot: The Flight of Apollo 11
....................................................... 56
Thomson, Sarah L. Where Do Polar Bears Live?
...................................................... 57
read-aloud Informational texts
................................................................................ 57
Freedman, Russell. Lincoln: A Photobiography
....................................................... 57
Coles, Robert. The Story of Ruby Bridges
................................................................. 58
Wick, Walter. A Drop of Water: A Book of Science and Wonder
...................... 58
Smith, David J. If the World Were a Village:
A Book about the World’s People
........................................................................... 59
Aliki. Ah, Music!
...............................................................................................
..................... 59
Common Core State StandardS for engliSh language artS &
literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal
SubjeCtS
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Mark, Jan. The Museum Book:
A Guide to Strange and Wonderful Collections
................................................ 59
D’Aluisio, Faith. What the World Eats
..........................................................................60
Arnosky, Jim. Wild Tracks! A Guide to Nature’s Footprints
.................................60
Deedy, Carmen Agra. 14 Cows for America
...............................................................60
sample Performance tasks for Informational texts
...............................................61
Grades 4–5 text exemplars
...........................................................................................
63
stories
...............................................................................................
............................... 63
Carroll, Lewis. Alice’s Adventures in Wonderland
................................................... 63
20. Burnett, Frances Hodgson. The Secret Garden
....................................................... 63
Farley, Walter. The Black Stallion
.................................................................................. .64
Saint-Exupéry, Antoine de. The Little Prince
............................................................64
Babbitt, Natalie. Tuck
Everlasting..............................................................................
....64
Singer, Isaac Bashevis. “Zlateh the Goat.”
..................................................................64
Hamilton, Virginia. M. C. Higgins, the
Great...............................................................64
Erdrich, Louise. The Birchbark House
.......................................................................... 65
Curtis, Christopher Paul. Bud, Not Buddy
.................................................................. 65
Lin, Grace. Where the Mountain Meets the Moon
...................................................66
Poetry
...............................................................................................
................................66
Blake, William. “The Echoing Green.”
..........................................................................66
Lazarus, Emma. “The New Colossus.”
21. ......................................................................... 67
Thayer, Ernest Lawrence. “Casey at the Bat.”
........................................................... 67
Dickinson, Emily. “A Bird Came Down the Walk.”
...................................................68
Sandburg, Carl. “Fog.”
...............................................................................................
........69
Frost, Robert. “Dust of Snow.”
........................................................................................69
Dahl, Roald. “Little Red Riding Hood and the Wolf.”
.............................................69
Nichols, Grace. “They Were My People.”
....................................................................69
Mora, Pat. “Words Free As Confetti.”
...........................................................................69
sample Performance tasks for stories and Poetry
...............................................70
Informational texts
...............................................................................................
.........70
Berger, Melvin. Discovering Mars: The Amazing Story of the
Red Planet ......70
Carlisle, Madelyn Wood. Let’s Investigate Marvelously
Meaningful Maps ....... 71
22. Lauber, Patricia. Hurricanes: Earth’s Mightiest Storms
........................................... 71
Otfinoski, Steve. The Kid’s Guide to Money: Earning It,
Saving It, Spending It, Growing It, Sharing It
....................................................... 71
Wulffson, Don. Toys!: Amazing Stories Behind Some Great
Inventions .......... 71
Schleichert, Elizabeth. “Good Pet, Bad Pet.”
............................................................. 71
Kavash, E. Barrie. “Ancient Mound Builders.”
............................................................ 71
Koscielniak, Bruce. About Time: A First Look at Time and
Clocks .................... 71
Banting, Erinn. England the Land
.................................................................................. 72
Hakim, Joy. A History of US
.............................................................................................
72
Ruurs, Margriet. My Librarian Is a Camel: How Books
Are Brought to Children Around the World
........................................................ 72
Simon, Seymour. Horses
...............................................................................................
.... 73
23. Common Core State StandardS for engliSh language artS &
literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal
SubjeCtS
a
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Montgomery, Sy. Quest for the Tree Kangaroo:
An Expedition to the Cloud Forest of New Guinea
.......................................... 73
Simon, Seymour. Volcanoes
............................................................................................
74
Nelson, Kadir. We Are the Ship: The Story of Negro League
Baseball ............ 74
Cutler, Nellie Gonzalez. “Kenya’s Long Dry Season.”
............................................. 74
Hall, Leslie. “Seeing Eye to
Eye.”....................................................................................
74
24. Ronan, Colin A. “Telescopes.”
......................................................................................... 75
Buckmaster, Henrietta. “Underground Railroad.”
.................................................... 76
sample Performance tasks for Informational texts
.............................................. 76
Grades 6–8 text exemplars
...........................................................................................
77
stories
...............................................................................................
............................... 77
Alcott, Louisa May. Little
Women..................................................................................
77
Twain, Mark. The Adventures of Tom Sawyer
........................................................... 77
L’Engle, Madeleine. A Wrinkle in Time
......................................................................... 79
Cooper, Susan. The Dark Is Rising
................................................................................. 79
Yep, Laurence. Dragonwings
...........................................................................................80
Taylor, Mildred D. Roll of Thunder, Hear My Cry
.......................................................80
25. Hamilton, Virginia. “The People Could
Fly.”...............................................................80
Paterson, Katherine. The Tale of the Mandarin Ducks
............................................ 81
Cisneros, Sandra. “Eleven.”
...............................................................................................
81
Sutcliff, Rosemary. Black Ships Before Troy: The Story of the
Iliad................... 81
Drama
...............................................................................................
................................ 82
Fletcher, Louise. Sorry, Wrong Number
...................................................................... 82
Goodrich, Frances and Albert Hackett. The Diary of Anne
Frank: A Play ..... 83
Poetry
...............................................................................................
................................ 83
Longfellow, …
Page 1 of 3
Homework #2: Project Proposal
26. Students will develop an individual project that employs tools
and techniques learned in the course.
This may include the modification of an existing HRA method
or the development of a new HRA
method applied to a chosen domain problem. Students are not
expected to collect or analyze data,
but will be required to detail a HRA data collection and analysis
plan and suggest implementation
strategies, similar to the structure of a funding proposal for an
exploratory project. Any topic can
be chosen, as long as the existence of human reliability issues
can be cited.
The project proposal, which is due at the beginning of the
course, is not expected to have details
related to the application of HRA tools and techniques that will
be learned later in the course.
However, the student is expected to discuss a human error issue
that negatively impacts human
health, safety, and/or performance in a particular domain and
has not yet been appropriately
addressed.
The project idea is expected to mature and develop over the
27. course of the semester with some later
modifications to account for knowledge gained through lectures,
reading, and discussions. This
will allow students to receive feedback on their proposed topic
as the course progresses.
The 1000 word proposal should include the following five
items. Please include section sub-
headers for each item.
1. Problem Statement – what is the human error and why is it
important?
o A problem can be defined as important if it has a measurable
impact on a critical
outcome (financial, health and well-being, performance, etc.).
Justify the problem
importance and its relevance to human error.
o Provide at least two sources with citations to justify problem
importance (newspaper
articles, journal papers, documented initiatives, industry white
papers, government
documents, verbal or written statements by key stakeholders,
etc.). The sources must
include a statistic and/or a subjective statement of importance.
28. o Provide a two-sentence concise summary of your problem
statement. Please note that
the required justification is separate from the two-sentence
summary.
il to [problem] resulting in
[important human
error outcome]. The criticality of this problem has been verified
by [source]
through [specific qualitative/quantitative source content].
2. Why hasn’t someone found a solution previously?
o Discuss challenges and any prior attempts (not necessarily
HRAs) to address the
problem.
Page 2 of 3
3. Focus– what is the problem focus?
o Select one interaction category or a hybrid of two categories
and justify the relevance
to the problem statement.
29. -Human, Human-Group, Human-
Organization, Human-
Artifact.
o Select one human theoretical category or a hybrid of two
categories and justify the
relevance to the problem statement
- Select only one level of cognition as the
foundation for your
human process: Low level cognition (memory, sensory
processing, etc.); High
level cognition (decision making and problem solving).
– Interaction of cognitive level (low/high) with
other theoretical
categories may be appropriate for the selected problem focus,
although this is
not required: Sociological (relevant for simple human
interactions, excluding
human-artifact); Organizational (relevant for more complex
sociological
structures, human-org interaction).
o Provide at least two sources with citations to justify the
connection of the problem focus
(interaction category and human theoretical category) presented
30. in #3 to the problem
statement presented in #1. Examples of sources include
newspaper articles, journal
papers, documented initiatives, industry white papers,
government documents, verbal
or written statements by key stakeholders. The sources must
include a statistic and/or
a subjective statement of relevance.
o Provide a two-sentence concise summary of your problem
focus. Please note that the
required justification is separate from the two-sentence
summary.
interaction between
[stakeholders and/or processes and/or components], driven by
[human
theoretical category], resulting in [human error outcome defined
in #1]. The
existence and criticality of the problem focus has been verified
by [source]
through [specific qualitative/quantitative source content
referencing problem
focus]
31. o Note: Individual theories are not required to be listed here.
Theories will be addressed
in Homework 3.
o Note: The two sources required for #1 and #3 can be the same.
However, they must
independently address the justification of the problem statement
and problem focus.
4. Project Goals (high level discussion) – what do you hope to
gain from this HRA?
o How will the analysis potentially help to address the
identified problem focus?
5. What sources of information will you use for your project (be
specific)?
Page 3 of 3
o List and justify the use of at least two sources (stakeholders
and/or data) that will be
used to detail the processes associated with this human error.
The sources must be
specific to the focus identified in #3 (human interaction and
human theories). For
32. example, if your problem is focused on decision making (high
level cognition) in a
team environment (human-group interaction), then you need
sources (stakeholder
interviews, team protocols, meeting notes, etc.) to detail the
specific decisions that are
required in this context and the decision criterion (input).
flowcharts,
organizational charts, guidelines, and any other documentation
of the process.
Provide citations.
stakeholder sources to the
focus identified in #3.
relevant information for
stakeholders who will be utilized for the project.
o Describe how you will access and utilize the selected sources.
o Note: The data and stakeholder sources can overlap with the
sources identified in #1
and #3 if the requirements for #5 are independently addressed
33. by the source.
o Note: You may use yourself as one of the sources if you have
direct knowledge of a
process or component that is not publically documented.
However, you cannot be listed
as a primary source to satisfy the aforementioned two source
minimum requirement.
You many only use yourself as a supplemental source. Non-
publically documented
sources are only relevant for topics that involve confidential
information or the use of
internal resources from an organization.
Class Profile
Student Name
English Language Learner
Gender
Other
Age
Oral Language Development
Uses Phonics and Morphology to Decode Words
Reading Lexile/ Grade
Performance Level
Written Expression Level
Social/Pragmatic/Communication Skills
Arturo
34. Yes
Male
Tier 2 RTI for reading
Grade level
Below grade level
No
Below grade level
Below grade level
Good
Bertie
No
Female
None
Grade level
Above grade level
Yes
Above grade level
Below grade level-writing simple sentences
Needs help resolving conflicts
Beryl
No
Female
NOTE: School does not have gifted program
Grade level
Above grade level
Yes
Above grade level
35. Above grade level
Good
Brandie
No
Female
Tier 2 RTI for math
Grade level
Below grade level
No; reads sight words only
Below grade level
Below grade level-only writes name and sight words
Needs help with verbal and nonverbal signals
Dessie
No
Female
Tier 2 RTI for math
Grade level
At grade level
Yes
At grade level
Below grade level
Good
Diana
Yes
Female
Tier 2 RTI for reading
Grade level
Below grade level
36. No
Below grade level
Below grade level
Good
Donnie
No
Female
Hearing aids
Grade level
Below grade level
No
At grade level
Above grade level
Good
Eduardo
Yes
Male
Tier 2 RTI for reading
Grade level
At grade level
Yes
Below grade level
Below grade level-writing simple sentences
Good
Emma
No
37. Female
None
Grade level
Above grade level
Yes
At grade level
Above grade level
Good
Enrique
No
Male
Tier 2 RTI for reading
One year above grade level
At grade level
No; reads sight words only
Below grade level
Below grade level
Good
Fatma
Yes
Female
Tier 2 RTI for reading
Grade level
38. At grade level
Yes
Below grade level
Below grade level-only writes name and sight words
Needs help rephrasing when misunderstood
Frances
No
Female
Diabetic
Grade level
At grade level
Yes
At grade level
At grade level
Good
Francesca
No
Female
None
Grade level
Above grade level
39. Yes
At grade level
Above grade level
Needs help staying on topic
Fredrick
No
Male
Tier 3 RTI for reading and math
One year above grade level
Below grade level
No; reads sight words only
Below grade level
Below grade level-writing simple sentences
Needs help with verbal and nonverbal signals
Ines
No
Female
Tier 2 RTI for math
Grade level
Above grade level
Yes
Below grade level
At grade level
Good
40. Jade
No
Female
None
Grade level
At grade level
Yes
At grade level
Below grade level
Good
Kent
No
Male
None
Grade level
Above grade level
Yes
At grade level
Above grade level
Good
Lolita
No
Female
None
Grade level
41. Below grade level
Yes
At grade level
At grade level
Good
Maria
No
Female
NOTE: School does not have gifted program
Grade level
Above grade level
Yes
At grade level
Above grade level
Good
Mason
No
Male
None
Grade level
At grade level
Yes
At grade level
42. At grade level
Needs help staying on topic
Nick
No
Male
NOTE: School does not have gifted program
Grade level
Above grade level
Yes
Above grade level
Above grade level
Needs help taking turns in conversation
Noah
No
Male
None
Grade level
At grade level
Yes
At grade level
At great level
Good
Sharlene
No
Female
43. None
Grade level
Below grade level
No; reads sight words only
Above grade level
At great level
Good
Sophia
No
Female
None
Grade level
Above grade level
Yes
At grade level
At grade level
Good
Stuart
No
Male
Allergic to peanuts
Grade level
At grade level
Yes
Above grade lev At grade level el
At grade level
44. Good
Terrence
No
Male
None
Grade level
At grade level
Yes
At grade level
Below grade level
Needs help resolving conflicts
Wade
No
Male
None
Grade level
Below grade level
Yes
At grade level
At grade level
Good
Wayne
No
Male
Tier 3 RTI for math
Grade level
Below grade level
45. Yes
Below grade level
At grade level
Needs help rephrasing when misunderstood
Wendell
No
Male
Tier 3 RTI for math
Grade level
At grade level
Yes
Below grade level
Below grade level
Good
Yung
No
Male
NOTE: School does not have gifted program
One year below grade level
At grade level
Yes
Above grade level
Below grade level
Good
47. applicable to the chosen small group. Minimally explains how
the identified strategies and activities enhance the language
development of adolescents with deficits in their reading
comprehension skills.Rationale is effective in explaining how
instructional choices applicable to the chosen small group. It
clearly describes how the identified strategies and activities
enhance the language development of adolescents with deficits
in their reading comprehension skills.Rationale is
comprehensive and professional in explaining how instructional
choices are ideal for the chosen small group. It skillfully details
how the identified strategies and activities enhance the language
development of adolescents with deficits in their reading
comprehension skills.Research5.0%Not addressed.Sources
provided do not support the claims of the presentation or are not
credible. Required number of sources may not be
met.Submission includes only 1-2 sources, sources do not fully
support claims, or sources are not all credible.Research is
relevant and generally supports the information presented. All
of the criteria stated in the assignment are addressed.Research
is supportive of the information presented. Sources are timely,
distinctive and clearly address all of the criteria stated in the
assignment.Mechanics of Writing (includes spelling,
punctuation, grammar, language use)10.0%Not
addressed.Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice and/or
sentence construction are used.Frequent and repetitive
mechanical errors distract the reader. Inconsistencies in
language choice (register) and/or word choice are present.
Sentence structure is correct but not varied.Some mechanical
errors or typos are present, but are not overly distracting to the
reader. Correct and varied sentence structure and audience-
appropriate language are employed.Writer is clearly in
command of standard, written, academic English.Total
Weightage100%
Reading Comprehension: Strategies and Activities
48. When teaching students to comprehend and summarize text,
teachers can use a variety of activities before, during, and after
reading to help students understand elements within a plot.
Utilizing appropriate strategies that incorporate summarizing
skills helps to increase students’ reading comprehension skills.
Use the “Reading Comprehension Template” to complete this
assignment.
Part 1: Strategies
Research and summarize, in 250‐500 words, a minimum of five
strategies for teaching adolescent students with deficits in their
reading comprehension skills. Identify the conditions under
which the chosen strategies are intended to be delivered (e.g.,
content area, class setting, required resources, if intended for a
specific type of disability).
Support your findings with 2‐3 scholarly resources.
Part 2: Activity
Identify a group of 2‐3 eighth grade students, using the “Class
Profile,” who would benefit from additional instruction on
reading comprehension skills.
Identify a text appropriate to use with the small group
identified. You may use Appendix B of the Common Core
English Language Arts Standards to help you determine an
appropriate text for the lesson.
Draft a 250‐500 word outline summarizing three activities to
reinforce reading comprehension and summarizing skills,
utilizing the identified text. Incorporate at least three of the
strategies from Part 1 into your activities.
Part 3: Rationale
In 250‐500 words, rationalize your instructional decisions in
Part 2 of this assignment. Explain how the identified strategies
and activities enhance the language development of adolescents
with deficits in their reading comprehension skills. Cite the
“Class Profile” where appropriate.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the