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
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b
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exemplars of reading text complexity, Quality, and range
& sample Performance tasks related to core standards
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 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 interp.
This document provides exemplar texts and sample performance tasks to support the Common Core State Standards for English Language Arts. It contains excerpts from stories, poems, and informational texts that are appropriately complex for each grade band from K-1 through 11th grade. The introduction explains the criteria used for selecting texts, including complexity, quality, range, and securing necessary copyright permissions. The document is organized by grade band, with exemplar texts divided by genre and accompanied by brief sample performance tasks related to specific Reading standards.
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.
Introduction to the ccss science open instituteYokaMS
This document discusses the California Common Core State Standards and their implications for literacy, curriculum, pedagogy, and assessments. It provides an overview of the key shifts in the standards, including an increased focus on informational texts, writing in different disciplines, and developing content-specific literacy skills. It outlines implications for cross-curricular collaboration, integrating literacy instruction across subjects, emphasizing real-world applications, and using student-centered learning approaches. It also describes the Smarter Balanced interim and summative assessments, including computer-adaptive testing, performance tasks, and their goals of measuring mastery of the standards.
Common Core State Standards: An Occasion for ChangeEileen Murphy
The document provides information about the Common Core State Standards including:
1) The standards aim to ensure students are college and career ready by increasing the rigor of content and skills, including more informational texts and analytical writing.
2) The standards emphasize literacy in all subjects and require students to cite evidence from texts to support arguments. New assessments will test higher-order thinking skills.
3) Successful implementation of the standards requires selecting increasingly complex texts and tasks, focusing instruction around careful examination of texts, and providing scaffolding and independent reading practice.
The document provides an overview of the Common Core State Standards for English Language Arts and Literacy. It includes summaries of the text types and purposes for grades K-5 and 6-8. For ELA standards, it outlines the key areas of text types and purposes, production and distribution of writing, research to build knowledge, and range of writing. It also includes anchor standards for reading, writing, speaking and listening. Overall, the document summarizes the main components and expectations of the Common Core Standards for ELA.
The document provides an overview of the Common Core State Standards for English Language Arts and Literacy. It includes two sections - one outlining the text types for grades K-5, including literature, informational texts, and their subgenres. The second section outlines the text types for grades 6-8, covering similar genres. It also includes links to parent overview brochures about the standards for grades 3-5 and 6-8.
Close reading is an instructional strategy that involves carefully examining and rereading a text through short passages, repeated readings, and annotation. It aims to help students analyze how a text is organized and the precise language used, as well as draw inferences. Close reading builds habits of persistence when reading complex texts and focuses on developing text-dependent questions. The strategy involves limited frontloading and uses annotation to note key details, arguments, and meanings within a text.
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.
This document provides exemplar texts and sample performance tasks to support the Common Core State Standards for English Language Arts. It contains excerpts from stories, poems, and informational texts that are appropriately complex for each grade band from K-1 through 11th grade. The introduction explains the criteria used for selecting texts, including complexity, quality, range, and securing necessary copyright permissions. The document is organized by grade band, with exemplar texts divided by genre and accompanied by brief sample performance tasks related to specific Reading standards.
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.
Introduction to the ccss science open instituteYokaMS
This document discusses the California Common Core State Standards and their implications for literacy, curriculum, pedagogy, and assessments. It provides an overview of the key shifts in the standards, including an increased focus on informational texts, writing in different disciplines, and developing content-specific literacy skills. It outlines implications for cross-curricular collaboration, integrating literacy instruction across subjects, emphasizing real-world applications, and using student-centered learning approaches. It also describes the Smarter Balanced interim and summative assessments, including computer-adaptive testing, performance tasks, and their goals of measuring mastery of the standards.
Common Core State Standards: An Occasion for ChangeEileen Murphy
The document provides information about the Common Core State Standards including:
1) The standards aim to ensure students are college and career ready by increasing the rigor of content and skills, including more informational texts and analytical writing.
2) The standards emphasize literacy in all subjects and require students to cite evidence from texts to support arguments. New assessments will test higher-order thinking skills.
3) Successful implementation of the standards requires selecting increasingly complex texts and tasks, focusing instruction around careful examination of texts, and providing scaffolding and independent reading practice.
The document provides an overview of the Common Core State Standards for English Language Arts and Literacy. It includes summaries of the text types and purposes for grades K-5 and 6-8. For ELA standards, it outlines the key areas of text types and purposes, production and distribution of writing, research to build knowledge, and range of writing. It also includes anchor standards for reading, writing, speaking and listening. Overall, the document summarizes the main components and expectations of the Common Core Standards for ELA.
The document provides an overview of the Common Core State Standards for English Language Arts and Literacy. It includes two sections - one outlining the text types for grades K-5, including literature, informational texts, and their subgenres. The second section outlines the text types for grades 6-8, covering similar genres. It also includes links to parent overview brochures about the standards for grades 3-5 and 6-8.
Close reading is an instructional strategy that involves carefully examining and rereading a text through short passages, repeated readings, and annotation. It aims to help students analyze how a text is organized and the precise language used, as well as draw inferences. Close reading builds habits of persistence when reading complex texts and focuses on developing text-dependent questions. The strategy involves limited frontloading and uses annotation to note key details, arguments, and meanings within a text.
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.
This document summarizes a workshop on designing Common Core assessments. It discusses the goals of the Common Core standards in English Language Arts, including an emphasis on complex texts, evidence-based reading and writing, and building knowledge through non-fiction. It provides an overview of formative and summative assessments and samples from the PARCC and NYSED assessments. The document also covers designing leveled multiple choice questions, using assessment data, and the Lexmark scanner for compiling data.
The document discusses the Common Core State Standards for English Language Arts and Literacy. It begins by asking key questions about the expectations of the standards and how schools can explore strategies for applying them. Specifically, it discusses how the standards aim to ensure students are ready for college and careers by focusing on critical skills like reading complex texts, writing arguments, and using evidence from sources. It also outlines new assessments being developed by the Partnership for Assessment of Readiness for College and Careers to measure these standards. The document emphasizes applying standards through a focus on increasing text complexity and ensuring tasks require rigorous analysis and argumentation. It suggests this will require a shift toward more informational texts and close reading across different subjects.
This document provides an overview of how to access and participate in an iTunesU course on investigating the Common Core English Language Arts standards. It outlines how to download the iTunesU app and search for the course. The course objectives are then summarized as exploring how one anchor standard is manifested at different grade levels and exploring how to measure text complexity. Finally, it discusses forming discussion groups to deepen understanding of the Common Core standards.
CIE AS & A Level Literature in English 9695.pdfMNajmulIslam1
This document provides a scheme of work for teaching the Cambridge International AS and A Level Literature in English syllabus. It includes lesson plans organized around key areas of literary study for both AS and A Level. The introductory section aims to develop students' skills over approximately 20% of the AS Level course time. It introduces foundational concepts like genres, periods and analysis skills to prepare students for studying their set texts. The goals are to help all students adjust to the demands of AS Level study and ensure they have the necessary tools for literary analysis.
This document outlines the standards for English Language Arts and Literacy for kindergarten through 5th grade. It includes the College and Career Readiness Anchor Standards, which provide broad standards that define what students should understand and be able to do by the end of each grade. The standards are broken down into sections including Reading Standards for Literature, Reading Standards for Informational Text, Reading Standards: Foundational Skills, and Writing Standards. Each section lists the standards for each grade level kindergarten through 5th grade. The standards define the key skills students should master in areas such as reading comprehension, vocabulary, fluency, and writing.
Demystifying the common_core_state_standardsjlvilson
The document discusses the journey I.S. 52 took to align their curriculum with the Common Core Learning Standards (CCLS). Teachers participated in CCLS pilot programs and shared best practices. They examined curriculum guides and revised units of study to include authentic learning and varied assessments. All classes in the same grade and subject now use the same curriculum and assessments. Pacing calendars were also revised to ensure standards are addressed weekly and assessments demonstrate learning. This process has led to greater uniformity, flexibility, and high expectations for all students.
This document outlines the syllabus for an AP English Language and Composition course. The course focuses on developing students' skills in both reading and writing rhetoric through analyzing various texts and applying rhetorical techniques to their own writing. Students will read both fiction and nonfiction works and engage in both formal and informal writing assignments. The goal is to prepare students for success in a college freshman composition course and on the AP exam through close analysis of model essays and applying concepts like rhetorical devices, organization, and textual support to their own writing. Students will write in multiple formats and receive feedback to improve their skills in developing a mature prose style.
Lecture 7 Translation techniques of scientific texts.pptxsabinafarmonova02
The document discusses translation techniques for scientific texts. It begins by defining scientific texts as written documents based on scientific principles and methods. It describes different types of scientific articles and papers. Scientific translation focuses on translating scholarly materials across various fields of study like medicine, life sciences, social sciences, and mathematics. When translating scientific texts, the translator must adapt the style and format while maintaining terminology, concepts, and avoiding ambiguities. Challenges include conveying technical concepts across languages and adapting to different cultural understandings. The document outlines several lexical and grammatical peculiarities of scientific texts.
The teacher, Erlyn Fukushima, is creating a 5 week unit on the novel "The Lightning Thief" that incorporates Greek mythology. Students will read the novel and myths, learn about different gods, and create a PowerPoint presentation on a god of their choice. The unit goals are for students to understand Greek mythology in the novel and how the gods impact characters. It will require computers, PowerPoint, and the computer lab. Accommodations include assisting struggling readers and providing additional challenges for gifted students. Standards addressed include English language arts standards on literary analysis and writing, as well as ISTE technology standards.
This document discusses the use of corpus approaches to analyze discourse. It begins by explaining the advantages of using large corpora to analyze language use from a discourse perspective. It then defines what a corpus is and discusses different types of corpora, including general corpora that aim to represent language broadly and specialized corpora focused on specific text types or genres. Several examples of specialized corpora are provided, including MICASE, BASE, BAWE, and TOEFL corpora. Key considerations for constructing corpora are outlined, such as what to include, size, sampling, and ensuring representativeness. The Longman Spoken and Written English Corpus is then discussed as an example that analyzed discourse characteristics of conversation.
This document discusses preparing high school students for college-level writing through an analysis of writing skills and the Common Core standards. It outlines key writing elements like grammar, organization, style, and research. It introduces the Common Core standards which establish a single set of benchmarks across states for English language arts. The standards are divided into strands and focus areas like arguments and informative texts. The document calls for next steps of reviewing exemplar texts, analyzing the coverage of skills in the standards, discussing the current level of high school writers, and determining how to bridge any gaps between high school and college writing expectations.
· ;,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.
The document discusses the Common Core State Standards and their implications for instruction. It notes that the standards emphasize rigorous content, higher-order thinking skills, and preparation for college and careers. They represent a shift towards more non-fiction and informational texts. Teachers will need to focus more on careful text selection and analysis, using both quantitative and qualitative measures. There is also increased emphasis on argumentative writing and having students support claims with evidence from texts. This represents changes for teacher preparation programs and professional development.
This document provides information about publishing academic papers in refereed journals. It discusses choosing an appropriate journal based on criteria like the journal's academic level and acceptance rate. The stages of publishing are outlined, including writing the article according to the journal's guidelines, getting peer reviews, responding to feedback, and final editing. Examples are given of national and international journals, including journals indexed in the Social Sciences Citation Index. Guidelines and impact factors of some specific linguistics journals are also summarized.
COMM 166 Final Research Proposal GuidelinesThe proposal should.docxdrandy1
COMM 166 Final Research Proposal Guidelines
The proposal should contain well-developed sections (Put clear titles on the top of each section) of your outline that you submitted earlier. The proposal should have seven (7) major sections:
1. Introduction: A brief overview of all your sections. Approx. one page
2. A summary of the literature review. In this section you would summarize the previous research (summarize at least 8-10 scholarly research articles), and also your field data collection results (if it was connected to your proposal topic). Also indicate the gaps in the previous research, including your pilot study, and the need for your research study. Please devote around three pages in reviewing the previous research and finding the gaps.
3. Arising from the literature review, write the Purpose Statement of your research (purpose statement should have all its parts clearly written. Follow the examples from textbook).
4. Identify two to three main hypotheses or research questions (based on the quantitative/qualitative research design). Also give some of your supporting research questions. Follow the examples from textbook.
5. Describe the research strategy of inquiry and methods that you would use and why. The method part should be the substantial part of your paper, around three pages. Define your knowledge claims, strategies, and methods from the textbook (and cite), why you chose them, and how you will conduct the research in detail.
6. A page on the significance of your study.
7. A complete reference list of your sources in APA style.
The total length of the paper should be between 8-10 pages (excluding the reference and cover pages).
If you have further questions, please do not hesitate to contact me.
Best wishes
Dev
mportant notes about grading:
1. Compiler errors: All code you submit must compile. Programs that do not compile will receive an automatic zero. If you run out of time, it is better to comment out the parts that do not compile, than hand in a more complete file that does not compile.
2. Late assignments: You must submit your code before the deadline. Verify on Sakai that you have submitted the correct version. If you submit the incorrect version before the deadline and realize that you have done so after the deadline, we will only grade the version received before the deadline.
A Prolog interpreter
In this project, you will implement a Prolog interpreter in OCaml.
If you want to implement the project in Python, download the source code and follow the README file. Parsing functions and test-cases are provided.
Pseudocode
Your main task is to implement the non-deterministic abstract interpreter covered in the lecture Control in Prolog. The pseudocode of the abstract interpreter is in the lecture note.
Bonus
There is also a bonus task for implementing a deterministic Prolog interpreter with support for backtracking (recover from bad choices) and choice points (produce multiple results). Please refer to th.
COMMENTS You wrote an interesting essay; however, it is lacking t.docxdrandy1
COMMENTS: You wrote an interesting essay; however, it is lacking the introduction and conclusion paragraphs (1/3 deduction.) Remove the notations from the Reference List. Not all of your sources came from the UOP library and are peer reviewed, so you need to locate additional. You need a minimum of three peer reviewed sources from the UOP library. Prove your arguments using academic sources. Some paragraphs are too short, every paragraph should be five to eight sentences. You received a five point deduction for not including the introduction or conclusion.
SCORE: 10/15 Points (Deduction for not including an introduction or conclusion.)
The Inappropriateness of the Death Sentence
Add an introduction paragraph. Comment by Darlene Bennett: The introduction needs a topic sentence that describes the main idea of the paragraph, then provide background information and finally, include the thesis statement. The introduction should be five to eight sentences in length.
Thesis Statement Comment by Darlene Bennett: The thesis statement cannot be isolated by itself. You need to insert it as the last sentence of the introductory paragraph.
The death penalty, as practiced in some societies in the world, has had its positive aspects and negative aspects and my stand are that it should be abolished in any democratic state that seeks to ensure justice for both the victims of crime and the offenders.
The death sentence is against the bible and other religious guidelines Comment by Darlene Bennett: Capitalize the word “Bible.”
Death sentences against convicted criminals in the society go against the spirit and guidelines provided by religious faiths regarding our stay here in the universe. Comment by Darlene Bennett: Casual tone, stay formal and do not use first person pronouns.
Religious laws quoted in religious books prohibited the execution of man whatsoever. According to these religious laws, there is no compromise or a reason big enough to necessitate the punishment of an offender through death. The ten commandments developed by God himself in the book of Deuteronomy, under commandment five, prohibits the killing of a man. Universal religious laws concur with the Christian teaching regarding the execution of man as a way of punishment (Goldman, 2017). Comment by Darlene Bennett: This is a generalization – do all religious books state this? By Old Testament law, people were stoned for certain infractions. Be specific and provide a source for your fact. Comment by Darlene Bennett:
Religious teachings in all religion term human life as sacred and one that is not subject to limitation, in all circumstance. According to the various religions, it is God only who can terminate the life of a human being. They recommend the use of other means of justice for offenders to reform and revert back to their normal lives in the society (Goldman, 2017).
Further, no method of executing criminals is humane, all the methods are painful, inhumane and disrespectful.
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· ;,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.
The document discusses the Common Core State Standards and their implications for instruction. It notes that the standards emphasize rigorous content, higher-order thinking skills, and preparation for college and careers. They represent a shift towards more non-fiction and informational texts. Teachers will need to focus more on careful text selection and analysis, using both quantitative and qualitative measures. There is also increased emphasis on argumentative writing and having students support claims with evidence from texts. This represents changes for teacher preparation programs and professional development.
This document provides information about publishing academic papers in refereed journals. It discusses choosing an appropriate journal based on criteria like the journal's academic level and acceptance rate. The stages of publishing are outlined, including writing the article according to the journal's guidelines, getting peer reviews, responding to feedback, and final editing. Examples are given of national and international journals, including journals indexed in the Social Sciences Citation Index. Guidelines and impact factors of some specific linguistics journals are also summarized.
Similar to common core state stanDarDs For english Language arts & .docx (20)
COMM 166 Final Research Proposal GuidelinesThe proposal should.docxdrandy1
COMM 166 Final Research Proposal Guidelines
The proposal should contain well-developed sections (Put clear titles on the top of each section) of your outline that you submitted earlier. The proposal should have seven (7) major sections:
1. Introduction: A brief overview of all your sections. Approx. one page
2. A summary of the literature review. In this section you would summarize the previous research (summarize at least 8-10 scholarly research articles), and also your field data collection results (if it was connected to your proposal topic). Also indicate the gaps in the previous research, including your pilot study, and the need for your research study. Please devote around three pages in reviewing the previous research and finding the gaps.
3. Arising from the literature review, write the Purpose Statement of your research (purpose statement should have all its parts clearly written. Follow the examples from textbook).
4. Identify two to three main hypotheses or research questions (based on the quantitative/qualitative research design). Also give some of your supporting research questions. Follow the examples from textbook.
5. Describe the research strategy of inquiry and methods that you would use and why. The method part should be the substantial part of your paper, around three pages. Define your knowledge claims, strategies, and methods from the textbook (and cite), why you chose them, and how you will conduct the research in detail.
6. A page on the significance of your study.
7. A complete reference list of your sources in APA style.
The total length of the paper should be between 8-10 pages (excluding the reference and cover pages).
If you have further questions, please do not hesitate to contact me.
Best wishes
Dev
mportant notes about grading:
1. Compiler errors: All code you submit must compile. Programs that do not compile will receive an automatic zero. If you run out of time, it is better to comment out the parts that do not compile, than hand in a more complete file that does not compile.
2. Late assignments: You must submit your code before the deadline. Verify on Sakai that you have submitted the correct version. If you submit the incorrect version before the deadline and realize that you have done so after the deadline, we will only grade the version received before the deadline.
A Prolog interpreter
In this project, you will implement a Prolog interpreter in OCaml.
If you want to implement the project in Python, download the source code and follow the README file. Parsing functions and test-cases are provided.
Pseudocode
Your main task is to implement the non-deterministic abstract interpreter covered in the lecture Control in Prolog. The pseudocode of the abstract interpreter is in the lecture note.
Bonus
There is also a bonus task for implementing a deterministic Prolog interpreter with support for backtracking (recover from bad choices) and choice points (produce multiple results). Please refer to th.
COMMENTS You wrote an interesting essay; however, it is lacking t.docxdrandy1
COMMENTS: You wrote an interesting essay; however, it is lacking the introduction and conclusion paragraphs (1/3 deduction.) Remove the notations from the Reference List. Not all of your sources came from the UOP library and are peer reviewed, so you need to locate additional. You need a minimum of three peer reviewed sources from the UOP library. Prove your arguments using academic sources. Some paragraphs are too short, every paragraph should be five to eight sentences. You received a five point deduction for not including the introduction or conclusion.
SCORE: 10/15 Points (Deduction for not including an introduction or conclusion.)
The Inappropriateness of the Death Sentence
Add an introduction paragraph. Comment by Darlene Bennett: The introduction needs a topic sentence that describes the main idea of the paragraph, then provide background information and finally, include the thesis statement. The introduction should be five to eight sentences in length.
Thesis Statement Comment by Darlene Bennett: The thesis statement cannot be isolated by itself. You need to insert it as the last sentence of the introductory paragraph.
The death penalty, as practiced in some societies in the world, has had its positive aspects and negative aspects and my stand are that it should be abolished in any democratic state that seeks to ensure justice for both the victims of crime and the offenders.
The death sentence is against the bible and other religious guidelines Comment by Darlene Bennett: Capitalize the word “Bible.”
Death sentences against convicted criminals in the society go against the spirit and guidelines provided by religious faiths regarding our stay here in the universe. Comment by Darlene Bennett: Casual tone, stay formal and do not use first person pronouns.
Religious laws quoted in religious books prohibited the execution of man whatsoever. According to these religious laws, there is no compromise or a reason big enough to necessitate the punishment of an offender through death. The ten commandments developed by God himself in the book of Deuteronomy, under commandment five, prohibits the killing of a man. Universal religious laws concur with the Christian teaching regarding the execution of man as a way of punishment (Goldman, 2017). Comment by Darlene Bennett: This is a generalization – do all religious books state this? By Old Testament law, people were stoned for certain infractions. Be specific and provide a source for your fact. Comment by Darlene Bennett:
Religious teachings in all religion term human life as sacred and one that is not subject to limitation, in all circumstance. According to the various religions, it is God only who can terminate the life of a human being. They recommend the use of other means of justice for offenders to reform and revert back to their normal lives in the society (Goldman, 2017).
Further, no method of executing criminals is humane, all the methods are painful, inhumane and disrespectful.
Commercial Space TravelThere are about a half dozen commercial s.docxdrandy1
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.
.
CommentsPrice is the easiest way to make profit – all you.docxdrandy1
Comments:
Price is the easiest way to make profit – all you do is raise the price – it costs nothing and you have to do no work – just send out a new price sheet.
Distribution is the next easiest – sell the same stuff in different places – with minor changes.
Questions
1.
Define/explain:
A.
Supply chain
B.
Value delivery
C.
What/who are the distribution chain members:
D.
How does a distribution chain member add value to the consumer
E.
Vertical marketing system
F.
Horizontal marketing system
J.
Mutlichannel system
G.
Marketing logistics
H.
Supply chain management
I.
Major logistical functions
J.
Specialty stores
K. Department stores
L.
Supermarkets
M.
Convenience stores
N.
Discount stores
O.
Off price stores
P. Superstores
Q.
Corporate chain stores
R.
Voluntary chain
S.
Retailer Cooperative
T
Franchise organization
U.
Merchandising conglomerate
v.
Wholesalers
w.
Brokers
X.
Agents
2.
Read (or look up if needed)
“Zara – the technology giant of the fashion world”
-- explain how technology drives this company – remember women’s fashion has 4 to 5 seasons.
3.
What marketing mix decisions must retailers make:
A.
B.
C.
D.
E.
F.
G.
4.
Describe 4 distribution ideas/innovations you have witnessed:
A.
B.
C.
D.
.
COMM 1110 Library Research Assignment Objective To ensu.docxdrandy1
COMM 1110 Library Research Assignment
Objective:
To ensure students begin library research in a timely manner, selecting worthwhile sources and justifying
their inclusion.
Assignment:
Select five credible sources that can be used for your speech. For each source, provide a full APA
citation, an explanation of where/how you found the source, a summary of the information the source
contains, and an explanation of why it is relevant to your speech. Credible sources contain worthwhile
and trustworthy information from reliable sources.
Make sure you number each source and separate each component: citation, how source was discovered,
summary, and relevance.
Pay attention to all of the requirements in order to complete the assignment to the Satisfactory level.
Specifications for Satisfactory Completion
1. Format: Submitted paper is/has:
a. Double-spaced, with no extra spaces before or after paragraphs.
b. Times New Roman font.
c. 1-inch margins.
d. 12-point font.
e. Document is submitted with only the student’s name placed in the header and nothing in
the footer, with NO date, class, or professor information on the document (this is tracked
by Georgia View).
f. Document is submitted in .docx format.
g. Document is submitted by the due date in Georgia View.
h. Citations are in proper APA format.
2. Content:
a. At least five sources are presented, with each source containing all the required
components listed above.
b. Fewer than 5 grammar, punctuation, or spelling errors.
c. All sources come from credible outlets, including and especially GALILEO.
d. No more than two sources are in common with any group members.
.
COMM 1110 Persuasive Speech Evaluation Objective To lea.docxdrandy1
COMM 1110 Persuasive Speech Evaluation
Objective:
To learn how to identify areas for improvement in public speaking and evaluate observations, inferences,
and relationships in a speech.
Assignment:
Watch Dan Pink’s The Puzzle of Motivation at https://www.ted.com/talks/dan_pink_on_motivation/.
Prepare a paper that answers the following questions: How would you rate the speaker’s delivery? What
things did the speaker do well? What things need to be improved? What was the speaker trying to
accomplish? How many steps of Monroe’s Motivated Sequence were covered by the speech, and were
they in the correct order? When in the speech was each step of Monroe’s Motivated Sequence covered?
Pay attention to all of the requirements in order to complete the assignment to the Satisfactory level.
Specifications for Satisfactory Completion
1. Format: Submitted paper is/has:
a. Double-spaced, with no extra spaces before or after paragraphs.
b. Times New Roman font.
c. 1-inch margins.
d. 12-point font.
e. Document is submitted with only the student’s name placed in the header and nothing in
the footer, with NO date, class, or professor information on the document (this is tracked
by Georgia View).
f. Document is submitted in .docx format.
g. Document is submitted by the due date in Georgia View.
2. Content:
a. All questions are answered thoroughly.
b. Fewer than 5 grammar, punctuation, or spelling errors.
c. 300-600 words.
COMM 1110 Persuasive Speech EvaluationObjective:Assignment:Specifications for Satisfactory Completion
.
Comment The ANA is such an astonishing association. They help .docxdrandy1
Comment
The ANA is such an astonishing association. They help with new enactment, state-of-the-art data on nursing issues, confirmations and proceeding with training, thus a lot increasingly significant nursing subjects. I turned into a part as an understudy, yet I didn't comprehend the significance of being associated with these associations. In the present changing social insurance framework, it is so imperative to be taught and included on the present issues. The ANA has been a promoter for profession improvement and improving the wellbeing for all Americans for more than 100 years. I need to turn into an individual from this long-standing association to keep awake to-date on issues, proceed with my training, and have any kind of effect in the nursing field.
Comment
Being an advocate means a lot, at many different levels. For instance, as LVN being an advocate is hands on, RN would be collaborating with many different discipling, BSN would be all the combination and take it to a management level. As working for hospice being a patient advocate is so important at the end of life. Working with dying patients and educating families about the medications needed for end of life comfort. For instance, Morphine 20mg/ml give 1 ml Po/SL q 2 hours PRN pain. (severe pain 7-10). With out this education on medication regimen patient would suffer in pain.
.
Comments Excellent paper. It’s obvious that you put quite a bit of .docxdrandy1
Comments: Excellent paper. It’s obvious that you put quite a bit of work into this. Unfortunately, your paper needs adequate citations in the body of the text to meet our standards on plagiarism. You need to cite each textbook from your bibliography whenever you quote or use some information from the textbook or other resource. For example, writing (Jones 285) after the quote or information used means that you got it from the book whose author was Jones and the info came from page 285.
Laparoscopic cholecystectomy is a procedure in which laparoscopic techniques remove the gallbladder. It is the standard of care for symptomatic gallbladder disease, of which most are performed for symptomatic cholelithiasis. Other indications include acute cholecystitis, biliary dyskinesia, and gallstone pancreatitis.
Describe the reasons a patient might have the selected surgical procedure
The typical reason a cholecystectomy is a treatment of choice is inflammatory changes of gallbladder or blockage of bile flow by gallstones. Symptomatic cholelithiasis is the most common reason where gallstones in the gallbladder are blocking the bile flow and cause inflammation. The patient usually complains of episodic epigastric pain and right upper quadrant pain that radiates to the right shoulder. This pain is found to occur several hours after heavy meals and the patient experiences nausea, vomiting, bloating, fever, and right upper quadrant tenderness. Another condition is acute cholecystitis, where inflammation and symptoms are more prominent. The patient may have a fever, constant pain, positive Murphy's sign, or leukocytosis. Acute cholecystitis may be caused by calculous biliary tract disease with confirmed gallstones in the abdominal US. Acute acalculous cholecystitis usually occurs in critically ill patients, those with prolonged total parenteral nutrition, and some immunosuppressed patients. Patients with episodes of right upper quadrant pain (which are ‘classic' for biliary pain without evidence of cholelithiasis of US or ERCP) may also be referred for laparoscopic cholecystectomy. Gallstone pancreatitis (when small stones pass through the cystic duct) confirmed by cholangiography is another indication for laparoscopic cholecystectomy.
Describe the reasons a patient might be disqualified for this surgery and the options for the patient if any
A patient might be excluded for laparoscopic cholecystectomy due to acute general conditions that are a contraindication for any surgery such as an acute cardiac failure, uncontrolled hypertension, acute renal failure, pneumonia, etc. The condition should be treated by a primary care provider or specialist and the patient should be stable prior surgery. Additional contraindications may include the inability to tolerate general anesthesia, significant portal hypertension, uncorrectable coagulopathy, and multiple prior operations.
List the diagnostic tests and lab work that an attending surgeon might order and desc.
Community Assessment and Analysis PresentationThis assignment co.docxdrandy1
Community Assessment and Analysis Presentation
This assignment consists of both an interview and a PowerPoint (PPT) presentation.
Assessment/Interview
Select a community of interest in your region. Perform a physical assessment of the community.
1. Perform a direct assessment of a community of interest using the "Functional Health Patterns Community Assessment Guide."
2. Interview a community health and public health provider regarding that person's role and experiences within the community.
Interview Guidelines
Interviews can take place in-person, by phone, or by Skype.
Develop interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community.
Complete the "Provider Interview Acknowledgement Form" prior to conducting the interview. Submit this document separately in its respective drop box.
Compile key findings from the interview, including the interview questions used, and submit these with the presentation.
PowerPoint Presentation
Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references slide) describing the chosen community interest.
Include the following in your presentation:
1. Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level; ethnic and phenomenological features of the community, as well as types of social interactions; common goals and interests; and barriers, and challenges, including any identified social determinates of health.
2. Summary of community assessment: (a) funding sources and (b) partnerships.
3. Summary of interview with community health/public health provider.
4. Identification of an issue that is lacking or an opportunity for health promotion.
5. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community.
While APA style, and thesis is required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA format ting guidelines.
Functional Health Patterns Community Assessment Guide
Functional Health Pattern (FHP) Template Directions:
This FHP template is to be used for organizing community assessment data in preparation for completion of the topic assignment. Address every bulleted statement in each section with data or rationale for deferral. You may also add additional bullet points if applicable to your community.
Value/Belief Pattern
Predominant ethnic and cultural groups along with beliefs related to health.
Predominant spiritual beliefs in the community that may influence health.
Availability of spiritual resources within or near the community (churches/chapels, synagogues, chaplains, Bible studies, sacraments, self-help groups, support groups, etc.).
Do the community members value health promotion measures? What is the evidence that they do or do not (e.g., involvement in education, fundrai.
Comment Commentonat least 3 Classmates’Posts (approximately 150.docxdrandy1
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.
Communication permeates all that we do, no matter who we are. In thi.docxdrandy1
Communication permeates all that we do, no matter who we are. In this discussion forum, we are going to explore this concept by looking at the changes in how we communicate through written and spoken formats with the introduction of new technologies.
Begin by reading the following:
Mobile telephony and democracy in Ghana: Interrogating the changing ecology of citizen engagement and political communication
.
Towards the Egyptian Revolution: Activists' Perceptions of Social Media for Mobilization
Peacebuilding in a Networked World
Clay Shirky interview:
Social Media Acts as Catalyst for Policy Change
Technologies enable people to connect by shared beliefs and social movements, rather than by just national or ethnic identification. There is no longer a location-bound or time element in global communication. We seek out those who share our beliefs, and this allows us to harness the power of ideas across borders. Conduct some research into the power of social media to effect political change and consider the following questions, sharing one recent example:
Has the advent of “technology assisted communication” contributed to an expansion of the democratic process? If so, in what way(s)? Is this approach to democratic interaction workable for the future or just a unique event?
How has social media contributed to political change? Examine this question using the example from your research.
.
Combating BriberyIn May 2011, the Commission for Eradication of .docxdrandy1
Combating Bribery
In May 2011, the Commission for Eradication of Corruption in Indonesia (K.P.K.) and the Organization for Economic Cooperation and Development (O.E.C.D.) met to devise a treaty against international bribery practices. First, read the Conference Conclusions document. Then discuss how the twelve conclusions from the conference will help the international anti-corruption community forge ahead in fighting foreign bribery with a mutual understanding of how to achieve its goals. Respond to at least two of your classmates’ posts.
Shell’s Values
Review the Shell: Our Values page on Shell’s corporate website. To what major issues does Shell highlight its commitment? Do you think the organization’s statements are useful as a guide to ethical and socially responsible decision making? Why or why not? Respond to at least two of your classmates’ posts.
.
Comment using your own words but please provide at least one referen.docxdrandy1
Comment using your own words but please provide at least one reference for each comment.
Do a half page for discussion #1, half page for discussion #2, half page for discussion #3 and half page for discussion #4 for a total of two pages.
Provide the comment for each discussion separate.
.
Communicating and Collaborating Family InvolvementIn this uni.docxdrandy1
Communicating and Collaborating: Family Involvement
In this unit you will read about the importance of developing partnerships with families in the preschool classroom. You will learn about rights and responsibilities of parents of children with disabilities as well as how to act as an advocate for children with special needs. You will discuss challenges of being sensitive and responsive to children and families from a variety of cultural backgrounds. You will also explore strategies to help empower a family of a child with special needs
.
Community Health Assessment and Health Promotion-1000 words-due .docxdrandy1
Community Health Assessment and Health Promotion-1000 words-due 9/23/2020
In 1000 words respond to each question below. Use the textbook and source to support statements
1. Elaborate on the effectiveness of children immunization program as a primary community health diseases prevention method within the Peoria Illinois community.
2. Identify at least 2 immunization health promotion program and initiatives within the Peoria Illinois community.
3. What are current population trends and attitudes regarding immunization?
4. Elaborate on the obesity epidemic and its public health impact.
5. Speak on at least two programs or initiative/programs that community and public health officials have taken to reduce the prevalence of obesity within the Peoria Illinois community.
Cite all source with credible scholarly articles. Use at least 3 reference. Sources must be 5 years old or less. Use APA format 7th edition. Use statistical data to support each question.
.
COMMUNITY HEALTH ASSESSMENTWINSHIELD SURVEYGUIDELINES1. C.docxdrandy1
This document provides guidelines for conducting a community health assessment using a windshield survey method. It outlines topics to address such as community description, health status data, the role of the community, key health indicators, and a conclusion. An appendix table is required listing housing, transportation, demographics, open space, services, and sociopolitical characteristics of the community. The assessment must be written in APA style with at least three recent references and in-text citations.
COMMUNITY CORRECTIONSPrepared ByDatePROBATIONDescr.docxdrandy1
COMMUNITY CORRECTIONS
Prepared By:
Date:
PROBATION
Description:
Purpose(s) served:
Advantages:
1.
2.
3.
Drawbacks:
1.
2.
3.
INTERMEDIATE SANCTIONS
Name of punishment: COMMUNITY SERVICE
Description:
Purpose(s) served:
Advantages:
1.
2.
3.
Drawbacks:
1.
2.
3.
Name of punishment: RESTITUTION
Description:
Purpose(s) served:
Advantages:
1.
2.
3.
Drawbacks:
1.
2.
3.
Name of punishment: HOUSE ARREST
Description:
Purpose(s) served:
Advantages:
1.
2.
3.
Drawbacks:
1.
2.
3.
REFERENCES
1
Day 08 ActivityFisher & HughesSeptember 21, 2018Study
A study was conducted to determine the effects of alcohol on human reaction times. Fifty-seven adult individuals within two-age groups were recruited for this study and were randomly allocated into one of three alcohol treatment groups – a control where the subjects remain sober during the entire study, a moderate group were the subject is supplied alcohol but is limited in such a way that their blood alcohol content (BAC) remains under the legal limit to drive (BAC of 0.08) and a group that received a high amount of alcohol to which their BAC may exceed the legal limit for driving. Each subject was trained on a video game system and their reaction time (in milliseconds) to a visual stimulus was recorded at 7 time points 30 minutes apart (labeled T0=0, T1=30, T2=60 and so on). At time point T0, all subjects were sober and those in one of the alcohol consumption groups began drinking after the first measured reaction time (controlled within the specifications outlined). The researcher is interested in determining the influence alcohol and age (namely, is reaction time different for those in the 20s versus 30s) has on reaction times.
The task for today is to do a complete analysis for this study and dig into the effects of alcohol, age and time have on reaction times.Data input and wrangling
First read in the data:alcohol <- read.csv("alcoholReaction.csv")
head(alcohol)## Subject Age Alcohol T0 T1 T2 T3 T4 T5 T6
## 1 1 24 Control 255.3 254.8 256.4 255.1 257.0 256.1 257.0
## 2 2 34 Control 250.1 249.2 249.0 248.0 248.0 248.9 248.1
## 3 3 31 Control 248.2 247.1 246.9 246.7 246.0 246.0 247.0
## 4 4 24 Control 253.9 253.8 254.9 254.1 253.2 254.1 255.0
## 5 5 38 Control 250.0 251.0 250.0 249.9 248.8 249.1 249.9
## 6 6 38 Control 246.0 248.0 247.0 248.1 248.1 246.9 244.0
Note, the Age variable is recorded as an actual age in years, not the category of 20s or 30s like we want – we need to dichotomize this variable. Also note the data is in wide format – the reaction times (the response variables) are spread over multiple columns. We need a way to gather these columns into a single column. So we need to do some data processing.
First consider the below code:head(alcohol %>%
mutate(Age = case_when(Age<31 ~ "20s",
Age %in% 31:40 ~ "30s")))## Subject Age Alcohol .
Community Concerns Please respond to the followingIn your.docxdrandy1
Community Concerns"
Please respond to the following:
In your opinion, what are the most pressing and significant concerns facing communities today? Why do you think so? Respond to at least one of your classmates. How would a business' community relations department address the concern that your classmate has posted? Support your reasoning with at least one quality reference.
.
Community Engagement InstructionsPart I PlanStudents wi.docxdrandy1
Community Engagement Instructions
Part I: Plan
Students will submit the Community Engagement Plan Form that includes a paragraph informing the instructor of the plan for the required 10-hour volunteer service in a community setting, including the supervising organization’s name and other pertinent information.
Submit Part I: The Plan for Community Engagement by 11:59 p.m. (ET) on Sunday of Module/Week 3.
.
Community Career DevelopmentRead the following case study an.docxdrandy1
Community Career Development
Read the following case study and in 700- to 1050-words (2-3 pages) answer the questions posed after the case study. Use headings to separate the responses to each question. Use at least two (2) resources.
Frank is a 25-year-old veteran who has served two tours of duty in Iraq. While there, he lost his right arm while removing wounded soldiers from the combat zone. He is suffering from posttraumatic stress disorder. His military specialty is artillery maintenance specialist. Now he faces the need to get housing and a civilian job that provides enough income to support himself, his wife, and their two children. While he has been away, his wife and children have lived with her parents, but now Frank and his wife would like to have their own home.
Frank has a high school diploma but has not pursued any education beyond that. Before entering the military, he drove a florist delivery truck. Linda, his wife, has completed an associate degree in paralegal studies at the local community college while Frank has been away. She is willing to work if they could find a way to acquire good child care services.
Questions:
What kinds of next steps would you investigate with Frank as you work with him on an action plan?
To what agencies and resources might you refer Frank?
What kinds of support services does this family need?
.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How Barcodes Can Be Leveraged Within Odoo 17Celine George
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Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
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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
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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
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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
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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
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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
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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