CR RACES (1).pptx
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This document provides information about constructed response questions and how to answer them using the RACES strategy. There are three types of constructed responses: constructed response, narrative extended constructed response, and informational/argumentative written response. The RACES strategy involves restating the question, answering all parts of the question, citing textual evidence to support the answer, explaining how the evidence supports the answer, and providing a summary sentence. Guidance is provided on how to implement each step of the RACES strategy effectively.
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Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Temple of Asclepius in Thrace. Excavation results
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).
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Richard Seddon, George Grey,
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- 1. RACES C O N S T R U C T E D R E S P O N S E
- 2. TYPES • Constructed Response is the written response to a question. • The answer is gathered from a text, prompt, diagram, map, etc. • There are three types: –Constructed Response –Narrative Extended Constructed Response –Informational/Argumentative Written Response (Essay)
- 3. RACES •R- Restate the Question •A- Answer ALL parts of the question(s) •C- Cite Textual Evidence that supports the answer •E- Explain how the Textual Evidence supports the answer •S- Summary Sentence
- 4. RACES •R- Restate the question into a statement sentence •Do you understand what the question is asking? –Identify and circle the verb (what are you asked to do in the question) •Did you restate the question in your own words? –Example: Where did you go for vacation this year? • I went to Walt Disney World for vacation this year.
- 5. RACES •A- Answer ALL parts of the Question •Does your answer to the question express a main idea? – a point you are going to prove •The answer can be in the restated question sentence. –Example: Who is your favorite teacher? •Mrs. Hardnett is my favorite teacher!
- 6. RACES •C- Cite Textual Evidence •Do you have indirect information to prove your main idea? –According to the text, … •Do you have a direct quote to prove your main idea? –The author/text states, “…” •Do all the details address the question? –Passage two says…
- 7. • Textual Evidence can be done three ways –Direct quote • Must use quotations • Example- The authors states, “As men busied themselves…” –Paraphrase • Must put in your own words • Example- The author says that people where going about their lives… –Specific Reference • Pinpoint a particular part of the text • Example- In line four of the second paragraph, the author says…
- 8. RACES • E- Explain Textual Evidence • Does it begin with something like: –This evidence shows that... –This evidence demonstrates… –This evidence proves that... • Does it answer “Why?” and/or “How?” • Does it use some key words from the citation? • Does it explain fully? • Did you make sure all parts connect?
- 9. RACES •S- Summary •Do you have a sentence that “recaps” the answer to the question? –In conclusion… –To sum up...
- 10. CONSTRUCTED RESPONSE CRITERIA • 3-5 Sentences • R-restate the question(s) • A- answer the question(s) • C- cite textual evidence 1-2 • E- explain EACH textual evidence used • S- summary • 1-2 Transition Words • 3-4 Advanced/Content Vocabulary • 1-2 Figurative Language* • 6-10 Sentences • R-restate the question(s) • A- answer the question(s) • C- cite textual evidence 2-3 • E- explain EACH textual evidence used • S- summary • 2-3 Transition Words • 3-4 Advanced/Content Vocabulary • 1-2 Figurative Language*
- 11. NARRATIVE EXT. CR CRITERIA • 6-10 Sentences or Multi-Paragraph • Tells a STORY • Dialogue • Description (sensory language) • Pacing (Beginning, Middle, End) • Reflection (character motivation and action) • Point of View • Plot (events and experiences) • Conclusion • 2-3 Transition Words • 3-4 Advanced Vocabulary • 1-2 Figurative Language*
- 12. RACES •Reminders- –No Pronouns (He, She, It) –DO NOT start your restated question and answer with “Yes” or “No” “I think” or “I believe” –The response should make sense and stand alone WITHOUT the prompt.