This document outlines the criteria for a Geo Scholarship assessment. It will assess a student's ability to critically analyze a geographic context using their geographic knowledge. For a Scholarship, students must demonstrate high-level analysis, integration of knowledge, and logical, clear ideas. For an Outstanding Scholarship, a student must also show perception, sophisticated integration of ideas, independent reflection, and convincing communication. The assessment will provide resources about a geographic context and students will answer questions demonstrating their understanding of geographic methods and perspectives.
1 Grade One Science Standards of Learning for Virginia PAbbyWhyte974
1
Grade One Science Standards of Learning for Virginia
Public Schools – January 2010
Introduction
The Science Standards of Learning for Virginia Public Schools identify academic content
for essential components of the science curriculum at different grade levels. Standards are
identified for kindergarten through grade five, for middle school, and for a core set of
high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a
student’s science schooling from kindergarten through grade six, content strands, or
topics are included. The Standards of Learning in each strand progress in complexity as
they are studied at various grade levels in grades K-6, and are represented indirectly
throughout the high school courses. These strands are
Scientific Investigation, Reasoning, and Logic;
Force, Motion, and Energy;
Matter;
Life Processes;
Living Systems;
Interrelationships in Earth/Space Systems;
Earth Patterns, Cycles, and Change; and
Earth Resources.
Five key components of the science standards that are critical to implementation and
necessary for student success in achieving science literacy are 1) Goals; 2) K-12 Safety;
3) Instructional Technology; 4) Investigate and Understand; and 5) Application. It is
imperative to science instruction that the local curriculum consider and address how these
components are incorporated in the design of the kindergarten through high school
science program.
Goals
The purposes of scientific investigation and discovery are to satisfy humankind’s quest
for knowledge and understanding and to preserve and enhance the quality of the human
experience. Therefore, as a result of science instruction, students will be able to achieve
the following objectives:
1. Develop and use an experimental design in scientific inquiry.
2. Use the language of science to communicate understanding.
3. Investigate phenomena using technology.
4. Apply scientific concepts, skills, and processes to everyday experiences.
2
5. Experience the richness and excitement of scientific discovery of the natural
world through the collaborative quest for knowledge and understanding.
6. Make informed decisions regarding contemporary issues, taking into account the
following:
public policy and legislation;
economic costs/benefits;
validation from scientific data and the use of scientific reasoning and logic;
respect for living things;
personal responsibility; and
history of scientific discovery.
7. Develop scientific dispositions and habits of mind including:
curiosity;
demand for verification;
respect for logic and rational thinking;
consideration of premises and consequences;
respect for historical contributions;
attention to accuracy and precision; and
patience and persistence.
8. Develop an understanding of the interrelationship of science with technology,
engineering and mathematics.
9. Exp ...
1
Grade One Science Standards of Learning for Virginia
Public Schools – January 2010
Introduction
The Science Standards of Learning for Virginia Public Schools identify academic content
for essential components of the science curriculum at different grade levels. Standards are
identified for kindergarten through grade five, for middle school, and for a core set of
high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a
student’s science schooling from kindergarten through grade six, content strands, or
topics are included. The Standards of Learning in each strand progress in complexity as
they are studied at various grade levels in grades K-6, and are represented indirectly
throughout the high school courses. These strands are
Scientific Investigation, Reasoning, and Logic;
Force, Motion, and Energy;
Matter;
Life Processes;
Living Systems;
Interrelationships in Earth/Space Systems;
Earth Patterns, Cycles, and Change; and
Earth Resources.
Five key components of the science standards that are critical to implementation and
necessary for student success in achieving science literacy are 1) Goals; 2) K-12 Safety;
3) Instructional Technology; 4) Investigate and Understand; and 5) Application. It is
imperative to science instruction that the local curriculum consider and address how these
components are incorporated in the design of the kindergarten through high school
science program.
Goals
The purposes of scientific investigation and discovery are to satisfy humankind’s quest
for knowledge and understanding and to preserve and enhance the quality of the human
experience. Therefore, as a result of science instruction, students will be able to achieve
the following objectives:
1. Develop and use an experimental design in scientific inquiry.
2. Use the language of science to communicate understanding.
3. Investigate phenomena using technology.
4. Apply scientific concepts, skills, and processes to everyday experiences.
2
5. Experience the richness and excitement of scientific discovery of the natural
world through the collaborative quest for knowledge and understanding.
6. Make informed decisions regarding contemporary issues, taking into account the
following:
public policy and legislation;
economic costs/benefits;
validation from scientific data and the use of scientific reasoning and logic;
respect for living things;
personal responsibility; and
history of scientific discovery.
7. Develop scientific dispositions and habits of mind including:
curiosity;
demand for verification;
respect for logic and rational thinking;
consideration of premises and consequences;
respect for historical contributions;
attention to accuracy and precision; and
patience and persistence.
8. Develop an understanding of the interrelationship of science with technology,
engineering and mathematics.
9. Exp ...
(OSTICON 2015 Presentation by Davina Kaiser, CIS Texas Joint Venture) ~ The Food Challenge competition is a contest that allows students to demonstrate their culinary knowledge and skills. Using a set of predetermined ingredients provided, teams must develop a recipe and prepare the dish within a 40-minute timeframe. Teams then make a presentation explaining the preparation steps they took, serving size of their dish, food safety steps that were followed, nutritional value of the products used and the cost per serving of the dish. Come and learn more and even receive a free lesson plan and several handout resources.
Factors contributing to differences in developmentTaka Geo
The Difference between Natural and cultural Factors in Differences in Development. Geography AS91242. This is really important ! learn it up good ! #geo4lyfe
1 Grade One Science Standards of Learning for Virginia PAbbyWhyte974
1
Grade One Science Standards of Learning for Virginia
Public Schools – January 2010
Introduction
The Science Standards of Learning for Virginia Public Schools identify academic content
for essential components of the science curriculum at different grade levels. Standards are
identified for kindergarten through grade five, for middle school, and for a core set of
high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a
student’s science schooling from kindergarten through grade six, content strands, or
topics are included. The Standards of Learning in each strand progress in complexity as
they are studied at various grade levels in grades K-6, and are represented indirectly
throughout the high school courses. These strands are
Scientific Investigation, Reasoning, and Logic;
Force, Motion, and Energy;
Matter;
Life Processes;
Living Systems;
Interrelationships in Earth/Space Systems;
Earth Patterns, Cycles, and Change; and
Earth Resources.
Five key components of the science standards that are critical to implementation and
necessary for student success in achieving science literacy are 1) Goals; 2) K-12 Safety;
3) Instructional Technology; 4) Investigate and Understand; and 5) Application. It is
imperative to science instruction that the local curriculum consider and address how these
components are incorporated in the design of the kindergarten through high school
science program.
Goals
The purposes of scientific investigation and discovery are to satisfy humankind’s quest
for knowledge and understanding and to preserve and enhance the quality of the human
experience. Therefore, as a result of science instruction, students will be able to achieve
the following objectives:
1. Develop and use an experimental design in scientific inquiry.
2. Use the language of science to communicate understanding.
3. Investigate phenomena using technology.
4. Apply scientific concepts, skills, and processes to everyday experiences.
2
5. Experience the richness and excitement of scientific discovery of the natural
world through the collaborative quest for knowledge and understanding.
6. Make informed decisions regarding contemporary issues, taking into account the
following:
public policy and legislation;
economic costs/benefits;
validation from scientific data and the use of scientific reasoning and logic;
respect for living things;
personal responsibility; and
history of scientific discovery.
7. Develop scientific dispositions and habits of mind including:
curiosity;
demand for verification;
respect for logic and rational thinking;
consideration of premises and consequences;
respect for historical contributions;
attention to accuracy and precision; and
patience and persistence.
8. Develop an understanding of the interrelationship of science with technology,
engineering and mathematics.
9. Exp ...
1
Grade One Science Standards of Learning for Virginia
Public Schools – January 2010
Introduction
The Science Standards of Learning for Virginia Public Schools identify academic content
for essential components of the science curriculum at different grade levels. Standards are
identified for kindergarten through grade five, for middle school, and for a core set of
high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a
student’s science schooling from kindergarten through grade six, content strands, or
topics are included. The Standards of Learning in each strand progress in complexity as
they are studied at various grade levels in grades K-6, and are represented indirectly
throughout the high school courses. These strands are
Scientific Investigation, Reasoning, and Logic;
Force, Motion, and Energy;
Matter;
Life Processes;
Living Systems;
Interrelationships in Earth/Space Systems;
Earth Patterns, Cycles, and Change; and
Earth Resources.
Five key components of the science standards that are critical to implementation and
necessary for student success in achieving science literacy are 1) Goals; 2) K-12 Safety;
3) Instructional Technology; 4) Investigate and Understand; and 5) Application. It is
imperative to science instruction that the local curriculum consider and address how these
components are incorporated in the design of the kindergarten through high school
science program.
Goals
The purposes of scientific investigation and discovery are to satisfy humankind’s quest
for knowledge and understanding and to preserve and enhance the quality of the human
experience. Therefore, as a result of science instruction, students will be able to achieve
the following objectives:
1. Develop and use an experimental design in scientific inquiry.
2. Use the language of science to communicate understanding.
3. Investigate phenomena using technology.
4. Apply scientific concepts, skills, and processes to everyday experiences.
2
5. Experience the richness and excitement of scientific discovery of the natural
world through the collaborative quest for knowledge and understanding.
6. Make informed decisions regarding contemporary issues, taking into account the
following:
public policy and legislation;
economic costs/benefits;
validation from scientific data and the use of scientific reasoning and logic;
respect for living things;
personal responsibility; and
history of scientific discovery.
7. Develop scientific dispositions and habits of mind including:
curiosity;
demand for verification;
respect for logic and rational thinking;
consideration of premises and consequences;
respect for historical contributions;
attention to accuracy and precision; and
patience and persistence.
8. Develop an understanding of the interrelationship of science with technology,
engineering and mathematics.
9. Exp ...
(OSTICON 2015 Presentation by Davina Kaiser, CIS Texas Joint Venture) ~ The Food Challenge competition is a contest that allows students to demonstrate their culinary knowledge and skills. Using a set of predetermined ingredients provided, teams must develop a recipe and prepare the dish within a 40-minute timeframe. Teams then make a presentation explaining the preparation steps they took, serving size of their dish, food safety steps that were followed, nutritional value of the products used and the cost per serving of the dish. Come and learn more and even receive a free lesson plan and several handout resources.
Factors contributing to differences in developmentTaka Geo
The Difference between Natural and cultural Factors in Differences in Development. Geography AS91242. This is really important ! learn it up good ! #geo4lyfe
Builder.ai Founder Sachin Dev Duggal's Strategic Approach to Create an Innova...Ramesh Iyer
In today's fast-changing business world, Companies that adapt and embrace new ideas often need help to keep up with the competition. However, fostering a culture of innovation takes much work. It takes vision, leadership and willingness to take risks in the right proportion. Sachin Dev Duggal, co-founder of Builder.ai, has perfected the art of this balance, creating a company culture where creativity and growth are nurtured at each stage.
UiPath Test Automation using UiPath Test Suite series, part 3DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 3. In this session, we will cover desktop automation along with UI automation.
Topics covered:
UI automation Introduction,
UI automation Sample
Desktop automation flow
Pradeep Chinnala, Senior Consultant Automation Developer @WonderBotz and UiPath MVP
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
The Art of the Pitch: WordPress Relationships and SalesLaura Byrne
Clients don’t know what they don’t know. What web solutions are right for them? How does WordPress come into the picture? How do you make sure you understand scope and timeline? What do you do if sometime changes?
All these questions and more will be explored as we talk about matching clients’ needs with what your agency offers without pulling teeth or pulling your hair out. Practical tips, and strategies for successful relationship building that leads to closing the deal.
Kubernetes & AI - Beauty and the Beast !?! @KCD Istanbul 2024Tobias Schneck
As AI technology is pushing into IT I was wondering myself, as an “infrastructure container kubernetes guy”, how get this fancy AI technology get managed from an infrastructure operational view? Is it possible to apply our lovely cloud native principals as well? What benefit’s both technologies could bring to each other?
Let me take this questions and provide you a short journey through existing deployment models and use cases for AI software. On practical examples, we discuss what cloud/on-premise strategy we may need for applying it to our own infrastructure to get it to work from an enterprise perspective. I want to give an overview about infrastructure requirements and technologies, what could be beneficial or limiting your AI use cases in an enterprise environment. An interactive Demo will give you some insides, what approaches I got already working for real.
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
Encryption in Microsoft 365 - ExpertsLive Netherlands 2024Albert Hoitingh
In this session I delve into the encryption technology used in Microsoft 365 and Microsoft Purview. Including the concepts of Customer Key and Double Key Encryption.
Neuro-symbolic is not enough, we need neuro-*semantic*Frank van Harmelen
Neuro-symbolic (NeSy) AI is on the rise. However, simply machine learning on just any symbolic structure is not sufficient to really harvest the gains of NeSy. These will only be gained when the symbolic structures have an actual semantics. I give an operational definition of semantics as “predictable inference”.
All of this illustrated with link prediction over knowledge graphs, but the argument is general.
Securing your Kubernetes cluster_ a step-by-step guide to success !KatiaHIMEUR1
Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
2. Outcome Description
The student will use knowledge of geography to critically analyse
a geographic context.
Scholarship Performance Descriptor
The student will demonstrate aspects of high level:
analysis and critical thinking
integration, synthesis, and application of highly developed
knowledge, skills, and understanding to complex situations
logical development, precision and clarity of ideas.
Outstanding Performance Descriptor
In addition to the requirements for Scholarship, the student will
also demonstrate, in a sustained manner, aspects of:
perception and insight
sophisticated integration and abstraction
independent reflection and extrapolation
convincing communication.
3. Subject specific definitions:
Knowledge of geography includes an understanding of
interactions between people and the environment, and
spatial components in a geographic context. This
includes facts, concepts and geographic skills.
A geographic context is an organising theme supported
by resources, which will allow students to demonstrate
an understanding of the holistic nature of geographic
study.
Integration, synthesis and application of highly
developed knowledge, skills and understanding to
complex situations involve incorporating a range of
different ideas and perspectives to present a supported
argument.
4. Logical development, precision and clarity of
ideas incorporate evidence in a well-written
manner. Written answers are enhanced by
relevant, original and effective visuals.
Perception and insight involves interpreting
the information provided in creative and
meaningful ways and with geographic
understanding.
Sophisticated integration and abstraction
involves incorporating in the argument a wide
range of information, ideas and perspectives
from both material provided and beyond.
5. Independent reflection and extrapolation
involves making judgements about a
geographic context and considering possible
consequences.
Convincing communication means developing
a fully integrated, fluent discussion and
argument in relation to a geographic context.
7. Format of the assessment
The examination will be resource-based.
A geographic context, including place settings and
geographic theme(s), will be selected for geographic
analysis. A range of resource materials (such as maps,
text, photographs, models, graphs, tables, cartoons, and
other visuals) related to the context will be provided.
These will allow candidates to become familiar with the
settings and theme(s).
Candidates will be required to complete question(s) that
involve selecting, extracting, analysing, processing,
predicting, justifying, and presenting information.
Candidates will be required to include relevant original
visuals that will enhance their answer(s).
8. Format of the assessment
Candidates will be expected to demonstrate
understanding of a range of geographic methods and
perspectives and to use their geographic knowledge,
skills, ideas, and understanding to support their
answer(s).
The content specified in NCEA Level 3 Geography
Achievement Standards will not be specifically
assessed.
Candidates should use coloured pencils in their
diagrams / maps. Annotations on these diagrams /
maps must be in pen. Any work done in pencil will not
be eligible for reconsideration.