Rubrica para la evaluación del proyecto final de la asignatura de Evaluación y Diseño de Materiales para la Enseñanza de ESL, en la carrera de Lingüística Aplicada.
La rúbrica evalúa el producto final en cinco criterios: aplicación de contenido, estructura, presentación, investigación y trabajo colaborativo. Cada criterio se evalúa en una escala del 1 al 4, donde 4 es correcto y completo, 3 es intermedio alto, 2 es intermedio bajo y 1 es incompleto e incorrecto. La rúbrica provee una guía para medir el cumplimiento de los estudiantes en cada categoría evaluada.
Rúbrica de evaluación del diseño de una asociación, empresa u ONGCEDEC
Documento que forma parte del proyecto de creación de recursos educativos abiertos basadas en la metodología de trabajo por proyectos EDIA (Educativo, Digital, Innovador, Abierto) para Geografía e Historia en Secundaria.
El documento evalúa un proyecto en varias categorías. No se seleccionaron objetivos claros de la información ni hubo buena conexión entre las ideas y el material. La información recopilada no estaba relacionada con el tema principal ni se clasificó o organizó de manera efectiva. Se recopiló poca información insuficiente e incorrecta.
Este documento presenta una rúbrica para evaluar entrevistas realizadas por estudiantes. La rúbrica contiene cuatro categorías para evaluar: presentación, texto introductorio, preguntas realizadas y la persona que realiza la entrevista. Cada categoría se evalúa en una escala de 1 a 4, donde 1 es insuficiente y 4 es sobresaliente.
La rúbrica evalúa trabajos de investigación sobre tres unidades acerca de la lógica. Evalúa elementos como las fuentes de información, el arreglo y conclusión de la información, las referencias y la presentación. Ofrece una puntuación de excelente a deficiente para cada elemento. También incluye rúbricas para evaluar el glosario, sesión bibliográfica, línea de tiempo y vocabulario etimológico de los estudiantes.
Este documento presenta una rúbrica para evaluar el trabajo en grupo de estudiantes en proyectos de Geografía e Historia. La rúbrica evalúa cuatro categorías: el trabajo realizado, el informe presentado, el reconocimiento de diferencias de opinión y la explicación del proyecto. Se utiliza una escala de 1 a 4 para calificar cada categoría, donde 1 es insuficiente y 4 es sobresaliente.
This document outlines the structure and contents of a typical BSc project. It discusses including an abstract, table of contents, introduction with an overview and purpose, related works, methodology, development steps, validation steps, and conclusion. The introduction provides background and problem definition. The methodology explains the research approach. Development and validation steps detail the process. References cite prior work.
La rúbrica evalúa el producto final en cinco criterios: aplicación de contenido, estructura, presentación, investigación y trabajo colaborativo. Cada criterio se evalúa en una escala del 1 al 4, donde 4 es correcto y completo, 3 es intermedio alto, 2 es intermedio bajo y 1 es incompleto e incorrecto. La rúbrica provee una guía para medir el cumplimiento de los estudiantes en cada categoría evaluada.
Rúbrica de evaluación del diseño de una asociación, empresa u ONGCEDEC
Documento que forma parte del proyecto de creación de recursos educativos abiertos basadas en la metodología de trabajo por proyectos EDIA (Educativo, Digital, Innovador, Abierto) para Geografía e Historia en Secundaria.
El documento evalúa un proyecto en varias categorías. No se seleccionaron objetivos claros de la información ni hubo buena conexión entre las ideas y el material. La información recopilada no estaba relacionada con el tema principal ni se clasificó o organizó de manera efectiva. Se recopiló poca información insuficiente e incorrecta.
Este documento presenta una rúbrica para evaluar entrevistas realizadas por estudiantes. La rúbrica contiene cuatro categorías para evaluar: presentación, texto introductorio, preguntas realizadas y la persona que realiza la entrevista. Cada categoría se evalúa en una escala de 1 a 4, donde 1 es insuficiente y 4 es sobresaliente.
La rúbrica evalúa trabajos de investigación sobre tres unidades acerca de la lógica. Evalúa elementos como las fuentes de información, el arreglo y conclusión de la información, las referencias y la presentación. Ofrece una puntuación de excelente a deficiente para cada elemento. También incluye rúbricas para evaluar el glosario, sesión bibliográfica, línea de tiempo y vocabulario etimológico de los estudiantes.
Este documento presenta una rúbrica para evaluar el trabajo en grupo de estudiantes en proyectos de Geografía e Historia. La rúbrica evalúa cuatro categorías: el trabajo realizado, el informe presentado, el reconocimiento de diferencias de opinión y la explicación del proyecto. Se utiliza una escala de 1 a 4 para calificar cada categoría, donde 1 es insuficiente y 4 es sobresaliente.
This document outlines the structure and contents of a typical BSc project. It discusses including an abstract, table of contents, introduction with an overview and purpose, related works, methodology, development steps, validation steps, and conclusion. The introduction provides background and problem definition. The methodology explains the research approach. Development and validation steps detail the process. References cite prior work.
This course focuses on the fundamentals of wireless sensor networks. It covers topics such as node architecture, operating systems, network protocols, and hands-on experience programming sensors. The course includes lectures, labs, assignments, a project, midterm exam, and final exam. The primary goal is for students to gain practical experience designing and implementing wireless sensor network systems.
This document outlines the typical format and sections for a thesis paper. It includes an abstract, table of contents, introduction describing the context and statement of the problem, objectives, scope and limitations, literature review, methodology, framework/design, implementation and results, and conclusion and recommendations for further study. The introduction establishes the background and need being addressed, while the methodology, framework/design, and implementation and results sections describe carrying out the study.
BLOOM’S TAXONOMY for engineering education.pptxsanjeevsofat
Bloom's Taxonomy provides a framework for classifying learning objectives into different domains and complexity levels. It was originally developed in 1956 by Benjamin Bloom but was later revised in 2001. The cognitive domain focuses on knowledge and intellectual skills and includes remembering, understanding, applying, analyzing, evaluating, and creating - moving from simpler to more complex thinking skills. Action verbs are used to indicate the cognitive level being assessed. Bloom's Taxonomy is useful for designing curriculum, assessments, and activities to ensure a balanced approach that tests different cognitive skills.
Appropriate TopicsThe Research Report, select one of the fo.docxssusera34210
Appropriate Topics:
The Research Report, select one of the following research areas:
1. A Complete Comparative between MongoDB and Oracle 12c
2. A Complete Comparative between IBM DB2 and CA IDMS
3. A Complete Comparative between IBM DB2 and IBM DB2
4. A Complete Comparative between Oracle 12c and CA IDMS
5. A Complete Comparative between Oracle 12c and IBM DB2
6. A Comparative Analysis of Triggers used in Oracle 12c versus Triggers used IBM DB2
7. A Comparative Analysis of Stored Procedures used in Oracle 12c versus Stored Procedures used in IBM DB2
8. A Comparative Analysis of Transaction Processing used in Oracle 12c versus Transaction Processing used IBM DB2
9. A study of DB Transaction Processing / Coordination used in a Cloud environment
10. Common and dissimilar vulnerabilities found in both Oracle 12c and IDMS
11. Managing Transaction Processing using MongoDB
12. The Internet of Things (sensor & actuator data) used in a distributed DB cloud environment
Important Student Notes:
·
Each student submission should be checked for plagiarism.
Students should be warned that Turnitin has a very good historical memory and is capable of accessing reports from both internal and external resources (i.e. Universities, Governments, etc.) including those originally written in non-English written languages. Plagiarism will result in a grade of zero (non-negotiable) for the assignment and may results in other university actions. The department chairperson will be notified of the violation. Additional Campbellsville University penalties may be applicable. Please see class syllabus for additional details.
· Only one submission attempt is permitted – AS THE STUDENT TO BE SURE BEFORE DEPRESSING ENTER.
· Acceptable file formats for submissions include Microsoft Word (doc, docx) or Adobe Acrobat (PDF). No other formats are acceptable.
· The research paper must be at least 3,500 words supported by evidence (citations from peer-reviewed sources).
· A minimum of four (4) peer-reviewed journal citations are required.
· Formatting should be double-spaced, one-inch boarders, no extra space for headings, no extra white space, no more than two levels of heading, page numbers, front and back matter).
· Extra white space use to enhance page count will negatively affect student grade.
· Chapter 1 illustrates the
document details
of the research report and constitutes Background/Introduction, Problem Statement(s), Goal(s), Research Question(s), Relevance and Significance, Barriers and Issues related to topic chosen. Chapter 2 should consist of student paraphrasing the cited research material (i.e. what happened in case study x). Chapter 3 should be the reasoning for doing a basic compare/contrast or advantages/disadvantage of what was stated in Chapter 2 (do not state because the professor said so). Chapter 4 is a complete analysis, synthesis, and evaluation of what was stated in chapter 2. In effect, chapter 3 is a statement of what will .
How to develop and create a Domain Model1. Primary list of obj.docxpooleavelina
How to develop and create a Domain Model
1. Primary list of objects:
Faculty
Students
Projects
Class
Administrator
Login Level
Department
Courses
rubric
self-assessment
peer-assessment
feedback
Reports
Average
Team
individual
Comments
2. Eliminates duplicated and unnecessary items
a. Classes vs courses
b. Feedback vs comments
c. Team vs Students
3. Create a domain model and only group classes having aggregation relationship.
4. Identify further domain objects that weren’t in the requirements
5. Building generalization relationships in the domain model.
PADM 501
Essay Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not Present
Total
Research Purpose
32.5 to 35.0 Points:
The essay question is clearly identified and retains focus throughout the paper. Introduction provides sufficient background on the topic and previews major points. All necessary aspects of the assignment described in the instructions are clearly identifiable. Organization emphasizes the central theme or purpose.
Grading feedback and lessons from applicable modules/weeks are fully addressed/incorporated.
29.5 to 32.0 Points:
The essay question may require some clarification and/or greater prominence throughout the paper. Introduction may not provide adequate background on the topic and preview major points. Most necessary aspects of the assignment described in the instructions are clearly identifiable and sufficiently addressed. Organization may not sufficiently emphasize the central theme or purpose.
Grading feedback and lessons from applicable modules/weeks are generally addressed/ incorporated.
1.0 To 29.00 Points:
The research question requires significant clarification and prominence throughout the paper. Introduction may be missing or ambiguous. Some necessary aspects of the assignment described in the instructions are clearly identifiable, but others may require clarification or development. Organization may require significant improvement.
Grading feedback and lessons from applicable modules/weeks are insufficiently addressed/incorporated.
0 points
Not present
Reasoned Analysis
32.5 to 35.0 Points:
Major points are stated clearly and are supported by valid evidence and logical reasoning. Objective, reasoned analysis is employed. Opposing viewpoints are sufficiently acknowledged and critically evaluated. The conclusion logically derives from the paper’s ideas. An authoritative, persuasive, and statesmanlike voice is used (first/second person perspective avoided).
Grading feedback and lessons from applicable modules/weeks are fully addressed/incorporated.
29.5 to 32.0 Points:
Most major points are stated clearly and supported by valid evidence and logical reasoning, but some points may require clarification or greater support. Opposing viewpoints are acknowledged but may require greater evaluation. The conclusion does not fully derive from the paper’s ideas. Some improvements to objective t ...
Atoms and Electrons AssignmentLook at these websites to he.docxjaggernaoma
Atoms and Electrons Assignment
Look at these websites to help you understand chemical bonding which depends on the atomic structure. The electrons in the orbitals will be crucial to figuring out how atoms bond.
Do not cut and paste from the internet or book. Do not copy from a book or internet. Paraphrase all answers in your own words. No quotes. You must do the assignment by yourself without help from other students, friends, significant others.
Jefferson Lab Question and Answers about Atoms
Make sure you click on the links to learn more about atoms and electrons
Atomic Structure
Make sure you look at all the links on the right side from Overview to Compound Names
Periodic Table1
You can click on the kind of table information you need on the left.
Periodic Table 2
Chemical Bonding Websites to help answer Questions 2 and 3:
Chemical Bonding 1
Chemical Bonding 2
SEE ASSIGNMENT RUBRIC AT END OF PAGES FOR HOW TO MAXIMIZE POINTS.
Atoms and Electrons
Name: ______________________
1. Fill in the table below using the periodic table. (2pts)
Element
Atomic Number
Atomic Mass
# of Valence Electrons
# of Electrons needed to fill the outer shell
Chlorine
Potassium
Magnesium
Fluorine
Sodium
Nitrogen
Oxygen
Carbon
Iodine
Hydrogen
2.
Name each element based on the number of electrons. Use the periodic chart to help you name the elements. The full name of the element is below the symbol.
Type the name into the box below each drawing. (2 pts)
1. ___________ 2. ______________ 3. ____________
4. _____________ 5. _____________ 6. _______________
(next page)
3. a. Name one ionic compound you can form from the above elements. (1 pt)
b. Describe specifically how you would form that ionic compound. (be detailed! I want to know that you know how an ionic bond is formed) (2 pts)
4. a. Name one covalent compound you could form from the above elements. You may need more than one of the elements to complete the compound. (1 pt)
b. Describe specifically how these elements would form. (be detailed! I want to know that you know how a covalent bond is formed) (2 pts)
Assignment Rubric
Teacher Name: Mrs. Russell
CATEGORY
10-9 pts
8-7 pts
6-5 pts
Less than 5 pts
Amount of Information
All questions are addressed.
Most questions are addressed.
Some questions are addressed.
Many questions were not answered.
Questions #3 b and #4 b
All answers are fully detailed with information required in the question. Most answers will have at least 3 or more sentences.
All answers are detailed with information required in the question. Most answers will have 2 sentences.
Answers do not have enough information required in the question. Most answers will 1 sentence.
No answer to the questions.
Quality of Information
Information clearly relates to the main topic. It includes several supporting details and/or examples.
Informat.
This document provides an introduction to the NAF curriculum. It outlines the objectives of understanding how to locate curriculum resources, utilize lesson planning documents, comprehend how culminating projects are embedded in courses, and understand how thematic curriculum serves as a basis for integration. It then discusses what college and career ready means and where the NAF curriculum can be found. It explains the structure of NAF courses and lessons, including components like standards alignment, careers lessons, certifications, culminating projects, and advisory boards. It also discusses enrichment activities, cross-curricular integration examples, and principles of conceptual integration through themes. Finally, it addresses preparing students for SCAS components and taking action steps after the session.
The document provides guidance on designing assessments by outlining three key steps:
1. Creating a purpose statement that clearly defines what the assessment will measure, how scores will be used, and why the assessment was developed.
2. Targeting relevant content standards that represent essential knowledge and skills within an enduring concept.
3. Developing a test blueprint that identifies the targeted standards and number of items/tasks needed to sufficiently measure student mastery of the standards across different cognitive levels.
The next module will focus on building the actual assessment by developing rigorous items/tasks, associated scoring materials, and assembling test forms for administration.
Development of classroom assessment toolsAko Cheri
This document outlines the steps for developing classroom assessment tools, including constructing a table of specification (TOS). It defines a TOS as a two-way chart that describes test topics and the number of items per topic. The document explains how to prepare a TOS by listing topics, determining objectives, specifying time spent on topics, determining percentage allocation per topic, and distributing items to objectives. An example shows how to calculate the percentage and number of items for a specific topic.
This document provides guidance on creating effective rubrics to assess student end products for projects. It recommends that rubrics focus on assessing the final product and connect criteria to learning standards. A 4-step process is outlined: 1) Identify standards and objectives, 2) Determine final product format, 3) Identify criteria, and 4) Write the rubric. Additional tips include having students use the rubric to guide their work through activities like peer reviews and journal prompts that reference the rubric. The goal is to craft specific, objective rubrics that assess student mastery of key skills and content.
CAES9821 (2023-24, Sem 1, Lesson 2).pptxpacopi9891
This document outlines tasks and learning objectives for a lesson on writing case study reports. It includes:
1. An overview of the typical sections of a case study report and their purposes. Students are asked to order these sections and match them to their functions.
2. A discussion of the key features of an introduction section, including providing background information, defining terms, stating objectives and scope, and outlining the report. Students analyze examples and discuss which features they will include in their own introductions.
3. A review of cohesion and coherence strategies like linking devices, referencing devices, and lexical chains. Students identify these elements in examples and discuss their importance for case study writing.
4. Guid
The document discusses the need for good instructional design. It notes that instructional design is a multipurpose learning tool that benefits both learners and instructors. The document emphasizes that designing instruction requires careful planning, preparation, and research to achieve high-quality learning outcomes. It also highlights the importance of identifying strategic goals and objectives that determine the overall design. The purpose is to emphasize the importance of good instructional design in enhancing education quality. The research seeks to identify critical elements of strong instructional design and their value for learners and instructors.
Running head: PROBLEM STATEMENT 1
PROBLEM STATEMENT 3
Problem statement
Name:
Institution:
Date:
There is a critical need for a good instructional design because it is a multipurpose learning tools that not only serves instructional designers but also learners of all ages. According to Clark (2016), e-learning courses need to be integrated with instructional methods which align with high-quality research.” The implication is that the process of designing instructional designs should involve careful planning, preparing and researching in order to achieve high quality learning outcomes. In this regard, those responsible for designing must identify their strategic purpose as it predetermines the goals, objectives, expected outcomes, and resource allocation of the entire instruction model.
The main approach involves studying the critical elements in the design phases of an instructional model which enhances the learning experience of learners based on evidence-based literature. This is because humans apply appropriate cognitive processes to learn and thus instruction must adopt similar cognitive processing (Clark, 2016).The main purpose is therefore to emphasize the importance of good instructional design in enhancing the quality of education among instructors and learners. The objective involves highlighting the goals of an instructional program, the instructional objectives, relevant instructional materials and design assessment which rationalize the need for a good instructional design with the goal of engaging both learners and instructors. After all, learning is a process that requires the active participation of the learners (Reigeluth, 1987). This research study seeks to identify answers to two questions: a) What are the critical elements that build up a strong foundation for a good instructional design and b) what value do these elements offer to the learners and instructor who are the main consumers of learning instructional designs.
References
Clark, R.C. (2016). E-learning and the science of instruction: proven guideline for consumers and designers of multimedia. Walden University Library.
Regeiluth, C.M. (1987). Instructional Theories in Action: Lessons Illustrating Selected Theories and Models. Walden University Library.
Running head: PROBLEM STATEMENT 1
PROBLEM STATEMENT 6
Need working title
Problem statement
Tangela Jones
Walden University
11/10/18
Need section heading
There is a critical need for a good instructional design because it is a multipurpose learning tools that not only serves instructional designers but also learners of.
This presentation will discuss the following items:
-WHAT DO YOU DO BEFORE WRITING?
- PAPER CONTENTS
- THE FOUR-PART ABSTRACT MODEL
- INTRODUCTION STRUCTURE
-
This document provides a course description for Turkish Language II, a compulsory undergraduate course. The course aims to develop students' Turkish language skills, including vocabulary, punctuation, spelling, and creative/critical thinking. It will cover topics like clauses, narratives, idioms, and syntactic errors. Students will be assessed through a midterm exam, homework, and final exam. The course contributes to several program learning outcomes related to communication skills and using Turkish effectively.
Bloom's Taxonomy was created in 1956 to promote higher forms of thinking in education beyond memorization and rote learning. It categorizes levels of thinking skills moving from basic recall to more complex and abstract levels of critical thinking. The cognitive domain includes six levels - knowledge, comprehension, application, analysis, evaluation, and creation - moving from remembering to generating new ideas. The taxonomy provides a framework to organize learning objectives to help teachers plan instruction and assessment aligned to the objectives.
E portfolio pedagogy pharmacy2021-september2020Colleen Hodgins
1. The document discusses the use of e-portfolios and Pebble Pad learning technology at James Cook University to support pharmacy curriculum and assessment.
2. Students will complete activities and assessments tagged to relevant professional standards, and collate evidence of skills and knowledge across their degree program.
3. The document provides examples of activity worksheets for a first year pharmacy subject, outlining how students map their work to professional competencies and standards.
This document provides the syllabus for a secondary science teaching seminar for Maryland special education participants. It outlines the course objectives, meeting dates and location details, required resources, assignment due dates, and expectations. Participants will complete assessment projects analyzing content standards, literacy strategies, math integration, inquiry-based lessons, and using data to inform instruction. They will implement science teaching strategies, reflect on their lessons, and create a professional development plan to demonstrate their growth.
The document outlines evaluation criteria for master's theses and projects. It provides grading criteria in 5 areas: background and objectives, data and methods, findings, discussion, and use of references. For each area, it describes the requirements for thesis to receive a grade of sufficient (1), satisfactory (2), good (3), very good (4), or excellent (5). Higher grades require meeting the criteria for the lower grades as well as additional criteria such as comprehensiveness, insightfulness, and demonstration of in-depth knowledge in the field.
This document provides a detailed course syllabus for a technical communication course. It includes information about the instructor, required materials, course objectives, assignments, grading criteria, attendance policy, and formatting guidelines. The main assignments involve a collaborative project where students work in groups to research an issue, write reports in draft and final form, and provide peer reviews. Students will be graded on individual written assignments as well as group oral presentations and written reports. Clear guidelines are provided around attendance, deadlines, and formatting to ensure students understand course expectations and requirements.
La RME, es un documento que orienta las acciones de mejora como respuesta a la identificación de la problemática educativa detectada mediante instrumentos de diagnóstico escolar, el sistema de alerta temprana SiSat.
The document outlines 10 commandments or tips for reading from various authors. The tips include realizing the meaning potential of a text through readers, creating a glossary of unclear words, inspecting and comparing the product of reading to the original text, comprehending and understanding to read efficiently, meaning being created through the interaction of reader and text, interpretation depending on prior knowledge or schemata, knowledge and experiences influencing meaning, reading involving perceiving written language, and reading aloud as an alternative to analyze the reading process. The source of the document is a book on teaching reading skills in a foreign language.
More Related Content
Similar to Rubrica para la evaluacion del proyecto final en la materia: Evaluación y Diseño de Materiales en Linguística Aplicada.
This course focuses on the fundamentals of wireless sensor networks. It covers topics such as node architecture, operating systems, network protocols, and hands-on experience programming sensors. The course includes lectures, labs, assignments, a project, midterm exam, and final exam. The primary goal is for students to gain practical experience designing and implementing wireless sensor network systems.
This document outlines the typical format and sections for a thesis paper. It includes an abstract, table of contents, introduction describing the context and statement of the problem, objectives, scope and limitations, literature review, methodology, framework/design, implementation and results, and conclusion and recommendations for further study. The introduction establishes the background and need being addressed, while the methodology, framework/design, and implementation and results sections describe carrying out the study.
BLOOM’S TAXONOMY for engineering education.pptxsanjeevsofat
Bloom's Taxonomy provides a framework for classifying learning objectives into different domains and complexity levels. It was originally developed in 1956 by Benjamin Bloom but was later revised in 2001. The cognitive domain focuses on knowledge and intellectual skills and includes remembering, understanding, applying, analyzing, evaluating, and creating - moving from simpler to more complex thinking skills. Action verbs are used to indicate the cognitive level being assessed. Bloom's Taxonomy is useful for designing curriculum, assessments, and activities to ensure a balanced approach that tests different cognitive skills.
Appropriate TopicsThe Research Report, select one of the fo.docxssusera34210
Appropriate Topics:
The Research Report, select one of the following research areas:
1. A Complete Comparative between MongoDB and Oracle 12c
2. A Complete Comparative between IBM DB2 and CA IDMS
3. A Complete Comparative between IBM DB2 and IBM DB2
4. A Complete Comparative between Oracle 12c and CA IDMS
5. A Complete Comparative between Oracle 12c and IBM DB2
6. A Comparative Analysis of Triggers used in Oracle 12c versus Triggers used IBM DB2
7. A Comparative Analysis of Stored Procedures used in Oracle 12c versus Stored Procedures used in IBM DB2
8. A Comparative Analysis of Transaction Processing used in Oracle 12c versus Transaction Processing used IBM DB2
9. A study of DB Transaction Processing / Coordination used in a Cloud environment
10. Common and dissimilar vulnerabilities found in both Oracle 12c and IDMS
11. Managing Transaction Processing using MongoDB
12. The Internet of Things (sensor & actuator data) used in a distributed DB cloud environment
Important Student Notes:
·
Each student submission should be checked for plagiarism.
Students should be warned that Turnitin has a very good historical memory and is capable of accessing reports from both internal and external resources (i.e. Universities, Governments, etc.) including those originally written in non-English written languages. Plagiarism will result in a grade of zero (non-negotiable) for the assignment and may results in other university actions. The department chairperson will be notified of the violation. Additional Campbellsville University penalties may be applicable. Please see class syllabus for additional details.
· Only one submission attempt is permitted – AS THE STUDENT TO BE SURE BEFORE DEPRESSING ENTER.
· Acceptable file formats for submissions include Microsoft Word (doc, docx) or Adobe Acrobat (PDF). No other formats are acceptable.
· The research paper must be at least 3,500 words supported by evidence (citations from peer-reviewed sources).
· A minimum of four (4) peer-reviewed journal citations are required.
· Formatting should be double-spaced, one-inch boarders, no extra space for headings, no extra white space, no more than two levels of heading, page numbers, front and back matter).
· Extra white space use to enhance page count will negatively affect student grade.
· Chapter 1 illustrates the
document details
of the research report and constitutes Background/Introduction, Problem Statement(s), Goal(s), Research Question(s), Relevance and Significance, Barriers and Issues related to topic chosen. Chapter 2 should consist of student paraphrasing the cited research material (i.e. what happened in case study x). Chapter 3 should be the reasoning for doing a basic compare/contrast or advantages/disadvantage of what was stated in Chapter 2 (do not state because the professor said so). Chapter 4 is a complete analysis, synthesis, and evaluation of what was stated in chapter 2. In effect, chapter 3 is a statement of what will .
How to develop and create a Domain Model1. Primary list of obj.docxpooleavelina
How to develop and create a Domain Model
1. Primary list of objects:
Faculty
Students
Projects
Class
Administrator
Login Level
Department
Courses
rubric
self-assessment
peer-assessment
feedback
Reports
Average
Team
individual
Comments
2. Eliminates duplicated and unnecessary items
a. Classes vs courses
b. Feedback vs comments
c. Team vs Students
3. Create a domain model and only group classes having aggregation relationship.
4. Identify further domain objects that weren’t in the requirements
5. Building generalization relationships in the domain model.
PADM 501
Essay Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not Present
Total
Research Purpose
32.5 to 35.0 Points:
The essay question is clearly identified and retains focus throughout the paper. Introduction provides sufficient background on the topic and previews major points. All necessary aspects of the assignment described in the instructions are clearly identifiable. Organization emphasizes the central theme or purpose.
Grading feedback and lessons from applicable modules/weeks are fully addressed/incorporated.
29.5 to 32.0 Points:
The essay question may require some clarification and/or greater prominence throughout the paper. Introduction may not provide adequate background on the topic and preview major points. Most necessary aspects of the assignment described in the instructions are clearly identifiable and sufficiently addressed. Organization may not sufficiently emphasize the central theme or purpose.
Grading feedback and lessons from applicable modules/weeks are generally addressed/ incorporated.
1.0 To 29.00 Points:
The research question requires significant clarification and prominence throughout the paper. Introduction may be missing or ambiguous. Some necessary aspects of the assignment described in the instructions are clearly identifiable, but others may require clarification or development. Organization may require significant improvement.
Grading feedback and lessons from applicable modules/weeks are insufficiently addressed/incorporated.
0 points
Not present
Reasoned Analysis
32.5 to 35.0 Points:
Major points are stated clearly and are supported by valid evidence and logical reasoning. Objective, reasoned analysis is employed. Opposing viewpoints are sufficiently acknowledged and critically evaluated. The conclusion logically derives from the paper’s ideas. An authoritative, persuasive, and statesmanlike voice is used (first/second person perspective avoided).
Grading feedback and lessons from applicable modules/weeks are fully addressed/incorporated.
29.5 to 32.0 Points:
Most major points are stated clearly and supported by valid evidence and logical reasoning, but some points may require clarification or greater support. Opposing viewpoints are acknowledged but may require greater evaluation. The conclusion does not fully derive from the paper’s ideas. Some improvements to objective t ...
Atoms and Electrons AssignmentLook at these websites to he.docxjaggernaoma
Atoms and Electrons Assignment
Look at these websites to help you understand chemical bonding which depends on the atomic structure. The electrons in the orbitals will be crucial to figuring out how atoms bond.
Do not cut and paste from the internet or book. Do not copy from a book or internet. Paraphrase all answers in your own words. No quotes. You must do the assignment by yourself without help from other students, friends, significant others.
Jefferson Lab Question and Answers about Atoms
Make sure you click on the links to learn more about atoms and electrons
Atomic Structure
Make sure you look at all the links on the right side from Overview to Compound Names
Periodic Table1
You can click on the kind of table information you need on the left.
Periodic Table 2
Chemical Bonding Websites to help answer Questions 2 and 3:
Chemical Bonding 1
Chemical Bonding 2
SEE ASSIGNMENT RUBRIC AT END OF PAGES FOR HOW TO MAXIMIZE POINTS.
Atoms and Electrons
Name: ______________________
1. Fill in the table below using the periodic table. (2pts)
Element
Atomic Number
Atomic Mass
# of Valence Electrons
# of Electrons needed to fill the outer shell
Chlorine
Potassium
Magnesium
Fluorine
Sodium
Nitrogen
Oxygen
Carbon
Iodine
Hydrogen
2.
Name each element based on the number of electrons. Use the periodic chart to help you name the elements. The full name of the element is below the symbol.
Type the name into the box below each drawing. (2 pts)
1. ___________ 2. ______________ 3. ____________
4. _____________ 5. _____________ 6. _______________
(next page)
3. a. Name one ionic compound you can form from the above elements. (1 pt)
b. Describe specifically how you would form that ionic compound. (be detailed! I want to know that you know how an ionic bond is formed) (2 pts)
4. a. Name one covalent compound you could form from the above elements. You may need more than one of the elements to complete the compound. (1 pt)
b. Describe specifically how these elements would form. (be detailed! I want to know that you know how a covalent bond is formed) (2 pts)
Assignment Rubric
Teacher Name: Mrs. Russell
CATEGORY
10-9 pts
8-7 pts
6-5 pts
Less than 5 pts
Amount of Information
All questions are addressed.
Most questions are addressed.
Some questions are addressed.
Many questions were not answered.
Questions #3 b and #4 b
All answers are fully detailed with information required in the question. Most answers will have at least 3 or more sentences.
All answers are detailed with information required in the question. Most answers will have 2 sentences.
Answers do not have enough information required in the question. Most answers will 1 sentence.
No answer to the questions.
Quality of Information
Information clearly relates to the main topic. It includes several supporting details and/or examples.
Informat.
This document provides an introduction to the NAF curriculum. It outlines the objectives of understanding how to locate curriculum resources, utilize lesson planning documents, comprehend how culminating projects are embedded in courses, and understand how thematic curriculum serves as a basis for integration. It then discusses what college and career ready means and where the NAF curriculum can be found. It explains the structure of NAF courses and lessons, including components like standards alignment, careers lessons, certifications, culminating projects, and advisory boards. It also discusses enrichment activities, cross-curricular integration examples, and principles of conceptual integration through themes. Finally, it addresses preparing students for SCAS components and taking action steps after the session.
The document provides guidance on designing assessments by outlining three key steps:
1. Creating a purpose statement that clearly defines what the assessment will measure, how scores will be used, and why the assessment was developed.
2. Targeting relevant content standards that represent essential knowledge and skills within an enduring concept.
3. Developing a test blueprint that identifies the targeted standards and number of items/tasks needed to sufficiently measure student mastery of the standards across different cognitive levels.
The next module will focus on building the actual assessment by developing rigorous items/tasks, associated scoring materials, and assembling test forms for administration.
Development of classroom assessment toolsAko Cheri
This document outlines the steps for developing classroom assessment tools, including constructing a table of specification (TOS). It defines a TOS as a two-way chart that describes test topics and the number of items per topic. The document explains how to prepare a TOS by listing topics, determining objectives, specifying time spent on topics, determining percentage allocation per topic, and distributing items to objectives. An example shows how to calculate the percentage and number of items for a specific topic.
This document provides guidance on creating effective rubrics to assess student end products for projects. It recommends that rubrics focus on assessing the final product and connect criteria to learning standards. A 4-step process is outlined: 1) Identify standards and objectives, 2) Determine final product format, 3) Identify criteria, and 4) Write the rubric. Additional tips include having students use the rubric to guide their work through activities like peer reviews and journal prompts that reference the rubric. The goal is to craft specific, objective rubrics that assess student mastery of key skills and content.
CAES9821 (2023-24, Sem 1, Lesson 2).pptxpacopi9891
This document outlines tasks and learning objectives for a lesson on writing case study reports. It includes:
1. An overview of the typical sections of a case study report and their purposes. Students are asked to order these sections and match them to their functions.
2. A discussion of the key features of an introduction section, including providing background information, defining terms, stating objectives and scope, and outlining the report. Students analyze examples and discuss which features they will include in their own introductions.
3. A review of cohesion and coherence strategies like linking devices, referencing devices, and lexical chains. Students identify these elements in examples and discuss their importance for case study writing.
4. Guid
The document discusses the need for good instructional design. It notes that instructional design is a multipurpose learning tool that benefits both learners and instructors. The document emphasizes that designing instruction requires careful planning, preparation, and research to achieve high-quality learning outcomes. It also highlights the importance of identifying strategic goals and objectives that determine the overall design. The purpose is to emphasize the importance of good instructional design in enhancing education quality. The research seeks to identify critical elements of strong instructional design and their value for learners and instructors.
Running head: PROBLEM STATEMENT 1
PROBLEM STATEMENT 3
Problem statement
Name:
Institution:
Date:
There is a critical need for a good instructional design because it is a multipurpose learning tools that not only serves instructional designers but also learners of all ages. According to Clark (2016), e-learning courses need to be integrated with instructional methods which align with high-quality research.” The implication is that the process of designing instructional designs should involve careful planning, preparing and researching in order to achieve high quality learning outcomes. In this regard, those responsible for designing must identify their strategic purpose as it predetermines the goals, objectives, expected outcomes, and resource allocation of the entire instruction model.
The main approach involves studying the critical elements in the design phases of an instructional model which enhances the learning experience of learners based on evidence-based literature. This is because humans apply appropriate cognitive processes to learn and thus instruction must adopt similar cognitive processing (Clark, 2016).The main purpose is therefore to emphasize the importance of good instructional design in enhancing the quality of education among instructors and learners. The objective involves highlighting the goals of an instructional program, the instructional objectives, relevant instructional materials and design assessment which rationalize the need for a good instructional design with the goal of engaging both learners and instructors. After all, learning is a process that requires the active participation of the learners (Reigeluth, 1987). This research study seeks to identify answers to two questions: a) What are the critical elements that build up a strong foundation for a good instructional design and b) what value do these elements offer to the learners and instructor who are the main consumers of learning instructional designs.
References
Clark, R.C. (2016). E-learning and the science of instruction: proven guideline for consumers and designers of multimedia. Walden University Library.
Regeiluth, C.M. (1987). Instructional Theories in Action: Lessons Illustrating Selected Theories and Models. Walden University Library.
Running head: PROBLEM STATEMENT 1
PROBLEM STATEMENT 6
Need working title
Problem statement
Tangela Jones
Walden University
11/10/18
Need section heading
There is a critical need for a good instructional design because it is a multipurpose learning tools that not only serves instructional designers but also learners of.
This presentation will discuss the following items:
-WHAT DO YOU DO BEFORE WRITING?
- PAPER CONTENTS
- THE FOUR-PART ABSTRACT MODEL
- INTRODUCTION STRUCTURE
-
This document provides a course description for Turkish Language II, a compulsory undergraduate course. The course aims to develop students' Turkish language skills, including vocabulary, punctuation, spelling, and creative/critical thinking. It will cover topics like clauses, narratives, idioms, and syntactic errors. Students will be assessed through a midterm exam, homework, and final exam. The course contributes to several program learning outcomes related to communication skills and using Turkish effectively.
Bloom's Taxonomy was created in 1956 to promote higher forms of thinking in education beyond memorization and rote learning. It categorizes levels of thinking skills moving from basic recall to more complex and abstract levels of critical thinking. The cognitive domain includes six levels - knowledge, comprehension, application, analysis, evaluation, and creation - moving from remembering to generating new ideas. The taxonomy provides a framework to organize learning objectives to help teachers plan instruction and assessment aligned to the objectives.
E portfolio pedagogy pharmacy2021-september2020Colleen Hodgins
1. The document discusses the use of e-portfolios and Pebble Pad learning technology at James Cook University to support pharmacy curriculum and assessment.
2. Students will complete activities and assessments tagged to relevant professional standards, and collate evidence of skills and knowledge across their degree program.
3. The document provides examples of activity worksheets for a first year pharmacy subject, outlining how students map their work to professional competencies and standards.
This document provides the syllabus for a secondary science teaching seminar for Maryland special education participants. It outlines the course objectives, meeting dates and location details, required resources, assignment due dates, and expectations. Participants will complete assessment projects analyzing content standards, literacy strategies, math integration, inquiry-based lessons, and using data to inform instruction. They will implement science teaching strategies, reflect on their lessons, and create a professional development plan to demonstrate their growth.
The document outlines evaluation criteria for master's theses and projects. It provides grading criteria in 5 areas: background and objectives, data and methods, findings, discussion, and use of references. For each area, it describes the requirements for thesis to receive a grade of sufficient (1), satisfactory (2), good (3), very good (4), or excellent (5). Higher grades require meeting the criteria for the lower grades as well as additional criteria such as comprehensiveness, insightfulness, and demonstration of in-depth knowledge in the field.
This document provides a detailed course syllabus for a technical communication course. It includes information about the instructor, required materials, course objectives, assignments, grading criteria, attendance policy, and formatting guidelines. The main assignments involve a collaborative project where students work in groups to research an issue, write reports in draft and final form, and provide peer reviews. Students will be graded on individual written assignments as well as group oral presentations and written reports. Clear guidelines are provided around attendance, deadlines, and formatting to ensure students understand course expectations and requirements.
Similar to Rubrica para la evaluacion del proyecto final en la materia: Evaluación y Diseño de Materiales en Linguística Aplicada. (20)
La RME, es un documento que orienta las acciones de mejora como respuesta a la identificación de la problemática educativa detectada mediante instrumentos de diagnóstico escolar, el sistema de alerta temprana SiSat.
The document outlines 10 commandments or tips for reading from various authors. The tips include realizing the meaning potential of a text through readers, creating a glossary of unclear words, inspecting and comparing the product of reading to the original text, comprehending and understanding to read efficiently, meaning being created through the interaction of reader and text, interpretation depending on prior knowledge or schemata, knowledge and experiences influencing meaning, reading involving perceiving written language, and reading aloud as an alternative to analyze the reading process. The source of the document is a book on teaching reading skills in a foreign language.
Documento que presenta de manera visual y organizada las actividades programadas para el cierre del ciclo escolar en una escuela secundaria técnica, con el objetivo de cumplir cabalmente la normatividad sobre el tiempo efectivo de clase de un calendario escolar de 200 días.
Este documento es una carta de compromiso firmada por un alumno, su padre o tutor, y su maestro para que el alumno pueda recuperar asignaturas reprobadas. El alumno se compromete a entregar tareas completas, asistir regularmente a clase, estudiar para los exámenes de recuperación, y mantener materiales y orden escolar. El padre o tutor se compromete a verificar que el alumno cumpla con sus compromisos y asistir a reuniones. El maestro se compromete a guiar al al
Este documento presenta una lista de enunciados sobre el aprendizaje entre escuelas y pide marcar cuáles son ejemplos de aprendizaje entre escuelas y cuáles no lo son. El aprendizaje entre escuelas se define como una tarea sistemática y ordenada que permite cumplir con los propósitos y fortalecer la reflexión, el análisis y la toma de decisiones. Algunos ejemplos de aprendizaje entre escuelas incluyen compartir hallazgos, ideas, conocimientos y preocupaciones, hablar de manera
Este documento es una lista de verificación de tareas semanales para el subdirector de una escuela secundaria técnica en México. Incluye 34 tareas diferentes agrupadas en las secciones de inicio, durante y final de la semana, como el aseo de áreas, la asistencia del personal, la organización de eventos escolares, visitas de observación a salones, reuniones de seguimiento y más. El subdirector debe revisar la lista diariamente y anotar observaciones para cada tarea.
Instrumento para orientar, evaluar y monitorear las acciones de mejora escolar en la Escuela Secundaria Tecnica No. 54, "Carlos Salazar", en la Col. Libertad de Cd. Victoria Tamaulipas Mexico.
Ruta de Mejora Escolar 2015- 2016 de la Escuela Secundaria Técnica No. 54 "Gr...PEDRO MENDOZA DE LEON
Documento que contiene las prioridades educativas a attender, con base al diagnostico de Pruebas como PLANEA, examenes de diagnostico de inicio del ciclo 2015-2016 en un marco de autogestión escolar.
El documento describe la estrategia global de mejora escolar implementada por la Escuela Secundaria Técnica n°54 para mejorar los aprendizajes en lectura, escritura y matemáticas de sus alumnos. Los maestros identificaron a los alumnos con deficiencias y los categorizaron para brindar apoyo extracurricular. Se implementaron diversas estrategias como grupos de estudio, tutorías, uso de tecnología e involucramiento de los padres para mejorar el rendimiento académico.
El documento describe una estrategia escolar para prevenir el rezago y abandono escolar. Se detectó que el 28% de los alumnos de primero a tercer grado tienen riesgo de reprobación. La estrategia incluye que los alumnos en riesgo completen un cuadernillo de actividades de regularización con apoyo de maestros, otros alumnos y padres para asegurar su continuidad escolar.
El documento describe la estrategia de mejora escolar de la Escuela Secundaria Técnica No. 54 para fortalecer los aprendizajes en lectura, escritura y matemáticas. El plan incluye que los maestros visiten la biblioteca escolar semanalmente para clases enfocadas en estas áreas, formen equipos de estudiantes de diferentes niveles en el salón de clases, y cuenten con apoyo del departamento de atención a estudiantes. También involucra a los bibliotecarios, padres de familia, y supervisores
El documento describe la estrategia global de mejora escolar de la Escuela Secundaria Técnica No. 54 para mejorar los aprendizajes relevantes y duraderos en lectura, escritura y matemáticas. Los maestros acordaron continuar e implementar nuevas estrategias como reuniones entre docentes, cuadernillos de actividades, uso de TIC y evaluaciones periódicas. También involucrar a los padres de familia y personal de apoyo para mejorar el desempeño de los alumnos.
Las 4 prioridades educativas son maneras de organizar todo lo que sucede en la escuela para sistematizar sus procesos dentro de un modelo de autogestión escolar.
En la Ruta de mejora escolar, se organizan acuerdos, acciones propuestas por el colectivo docente, centradas en los alumnos y el mejoramiento de sus aprendizajes encabezados por el Director.
Trata de la reseña del origen de la Esc. Sec. Tec. Núm. 54. "Gral. Carlos Salazar", el contexto socioeconómico donde se ubica, su infraestructura física, así como el perfil de maestros y alumnos.
Este documento presenta el Plan de Gestión Escolar de la Escuela Secundaria Técnica No. 54 "Carlos Salazar" para el ciclo escolar 2014-2015. El plan describe cuatro prioridades principales: 1) Mejorar el aprendizaje de lectura, escritura y matemáticas; 2) Abatir el rezago y abandono escolar; 3) Lograr la normalidad mínima escolar; y 4) Fomentar una sana convivencia escolar. Para cada prioridad, se detallan los compromisos, objetivos, metas, actividades, respons
The document discusses the importance of materials evaluation and design in language teaching. It notes that materials evaluation, syllabus design, and learner assessment are central activities in applied linguistics. Experienced teachers are able to predict how learners will respond to different types of published materials and know what to use, adapt, and supplement. The document emphasizes that language teachers need the competence to make informed decisions about choosing and using teaching materials, as well as developing their own materials when existing options are inadequate.
The smells and tastes of certain things remind the author of memories from their past. The smell of rain reminds them of their grandparents' house. The song "the reason" brings back memories of high school with friends who used to sing it. Tasting mole makes the author think of their father who loves it. Looking through a photo album brings back memories of their childhood.
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!
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
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
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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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,
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(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.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Rubrica para la evaluacion del proyecto final en la materia: Evaluación y Diseño de Materiales en Linguística Aplicada.
1. MATERIAL EVALUATION AND DESIGN IN ELT
Portfolio Rubric
Professor Pedro Mendoza De León
Universidad Autónoma de Tamaulipas
Pedromendoza_dl@hotmail.com
Student´s Name:________________________________
TITLE PAGE
Title, your name, professors ´name 1 2 3 4 5
University logos 1 2 3 4 5
Date, Course period. 1 2 3 4 5
Neatly finished, no errors 1 2 3 4 5
TABLE OF CONTENTS
Portfolio is logically ordered 1 2 3 4 5
Number of page is shown 1 2 3 4 5
INTRODUCTION
Integrates concepts dealt in class 1 2 3 4 5
Explains the purpose of materials evaluation and adaptation 1 2 3 4 5
Personal intention in the project is clearly stated 1 2 3 4 5
Topic is relevant and meets the purpose of the MEDLT 1 2 3 4 5
BODY
Includes unit 1 conclusion 1 2 3 4 5
Checklists evaluation format for analysis is done correctly 1 2 3 4 5
Sample checklists are included 1 2 3 4 5
Created checklist used to evaluate sample textbooks are included 1 2 3 4 5
Effective transitions between paragraphs 1 2 3 4 5
Lesson plan of activities needing improvement is designed 1 2 3 4 5
Sample worksheets and originals are included 1 2 3 4 5
PPP used for analysis of information are included 1 2 3 4 5
CONCLUSION
Conclusion reiterates skills developed and major theory claims 1 2 3 4 5
Conclusion demonstrate application of information 1 2 3 4 5
Conclusion ends in a memorable note 1 2 3 4 5
MECHANICS
No errors in punctuation, capitalization and spelling 1 2 3 4 5
CITATION
Includes cited works in correct format with no errors 1 2 3 4 5
BIBLIOGRAPHY
Done in the correct format with no errors 1 2 3 4 5
Includes more than three references(books, articles, internet
1 2 3 4 5
websites)
TOTAL