Buying items on sale can save you money. Department stores and discount retailers often have sales and clearance sections with great deals. Checking newspaper ads and shopping online can help you find the best prices on items you need to purchase.
The document outlines the performance indicators and scoring rubric for a Flipgrid speaking activity where students give two recommendations to each person using the modal verb "should." An outstanding performance is given a score of 10 and is defined as fluently giving two recommendations to each person with exceptional speaking skills. A good performance is given an 8 and involves giving one recommendation with some hesitations and fairly exceptional speaking. A regular performance is given a 6 and is defined as giving recommendations to some people with many hesitations and needing improvement in speaking skills.
This document outlines the performance indicators and scoring rubric for an English II unit on using too and enough in writing. Students will rewrite sentences using too and enough and their work will be assessed on correctly using punctuation, capitalization, and rewriting sentences with too and enough appropriately. Students can earn the highest scores by rewriting most or all sentences correctly, turning work in on time as online text, and demonstrating high writing skills.
This document outlines the performance indicators and learning evidence for an English unit on tipping etiquette. It provides scoring criteria for answering questions about when to tip, following instructions, reading skills, and on-time assignment delivery in online text format. Students can earn a score of 10 for meeting all criteria, 8 for meeting most criteria, or 6 for meeting some criteria.
The document outlines performance criteria for a speaking assignment where students must have a conversation using superlative adjectives about the smartest person they know. It provides three levels of performance for areas like fluency using superlatives, pronunciation, speaking skills, and timely submission of the assignment. The top level is for outstanding performance with no errors. The middle level is for good performance with few errors or hesitations. The lowest level is for regular performance with many errors or problems.
The document outlines a performance indicator for an English II unit on listening and adjectives. It provides three levels of evaluation - outstanding, good, and regular - for criteria such as correctly answering statements, following listening instructions, and demonstrating listening skills. An outstanding score of 10 is given for meeting all criteria, a good score of 8 is given for meeting most criteria, and a regular score of 6 is given for meeting few criteria.
This document outlines the requirements and scoring rubric for a Flipgrid speaking activity where students will share a detailed childhood vacation memory in the simple past tense. Students will be scored on their fluency, detail, use of the simple past tense, and overall speaking skills, with scores of 10, 8, or 6 possible depending on whether their speaking is outstanding, good, or could use improvement.
The document outlines performance indicators for an English II unit on writing in the simple past tense. Students are evaluated on rewriting sentences in the past tense, using appropriate punctuation and capitalization, and submitting the assignment online and on time. An outstanding score of 10 is earned by students who demonstrate high writing skills and meet all deadlines and formatting requirements.
The document outlines performance indicators for a speaking assignment on describing last vacations. It evaluates students on their use of simple past tense and past with 'be', pronunciation, speaking skills, and timely assignment delivery. Students can receive a score of 10, 8, or 6 depending on if their speaking demonstrates outstanding, good, or regular performance on the criteria.
The document outlines the performance indicators and scoring rubric for a Flipgrid speaking activity where students give two recommendations to each person using the modal verb "should." An outstanding performance is given a score of 10 and is defined as fluently giving two recommendations to each person with exceptional speaking skills. A good performance is given an 8 and involves giving one recommendation with some hesitations and fairly exceptional speaking. A regular performance is given a 6 and is defined as giving recommendations to some people with many hesitations and needing improvement in speaking skills.
This document outlines the performance indicators and scoring rubric for an English II unit on using too and enough in writing. Students will rewrite sentences using too and enough and their work will be assessed on correctly using punctuation, capitalization, and rewriting sentences with too and enough appropriately. Students can earn the highest scores by rewriting most or all sentences correctly, turning work in on time as online text, and demonstrating high writing skills.
This document outlines the performance indicators and learning evidence for an English unit on tipping etiquette. It provides scoring criteria for answering questions about when to tip, following instructions, reading skills, and on-time assignment delivery in online text format. Students can earn a score of 10 for meeting all criteria, 8 for meeting most criteria, or 6 for meeting some criteria.
The document outlines performance criteria for a speaking assignment where students must have a conversation using superlative adjectives about the smartest person they know. It provides three levels of performance for areas like fluency using superlatives, pronunciation, speaking skills, and timely submission of the assignment. The top level is for outstanding performance with no errors. The middle level is for good performance with few errors or hesitations. The lowest level is for regular performance with many errors or problems.
The document outlines a performance indicator for an English II unit on listening and adjectives. It provides three levels of evaluation - outstanding, good, and regular - for criteria such as correctly answering statements, following listening instructions, and demonstrating listening skills. An outstanding score of 10 is given for meeting all criteria, a good score of 8 is given for meeting most criteria, and a regular score of 6 is given for meeting few criteria.
This document outlines the requirements and scoring rubric for a Flipgrid speaking activity where students will share a detailed childhood vacation memory in the simple past tense. Students will be scored on their fluency, detail, use of the simple past tense, and overall speaking skills, with scores of 10, 8, or 6 possible depending on whether their speaking is outstanding, good, or could use improvement.
The document outlines performance indicators for an English II unit on writing in the simple past tense. Students are evaluated on rewriting sentences in the past tense, using appropriate punctuation and capitalization, and submitting the assignment online and on time. An outstanding score of 10 is earned by students who demonstrate high writing skills and meet all deadlines and formatting requirements.
The document outlines performance indicators for a speaking assignment on describing last vacations. It evaluates students on their use of simple past tense and past with 'be', pronunciation, speaking skills, and timely assignment delivery. Students can receive a score of 10, 8, or 6 depending on if their speaking demonstrates outstanding, good, or regular performance on the criteria.
This document outlines the performance indicators and scoring rubric for an English II assignment where students listen to four conversations about good and bad vacation experiences. Students are evaluated on their ability to complete statements from the conversations with correct information, follow instructions, and demonstrate listening skills. A score of 10 is for outstanding work where the student completes all statements correctly and on time. A score of 8 is for good work with mostly complete statements. A score of 6 is for regular work with incomplete statements or delayed submission.
The document outlines the performance indicators for an English class Flipgrid Activity 2 assignment. Students are asked to record a video describing a relative's daily routine in the third person using the simple present tense. They will be evaluated on delivering a detailed daily routine fluently in the required grammar, how exceptional their speaking skills sound, and receiving a score out of 10.
This document outlines the performance indicators and learning evidence for an English unit on frequency adverbs. It provides three levels of evaluation - outstanding, good, and regular - for students' use of adverbs, following instructions, listening skills, and timely assignment delivery. Students who use adverbs correctly and follow instructions exceptionally while demonstrating high listening skills through on-time online submissions would receive the highest score of 10.
The document outlines the performance indicators and scoring rubric for an English II unit writing assignment where students must provide 10 sentences using "can" and "have to" and answer questions reflecting their writing skills. A score of 10 is for outstanding work with perfect punctuation and capitalization, sentences using "can" and "have to", and timely delivery as a forum reply. A score of 8 is for good work with mostly correct punctuation and capitalization, 8-9 sentences, and delivery within a day as a forum reply. A score of 6 is for regular work needing improved punctuation, 7 or fewer sentences, and delivery late or in an alternate format.
The document provides a rubric for evaluating a student's writing assignment where they were asked to create a conversation recommending a restaurant. An outstanding performance would include a conversation that closely followed the example given, included clear directions, and showed strong writing skills when delivered on time as an online text. A good performance may have had a conversation that barely followed the example, directions that were somewhat unclear, and lower writing skills but still delivered on time online. A regular performance could deviate further from the example, lack directions, have writing needing improvement, and be late or submitted as a file rather than online text.
The document outlines the performance indicators and scoring rubric for an English II unit on healthy eating tips. Students are assessed on their ability to answer comprehension questions about a reading on healthy eating, respond critically to questions, and timely submit assignments. Strong performance is indicated by answering most or all comprehension questions, providing meaningful critical thinking responses, demonstrating superb reading skills, and on-time online submission. Good performance has slightly lower requirements. Regular performance has the lowest requirements.
This document outlines the performance indicators and scoring rubric for an English assignment where students take on the role of a waiter or waitress. Students must create a menu that includes appetizers, salads, entrees, desserts, and beverages. They then practice their speaking skills by describing Salvadoran dishes for each menu section. Students can earn higher scores by adding more Salvadoran options to the menu, demonstrating exceptional speaking skills, and submitting the assignment on time as online text.
This document outlines the performance indicators and scoring rubric for a listening assignment in an English class where students listen to an audio about ordering in a restaurant and answer four questions. A student will score 10 points if they answer all questions accurately and on time. They will score 8 points if they answer two or three questions accurately, but their response is late or long. They will score 6 points or less if they answer one or no questions accurately and their response is late and in an inappropriate file format.
Showing appreciation for good service is important. When someone helps you, it is polite to thank them for their time and efforts. A simple "thank you" can make someone's day and encourage them to provide excellent service in the future.
Asking for a recommendation is an important part of the job search process. When asking for a recommendation, be sure to give the recommender advance notice and provide them with your resume and details about the position you are applying for. It is also wise to follow up with a thank you note after your recommender has provided the recommendation.
The document provides 9 steps for recording and sharing a video response: click to record the video, start/pause recording, add effects, check the video, save it, add a caption, post it to a topic, and finally share the video by copying the link.
The document provides 11 steps for recording and sharing a video response: allow camera and microphone access; click to start recording and add effects if desired; pause and review the recording; save and add a caption with your name; post to see the final work; create and copy a link to paste and share the video response.
This lesson focuses on describing past vacation experiences in 3 sentences or less. Students will discuss and write about their favorite vacations by sharing details about the location, activities, people they traveled with, and how it made them feel. The goal is to practice using descriptive words and phrases to help readers visualize and understand their vacation memories.
Students will discuss their preferences for vacations in a lesson about travel. They will share where they have gone or would like to visit and what activities they enjoy during trips. Classmates will listen to each other's preferences and perspectives on taking vacations.
Students will learn how to ask about someone's recent vacation in 3 sentences or less. They will practice asking and answering questions such as "How was your vacation?", "What did you do?", and "Where did you go?". The lesson teaches basic conversational skills for inquiring about a person's travels.
This unit discusses vacation experiences. It focuses on greeting someone returning from a trip and learning how to ask them about their vacation in a polite and interested way. The unit aims to teach conversational skills for learning about someone's travels in a brief but thoughtful interaction.
Your routine likely involves waking up in the morning, getting ready for the day, and then going about your daily activities whether that includes work, school, errands or other commitments. Most people have a similar structure to their day involving basic tasks like getting dressed, eating meals, commuting if needed and spending time on responsibilities, work, family or leisure activities before unwinding in the evening and getting ready for sleep to start the next day. Overall, people's daily routines vary but tend to follow a general pattern centered around basic human needs and obligations.
This lesson discusses fitness and eating habits. It likely focuses on developing healthy lifestyle choices and understanding how exercise and nutrition impact the body. Students may learn about different types of exercise and nutrition and ways to incorporate fitness and balanced eating into their daily routines.
Habitual activities refer to things that are regularly or routinely done. This lesson focuses on discussing common habitual activities like hobbies, chores, and daily routines. Students will also learn how to talk about future plans and scheduled activities.
Plan an activity with someone else. Choose an activity you both enjoy like going to the park, playing games, cooking a meal together, or doing an art project. Decide on all the details for your activity like when and where you will do it.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
This document outlines the performance indicators and scoring rubric for an English II assignment where students listen to four conversations about good and bad vacation experiences. Students are evaluated on their ability to complete statements from the conversations with correct information, follow instructions, and demonstrate listening skills. A score of 10 is for outstanding work where the student completes all statements correctly and on time. A score of 8 is for good work with mostly complete statements. A score of 6 is for regular work with incomplete statements or delayed submission.
The document outlines the performance indicators for an English class Flipgrid Activity 2 assignment. Students are asked to record a video describing a relative's daily routine in the third person using the simple present tense. They will be evaluated on delivering a detailed daily routine fluently in the required grammar, how exceptional their speaking skills sound, and receiving a score out of 10.
This document outlines the performance indicators and learning evidence for an English unit on frequency adverbs. It provides three levels of evaluation - outstanding, good, and regular - for students' use of adverbs, following instructions, listening skills, and timely assignment delivery. Students who use adverbs correctly and follow instructions exceptionally while demonstrating high listening skills through on-time online submissions would receive the highest score of 10.
The document outlines the performance indicators and scoring rubric for an English II unit writing assignment where students must provide 10 sentences using "can" and "have to" and answer questions reflecting their writing skills. A score of 10 is for outstanding work with perfect punctuation and capitalization, sentences using "can" and "have to", and timely delivery as a forum reply. A score of 8 is for good work with mostly correct punctuation and capitalization, 8-9 sentences, and delivery within a day as a forum reply. A score of 6 is for regular work needing improved punctuation, 7 or fewer sentences, and delivery late or in an alternate format.
The document provides a rubric for evaluating a student's writing assignment where they were asked to create a conversation recommending a restaurant. An outstanding performance would include a conversation that closely followed the example given, included clear directions, and showed strong writing skills when delivered on time as an online text. A good performance may have had a conversation that barely followed the example, directions that were somewhat unclear, and lower writing skills but still delivered on time online. A regular performance could deviate further from the example, lack directions, have writing needing improvement, and be late or submitted as a file rather than online text.
The document outlines the performance indicators and scoring rubric for an English II unit on healthy eating tips. Students are assessed on their ability to answer comprehension questions about a reading on healthy eating, respond critically to questions, and timely submit assignments. Strong performance is indicated by answering most or all comprehension questions, providing meaningful critical thinking responses, demonstrating superb reading skills, and on-time online submission. Good performance has slightly lower requirements. Regular performance has the lowest requirements.
This document outlines the performance indicators and scoring rubric for an English assignment where students take on the role of a waiter or waitress. Students must create a menu that includes appetizers, salads, entrees, desserts, and beverages. They then practice their speaking skills by describing Salvadoran dishes for each menu section. Students can earn higher scores by adding more Salvadoran options to the menu, demonstrating exceptional speaking skills, and submitting the assignment on time as online text.
This document outlines the performance indicators and scoring rubric for a listening assignment in an English class where students listen to an audio about ordering in a restaurant and answer four questions. A student will score 10 points if they answer all questions accurately and on time. They will score 8 points if they answer two or three questions accurately, but their response is late or long. They will score 6 points or less if they answer one or no questions accurately and their response is late and in an inappropriate file format.
Showing appreciation for good service is important. When someone helps you, it is polite to thank them for their time and efforts. A simple "thank you" can make someone's day and encourage them to provide excellent service in the future.
Asking for a recommendation is an important part of the job search process. When asking for a recommendation, be sure to give the recommender advance notice and provide them with your resume and details about the position you are applying for. It is also wise to follow up with a thank you note after your recommender has provided the recommendation.
The document provides 9 steps for recording and sharing a video response: click to record the video, start/pause recording, add effects, check the video, save it, add a caption, post it to a topic, and finally share the video by copying the link.
The document provides 11 steps for recording and sharing a video response: allow camera and microphone access; click to start recording and add effects if desired; pause and review the recording; save and add a caption with your name; post to see the final work; create and copy a link to paste and share the video response.
This lesson focuses on describing past vacation experiences in 3 sentences or less. Students will discuss and write about their favorite vacations by sharing details about the location, activities, people they traveled with, and how it made them feel. The goal is to practice using descriptive words and phrases to help readers visualize and understand their vacation memories.
Students will discuss their preferences for vacations in a lesson about travel. They will share where they have gone or would like to visit and what activities they enjoy during trips. Classmates will listen to each other's preferences and perspectives on taking vacations.
Students will learn how to ask about someone's recent vacation in 3 sentences or less. They will practice asking and answering questions such as "How was your vacation?", "What did you do?", and "Where did you go?". The lesson teaches basic conversational skills for inquiring about a person's travels.
This unit discusses vacation experiences. It focuses on greeting someone returning from a trip and learning how to ask them about their vacation in a polite and interested way. The unit aims to teach conversational skills for learning about someone's travels in a brief but thoughtful interaction.
Your routine likely involves waking up in the morning, getting ready for the day, and then going about your daily activities whether that includes work, school, errands or other commitments. Most people have a similar structure to their day involving basic tasks like getting dressed, eating meals, commuting if needed and spending time on responsibilities, work, family or leisure activities before unwinding in the evening and getting ready for sleep to start the next day. Overall, people's daily routines vary but tend to follow a general pattern centered around basic human needs and obligations.
This lesson discusses fitness and eating habits. It likely focuses on developing healthy lifestyle choices and understanding how exercise and nutrition impact the body. Students may learn about different types of exercise and nutrition and ways to incorporate fitness and balanced eating into their daily routines.
Habitual activities refer to things that are regularly or routinely done. This lesson focuses on discussing common habitual activities like hobbies, chores, and daily routines. Students will also learn how to talk about future plans and scheduled activities.
Plan an activity with someone else. Choose an activity you both enjoy like going to the park, playing games, cooking a meal together, or doing an art project. Decide on all the details for your activity like when and where you will do it.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.