The document outlines an assignment for Year 9 students that requires them to choose a global issue, collect related news articles with different perspectives, and write a poetry anthology expressing the topic and views. Students will present their anthology and discuss their process. The assignment aims to improve students' understanding of global issues and expressing information through poetry.
Descripció del projecte del conte “Un tomb per la ciutat” per a promocionar actituds i valors humanitaris que afavoreixin la transformació social i la cultura de la pau. Del Gabinet de Drets Humans i Centre de Dret Internacional Humanitari de la Creu Roja Catalunya.
Presentation overview of Cy.Pag.' Safety Line, unique active safety system for industrial vehicles such as forklift trucks, aerial work platforms, trucks, excavators etc
There are many of childrens books out there, but its important t.docxssusera34210
There are many of children's books out there, but it's important to evaluate children's literature critically before introducing it. Suffice it to say that not all books are created equal. Students read many types of literature throughout school. To appreciate a variety of literature and to complete assignments involving these works, students need to understand how to read critically. Learn how to read literature critically to evaluate and interpret an author’s work.
In literature, readers must pay attention to plot, or the events that take place to create meaning. The plot takes place in the setting, which also adds to the meaning of the story. When reading, ask yourself how the setting adds to the different situations and important events of the story.
In most plots, characters are introduced and usually depict traits of human nature. Characters may represent only a few traits, or they may represent very complex conflicts and emotions. A character can be the narrator, or a person (or more than one person) who tells the story. The narrator or narrators will see events from a certain perspective and have attitudes toward the events and other characters. This is called point of view, and this perspective is a key issue in figuring out the meaning of the work.
Fiction will have figurative language, too, which will be used to describe and understand characters. Fiction attempts to represent reality in some way. Often, reality is represented in different ways through symbols and codes of human meaning and systems. Fiction, for example, may represent every day events and stick closely to place and time. Then again, fiction may represent moral or spiritual aspects through symbols, characters, or improbable events. Authors use fiction to offer a complex understanding of the world. As you read fiction, try to notice the differences and similarities between the world the author creates and the world you inhabit.
Critical thinking in literature also develops a keen awareness of the use of
language, not merely from the aesthetic point of view but keeping in mind today’s
world and its developments, the inevitable political point of view. Students realize that
language is not a neutral phenomenon explaining some already existing reality but
words weave layers of meanings creating and generating their own reality.
Examining Figurative Language
Figurative language, sometimes difficult to teach, can be taught easily with games. Students can learn how to analyze figurative language by middle school, whether it occurs in prose or poetry. Types of figurative language and their definitions.
Alliteration is the repetition of consonants in the first letter of words
Hyperbole is an exaggeration
Idiom means sayings or expressions that have figurative meaning
Imagery involves using one or more of the five senses (sight, touch, taste, hearing, and smell) to describe characters, places or things in literature or poems
Metaphor is the comparison of two unlike thing ...
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
Evaluation EssayAssignmentWe have the opportunity to select.docxturveycharlyn
Evaluation Essay
Assignment:
We have the opportunity to select and evaluate a subject in order to present our overall assessment by supporting it with criteria and evidence. The essay will be approximately 3-5 pages in length, incorporate at least two sources, and include a Works Cited page. Note: Any essay that does not have a Works Cited page will have the final grade lowered by one letter. This assignment is worth a total of 100 points.
Rationale:
The skills used in this assignment are essential creating a coherent essay based on criteria, justification, and evidence as well as creating a discussion based on a controlling idea (e.g., claim).
Process:
1. Select a subject that you’re familiar with that also falls under one of the following categories: commercial product/service, work of art, or performance.
2. Determine 4-5 criteria by which to evaluate the subject and determine to what degree the subject meets each standard.
3. Formulate a claim that represents your overall assessment about the subject.
4. Construct a 3-5 page evaluation essay presents your claim and supports it with criteria, justification, and evidence.
Essay Organization/Structure:
Because this essay is arranged deductively, we’ll use the following essay structure:
Introductory paragraph(s): Provide an engaging lead, background information about the work of subject, and claim.
Body paragraphs: Provide a transition, state the standard being used to evaluate the subject and why/how it’s important, followed by evidence that demonstrates the ways in which the subject meets or doesn’t meet the standard.
Conclusion: Provide an ending that “wraps up” the discussion rather than summarizes it.
Keep in Mind:
We must determine the criteria before we evaluate the subject. We must ask ourselves: What is the general subject? What are the criteria? Why are the criteria important? What is the specific subject? How does the subject meet/not meet each standard? What is my overall claim?
Also, we may use the sources we research any way we want. For instance, we may want to use sources to help present background information about the subject or to help present the evidence. No matter what, though, we must cite and document the sources.
Effective Essay:
An effective evaluation essay will have the following characteristics:
· A narrowed scope and clear, precise claim
· A clear sense of purpose, focus, and perspective
· Development of the overall analysis and evaluation
· An organizational structure appropriate to purpose, audience, and context
· Language and style appropriate to the audience and context
· Appropriate detail, information, and examples
· Proper mechanics (spelling, grammar, punctuation)
Format and Design:
Your essay will follow these format and design requirements:
· Use MLA format where in the upper left-hand corner of the first page, list your name, your instructor's name, the course, and the date; include a title for your essay using standard capitaliz.
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
This handout was used for my Southern Regional Education Board Summer Session presentation. I presented methods of integrating literacy strategies and technology to engage students.
Removing Uninteresting Bytes in Software FuzzingAftab Hussain
Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdfPaige Cruz
Monitoring and observability aren’t traditionally found in software curriculums and many of us cobble this knowledge together from whatever vendor or ecosystem we were first introduced to and whatever is a part of your current company’s observability stack.
While the dev and ops silo continues to crumble….many organizations still relegate monitoring & observability as the purview of ops, infra and SRE teams. This is a mistake - achieving a highly observable system requires collaboration up and down the stack.
I, a former op, would like to extend an invitation to all application developers to join the observability party will share these foundational concepts to build on:
PHP Frameworks: I want to break free (IPC Berlin 2024)Ralf Eggert
In this presentation, we examine the challenges and limitations of relying too heavily on PHP frameworks in web development. We discuss the history of PHP and its frameworks to understand how this dependence has evolved. The focus will be on providing concrete tips and strategies to reduce reliance on these frameworks, based on real-world examples and practical considerations. The goal is to equip developers with the skills and knowledge to create more flexible and future-proof web applications. We'll explore the importance of maintaining autonomy in a rapidly changing tech landscape and how to make informed decisions in PHP development.
This talk is aimed at encouraging a more independent approach to using PHP frameworks, moving towards a more flexible and future-proof approach to PHP development.
Sudheer Mechineni, Head of Application Frameworks, Standard Chartered Bank
Discover how Standard Chartered Bank harnessed the power of Neo4j to transform complex data access challenges into a dynamic, scalable graph database solution. This keynote will cover their journey from initial adoption to deploying a fully automated, enterprise-grade causal cluster, highlighting key strategies for modelling organisational changes and ensuring robust disaster recovery. Learn how these innovations have not only enhanced Standard Chartered Bank’s data infrastructure but also positioned them as pioneers in the banking sector’s adoption of graph technology.
A tale of scale & speed: How the US Navy is enabling software delivery from l...sonjaschweigert1
Rapid and secure feature delivery is a goal across every application team and every branch of the DoD. The Navy’s DevSecOps platform, Party Barge, has achieved:
- Reduction in onboarding time from 5 weeks to 1 day
- Improved developer experience and productivity through actionable findings and reduction of false positives
- Maintenance of superior security standards and inherent policy enforcement with Authorization to Operate (ATO)
Development teams can ship efficiently and ensure applications are cyber ready for Navy Authorizing Officials (AOs). In this webinar, Sigma Defense and Anchore will give attendees a look behind the scenes and demo secure pipeline automation and security artifacts that speed up application ATO and time to production.
We will cover:
- How to remove silos in DevSecOps
- How to build efficient development pipeline roles and component templates
- How to deliver security artifacts that matter for ATO’s (SBOMs, vulnerability reports, and policy evidence)
- How to streamline operations with automated policy checks on container images
Dr. Sean Tan, Head of Data Science, Changi Airport Group
Discover how Changi Airport Group (CAG) leverages graph technologies and generative AI to revolutionize their search capabilities. This session delves into the unique search needs of CAG’s diverse passengers and customers, showcasing how graph data structures enhance the accuracy and relevance of AI-generated search results, mitigating the risk of “hallucinations” and improving the overall customer journey.
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
Climate Impact of Software Testing at Nordic Testing DaysKari Kakkonen
My slides at Nordic Testing Days 6.6.2024
Climate impact / sustainability of software testing discussed on the talk. ICT and testing must carry their part of global responsibility to help with the climat warming. We can minimize the carbon footprint but we can also have a carbon handprint, a positive impact on the climate. Quality characteristics can be added with sustainability, and then measured continuously. Test environments can be used less, and in smaller scale and on demand. Test techniques can be used in optimizing or minimizing number of tests. Test automation can be used to speed up testing.
Elevating Tactical DDD Patterns Through Object CalisthenicsDorra BARTAGUIZ
After immersing yourself in the blue book and its red counterpart, attending DDD-focused conferences, and applying tactical patterns, you're left with a crucial question: How do I ensure my design is effective? Tactical patterns within Domain-Driven Design (DDD) serve as guiding principles for creating clear and manageable domain models. However, achieving success with these patterns requires additional guidance. Interestingly, we've observed that a set of constraints initially designed for training purposes remarkably aligns with effective pattern implementation, offering a more ‘mechanical’ approach. Let's explore together how Object Calisthenics can elevate the design of your tactical DDD patterns, offering concrete help for those venturing into DDD for the first time!
LF Energy Webinar: Electrical Grid Modelling and Simulation Through PowSyBl -...DanBrown980551
Do you want to learn how to model and simulate an electrical network from scratch in under an hour?
Then welcome to this PowSyBl workshop, hosted by Rte, the French Transmission System Operator (TSO)!
During the webinar, you will discover the PowSyBl ecosystem as well as handle and study an electrical network through an interactive Python notebook.
PowSyBl is an open source project hosted by LF Energy, which offers a comprehensive set of features for electrical grid modelling and simulation. Among other advanced features, PowSyBl provides:
- A fully editable and extendable library for grid component modelling;
- Visualization tools to display your network;
- Grid simulation tools, such as power flows, security analyses (with or without remedial actions) and sensitivity analyses;
The framework is mostly written in Java, with a Python binding so that Python developers can access PowSyBl functionalities as well.
What you will learn during the webinar:
- For beginners: discover PowSyBl's functionalities through a quick general presentation and the notebook, without needing any expert coding skills;
- For advanced developers: master the skills to efficiently apply PowSyBl functionalities to your real-world scenarios.
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
Securing your Kubernetes cluster_ a step-by-step guide to success !KatiaHIMEUR1
Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
SAP Sapphire 2024 - ASUG301 building better apps with SAP Fiori.pdfPeter Spielvogel
Building better applications for business users with SAP Fiori.
• What is SAP Fiori and why it matters to you
• How a better user experience drives measurable business benefits
• How to get started with SAP Fiori today
• How SAP Fiori elements accelerates application development
• How SAP Build Code includes SAP Fiori tools and other generative artificial intelligence capabilities
• How SAP Fiori paves the way for using AI in SAP apps
Year 9 assignment.imaginative literary transformation
1. Year 9 Assignment
Global Texts
Imaginative: Literary Transformation
Due Week 7/8 Term 3
This assignment is to be completed individually, however you are
strongly encouraged to discuss and edit your work in class. Read
Around opportunities will be given to support you. In order to
complete this task, you will need to use your understanding of the
global citizen and poetic techniques.
1. You are to choose a global issue currently in the news. You need to collect three articles from at
least two points of view, published in the news media.
- These articles are to be referenced, and included in the appendix of your anthology
2. You are to write a series of 5 poems that express the topic, events and points of view found in your
news articles. These poems should reflect work done in class and illustrate the following styles
- A “For My People” poem
- An Age poem
- A letter poem
- A mirror poem
- A “Write that I…” poem
3. You will present an oral rationale of the task for the class, and as part of this will need to perform 1
poem from the anthology you have written. Your rationale should
- Outline the task and how you have interpreted the requirements
- Give a brief explanation of the issue you chose and how it was written about in
the news media
- Discuss how you incorporated this into your anthology (ie, how your anthology
deals with the issue and points of view)
- Discuss what you are proud of and what worked well
- Discuss what you would like to change or do differently next time
- Perform a poem from the anthology
- Outline what you learnt from this task
What will I learn?You will gain a greater understanding of global issues, and how to express information in a
poetic way to engage and audience. You will gain a greater understanding of how poetry is used to express
ideas. You will be better able to express the creative process.
Why does it matter?Global issues can be presented in various ways. It is important to understand how different
formats can present the same information, and the impact they can have on readers and listeners. While it is
important to create, it is also important to be able to express the reasons for creating and the process of
creation.
What is the task?You are to find news articles that relate to a global issue, and transform these into a poetry
anthology. You will need to discuss the process you went through and perform one poem.
What will I produce?You will produce a poetry anthology consisting of five poems, with an appendix for your
news articles. You will present an oral rationale including the performance of one poem.
2. Year 9 Rubric – Global Texts, Imaginative: Literary Transformation
Name:__________________________________________________ Achievement Standard: _________
Receptive modes (listening, reading and viewing)
By the end of Year 9, students analyse the ways that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and
language features distinguish the work of individual authors.
They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from the text to analyse and explain how
language choices and conventions are used to influence an audience. They listen for ways texts position an audience.
Productive modes (speaking, writing and creating)
Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their
responses to texts to the responses of others. In creating texts, students demonstrate how manipulating language features and images can create innovative texts.
Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make presentations and contribute actively to class and group
discussions, comparing and evaluating responses to ideas and issues. They edit for effect, selecting vocabulary and grammar that contribute to the precision and
persuasiveness of texts and using accurate spelling and punctuation.
A B C
Achieving at year level
D E
Comprehend a range of written, spoken and multimodal texts
Identify different perspectives and draw conclusions about character, events and themes in texts
Insightful and comprehensive
understanding of the chosen texts
is evident. Multiple perspectives
are identified clearly, and
perceptive conclusions are drawn
regarding the issue raised.
A clear and substantial
understanding of the chosen texts
is evident. Multiple perspectives
are indentified with some clearly,
and logical conclusions are drawn
regarding the issue raised.
A sound understanding of the
chosen texts is evident. Multiple
perspectives are identified with
sound conclusions drawn
regarding the issue raised.
A limited understanding of the
chosen text(s) is evident. Some
attempt at identifying multiple
perspectives, either not clear or
only one perspective illustrated.
Conclusions are drawn without
sound logic regarding issue
raised.
Flawed understanding of the
chosen text(s) is evident. No
exploration of perspectives are
shown, and conclusions are false
or illogical.
Outstanding choice of articles
gives scope and depth to the task.
Student is able to expand on the
topic with insight and originality.
Very good choice of articles gives
scope to the task. Student is able
to expand on the topic with
insight.
Good choice of articles gives
some scope to the task. Student is
able to expand on the topic.
Choice of articles gives limited
scope to the task. Student has
some trouble expanding on
topic.
Choice of articles gives very
limited or no scope to the task.
Student struggles to expand on
topic.
Use a variety of text structures and language features to create well structured and engaging texts for specified purposes
A wide variety of highly effective
structures and language features
are used originally and with
purpose, including word choice,
poetic techniques, poetic forms
A variety of effective structures
and language features are used
with purpose including word
choice, poetic technique, poetic
form and layout. Most texts
A variety of structures and
language features are used mostly
with purpose including word
choice, poetic technique, poetic
form and layout. Most texts
A limited variety of structures and
language features are used, mostly
with purpose including word
choice, poetic technique, poetic
form and layout. Some texts engage
A very limited variety of structures
and language features are used,
mostly without purpose.
Very few, if any, texts engage the
audience. Purpose is unclear. The
3. and layout. All texts engage the
audience immediately in a creative
and original way, ensuring the
purpose of the text is met.
The student has experimented
bravely.
engage the audience immediately
in a creative way, ensuring that the
purpose of the text is met.
The student has experimented.
engage the audience quickly,
ensuring that the purpose of the
text is met. The student has
experimented a little.
the audience, and generally the
purpose of the text is met. The
student has not taken risks.
student has not taken any risks.
Deliver formal and informal oral presentations to compare and evaluate responses to ideas and issues using language and presentation
skills for effect
Analyse and critically evaluate the use of features and structures in texts, including literary and technical techniques
Rationale is delivered with a high
degree of clarity and fluency, with
the student demonstrating a
highly original and creative
response to the task. No reliance
on notes. The audience shows a
high level of engagement.
Rationale is delivered with clarity
and fluency, with the student
demonstrating originality and
creativity in response to the task.
Little reliance on notes. The
audience is engaged.
Rationale is delivered with clarity
and some fluency. The student
demonstrates creativity in
response to the task. Some
reliance on notes, the audience is
generally engaged.
Rationale is delivered with
some clarity, although not
fluent. The student
demonstrates some creativity in
response to the task, and relies
heavily on notes. The audience
is engaged at times.
Rationale is either not delivered or
delivered with significant
limitations in terms of clarity,
fluency and creativity. The student
either reads notes or “wings it”.
The audience is not engaged.
Rationale demonstrates extensive
knowledge and insight when
evaluating and analysing the
creative task. Interpretation of the
articles and points of view are
discussed with specificity.
Rationale demonstrates
knowledge and insight when
evaluating and analysing the
creative task. Interpretation of
the articles and points of view are
discussed with some specificity,
several examples.
Rationale demonstrates
knowledge when evaluating and
analysing the creative task.
Interpretation of the articles and
points of view are sound with
several examples.
Rationale demonstrates some
knowledge, limited evaluation
and analysis of the creative
task. Interpretation of the
articles and points of view are
general. Very few or no
examples.
Rationale is either not delivered
or delivered with very limited
knowledge, evaluation or analysis
of the creative task. Interpretation
of the articles are either very
limited or incorrect. No examples
are drawn upon.
Plans, reviews and proofreads own writing using accurate grammar, spelling and punctuation
The student actively participated
in read-around and workshop
activities in class, and their
creative task demonstrates this.
Read-around activities are
reflected upon insightfully in the
rationale.
The student participated in the
read-around and workshop
activities in class, and their
creative task demonstrates this.
Read-around activities are
reflected upon with some insight
in the rationale.
The student generally
participated in the read-around
and workshop activities in class,
and their creative task mostly
demonstrates this. Read-around
activities are reflected upon in
the rationale.
The student nominally
participated in the read-around
and workshop activities in class,
and their creative task
demonstrates this. Read-around
activities are mentioned in the
rationale.
The student either did not
participate or disrupted the read-
around and workshop activities in
class, and their creative task
demonstrates this. Read-around
activities are either mentioned
very briefly or not at all in the
rationale.
Clear evidence of editing and
proofreading results in
outstanding use of language and
grammar to create a clear and
precise argument. Written
expression is outstanding.
Evidence of editing and
proofreading has resulted in high
standard is shown through choice
of language and grammar to
create a clear and precise
argument. Written expression is
fluent.
Evidence of editing and
proofreading has resulted in
sound use of language and
grammar to create an argument
that has some clarity. Written
expression is mostly fluent.
Limited evidence of editing and
proofreading has resulted in a
use of language and grammar
whichdetracts from the
argument. Writing has limited
clarity.
No evidence of proofreading or
editing. Lacks control of language
and grammar, which makes
understanding difficult. No clarity
of expression.
Further Comments: