...Activity: Mock TrialUnit Planning TITLE: Mock Trial | TEACHER: | COURSE: LE/CSI | DURATION: 1 week | CONTENT—What will students learn? | CAREER/TECHNICAL KNOWLEDGE AND SKILLS | ACADEMIC KNOWLEDGE AND SKILLS | 21ST CENTURY SKILLS | The students will be able to: -Identify the types of mock trials. -Explore the roles of the players in a mock trial. -Examine the steps in preparing a mock trial. -Describe the order of the events in a mock trial. | -Students will demonstrate their understanding of courtroom demeanor and procedure. -Students will demonstrate their knowledge of criminal law. | -Teamwork -Written and verbal communications -Critical thinking | SCENARIO OR PROBLEM/ESSENTIAL QUESTIONS | -What does it take to perform each of the roles of the professionals in the court. -Students will perform a mock trial using the case goldilocks and the three bears. ASSESSMENT (Check all that apply) | FORMATIVE | SUMMATIVE | Quizzes/Tests | X | Multiple Choice/Short Answer Test | X | Notes/Graphic Representations | X | Essay Test | | Rough Draft | X | Written Product with Rubric | | Practice Presentation | X | Oral Presentation with Rubric | X | Preliminary Plans/Goals/Checklists of Progress | X | Other Product or Performance with Rubric | X | Journal/Learning Log | | Self-Evaluation or Reflection | ...
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...the Woods conveys a sarcastic tone and imagery to address the idea of “why do so many people no longer consider the physical world worth watching?” He also ponders, “Why do so many Americans say they want their children to watch less TV, yet continue to expand the opportunities for them to watch it?” Louv visualizes explaining the nineteenth century to a younger generation and how they will not understand what they hear. Louv assumes, “’You did what?’ they’ll ask. ‘Yes,’ we’ll say, ‘it’s true. We actually looked out the car window.’” He is sarcastic because he is in disbelief at how oblivious adolescence is becoming. Louv finds it humorous that children are becoming so dependent on technology and are becoming so detached from nature. He mocks our future generation and their foolhardiness that is arising within them. Richard Louv reminisces his days in the back seat of a driving car, and vividly explains his experience through imagery. He remembers when he “started with a kind of reverence at the horizon, as thunderheads and dancing rain moved with” him. He also personifies the “dancing rain” to portray his full image. Louv understands technology is going to expand and become more broad; however he can understand the intellectual details of nature that he remembers and realizes that technology is distracting people from visualizing “the variety or architecture, here and there; the woods and fields and water beyond the steamy edges- all that was and still available to the eye...
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...Mock trial Mock trial Mock trial Mock trial Mock trial Mock trial Mock trial Mock trial Mock trial Mock Mock trial Mock trial Mock trial Mock trial Mock trial Mock tria Mock trial Mock trial Mock trial Mock trial Mock trial Mock trial Mock trial Mock trial Mock trial Mock trial Mock trial Mock trial Mock trial Mock trial mock trial mock trial mock trial mock trial mock trial mock trial mock trial mock trial mock trial mock trial mock trial max is a big poop head and I hate my life I need 250 words so im just typing snf typing and typing and I tried copy andpaste but nothing worked so now I have to do this m,annually and it really sucks because I just wanted to graduate and be done but instead im doing this boo boo booi suck and I don’t actually want twwio jobs I just want money so I aint a broke bitch almost 250 jeep going keep goinjg alomost there twenty more words girl you vsn do this almost there I hate thios so much and I ki l Mock tria Mock trial Moc Mock trial Mock trial Mock trial k trial Mock trial Mock trial Mock trial Mock trial Mock trial Mock trial Mock trial Mock trial Mock trial Mock trial Mock trial l Mock trial Mock trial Mock Mock trial Mock trial Mock trial Mock trial Mock trial Mock trial trial trial Mock trial Mock trial Mock trial Mock trial Mock...
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...Development Best Practices Contents Values Principles Practices o o o o o o o o o o Testing Naming Conventions Client and Server-Side Architectural Patterns ImsCommonsUtil Database Access Dependency Injection/Inversion of Control Business (Domain) Objects GUI Refactoring Core Java Values Simplicity Use the simplest design for the current functionality; don't try to anticipate tomorrow's needs. Code should be easy for a new developer to understand (or yourself a year later). Don't optimize for performance unless there's empirical evidence that it is needed. Be wary of building or using frameworks that make the application harder to understand. If you do need a framework (e.g. Spring for dependency injection), make sure the application's business logic isn't tied to the framework in any way. Maintainability Good naming is crucial. You should be able to read the code aloud, and a person listening to you should be able to understand what the code you are reading does Put responsibilities in the right place. Enforce a clean separation of the application's layers. For example, the UI code should not know anything about the database structure. Use well-known patterns and common idioms for the language. Maintain consistency at the module, application, and team level. There's always more than one way to do something, but doing it consistently is more important than finding the absolute best way. Information Classification: Limited Access Refactor your application code aggressively...
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...get to the point of having a positive body image and even though I still have insecurities, for the most part I feel pretty good about myself. One of the biggest things that challenges me in having a positive body image is when I go shopping. A lot of the time I find clothes that I really like but they may not have my size or the clothes are in my size but for some reason they don’t look right on my body. This has been something that has always stressed me out from a young age because I have always felt bad when I don’t fit into certain types of clothes. Another thing that challenges me is when I see people on TV criticizing people because of their weight. I’ve watched numerous talk shows where they will be talking about a celebrity and mock them for gaining weight. In turn this makes me feel even more insecure about my weight, especially if I weigh more than the person they are mocking. However; with my body I have learned to embrace the fact that having curves isn’t a bad thing. Being short sometimes benefits me because clothes that might be too short on other people fit me perfectly. I’ve also just overall embraced the fact that my body is my own and as long as I’m happy in my own skin that is what...
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...Is Mac Flecknoe a lampoon or a satire? At a time when fiction from Grub Street hack writers (whom he called the “multitude of scribblers, who daily pester the world with their insufferable stuff ”) was becoming widely read, courtly poets and dramatists like Dryden felt a need to play the public role of arbiters of literary taste. Dryden was actively engaged in contemporary debates which sought to lay down standards of what was considered high and low art. He published his “Essay of Dramatic Poesie” in 1667 and “Discourses on Satire and Epic Poetry” in 1692. Both of these served as prescriptive texts for what passed muster as “good” art. In an age of a revived interest in the classics, many of the instructions on good satirical writing are based on the works of Horace, Persius and Juvenal. While he did not think highly of Horatian verse which used word-play like anagrams and “ackrosticks” and was favoured by Francophiles poets, he admired Juvenal and Persius for their unity of plot and their use of Wit, which he saw as a more masculine device than lampooning or raillery. In MacFlecknoe, Dryden’s definition of good art also comes to be strongly associated with class. When he says that bad poetry laden with “Pure Clinches” or puns is inspired by the “suburban Muse”, his implication is that it is only the genteel circles of London that produce and read good poetry – thus, Bun-hill and Watling Street are down-market parts of London which by virtue of their economic demography...
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...sides use an expert it may lead to a battle of experts and as a result jurors may be confounded even more. It can therefore be seen how expert testimony should not be used often and by both sides, something which potentially trials can put into practice. Another strength of this type of research is that it’s generally quite cheap to carry out, as it usually uses self-reports to obtain results, so many can be carried out and thus vast amounts of data can be collected. This means we can apply these results to the area that we are investigating, in this case persuading a jury. On the other hand, all of the research that has been carried out into persuading a jury has been based on mock trials. For example in the Pennington & Hastie study 130 students listened to tape recordings of a mock trial, and although mock trials may resemble real trials, they are not the real thing which means the methodology lacks ecological validity as the settings are usually lab experiments, making the results less valid and thus less useful. Also, most of the research into persuading a jury uses students as participants who were paid to participate or...
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...Teachers today need a range of assessment approaches using technology to gauge the achievement of students. Models of technology integration range from relatively passive uses (e.g., teachers reviewing a topic with a power point presentation) to more interactive, hands-on uses(e.g., students using word processing for student reports or calculators for mathematics problem solving, doing internet searches). Assessments tell us how well the students have learned what the teachers expect them to learn and teaching approaches ensure that the students have grasped the concept. So for this to occur, assessments and teaching must be aligned closely, then they strengthen each other. The critical factor is matching the teaching strategy with an appropriate assessment strategy. If a teacher does an exceptional job in assessment of her students but the teacher does not take the assessment into planning her next lessons then the assessments are a waste. Some of the assessment approaches I plan to use in my math class are rubrics, drill and practice software. I intend to use Rubrics to tell me which particular area my student is falling behind. The drill and practice software which I will be using during mock tests will give me an instant feedback, thus saving my time that would otherwise be spent in manual grading. This way I can give more attention to my students. have chosen the top ten list for integrating technology in mathematics as the subject and the technology is Google sketchup...
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...[pic] Unit Learning Guide School of Communication College of Arts Name of Unit – Fashion and Identity Unit Number: 100941 Teaching Period: SPRING 2010 Unit Weighting: 10 credit points Unit Level 200 Unit Co-ordinator: Juliana Swatko Teaching Staff: Juliana Swatko, Jordan Graham First Point of Contact: Name Juliana Swatko Phone 9852 5441 Email : j.swatko@uws.edu.au Student Consultation A time for face-to-face consultations can be arranged by email. Email enquiries will be answered at regular intervals during the week. Provide details of times that are available for student consultation, including face to face, answering email or phone enquiries. It is a condition of enrolment at UWS that students must use their UWS student email account when corresponding with UWS staff by email in relation to their studies. The UWS Policy relating to this requirement is accessible at the following address : http://policies.uws.edu.au/view.current.php?id=00019#maj3 Attendance Requirements Students are expected to attend at least 80% of face-to-face sessions, and should contact the unit coordinator and lecturer by email to explain any non-attendance in advance. Essential Equipment and/or Resources Equipment Students need to have access to a computer where the Internet can be used to logon to E-learning at UWS and the VUWS website for this unit. It would be useful to have Adobe Acrobat Reader. It can be downloaded from...
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...1.1 Explain the role of initial and diagnostic assessment in agreeing individual learning goals. Initial and diagnostic assessments should effectively diagnose learners’ strengths and weaknesses. Learners who know what their strengths are and which areas they need to improve are more likely be motivated and “know what is expected of them” (Gravells, 2012, p.50) to progress and meet the requirements of a course or programme. In order to determine “the level and which specific aspects learners need to improve on” (Gravells, 2012, p.50), teachers should administer initial and diagnostic assessments to them before or at the start of a course or programme. The results of initial and diagnostic assessments can be used to help learners agree on Individual Learning Plans specifically designed to meet their learning needs. Some learners might have expectations of making rapid progress within a course or programme but unexpectedly experience difficulties due to a lack of personal or functional skills. Initial and diagnostic assessments should help teachers identify problems early relating to their learners’ personal skills. In certain circumstances, results from initial and diagnostic assessment might indicate that some learners do not have the requisite skills to have any realistic chance of progressing within a course or programme and they should be referred to a course or programme which more specifically meets their learning needs. On the other hand, some learners might have very...
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...NCFE Level 2 Award in Reflective Practice (600/4643/0) | Learner’s Evidence Tracking Log (LETL) ------------------------------------------------- ------------------------------------------------- Candidate name: Louise Erica Pierce ------------------------------------------------- Centre number: ------------------------------------------------- Centre name: ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- Signatures ------------------------------------------------- ------------------------------------------------- Candidate: Date: ------------------------------------------------- Tutor/Assessor: Date: ------------------------------------------------- Internal Moderator*: Date: ------------------------------------------------- External Moderator*: Date: ------------------------------------------------- ------------------------------------------------- * For completion if part, or all, of the evidence has been sampled by the Internal and/or External Moderator ------------------------------------------------- Unit 01 Evaluate learning F/503/6824 You will: Evaluate own learning to date | You can: | What you’ve done to show this | Location/Portfolio page number | IM/EM signature (if sampled) |...
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...istockphoto Evaluating Teacher Effectiveness How Teacher Performance Assessments Can Measure and Improve Teaching Linda Darling-Hammond October 2010 w w w.americanprogress.org Evaluating Teacher Effectiveness How Teacher Performance Assessments Can Measure and Improve Teaching Linda Darling-Hammond October 2010 Contents 1 Introduction and Summary 5 Why performance assessments are needed 7 National Board Certification 9 Assessment of beginning teachers 11 Prospects for a national system of Teacher Performance Assessments 12 How performance assessments can help teachers improve their practice 17 Improving preparation through the use of performance assessments 22 Policy recommendations and conclusion Introduction and Summary Parents, practitioners, and policymakers agree that the key to improving public education in America is placing highly skilled and effective teachers in all classrooms. Yet the nation still lacks a practical set of standards and assessments that can guarantee that teachers, particularly new teachers, are well prepared and ready to teach. This report discusses a promising approach to the question of how to measure teacher effectiveness. Specifically, it describes the ways in which assessments of teacher performance for licensing and certification can both reflect and predict teachers’ success with children so that they can not only inform personnel decisions, but also...
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...Assessment Centre > Introduction | Assessment Centre has a variety of definitions and these are based on its methodology of assessing a candidate’s performance and aptitude. Trained Assessors observe a group of candidates performing a variety of aptitude diagnostic procedures which provide specific information on the abilities and developmental capacity of each applicant. An Assessment Centre is actually a process applicants take part in and is not specific to any one location. Its popularity is also evident in staff growth plans where it is usually known as a Development Centre. These procedures are designed to ensure employee investment is maximised for both the organisation and the individual. Whilst the general process is very similar to Assessment Centres the subtle difference is that at a Development Centre you will be given feedback immediately and work with the assessor to agree a future plan. Many organisations use the expertise of an HR consultant to design the exercises to meet their specific role requirements and then to conduct the actual testing and assessment of candidates. These services come with a significant cost and that is why you will increasing face testing through an Assessment Centre as you apply for higher-level strategic and technical roles. The length of an Assessment Centre will vary from half-a-day to two full days and may be held on the employer’s premises, often within their own training facilities or on the premises of the organisations Human...
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...CARIBBEAN EXAMINATIONS COUNCIL Caribbean Certificate of Secondary Level Competence® SOCIAL STUDIES SYLLABUS Effective for examinations from May–June 2014 CXC CCSLC/SS/05/12 Published in Jamaica, 2012 by Ian Randle Publishers 11 Cunningham Avenue P O Box 686 Kingston 6 www.ianrandlepublishers.com © 2012, Caribbean Examinations Council ISBN ---------------------------------------- (pbk) All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means electronic, photocopying, recording or otherwise without prior permission of the author or publisher. Cover and book design by Ian Randle Publishers Correspondence related to the syllabus should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica Telephone Number: +1 (876) 630-5200 Facsimile Number: +1 (876) 967-4972 E-mail Address: cxcwzo@cxc.org Website: www.cxc.org Copyright © 2012 by Caribbean Examinations Council The Garrison, St Michael BB14038, Barbados CXC CCSLC/SS/05/12 This document CXC CCSLC/SS/05/12 replaces CXC CCSLC/SS/05/2006 issued in 2006. Please note that the syllabus has been revised and amendments are indicated by italics. First issued 2006 Revised 2012 Please check the website www.cxc.org for updates on CXC’s syllabuses. CXC CCSLC/SS/05/12 Contents INTRODUCTION .......................................................
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...Chapter 1: Student Characteristics Understand Characteristics of Students with Disabilities Some students with disabilities pass through typical developmental milestones and express skills within an average range for their age group. Others show delayed growth at certain developmental milestones, and many students with disabilities experience challenges as they navigate through the school curriculum. It is critical that special education teachers know how to differentiate between typical individual differences among children without disabilities and differences that may indicate a disability that requires interventions and/or specialized designed instruction. In addition, special education teachers need to know the most common types of disabilities that students may experience and how those disabilities affect their ability to learn and their behavior in the classroom. Competency 1 thus focuses on the characteristics of typical and atypical human growth and development and the characteristics of students with various disabilities that special education teachers are likely to encounter. The test includes a wide range of multiple-choice questions that address Competency 1. * Questions on typical and atypical behaviors and abilities for children and adolescents at particular ages. * Questions on the types and characteristics of various disabilities. * Questions on the similarities and differences among students with and without disabilities. This competency encompasses...
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