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While both territories do have Departments of Education for maintaining schools, they do not deal with curriculum or standardized examinations, thus the reason for using the curriculum and achievement tests of Alberta. Diploma examinations required to receive an official high school diploma in Alberta are English 3. Social Studies 3. Science course (usually Biology, Chemistry, or Physics). This is because only English, Social Studies and one Science are required courses at the grade 1. Math is required for graduation, and grade 1. Another factor in the introduction of Diploma Exams was to prevent the inflation of marks by biased and over- generous teachers. This puts grade averages significantly lower than the rest of the country. As one of these exams constitutes 3. Social studies helps students become active, responsible citizens in a pluralistic and democratic society.Home page for the uAlberta Department of Anthropology. Exploring fields of Archaeology; Linguistic; Socio-Cultural; Physical; Biological; Cultural; Social. The Alberta Diploma Exams are the provincial tests given to students taking 30-level secondary school courses in Alberta, Canada. Results are an important factor in. The visual studies program will enable you to develop conceptual understanding in the visual arts, to develop a foundation of knowledge and practice of artistic self. Companion Sites Teachers, students, and parents: Visit these sites for web links and other online support for Nelson Education Science titles. This will save the Alberta government 1. Edmonton, the capital of Alberta. The written response (Part A) remains for Social Studies 3. English 3. 0- 1 and 3. For humanities subjects, Part A written response will take place up to two weeks before Part B multiple choice. Grade twelve subjects for which there are diploma exams are. Part A: Written Response contributes to 5. English Language Arts 3. In the Personal Response to Texts Assignment, the student is given three sources (an excerpt from a novel or a short story, an image, and a poem) and a topic question to go along with it. The Critical/Analytical Response to Literary Texts Assignment consists of the same topic from the Personal Response Assignment, but requires a student to formulate a critical essay using any of the texts studied during the English Language Arts 3. In total, the student has 3 hours to complete Part A of this exam. The Personal Response to Texts Assignment is graded on the following categories: Ideas and Impressions (1. The student is marked on their exploration of the topic, the quality of their perceptions and reflection, and their use of support in relation to their ideas and impressions. Presentation (1. 0% of the total exam mark) - The student is marked on their creation of a convincing voice and a unifying effect, as well as their stylistic choices and the quality and correctness of their language and expression. The Critical/Analytical Response to Literary Texts Assignment is graded on the following categories: Thought and Understanding (7. The student is graded on the quality of their literary interpretations, as well their ability to link these literary interpretations to their understanding of the topic. Supporting Evidence (7. The student is graded on their use of support and evidence from their chosen text(s), which should be employed, developed and synthesized to maintain a valid connection to their ideas. Form and Structure (5% of the total exam mark) - The student is graded on their organization choices in creating a coherent, focused and shaped discussion, as well as their ability to develop and maintain a unifying effect or controlling idea. Matters of Choice (5% of the total exam mark) - The student is graded on how effectively their writing choices enhance communication. The marker will consider the student's diction, use of syntactic structures, and the extent to which they create a convincing voice. Matters of Correctness (5% of the total exam mark) - The student is graded on the correctness of their sentence construction, word usage, grammar and mechanics. Past topics include: Consider how the desire for independence and the need for security have been reflected and developed in a literary text or texts you have studied. Discuss the idea(s) developed by the text creator(s) about an individual. Discuss the idea(s) developed by the text creator(s) about the role that self- preservation plays when individuals respond to competing demands. Discuss the idea(s) developed by the text creator(s) about the role of kindness in an individual's attempt to determine their own destiny. The remaining 5. 0% of the Diploma Examination mark comes from Part B: Reading and consists of 7. Part B: Reading is an assessment of students. Critical reading and thinking skills, understanding of vocabulary, appreciation of tone and literary and rhetorical devices, understanding of the purpose and effect of writers. Part A: Written Response, worth 5. Visual Reflection, Literary Exploration, and Persuasive Writing in Context. These assignments are designed to be less daunting than the Part A of the 3. Diploma Examination. The remaining 5. 0% of the Diploma Examination mark comes from Part B: Reading. Part B: Reading is worth 5. Part B: Reading is an assessment of students. Critical reading and thinking skills; understanding of vocabulary; appreciation of tone and literary and rhetorical devices; understanding of the purpose and effect of writers. A major difference from the Part B of the English 3. Diploma Examination is the absence of Shakespearean excerpts. French Language Arts 3. Part A: Written Response, worth 5. Source Interpretation and Position Paper. Both assignments in the Part A: Written Response contain source material that is integral to the completion of the tasks. The Source Interpretation Assignment requires students to evaluate and find the ideological perspectives of three sources, whether they be statistical data, a political cartoon, or a photograph. The Position Paper Assignment requires students to formulate a persuasive essay about the extent of the validity of ideological perspectives reflected in one detailed and thorough source. Past sources used for the position paper include: No country should seek to extend its policy over any other country or people; rather, every country should be left free to pursue its own goals. Every country should be unrestricted, secure, and confident in pursuing these goals, regardless of the country. Each question is classified according to the knowledge and understanding outcomes of each related issue as well as to the skills and processes outcomes related to either understanding and analysis or evaluation and synthesis. Social Studies 3. Part A: Written Response, worth 5. Understanding and Evaluating Key Course Concepts,Interpreting Sources and Defending a Position, and Exploring an Issue and Defending a Position. Part B: Multiple Choice is worth 5. Each question is classified according to the knowledge and understanding outcomes of each related issue as well as to the skills and processes outcomes related to either understanding and analysis or evaluation and synthesis. Mathematics and Sciences Diploma Exams. Biology 2. 0 (Grade 1. Biology 3. 0 (Grade 1. However, these concepts take less prominence then grade 1. An example of this is using the basic concepts of Circular Motion and Gravity covered in Physics 2. Chemical Bonding and Structures in Chemistry 2. Mathematics 3. 0- 1. Conceptual questions test the student's ability to understand what mathematical concepts are being used, and their ability to recognize the various meanings and interpretations from different mathematical contexts. Procedural understanding means that the students know how to carry out all of the mathematical steps in a question, as well as their ability to do so efficiently. Problem solving understanding means that the student can solve unique and unfamiliar problems based on what they know. Students should be able to explain the process that they used in their mathematical solution. These result in higher mental activity questions, wherein students must apply and extrapolate their knowledge to solve problems. The diploma exam is broken into the following units: - Relations and Functions (5. Transformations of Functions - Students will explore the various way functions can be transformed on a coordinate plane, including translations, stretches and reflections. Function Operations - Students will learn how to perform addition, subtraction, multiplication and division using functions. This will also include functions in the form f(h(x)). Polynomial Functions - Students will study the general characteristics of polynomial functions and equations, including the factor and remainder theorems. Exponential and Logarithmic Functions - Students will expand their understanding of powers to exponential functions, and will be introduced to logarithms, both equations and functions. Rational and Radical Functions - Students will study the unique characteristics of rational and radical functions, including asymptotes and points of inflection.- Trigonometry (2. Trigonometric Functions - Students are introduced to radian measures and the unit circle. They will solve problems by modelling them using trigonometric functions. Trigonometric Equations and Identities - Students will expand their ability to work with trigonometric ratios by learning how to solve equations and prove identities.- Permutations, Combinations and Binomial Theorem (1. Students will apply the Fundamental Counting Principal to solve combinatronics problems, and will conclude the unit by studying how combinations are used in binomial expansion. Calculus concepts are covered in Mathematics 3. Alberta Diploma Examination 'Examination Specifications and Design. Mathematics 3. 0- 2. Units covered in this examination are: Probability. Statistics. Matrices. Finance. Sinusoidal Data. Patterns and Fractals. Vectors. Design. Calculus concepts are covered in Mathematics 3. Alberta Diploma Examination. Science 3. 0. The broad units covered in this examination are: Momentum and Impulse (1. Students are introduced to the Law of Conservation of Momentum, and will use this to study one and two- dimensional collision systems that require vector analysis.- Students study the properties of various electric and magnetic forces and fields. NCSS National Standards for Social Studies Teachers. NCSSTeacher. Standards. Vol. 1- rev. 20. 04. This publication of National Council for the Social Studies describes and explains the council's national standards for social studies teachers- standards that were approved initially by the NCSS Board of Directors on April 2. September 2. 00. 2. The publication consists of two general sections: (1) an introduction, which contains, in addition to this overview, information about the background and contexts in which the standards were developed, and a description of the audiences to which the standards are addressed; and (2) the standards themselves. The standards are of two types: (1) Subject Matter Standards, which outline in some detail the social studies content that social studies teachers should know and the skills and disposi- tion they should possess in order to teach social studies to students appropriately, and (2) Pedagogical Standards, which outline in very general ways the pedagogical knowledge, skills, and dispositions needed for general teacher effectiveness. The subject matter standards are the main focus of this publication. They are described in detail because they are the primary areas of expertise and responsibility of NCSS and its members in the national education professional community. They describe the subject matter that NCSS as an organization believes teachers should know and be able to teach. They are intended to be used to assess and help improve (1) the professional knowledge, capabilities, and dispositions of individuals seeking initial state licensure (or certification) to teach social studies in the classrooms of the United States; and (2) the quality of college and university social studies teacher education programs that prepare these individuals. The pedagogical standards, on the other hand, are more general and are stated very briefly because NCSS is only one of many professional education expert organizations that have described and explained expectations of these types. The pedagogical standards are identified here primarily to indicate that NCSS concurs with the thrusts of these nine standards or principles. The nine are best described in more detail in the document, Model Standards for Beginning Teacher Licensing and Development: A Resource for State Dialogue, of the Interstate New Teacher Assessment and Support Consortium (INTASC) (Washington, DC: INTASC). Originally, this publication was the first volume in a set of three NCSS publications that focused on national standards for social studies teachers. The other two volumes were Program Standards for the Initial Preparation of Social Studies Teachers (vol. Guidebook for Colleges and Universities Preparing Social Studies Teachers (vol. Both of the latter volumes have now been superseded by the NCSS- NCATE Social Studies Program Review. The NCSS- NCATE Social Studies Program Review offers resources for institutions seek- ing NCATE accreditation and NCSS approval of their social studies teacher education programs. The resources assist these institutions in preparing a social studies program report for approval. Resources available on the website include: The Program Standards for the Initial Preparation of Social Studies Teachers. An NCATE social studies program report form. Guidelines for preparing an NCSS Program Report. A rubric for NCATE assessments. Decision rules for the standards. Examples of student teacher performance evaluations for thematic standards and for history. Information on types of assistance available to institutions seeking NCATE accreditation and NCSS approval. Background For several decades, National Council for the Social Studies has been formulating and announcing standards for the preparation of social studies teachers in both comprehensive social studies and the single disciplines that are typically included under the social studies umbrella. The standards have been issued in approximate five- year cycles, the initial ver- sion of this document was released in 1. This version is a slight revision of that effort. The 1. 99. 7 standards, and this revision, are very different from those of previous ver- sions and they are different in two ways; whereas earlier versions prescribed programmatic components (courses, for example) that should be provided for prospective social studies teachers in their teacher preparation programs, fifteen of these twenty standards describe the academic content that those who complete social studies teacher education programs (comprehensive social studies and any of the single disciplines) should know and be able to teach. In short, these standards (1) emphasize subject matter knowledge and the abil- ity to teach it, and (2) focus on the professional performance of those individuals whom a teacher education institution recommends for licenses. These two shifts in focus- to a greater emphasis on academic social studies content and toward performance- based assess- ment- are consistent with general trends in teacher education; the national move toward greater accountability for schools, teachers, and teacher education programs; and paral- lel efforts of state teacher licensure offices, the Interstate New Teacher Assessment and Support Consortium (INTASC), the National Council for the Accreditation of Teacher Education (NCATE), the National Board for Professional Teaching Standards (NBPTS), and other subject matter professional teacher associations. The initial version of the twenty subject- matter standards contained in this docu- ment as well as the document as a whole were developed by an NCSS Task Force on Social Studies Teacher Education Standards appointed in 1. Members of the task force were: Charles B. Myers, Lead Co- chairperson of the Task Force and principal author of this publication, Professor Emeritus of Social Studies Education, Peabody College, Vanderbilt University. Susan Adler, Co- chairperson of the Task Force, Associate Professor and Chairperson, Division of Teacher Education, University of Missouri, Kansas City. Allan Brandhorst, Co- chairperson of the Task Force, Professor of Education and Chair of the Department of Education, Valparaiso University. Alberta Macke Dougan, Professor of History, Southeast Missouri State University. Wayne Dumas, Professor Emeritus, Social Studies Education, University of Missouri- Columbia. Lewis E. Huffman, Education Associate- Social Studies, Delaware Department of Education. Pat Rossman, Elementary Teacher, Conrad Elvehjem School, Mc. Farland, Wisconsin. Donald O. Schneider, Professor and Director, School of Teacher Education, College of Education, University of Georgia. Robert J. Stahl, Professor, Division of Curriculum and Instruction, Arizona State University, Tempe. The Task Force worked intensively for three years, during which it sought input and reactions from education professionals nationwide through electronic media- e- mail and the World Wide Web- correspondence, and public hearings. It considered seriously every communication received. The 1. 99. 7 version of the standards was approved by the NCSS Board of Directors on April 7, 1. This revision of the standards was developed by the NCSS Task Force on Social Studies Teacher Education Standards, 2. Members of the task force were: Charles B. Myers, Co- chair, Professor of Social Studies Education, Emeritus, Vanderbilt University. Alberta Macke Dougan, Co- chair, Professor of history, Southeast Missouri State University. Ceola Ross Baber, Associate Dean for Teacher Education and School Relationships, University of Missouri- Columbia. Wayne Dumas, Professor Emeritus: Social Studies Education, University of Missouri- Columbia. Caroline J. Helmkamp, Teacher, Northeast Middle School, Kansas City Missouri School District. James W. Lane, Teacher, Orange High School, Orange, OHLee Morganett, Professor of Social Studies Education and Educational Psychology, Indiana University Southeast. Warren Solomon, Adjunct Assistant Professor, University of Missouri- Columbia. Richard Theisen, Social Studies Consultant. This task force sought input similar to that of its predecessor. The revision were approved by the NCSS Board of Directors in September of 2. Creative Western Flyer Templates & PSD Designs. Western flyer templates PSD and designs can be customized to suit your country and western themed business, party and fundraising event. You can edit these templates using Adobe Photoshop CS4+ and can make changes in the colours, images and text. 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So it needs to read the same value at the same position for each array, that's where i get my problem : /I get the following for the function (which is what i lack) in order to compare them: Code: int equal. I have no clue how to compare the arrays so it gives me the number of the one that repeats on both of them. I'm sure that what I've done so far is somewhere close to the end. Any help would be really appreciated.
These C# examples use arrays. They initialize string arrays and use array loops and lengths. Arrays are of two types: One-dimensional arrays. C Arrays // Program to find the average of n. C Programming Arrays; C Multi-dimensional. Submit Program; Facebook; You are here. C++ program to add two arrays. Hooded Sweater for a Cabbage Patch Doll pattern by Janice Helge. There aren’t many patterns on Ravelry for the Cabbage Patch Dolls. I used to knit for my daughter’s dolls many years ago. Since I still had the patterns, I’m sharing this one with everyone. Since it’s a quick and easy knit, I hope that lots of Cabbage Patch dolls will be getting new sweaters soon! Please share photos of your finished sweaters. I'm also looking for a cabbage Patch doll pattern, not the clothes but the doll. 2 Likes Bookmark September 16, 2015 at 9:11PM. Find great deals on eBay for Knitting Patterns Cabbage Patch Dolls. Shop with confidence. 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A second pathogen, Vibrio vulnificus, was also detected. Betty's possessed by a baby! Also surprise delivery in The Sims 4 I thought I rendered this at 60fps, sorry that it's 30. Subscribe for more great content : http:// Follow me on Twitter : http://bit.ly. How to Have a Baby on Sims 2. Ever wanted to have cute babies on the Sims 2? Follow this simple 'love guide', and you'll have oodles of babies in no time! Find two adult Sims of the opposite sex. It is responsible for 9. US, and aggressive flesh- eating infections in swimmers, where it carries a mortality rate of up to 5. There are potentially harmful effects for humans if outbreaks of these bacteria in the environment become more severe and common. He said the results warrant further study and awareness of microbial changes in Sydney Harbour. Vibrio species are commonly found in aquatic environments. Many of these bacteria and viruses are harmless to people. However some can be harmful if swallowed or if they infect wounds. Meghan Durham is a dance artist. Utah Repertory Dance Theatre: Wikis: Advertisements. Note: Many of our articles have direct quotes from sources you. The Virginia Tanner Creative Dance Program has been under the direction of Mary Ann Lee since Tanner's. Virginia Tanner Creative Dance at 2580 Jefferson Ave. Virginia Tanner (1915. This philosophy is the foundation of the Virginia Tanner Creative Dance Program. Classes take a holistic. The Youth Arts Programs at the University of Utah offer activities for children and families. Home; Youth Arts Programs; Youth Arts Calendar; Contact. Virginia Tanner Creative Dance Program. Youth Arts Programs at the University of Utah. The University of Utah Youth Arts Division provides a diverse array of arts experiences and offerings for youth from acting to dancing and from art- making to music lessons. Our University students and faculty work regularly in K- 1. We invite you to take a look around and find out how you and your family can get involved. Thanks for visiting. Kelby Mc. Intyre- Martinez, Assistant Dean for Arts Education & Community Engagement. E Campus Center Dr Salt Lake City UT . The program offers a range of professional development workshops designed to address arts integration. It provides various opportunities for teaching and learning techniques. The Virginia Tanner Creative Dance Program s workshops are available to teachers, teaching artists, administrators and curriculum developers of pre- kindergarten through grade 1. Its classes focus on the development of child. The program s dancers are taught the vocabulary of dance through movement exploration. The Virginia Tanner Creative Dance Program s dancers improvise and engage in creative problem solving and grow in cognitive and emotional ways as they interact in class. Its each class has a musical accompanist to expose dancers to a variety of musical genres. Preschool Creative Dance classes focus on the joy of moving and the exploration of creative ideas through movement. Virginia Tanner Creative Dance Program. Location: 1721 Campus Center Dr. Salt Lake City, UT, 84112. TAMI REDD KNUBEL began dancing at the age of three, dancing with the University of Utah Virginia Tanner creative dance program. Tami holds a BA in Modern Dance and a BS in Social Work from Brigham Young University. The Virginia Tanner Creative Dance Program, a part of the University of Utah, is recognized by the National Endowment for the Arts for its leadership. The program offers a range of professional development workshops designed. The Tanner Dance Program remains committed to Virginia Tanner’s original mission – creating worthwhile human beings who contribute to their. Donate to Tanner Dance. Registration for creative dance, satellite. TValue Amortization Software Features. What. Mastering Time Value of Money Calculations with TValue Software. When. 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