iSEEK - Education

guidelines and descriptions of categories or levels of performance. School-to-Work Opportunities Act. Federal legislation passed in May 1994 to bring atten- tion and structure to work-based learning and workforce preparation. Secretary’s Commission on Achieving Necessary Skills (SCANS). The Department of Labor’s SCANS is composed of representatives from education, business, labor, and gov- ernment. SCANS has identified a set of foundation competencies, work competencies, and skills needed for success in the

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A R T S, M ED IA , A N D E N T ER TA IN M EN T c. Analysis of the creation and filming process, including any barriers encountered, the role of technology, and ideas for subsequent projects d. Analysis of the final product, with discussion of original goals versus final achievement Performance task rubric: Your grade will be based on the following rubric. Individual teach- ers should determine how to weight the standards and assign points for each level. Standards Advanced Proficient Basic Unacceptable

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International Trade | 403 M A R K ET IN G , SA LE S, A N D S ER V IC E Standards Advanced Proficient Basic Unacceptable MSS C4.3: Know the most appropri- ate methods of transporting vari- ous products. (35 points) Presentation includes discussion of a large variety of transportation methods, a recom- mendation for transportation of the assigned prod- uct, and a convinc- ing justification for the selection based on sound support- ing information. (35 points) Presentation includes discus

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guidelines and descriptions of categories or levels of performance. School-to-Work Opportunities Act. Federal legislation passed in May 1994 to bring atten- tion and structure to work-based learning and workforce preparation. Secretary’s Commission on Achieving Necessary Skills (SCANS). The Department of Labor’s SCANS is composed of representatives from education, business, labor, and gov- ernment. SCANS has identified a set of foundation competencies, work competencies, and skills needed for success in the

www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=470

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Physical Education Standards (CA Dept. of Education)

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evaluate the performance based on the use of the principles. 1.6 Examine the physical, emotional, cognitive, and scientific factors that affect performance a nd explain the relationship between those factors. 1.7 Analyze and evaluate feedback from proprioception, from others, and from the per- formance of complex motor (movement) activities to improve performance in aquatic, rhythms/dance, individual activities, and dual activities. 1.8 Analyze and explain which training and conditioning practices have the

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to enhance performance in physical activity. 4.2 Explain why dehydration impairs temperature regulation and physical and mental performance. 4.3 Develop and describe three short-term and three long-term fitness goals. 4.4 Examine personal results of a scientifically based health-related physical fitness assessment and identify one or more ways to improve performance in areas that do not meet minimum standards. 4.5 Explain the elements of warm-up and cool-down activities. 4.6 Record water intake before

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evaluate the performance based on the use of the principles. 1.6 Examine the physical, emotional, cognitive, and scientific factors that affect performance a nd explain the relationship between those factors. 1.7 Analyze and evaluate feedback from proprioception, from others, and from the per- formance of complex motor (movement) activities to improve performance in aquatic, rhythms/dance, individual activities, and dual activities. 1.8 Analyze and explain which training and conditioning practices have the

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performance in combative, gymnastic/tumbling, and team activities. 1.9 Create or modify practice/training plans based on evaluative feedback from skill acquisi- tion and performance in combative, gymnastic/tumbling, and team activities. 1.10 Analyze situations to determine appropriate strategies to use in combative, gymnastic/ tumbling, and team activities. 1.11 Assess the effect/outcome of a particular performance strategy used in combative, gymnastic/tumbling, and team activities. 1.12 Evaluate independent

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fitness program for a family or community member. 2.8 Explain how to evaluate consumer physical fitness products and programs. 2.9 Identify and evaluate ergogenic aids that claim to enhance body composition, appearance, physical fitness, and performance. 2.10 Evaluate the availability and quality of fitness resources in the community. 2.11 Use and analyze scientifically based data and protocols to assess oneself on the five components of health-related physical fitness. Students demonstrate knowledge of

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53 STANDARD 3 2.4 Explain how the principles of biomechanics, muscle development, gender, age, training experience, training technique, and specificity affect performance related to strength training. 2.5 Demonstrate and explain the techniques and concepts of three types of weight-training programs. 2.6 Demonstrate and explain the concepts of two different conditioning programs. 2.7 Develop and use a personal physical fitness log to record all workout data on a daily basis. 2.8 Meet increasingly

www.cde.ca.gov/re/pn/fd/documents/pestandards.pdf#page=43

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Sheep Are Highly Adept at Recognizing Faces, Study Shows

circuits dedicated to recognition of a specific individual somehow become more general and are downgraded to "code" for just a familiar face. Continued on Next Page >> LATEST NEWS VIDEOS Stuck Mars Rover About to Die? Giant...

news.nationalgeographic.com/news/2001/11/1107_TVsheep.html

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Visual and Performing Arts Framework (CA Dept. of Education)

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performance classes by focusing on development of skills in music while pro- viding a comprehensive approach to music education. It also recognizes that many high school performance classes have both beginning and advanced students in one class and provides for dif- ferentiated opportunities based on experience. literature of music, piano and electronic music, instrumental music, and the recording arts. High school music courses should be approved by the University of Cali- fornia and the California State

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improving curriculum and instruction, and gives school districts the data required for ensuring accountability. Performance assessments, such as those involving portfolios, projects, exhibitions, and reflections, are inherent in the arts and in the artistic process. 6. Expansion of an emphasis on using new media and electronic technology in the arts. In the past 200 years, technological processes have provided many new ways of making, recording, and delivering the arts, allowing a variety of systems to

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school students should begin to develop a firm foundation in the arts disciplines to be prepared for more focused study in one or more of the arts in high school. Accordingly, articulation needs to occur between the middle school and high school arts teachers. High School Level High school arts programs should be based on an overall vision of secondary education. That is, they should engage every student in a rigorous, standards-based curriculum enabling the student to make the transition from high

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performance classes by focusing on development of skills in music while pro- viding a comprehensive approach to music education. It also recognizes that many high school performance classes have both beginning and advanced students in one class and provides for dif- ferentiated opportunities based on experience. literature of music, piano and electronic music, instrumental music, and the recording arts. High school music courses should be approved by the University of Cali- fornia and the California State

www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=152

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National Center to Improve Practice (NCIP)

NCIP Home [ Index of site (text-only)] NCIP Library A collection of resources about technology and special education Video Profiles Videos of students using assistive and instructional technologies NCIP Guided Tours: Early Childhood Hop on board the NCIP tour bus and expl...

www2.edc.org/NCIP/

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Babies Recognize Faces Better Than Adults, Study Says

Adults, Study Says Hillary Mayell for National Geographic News May 22, 2005 Human babies start out with the ability to recognize a wide range of faces, even among races or species different from their own, according to a new study. The researche...

news.nationalgeographic.com/news/2005/03/0321_050321_babies.html

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