PARCC Partnership for Assessment of Readiness for College and Careers
Exam Details for PARCC (Partnership for Assessment of Readiness for College and Careers):
Number of Questions: The number of questions on the PARCC test varies depending on the grade level and subject. Each test module typically consists of several sections with multiple-choice, short-answer, and extended-response questions.
Time Limit: The PARCC test has flexible timing for students to complete the test. The duration varies based on the grade level and subject. The test is designed to be completed within a reasonable timeframe for each student.
Course Outline:
The PARCC assessment is a series of standardized tests administered to students in participating states to evaluate their readiness for college and careers. The test measures students' proficiency in English language arts (ELA)/literacy and mathematics. The course outline for PARCC includes the following key areas:
1. English Language Arts/Literacy (ELA):
- memorizing comprehension and analysis
- Writing skills, including narrative, informative, and argumentative writing
- Language and grammar usage
- Research skills and analysis of texts
2. Mathematics:
- Algebraic concepts and operations
- Geometry and spatial reasoning
- Data analysis and statistics
- Mathematical modeling and problem-solving
Exam Objectives:
The PARCC test aims to achieve the following objectives:
1. Assess students' mastery of essential knowledge and skills in English language arts/literacy and mathematics.
2. Evaluate students' ability to apply critical thinking, problem-solving, and analytical skills.
3. Measure students' proficiency in memorizing comprehension, writing, and communication.
4. Determine students' understanding of mathematical concepts, reasoning, and problem-solving strategies.
5. Provide educators, parents, and policymakers with data to Excellerate instruction and educational outcomes.
Exam Syllabus:
The PARCC test does not have a fixed syllabus. Instead, it aligns with grade-level standards in English language arts/literacy and mathematics. The test content is determined by the standards and curriculum frameworks adopted by participating states. It covers a wide range of Topics within the ELA/literacy and mathematics domains.
To prepare for the PARCC exam, students should familiarize themselves with the specific standards and learning objectives outlined by their state's education department. Teachers and educators play a vital role in providing instruction aligned with these standards and supporting students in acquiring the necessary knowledge and skills.
It's important to note that the PARCC assessment has undergone changes over time, and specific details may vary between states and administrations. It is advisable to refer to official PARCC resources and guidance provided by participating states for the most accurate and up-to-date information regarding the test structure, objectives, and content.
Partnership for Assessment of Readiness for College and Careers PARCC Partnership course outline
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A. H=3
B. H=4
C. H=5
D. H=6 Answer: A Question: 66
An electronics store sells E Evercell brand batteries in packages of 4 and D Durapower brand
batteries in packages of 6. Which expression represents the total number of batteries in the
store?
A. (4+E)x(6+D)
B. (4xE)+(6xD)
C. (4+E)+(6+D)
D. (4xE)(6xD) Answer: B Question: 67
The table below shows changes in the area of several trapezoids as the lengths of the bases,
b1 and b2, remain the same and the height, h, changes.
Which formula best represents the relationship between A, the areas of these trapezoids, and
h, their heights?
A. A=5h
B. A=6h
C. A=7h
D. A=12h Answer: B Question: 68
This table shows lengths, widths, and areas of four rectangles. In each rectangle, the length
remains 40 meters, but the width changes.
Which formula best represents the relationship between P, the perimeters of these rectangles,
and w, their widths?
A. P=w+80
B. P=2w+80
C. P=2(2w+40)
D. P=10(w+40) Answer: B Question: 69
The drawing shows a protractor and a trapezoid.
Which is closest to the measure of ?JNM?
A. 61
B. 79
C. 119
D. 121 Answer: A Question: 70
Stephen researched the subject of solar-powered lights for his science project. He exposed 10
new solar lights to five hours of sunlight. He recorded the number of minutes each light
continued to shine after dark in the list below.
63, 67, 73, 75, 80, 91, 63, 72, 79, 87
Which of these numbers is the mean of the number of minutes in Stephen's list?
A. 28
B. 63
C. 74
D. 75 Answer: D Question: 71
The number 123 is the 11th term in a sequence with a constant rate of change. Which of the
following sequences has this number as its 11th term?
A. 5, 17, 29, 41, ...
B. 3, 15, 27, 39, ...
C. -1,11,23,35,...
D. 1, 13, 25, 37, ... Answer: B Question: 72
Which of the following equations have infinitely many solutions?
A. 3(2x-5)=6x-15
B. 4x-8=12
C. 5=10x-15
D. 7x=2x+35 Answer: A Question: 73
John was given the following equation and asked to solve for x. 2/3 x-1=5. His solution is
shown below. Circle the step where he made a mistake and then choose the answer choice
that fixes it.
A. 2/3 x=8
B. 2/3 x=6
C. x=8
D. x=2/((2/3)) Answer: B Question: 74
Which point represents the solution to the system of linear equations graphed below?
A. (0,0)
B. (0,-3)
C. (-2,-1)
D. (-3,0) Answer: C Question: 75
Solve the system of linear equations.
A. (0,5)
B. (-2,1)
C. (1,2)
D. (-3,-4) Answer: A Question: 76
If there exists a linear relationship between the input and output values, which, if any, of
these input/output pairs can be included in the data set? Choose all that apply.
A. Option A
B. Option B
C. Option C
D. Option D
E. Option E Answer: C, D, E Question: 77
The solution to which of the following systems of inequalities is graphed below?
A. y<-3x+4
4x-2y<6
B. y > 2x-3
y<3x+4
C. x<-3y+4
y+3 < 2x
D. y>4-3x
y > 2x-3
E. None of the above Answer: E
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Spanish 5A, Intermediate Oral Proficiency, 3 units
Dr. Jorge A. Santana Office: Mariposa Hall, Room 2041 Phone: 278-6408/278-6333
Prerequisites: 1 year college level Spanish (2 or more years of high school Spanish) or by permission of instructor. This will be checked!
Catalog Description: At the intermediate-mid level in listening comprehension and speaking, students will be able to handle general questions requiring concrete information, such as personal background, interests and needs, family, work, travel and limited social conventions; can describe in simple terms visual situations; also to participate in short face-to-face and telephone conversations and understand simple announcements and reports over the media. Note: meets the Foreign Language Proficiency Graduation Requirement.
Required Text:Schaum’s Communicating in Spanish (Intermediate Level) Conrad J. Schmitt and Protase E. Woodford (McGraw Hill, 1991)
Expanded Description: The purpose of this course is to provide students with the opportunity to develop and put into practice the language and vocabulary needed to survive in daily life situations in which Spanish must be used. Our text contains many practical situations and vocabulary often not found in elementary texts. The objective of the course is to help students overcome the frustration of being at a loss for words in a given situation where they have to communicate in Spanish. Certain aspects of Spanish grammar and usage will be highlighted and practiced as needed in order to further enhance communication skills at the intermediate level.
Method of Evaluation: 1) 4 Vocab Quizzes on 1st four chapters--------------------25pts. X 4 = 100 pts. 2) 3 Vocabulary Exams (Approx. 4 Chapters per Exam)----33pts. X 3.33 = 100 pts. 3) 2 Group Activities (Skits) #2 can be individual------------50pts. X 2 = 100 pts. 4) 1 Individual Oral Final Presentation-----------------------100pts. X 1 = 100 pts. 5) Attendance---------------------------------------------- 100pts = 100 pts
Total points: -------------------------------------------------500pts
There will be one vocabulary quiz per chapter, through chapter 4. Each vocabulary exam will cover the essential content of every four chapters. Both quizzes and exams will require students to deliver either the Spanish or the English equivalent of the lesson words and expressions, as indicated. While the vocabulary quiz will be made up of a mere list of words and expressions, the vocabulary test material will appear in meaningful contexts, either sentences or paragraphs.
In both the group and individual oral presentations each individual student’s oral communication skill will be evaluated. A passing grade (C-) on an oral is defined as communicating in Spanish and being reasonably understood, although the student may have poor pronunciation and a minimal working knowledge of the appropriate grammar and vocabulary. Students are encouraged to come prepared in advance of their oral presentations and may use 3X5 note cards, graphics, etc. Students should see the tutors for their presentation.
Attendance: Regular class attendance is required of all students who wish to excel in this course. Each student begins with 100 pts. and 3 pts. will be deducted per class missed. If you are not in class you are not practicing your Spanish. There will be NO make-up exams or oral presentations. Please DO NOT call to let me know that you will not be attending class. I will be taking roll.
Tue, 07 Aug 2018 10:25:00 -0500text/htmlhttps://www.csus.edu/indiv/s/santanaj/files/spanish5a.htmCourse Outline List Component
The Course Outline List component allows you to display a list of course outlines from the central Course Outlines Repository. The list can be filtered by term, course level, section and more to only show specific outlines.
Note: If a course outline is not available at www.sfu.ca/outlines, it will not appear in the Course Outline List component.
When should it be used?
Use this component when you need to display multiple related course outlines on a single page. Be aware that the course outline list can get very long, depending on the filters.
Terminology:
Current - Two options, Year and Term, can be set to current, which refers to the current registration term. The current registration term will automatically rollover to the next term approximately 10 weeks prior to its start.
In-Component Editing Options
Course Outline List Tab
Title Header - Insert a title above the course outline list. (If you wish to insert a title with a different size or style of heading, use a Text component.)
Year - Filters outlines by year. If left blank, it will use the current year.
Term - Filters outlines by term. If left blank, it will use the current registration term.
Dept - Filter outlines by department. This is option is required.
Options
Click the Options toggle to reveal additional display options:
Split list - Adds a header above each course. See example 2 for a preview.
Show all sections - This option displays the outlines for all the sections, including tutorials and labs (e.g, D100, D115, D116, D118). Leaving this unchecked will display one outline for each parent section (e.g., D100, D200), regardless of how many child sections a parent may contain. This helps to reduce duplicate outlines.
CSS Class - Allows an author to provide an optional class name that will apply a style to the contents.
Filters Tab
Course Levels - Filter outlines by course level. Check each level you wish to display. If no levels are checked, the component will list all levels.
Sections - Filter outlines by sections. By default, the component will list all sections.
Columns Tab
Columns - Allows you to choose which columns to display. Please enable the “Note” column, if the “Short Note” field was filled in within the Course Outlines Application.
Examples of the Course Outline Component
Example #1
This example was set up to show outlines for all 100-level Chemistry courses scheduled for Spring 2014.
Example #2
This example was set up to only show outlines for CHEM 200 level courses from the current term with the Split list option enabled.
Sun, 06 Dec 2015 07:41:00 -0600text/htmlhttps://www.sfu.ca/cms/howto/components/sfu-course-outline-list.htmlBest Cryptocurrency Trading Courses
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The Complete Cryptocurrency Investment Course walks beginners through the fundamentals of cryptocurrency and quickly moves to live examples of buying, transferring, and using wallets as well as portfolio management techniques for both passive and active investing. Through this course, Hassan buys, transfers, secures, and builds a portfolio with real money so students can see exactly how it’s done.
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Tue, 16 Feb 2021 04:28:00 -0600entext/htmlhttps://www.investopedia.com/best-cryptocurrency-trading-courses-5111984Course Outlines and Syllabi
Course Outlines and Syllabi
Course Outlines
A one-page course outline is required by university policy for every course offered by the Faculty of Health Sciences. Instructors will receive an email reminder through TRACS to upload their course outlines. Outlines must be available to students at least two weeks prior to the start of the registration period or two months before the semester begins (March, July and November). Note that the one-page outline is different than the syllabus. See below for syllabus information.
Instructors upload their course outlines online. Please follow these instructions:
1. Log in to outlines.sfu.ca. 2. Select semester, course and section. Click the round icon. 3. Input data to the fields. (This can be done by free-format typing or cutting & pasting) 4. Save. 5. Scroll back up to the top of the page to confirm that the outline was saved successfully. (See green box) 6. Once the outline is finalized, click “Continue”, go to the next page, and click “Submit”. 7. The system will automatically advise the program assistant that the outline is ready to be activated.
Before your outline is activated online, the program assistant will review to ensure that all required fields are complete.
If you have taught the course before, you may want to use the previous outline as a starting point and make any desired changes. The course content should correspond to the SFU Calendar description. If it does not conform closely, you must apply for approval before any changes can be published. Contact the appropriate program assistant, depending on whether you are teaching an undergraduate or graduate course, if you have not taught a course before and would like a copy of a previous course outline for your reference, or if you would like to apply for approval to upload content that does not closely conform to the SFU Calendar description.
Refer to this link to search for the archived course outlines: http://www.sfu.ca/outlines.html. The system has archived outlines starting from Fall 2015 onwards.
All HSCI courses at both the graduate and undergraduate levels must have a detailed syllabus that delineates course objectives and means of assessment. Attached to this policy is a template to help you design of a syllabus so that it outlines the appropriate level of detail in terms of content, objectives, and assessment tools. The recommended text in regards to grading distributions, student conduct, and other policies are also provided.
All new and substantively updated/revised courses must be reviewed as indicated below. Syllabi submitted for review do not need to be in the final draft. The GSC and UGSC are generally concerned with the review of the following: 1) the statement of learning objectives; 2) an outline of topics; and 3) a list of required readings/texts.
You will receive an email from the TRACS system to upload your syllabus, in accordance with the following schedule:
Deadlines
Fall Semester
(September – December)
Spring Semester
(January – April)
Summer Intersession
(May – June)
Summer Semester
(May – August)
New, revised courses, new instructors
August 15
December 15
April 1
April 15
Ongoing courses not requiring review
First day of semester
First day of semester
First day of semester
First day of semester
For new or substantially revised courses, feedback will be provided to instructors three weeks prior to the start of the term. Notably for graduate courses, where accreditation requirements demand that courses meet certain core competency requirements, it is expected that faculty will comply with requests for revision.
The course syllabus represents a contract between the instructor and student. It is important that it clearly outlines expectations, grading and attendance policies, and appropriate student conduct guidelines to all students enrolled in the course.
A syllabus does not need to be provided in hard copy and can be distributed through Canvas or through other online formats. The scheduling of Topics may be changed after the start of a term, but once the syllabus has been circulated to students, it is strongly advised not to make further changes to: a) grading policies; b) policies regarding student conduct and academic honesty; or c) the timing of key exams.
For more resources and guidelines, refer to the links below:
Mon, 26 Oct 2020 12:54:00 -0500text/htmlhttps://www.sfu.ca/fhs/faculty-staff-resources/teaching/instructor-resources/course-outlines-and-syllabi.htmlCertified Pharmaceutical Sales Representative Training Course
Background
Industry experts have found that an aging population, emerging treatment methods and technology advances mean strong career prospects for well-qualified sales reps.
Potential Earnings
PayScale.com sets the average compensation package for entry-level representatives at $51,297 but also notes a significant upside for bonus compensation and long term growth.According to MedReps, total compensation for an experienced pharmaceutical sales reps can be up to $149,544 per year, with an average base of $92,698 and bonus.
Sun, 27 Mar 2022 19:13:00 -0500entext/htmlhttps://www.utsa.edu/pace/online/certified-pharmaceutical-sales-representative-certification-training.htmlNew Business Organization & Partnerships
Should You Have Partners?
Partners versus members of the founding team
The term "partner" should be reserved for individuals who will actively be involved in managing the business. In the early stages of starting your business, you may be tempted to trade an ownership in the business for goods or services that your business needs to get started. Everyone with an ownership stake is a partner, and partners will have rights under the law. If a partner is fired or decides to stop working with the company, his or her ownership interest in the company may continue. Imagine the uncomfortable situation of having to seek that person's vote or input on a business matter, despite the fact that you have parted ways. Therefore, before deciding to make someone a partner or owner/shareholder in the company, you will want to consider factors such as:
The individual’s dedication – whether the individual will also be working for other businesses/ventures or employers while also working with you;
Whether the individual’s skills complement your own;
Whether the individual’s work hours are similar to yours;
Whether the individual’s vision for the business matches your own;
The individual’s track record in growing and running businesses and/or working with other partners;
The nature of the individual’s contribution to the business; will he or she be contributing standard services that can be outsourced from other organizations, or more important attributes such as strategic advice, needed funding, or key intellectual property?
Pro's and con's
You may want to prepare a list of reasons for and against having partners in your business.
Pro's of having a partner
There is safety in numbers. In other words, you have two heads instead of one to discuss issues and make decisions. In the words of Solomon: "Two can accomplish more than twice as much as one. If one fails, the other pulls him up; but if a man falls when he is alone, he's in trouble. And one standing alone can be attacked and defeated, but two can stand back-to-back and conquer. Three is even better, for a triple-braided cord is not easily broken."
You will not need to be at the business at all times. You will have someone else who will be there to share the load and permit you to take a vacation and have sick time.
You will also have a highly motivated co-worker, not just someone who is earning a paycheck.
No one can be good at everything. Partners can bring skills in areas that are complementary to yours.
It may be necessary to have a partner to contribute capital and share the risk when things do not proceed as planned.
Partners bring along their own networks of friends, colleagues, and professionals which could be beneficial for your business.
Con's of having a partner
You will have to share the rewards if the business is successful.
You will not be able to make decisions about the business without including your partner.
You will need to disclose and share any and all financial information with your partner.
You will lose total control over the business, this can be challenging particularly if you and your partner have difficulty in making decisions.
You will have to share the recognition that will come if the business is successful.
A partner can be a disaster if his or her judgment is not good.
Your partner might make decisions or take actions that you do not agree with.
If you are 50/50 equal partners, then it may be difficult to resolve differences of opinion.
You run the risk of a falling out and perhaps the necessity of one partner buying the other out if dissension arises.
Sun, 29 Oct 2023 01:28:00 -0500entext/htmlhttps://www.scu.edu/mobi/business-courses/starting-a-business/business-organization/Online Courses/Cursos de internet
UAB is an Equal Opportunity/Affirmative Action Employer committed to fostering a diverse, equitable and family-friendly environment in which all faculty and staff can excel and achieve work/life balance irrespective of race, national origin, age, genetic or family medical history, gender, faith, gender identity and expression as well as sexual orientation. UAB also encourages applications from individuals with disabilities and veterans.
Tue, 27 Nov 2018 07:06:00 -0600en-UStext/htmlhttps://www.uab.edu/nursing/home/clinical-global-partnerships/global-partnerships/online-coursesMedical Technology Innovation
GIP Global Classroom
Fall and Winter 2021-2022 - 3 credits
Medical Technology Innovation – Devices
Course Description
This collaborative course aims to take the student on the medtech innovation journey from ‘concept to commercialization’ starting from the R&D bench all the way to healthcare trench in the context of five companies selected for case study worldwide.
Students will be given the opportunity to virtually meet, interact with, learn from company representatives, conduct technology, management and commercialization due diligence.
Select students will be invited to contribute to the medtech innovation process and strategy. The course intends to help students gain exposure to medtech innovation culture and enrich their medtech networks globally.
Students will gain
One-on-one mentoring with professionals in the medtech industry.
Acquire skills in accessing local and global innovation ecosystem.
Leverage opportunties for future co-op and career goals.
Medical Technology Innovation – Biologics
Course Description
The Medical Technology Innovation (MedTech) series of courses aim to take students on the innovation journey from ‘concept to commercialization,’ starting from the R&D bench to the healthcare trench. The series deepens understanding of medtech innovation by exposing learners to medtech innovation players, culture and community locally and globally.
Each course in the series introduces students to start-up companies that are commercializing first-in-kind medical solutions worldwide. Exposure to case-study companies hones students’ competence in technology due diligence according to established standards.
MedTech – Biologics offered in Winter Term focuses on biologics, in particular, emerging fronts in biosensing, gene, cell, tissue and immune technologies. The first course in the series emphasizes novel medical devices.
MedTech courses do not carry prerequisites. New students are encouraged to enroll in MedTech – Biologics . Specially tailored assignments and teaming with continuing students facilitate rapid acclimation. Interested and qualified students from allied academic majors at Drexel as well as partner universities overseas are welcome.
Students will gain
Experience in technology assessment, management review and commercialization due diligence
Mentorship by global medtech innovators and entrepreneurs
Familiarity and access to local and global medtech innovation ecosystem
Future cooperative education (co-op) and career opportunities
Meet Our MedTech Innovation Students
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Thu, 04 Mar 2021 19:50:00 -0600entext/htmlhttps://drexel.edu/biomed/global-partnerships/classrooms/medtech-innovation-course/Activity Director Training Course
LESSON 5: COMPENSATION AND BENEFITS
Understand all the things that must be considered when designing a compensation and benefits package.
LESSON 6: EMPLOYEE HEALTH AND SAFETY
Learn the ins and outs of complying with OSHA, protecting against workplace hazards, and investigating, recording, and preventing accidents and employee illnesses.
LESSON 7: THE LEGAL ENVIRONMENT
Gain knowledge of employment law as well as an understanding of equal employment opportunity, avoiding discrimination, and what happens when an employee files an EEOC claim.
LESSON 8: MAKING HR DECISIONS
Learn how to make decisions based on various company growth strategies and how to use HRIS Software as well as job analysis as a tool for decision-making.
LESSON 9: AFFIRMATIVE ACTION
Learn the full spectrum of affirmative action, how to create an affirmative action plan, and information on the AAP you will need to know.
LESSON 10: DIVERSITY
Understand what diversity is and why it is a good thing in an organization as you learn to manage it and handle conflict.
LESSON 11: EMPLOYEE RIGHTS AND DISCIPLINE
Learn the laws that protect employee rights and privacy and how to properly monitor and document behavior and discipline employees.
LESSON 12: TERMINATION
Understand the alternatives to firing as well as how to prepare for termination including proper separation agreements as well as what to do in the event of wrongful discharge.
LESSON 13: INVESTIGATIONS
Learn why it is so important to investigate problems as well as the steps of an effective investigation including preparing, conducting, and wrapping it up.
LESSON 14: MANAGING LABOR RELATIONS
Get a quick overview of the history of unions as you learn how they work and why employees join them.
LESSON 15: CREATING A HIGH-PERFORMANCE WORKPLACE
Learn how to ask employees for input and act on it, delegate authority, keep communication open, and continuously ask for feedback as you strive to develop a high-performance workplace.
LESSON 16: GLOBAL HUMAN RESOURCES
Understand the basics of staffing strategy, cultural differences, HR in other countries, choosing global employees, and issues faced by expatriates.
LESSON 17: RETENTION
Learn the top reasons employees leave a company and how you can encourage them to stay as well as the importance of succession planning.
LESSON 18: MOTIVATION, REWARDS, AND RECOGNITION
Find out fun ways to motivate workers and gain nine strategies for creating a great rewards program.
LESSON 19: PREPARING FOR THE PHR EXAM
Gain information on externships and internships as you review the basics of the PHR test and begin to study.
Wed, 11 May 2022 21:51:00 -0500entext/htmlhttps://www.utsa.edu/pace/online/activity-director.htmlThe science of sneaker culture: An online course for kids stuck at home in their socksThe science of sneaker culture: An online course for kids stuck at home in their socks - CBS News
A class made by virtual course maker Yellowbrick, in partnership with Complex and New York's Fashion Institute of Technology, is helping students understand the business side of sneaker culture. An adult course revamped for younger students, the program takes them through the process of designing and marketing their own shoe. Mola Lenghi speaks to some of the students about the sneakers they've designed and how the course fundamentals are helping them chart careers beyond fashion.
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Sun, 02 Aug 2020 17:09:00 -0500en-UStext/htmlhttps://www.cbsnews.com/video/the-science-of-sneaker-culture-an-online-course-for-kids-stuck-at-home-in-their-socks/
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