Unit 2 Activity 9 All About Gdp Answers.rar
Angelique Syria
Therefore, to avoid continued confusion related to this issue, the following three questions about the date that the remedial action was completed will be removed from the online service on January 4, 2022.
The third question regarding the date the Remedial Action was complete for all contaminated AOCs will be restated and moved from the RAR service to the upcoming RAO online service. The upcoming RAO service will include the question 'Are there any outstanding contaminated AOCs associated with the case (LSR Activity) where a final remediation document has not been filed?' If the LSRP answers 'No' to this question, they will then provide the date the last RAO was issued, closing out any remaining contaminated AOCs:
After the changes are made in the RAR online service, the "Remedial Action Completed for All CAOCs" date in the DataMiner Case Tracking Tool Report will be populated with the issuance date of the final RAO for the case.
Please note: any RAR services that are in progress will be removed on January 3, 2022 upon rollout of these new questions. Users with RAR services started and in progress before the changes are made have until 5:00 PM January 3, 2022, to complete and submit the service. If an RAR service cannot be completed before this time, it should not be started until after January 3.
Celebrating its 50th anniversary in 2020, the New Jersey Department of Environmental Protection is dedicated to protecting New Jersey's environment and public health. The agency prioritizes addressing climate change, protecting New Jersey's water, revitalizing its communities and managing and promoting its natural and historic resources.
A few summers ago I became addicted to the language-learning app Duolingo. I was a complete beginner in Chinese having spent the previous year attending a few scattered elementary classes and, like many people in my situation, was searching for a magic app that could transport me to fluency.
A friend who I met on a trip to China and whose Chinese was more advanced than mine told me he had been using an app that helped him build vocabulary and learn sentence structures. Out of curiosity I downloaded it and was soon hooked.
For the uninitiated, DuoLingo is an app that turns language learning into a simple and addictive game. The app lets you take courses that are split by topics, starting with basic introductions and progressing to more complex themes like business and travel.
I disagree that communicating in Chinese has much to do with learning rules and I disagree even more that encountering isolated, unnatural sentences which native speakers would never actually say is an effective way of acquiring grammar.
Alternative tools, such as graded readers are much more effective than DuoLingo at immersing learners in grammar patterns because they are designed to enable those with a small vocabulary to read extensively rather than translating one random, isolated sentence at a time. However wacky DuoLingo sentences might be, they will never be as compelling as good stories and meaningful articles on interesting topics.
Shortly after completing Duolingo, I discovered Mandarin Companion graded readers starting from as few as 150 words. The website LingQ also has a series of mini-stories aimed at beginners in Chinese. If I had known about these resources earlier I would have quit DuoLingo sooner. In the end, it was these tools combined with taking every opportunity to practice speaking the language, not DuoLingo, that transported me to fluency.
In one limited sense, DuoLingo has a valid claim to being useful; as an aid to vocabulary building in the initial stages of learning Chinese. Learners who know fewer than 150 words will struggle to read the simplest beginner books or articles and DuoLingo can help bridge the gap to meaningful content. Learning your first few dozen words in Chinese can feel like a slog and the app is at least as fun as your average textbook.
Wow, I really enjoyed the presentation of your article and I agree! I have been using Duo Lingo for several years and have experimented with all the languages they offer, but I have narrowed it down from 37 to just 17 languages to work on. I agree with you that a person should put more energy into language learning than just one program, regardless of which one it is. I am thrilled with Ninchanese and the link to it! I had never heard of it before so I really appreciate you sharing it.
To begin the lesson students explore sample apps similar to the ones they'll be able to build by the end of the unit. Then students complete an unplugged activity with plastic baggies and sticky notes to build a mental model of how variables are used to move and store information. The lesson ends with a synthesizing discussion and students adding key vocabulary to their journal.
The warm up activity is designed to provide context for the coming unit and motivate the reasons students will want to learn the concepts covered in Unit 4. The subsequent activity provides students a physical mental model they will be able to use when they start programming with variables in the subsequent lessons.
Discuss: These are samples of the kinds of apps you'll be able to build by the end of this unit. As you go through them, write down at least two examples where the app seems to be keeping track of a piece of information or using it to make decisions.
Supplies Substitutions: There's no need to use stickie notes if you have other scraps of colored paper. Also consider cutting stickies in 4 to make them go further. If you don't have dry erase markers handy consider using pieces of masking tape on the baggies.
Alternatives for Accessibility or Distance Learning: When working with students remotely or students who are blind or visually impaired, consider having students type into an online document rather than using sticky notes or baggies. In this case, individual values can be represented on a single line, where strings are denoted by quotes and numbers don't have quotes. To represent variables, have students write the variable name followed by its value on a single line. Students form expressions by combining standalone values, variables, and operators on a single line.
Using an online document in this way will produce lines of text that will look a lot like code. The important part of the lesson is bringing attention to the concept of storing information in one place, using it again later, or replacing the information in that place with new values.
Guided Activity: Today's activity introduces students to the concept of variables. As a visual aid, you can use Code.org's presentation slides for Unit 4, Lesson 1: Variables Explore. These slides include animations. The notes below describe when to move to the next slide or click through an animation -- if you aren't using the slides, you can ignore these prompts.
Running the Activity: This activity asks students to follow along as a number of core concepts for programming are introduced. The model is typically that a term or concept is introduced and modeled and then afterwards students are encouraged to try it out on their own. Trying it out typically means they are writing information on a sticky note and sharing it with another group before discussing the results with the whole class.
To help you more easily prepare the activity and keep track of your instructions, detailed instructions have been included as speaker notes in the presentation. Here are some tips to help you throughout the presentation.
Say: We're going to be thinking about how computers work with information. We're going to call one "piece" of information a "value". Right now there are two different types of values: numbers and strings. There are a few ways to tell them apart. Numbers work the way you normally think of numbers. They are made of the digits 0 through 9. We are going to put numbers on yellow sticky notes. When we write numbers you don't need quotes. Strings are made of any characters you can see on the keyboard which means all these examples count as strings. Strings go inside double quotes. You can see how it would be important to tell the number 123 apart from the string "123".
Say: Operator is just a fancy name for the plus, minus, multiply, and divide symbols. An expression is a combination of two sticky notes and an operator. When I ask you "what's 2 plus 3" you say "5"! You just "evaluated" the expression 2+3, or figured out what the value is. Since 5 is a number, we put it on a yellow sticky. When evaluating an expression, we follow order of operations - just like in math class.
Say: This table shows the different ways we can create expressions. We can use all four operators with numbers the normal way. When you want to use strings, you can only use the + operator and it connects the two words together. If you're connecting a number and a string, the number first gets converted to a string.
Say: We're going to call the plastic baggies on your table "variables". Variables can hold at most one value, or sticky note. They have names that use no quotes, include no spaces, and must start with a letter. For now just practice making a variable with your partner.
Say: We can evaluate expressions that include variable names. To do that, first make a copy of the sticky note inside the variable. Then evaluate the expression the way you normally would. These two examples show you how.
Teaching Tip: The slides show code examples that reflect how variables are used in Javascript, which is used for Code.org's App Lab. At this point, the concept of variables is more important than the exact code. There will be opportunities in later slides to discuss the differences between how the two languages handle variables.
Say: The left arrow is called the "assignment operator". That's just a fancy word for "put this value in the baggy". If we wanted to read line 01 we would say "pow gets 3". We know that variables can only hold one sticky note or value. So if we try to assign a variable that already has a value in it, we just throw the old one away.
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