HS Course Planning Guide 2020-21.Pdf

COURSE PLANNING GUIDE 202021 JENKS HIGH SCHOOL AND FRESHMAN ACADEMY ENROLLMENT TIMETABLE PHASE I: February 1. Planning Guide and enrollment card distributed to students. 2. Parents, guardians and students discuss four-year plan and determine course requests for 2020-21 school year. 3. Students return enrollment card with course selections, teacher approvals, and parent signature. PHASE II: March/April 1. Enrollment Conferences are held to finalize High School enrollment. Freshman Academy enrollment is finalized through 8th-grade teachers. 2. Administrators determine number of course sections based on student requests. PHASE III: May 1. Students receive and review their course requests. 2. Students submit requests for course changes. PHASE IV: June 1. Requests for course changes for both semesters must be made prior to June 15 for both semesters. 2. Master schedule is built. Teacher and room assignments are made according to student course requests. SCHEDULING PROCESS This booklet is a synopsis of the courses to be offered during the 2020-21 school year. It includes required and elective courses and activities for grades nine, ten, eleven, and twelve. It is designed to help students and parents select courses for pre-enrollment for the 2020-21 school term. To be offered, each course must have a specified number of pre-enrolled students. Demand for the course and classroom availability determines class offerings. Freshman Academy: The scheduling process begins with the scheduling team, consisting of counselors and administrators, meeting with groups of students and parents to explain the various aspects of the program of studies, as well as the overall sequence and limitations of the scheduling process. Students and parents are then encouraged to begin planning the student’s individual program. It is the joint responsibility of school and family to ensure that each student is correctly enrolled and meets any prerequisite requirements. High School: The scheduling process begins when the counselors meet with their students to explain the various aspects of the high school program of studies and graduation requirements. Advisors and teachers assist students in course selections. Enrollment Conferences are then held with parents and students to answer questions and finalize enrollment. As part of the high school guidance program, academic counselors are available to assist students with their future planning and course selection. TIPS FOR USING THE HIGH SCHOOL PLANNING GUIDE • Course descriptions are listed by department in numerical order. • Prerequisite: This course must have been previously completed. • Teacher Signature: Teacher signature required on the enrollment card. • Required: These courses must be taken by all students as mandated by the State of Oklahoma or the Jenks Board of Education. 2020-2021 HIGH SCHOOL - FRESHMAN ACADEMY PLANNING GUIDE Jenks High School, inspired by a tradition of excellence, is committed to the shared responsibility of preparing all learners for productive, responsible citizenship in an ever-changing world. Accredited by AdvancED and OKLAHOMA STATE DEPARTMENT OF EDUCATION Jenks Public Schools prohibits discrimination in the education programs and activities, admission programs of students, recruitment, selection and/or employment on the basis of race, religion, gender, age, national origin, veteran status or disability. Jenks Public Schools Policies and Procedures 2015-16 Revised, 1.22 4093-Advanced Language Arts for ELs . 10 PART III - HS COURSE DESCRIPTIONS INDEX ENGLISH PART I - PLANNING GUIDE 4123-English 9 . 10 ENGLISH LANGUAGE DEVELOPMENT 4133-Pre-AP English 9 . 10 4003-Newcomer Language Arts for ELs . 17 Four-Year Graduation Planning . 1 WORLD LANGUAGES 4083-Newcomer Language Arts Lab for ELs . 17 Graduation Requirements . 2 4413-Chinese I . 10 4023-Intermediate Language Arts for ELs . 17 Oklahoma's Promise . 2 4423-Chinese II . 11 4063-Intermediate Language Arts Lab for ELs .. 17 NCAA Eligibility Requirements . 3 4433-Chinese III . 11 4103-English 9 . 17 Grade Level/Class Designation . 4 4453-Chinese IV . 11 4053-English 9 Lab . 17 Course Selection . 4 4563-German I . 11 6112-Newcomer Science for ELs . 17 Concurrent Enrollment . 4 4613-Latin I . 11 5103-Newcomer Math for ELs . 17 Course Fees . 4 4623-Latin II . 11 7111-Newcomer Government/World Geography 17 Advanced/AP/Pre-AP Classes . 4 4513-French I . 11 4093-Adv Language Arts for ELs . 17 The Gifted Program . 4 4523-French II . 11 SPECIAL EDUCATION Special Education Classes . 4 4663-Spanish I . 11 Concepts English . 18 School-to-Work . 4 4673-Spanish II . 11 Concepts Math . 18 Advisory Program . 5 4683-Spanish III . 11 Concepts Science . 18 Distinguished Service Graduate Requirements . 5 4693-Spanish IV . 11 Concepts Social Studies . 18 Distinguished Graduate Requirements . 5 SPECIAL SERVICES Essentials English . 18 International Scholars Program . 5 3163-English Concepts I . 11 Essentials Math . 18 Passport to Financial Literacy . 5 3173-English Essentials I . 11 Essentials Science . 18 CPR/AED Training . 5 3263-Math Concepts I . 11 Essentials Social Studies . 18 Oklahoma School Testing Program . 5 3273-Math Essentials I . 12 English 10 . 18 3363-Biology Concepts . 12 English 11 . 18 3373-Biology Essentials . 12 English 12 (10-12) . 18 PART II - FA COURSE DESCRIPTIONS 3463-Oklahoma History Concepts . 12 Math III: Algebra “A” (10-12) . 18 3473-Oklahoma History Essentials . 12 Math IV: Algebra “B” (10-12) . 18 BUSINESS 4783-English 9 . 12 Math V: Fund. of Geometry (10-12) . 18 1030-Introduction to Business/Marketing . 6 4813-Math I Pre-Algebra . 12 Math VI: Consumer Math (10-12) . 18 1040-Entrepreneurship . 6 4823-Math III Algebra IA . 12 Math VII: Fund. of Algebra II (11-12) . 18 1110-Financial Literacy. 6 4803-Oklahoma History . 12 Social Studies II (10-12) . 19 COMPUTER SCIENCE 4860-Financial Literacy . 12 Social Studies III (10-12) . 19 9693-Tech Support Internship . 6 4923-Biology . 12 Government (12) . 19 1513-Programming I . 6 4203-Study Skills . 12 Financial Literacy (10-12) . 19 1523-Fundamentals of Web Design . 6 4963- Adaptive PE . 12 Biology (10-12) . 19 1543-Multimedia and Image Mgmt Techniques . 6 3083-Site-Based Vocational Training . 12 Earth and Space Science (10-12) . 19 1710-Intro to STEM .

Multiplataformas Web ADELANTE IMPORTANTE FLASH Todos los avisos realizados en ADOBE FLASH pasan por un filtro de conversión en HTML5, el cual se generan estos inconvenientes: - La velocidad de la animación no será igual al original (animación lenta). - La calidad de las imágenes en la animación no será la misma a la original (baja la calidad un 40% aprox.) * Se sugiere al cliente o agencia que envíe los materiales en ADOBE ANIMATE O HTML5. HTML5 PURO - Pueden usar cualquier software de animación o editor de texto HTML5 (Dreamweaver, Sublime, Brackets, etc). - El área de diseño no brinda soporte para animaciones, solo incorporará los códigos de métricas para el banner. - En caso el cliente solicite adaptaciones, es necesario que el cliente cuente con los materiales editables (proyecto). CLICK AQUÍ PLATAFORMAS PARA CREAR BANNERS desktop MÓVIL FORMATOS DE BANNER FORMATOS DE BANNER ESPECIFICACIONES TÉCNICAS ESPECIFICACIONES TÉCNICAS VER LOS TIPOS DE PLATAFORMA TIPOS DE PLATAFORMAS se recomienda el uso de las siguientes plataformas: desktop MÓVIL Estándar Estándar HTML5 puro HTML5 puro GOOGLE WEB DESIGNER adobe animate adobe animate jpg - png - gif RICH MEDIA RICH MEDIA HTML5 puro HTML5 PURO GOOGLE WEB DESIGNER RISING STAR* rising star* jpg - png - gif *Es una plataforma para avisos con interactividad especial (galería de fotos, galeria de videos, raspar, arrastrar, formularios, parallax, etc). CLICK AQUÍ FORMATOS DE BANNER DESKTOP Banner Banner Estándar Rich Media ESPECIFICACIONES TÉCNICAS ESPECIFICACIONES TÉCNICAS CLICK AQUÍ especificaciones técnicas DESKTOP DESKTOP ESTÁNDAR rich media ¿Qué plataforma vas a usar? ¿Qué plataforma vas a usar? HTML5 PURO HTML5 PURO GOOGLE WEB DESIGNER GOOGLE WEB DESIGNER ADOBE ANIMATE Rising star FORMATOS DE BANNER ESPECIFICACIONES TÉCNICAS DESKTOP - ESTÁNDAR HTML5 PURO 1.

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Fast General Distributed Transactions with Opacity Alex Shamis∗ Matthew Renzelmann Stanko Novakovic† Microsoft Research Microsoft VMware Georgios Chatzopoulos‡ Aleksandar Dragojević Dushyanth Narayanan EPFL Microsoft Research Microsoft Research Miguel Castro Microsoft Research ABSTRACT KEYWORDS Transactions can simplify distributed applications by hid- distributed transactions, RDMA, opacity, global time, clock ing data distribution, concurrency, and failures from the synchronization, multi-version concurrency control application developer. Ideally the developer would see the ACM Reference Format: abstraction of a single large machine that runs transactions Alex Shamis, Matthew Renzelmann, Stanko Novakovic, Geor- sequentially and never fails. This requires the transactional gios Chatzopoulos, Aleksandar Dragojević, Dushyanth Narayanan, subsystem to provide opacity (strict serializability for both and Miguel Castro. 2019. Fast General Distributed Transactions committed and aborted transactions), as well as transparent with Opacity. In 2019 International Conference on Management of fault tolerance with high availability. As even the best ab- Data (SIGMOD ’19), June 30-July 5, 2019, Amsterdam, Netherlands. stractions are unlikely to be used if they perform poorly, the ACM, New York, NY, USA, 16 pages. https://doi.org/10.1145/3299869. system must also provide high performance. 3300069 Existing distributed transactional designs either weaken this abstraction or are not designed for the best performance 1 INTRODUCTION within a data center. This paper extends the design of FaRM Cloud data centers provide many relatively small, individu- — which provides strict serializability only for committed ally unreliable servers. Cloud services need to run on clus- transactions — to provide opacity while maintaining FaRM’s ters of such servers to maintain availability despite indi- high throughput, low latency, and high availability within vidual server failures.

en Lam ANIMATOR | DESIGNER www.benlamjunbin.com [email protected] 415 969-0585 WORK EXPERIENCE GIANT PROPELLER (U.S.) Lead 3D Artist & Designer | 2016 - Present 丨 Create 2D & 3D content, including graphic design, storyboard, animation, motion graphics, and visual effects by utilizing Autodesk MAYA, Adobe Creative Suite, and Google Web Designer 丨 Present idea, art direction, concept, and styleframe that comply with brand identity and guidelines 丨 Work closely with creative director, brand strategist, producer, project manager, and engineer 丨 Manage freelance artist, designer, and vendor by giving clear direction and guidance 丨 Complete assigned projects from the concept phase to the final outcome in a timely manner CLIENTS Image Metrics - 3D Animation for A.R. Selfies App Pulmonary Fibrosis Foundation - 3D Character Animation Santa Anita Park - HTML5 Banners & Motion Graphics 1/ST - Motion Graphics Century 21 - Motion Graphics CLIF Bar - 3D Animation Lyf App - Motion Graphics Face Halo - Motion Graphics Liza Lash - Motion Graphics GRASS JELLY STUDIO (TAIWAN) Lead 3D Artist | 2015 - 2016 丨 Developed creative content by providing creative treatment, styleframe, and presentation deck 丨 Led and managed a team of 3D artists by producing high quality CGI work, execute complex task, meet multiple deadlines under fast-paced environment LUNGHWA UNIVERSITY OF SCIENCE AND TECHNOLOGY (TAIWAN) Instructor | 2015 丨 Part time instructor for teaching Photoshop, Illustrator, MAYA, 3D Animation and Storyboarding THE BASE STUDIO (U.S.) Lead 3D Artist &

Travail de Bachelor 2014 Interface de visualisation innovante du Linked Data Étudiant : Quentin Oberson Professeure : Anne Le Calvé Déposé, le 28 juillet 2014 HES-SO Valais-Wallis • rue de la Plaine 2 • 3960 Sierre +41 27 606 89 11 • [email protected] • www.hevs.ch Résumé Deux applications résultent de ce travail de Bachelor. La première est un outil utilisé pour extraire des données provenant du web sémantique. La deuxième application est capable de créer des visualisations en se basant sur des données au format JSON. Figure 1 Processus de création de visualisations L’outil d’administration est capable de récupérer des données issues de plusieurs endpoints à la fois. Il permet à l’utilisateur de naviguer à l’intérieur de ces données et d’extraire les informations qu’il juge pertinentes. L’application de développement de visualisations importe des données avec lesquelles elle crée différentes visualisations. Par la suite, ces visualisations peuvent être déployées sur des sites internet et être consultées par les visiteurs. L’objectif principal de ces deux outils est de permettre d’utiliser les données appartenant au web sémantique d’une façon simple. Sans grande connaissance dans le domaine, l’utilisateur doit être en mesure de parcourir chacune des étapes jusqu’à la publication de visualisations. Mots-clés : linked data, web sémantique, visualisation, RDF, SPARQL, JavaScript Avant-propos Ce document a pour but de synthétiser et de présenter le travail effectué dans le cadre du travail de Bachelor de la filière Informatique de Gestion de la Haute-École spécialisée de Suisse occidentale (HES-SO). L’étudiant a suivi sa formation sur le site de Sierre en Valais pendant 3 années à temps plein.

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Cuprins 1 Introducere . 5 1.1 Să ne lămurim… . 6 1.1.1 La început a fost WEB-ul: fals . 6 1.1.2 WEB-ul era la sistemul de operare: fals . 6 1.1.3 Sistemul de operare era WEB-ul: fals . 6 1.2 Când a început WEB-ul? . 7 1.3 La început a fost Internetul: aproape corect . 9 2 HTML – HTML5 . 14 2.1 WWW (World Wide Web)? . 14 2.2 Pagini Web . 15 2.3 Adresa unei pagini de Web . 15 2.4 Cum aduce browserul paginile web? . 17 2.5 Cum afișează browser-ul paginile web? . 19 2.6 Ce este un fișier HTML? . 20 2.7 Structura standard a unui document html5 . 21 2.7.1 Primul cod html . 21 2.7.2 Explicarea structurii standard: . 24 2.8 Tag-uri html . 26 2.8.1 DOM – Document Object Model . 27 2.8.2 Observații generale . 29 1 2.9 Marcarea corectă a textului . 31 2.9.1 Marcarea metadatelor . 32 2.9.2 Delimitarea logică a conținutului . 34 2.9.3 Tag-uri pentru marcarea structurală a conținutul textului

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California State University, Northridge Strategies for Creating Integrated Patient Health Records A graduate project submitted in partial fulfillment of the requirements For the degree of Master of Science in Software Engineering By Debra Synott December 2015 The graduate project of Debra Synott is approved: ______________________________________________________ ______________ Adam Kaplan, Ph.D Date ______________________________________________________ ______________ Diane Schwartz, Ph.D. Date ______________________________________________________ ______________ G. Michael Barnes, Ph.D, Chair Date California State University, Northridge ii Acknowledgment The author wishes to express gratitude to her mother Mary Jane and daughters Rebecca and Michelle for their love and support, to Richard for his understanding and encouragement, to Professor G. Michael Barnes for his constant support and encouragement, to Professor Adam Kaplan for his many ideas and time, for Professor Diane Schwartz for her quick responses and willingness to be on the committee. Also, gratitude is given to Graduate Coordinator, Dr. Ani Nahapetian, for graduate degree support, and for all former professors who shared their passion of teaching and Computer Science. iii Table of Contents Signature Page……………………………………………………………………………………………………………………………………….. ii Acknowledgment………………………………………………………………………………………………………………………………….. iii List of Figures………………………………………………………………………………………………………………………………………… vi Abstract………………………………………………………………………………………………………………………………………………… vii 1 Introduction

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