Tom Jones
(Manchester - United States)I am a retired high school principal in my 3rd year of post-retirement re-employment teaching high school English.
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- From: Open Architecture Challenge
- Contributed By: Blake Architecture For Humanity
The Millennium Development Goals (MDGs) are eight goals to be achieved by 2015 that respond to the world's main development challenges. The MDGs are drawn from the actions and targets contained in the Millennium Declaration that was adopted by 189 nations-and signed by 147 heads of state and governments during the UN Millennium Summit in September 2000.
The eight MDGs break down into 21 quantifiable targets that are measured by 60 indicators. Goal 1: Eradicate extreme poverty and hunger
Goal 2: Achieve universal primary education
Goal 3: Promote gender equality and empower women
Goal 4: Reduce child mortality
Goal 5: Improve maternal health
Goal 6: Combat HIV/AIDS, malaria and other diseases
Goal 7: Ensure environmental sustainability
Goal 8: Develop a Global Partnership for Development
The eight MDGs break down into 21 quantifiable targets that are measured by 60 indicators. Goal 1: Eradicate extreme poverty and hunger
Goal 2: Achieve universal primary education
Goal 3: Promote gender equality and empower women
Goal 4: Reduce child mortality
Goal 5: Improve maternal health
Goal 6: Combat HIV/AIDS, malaria and other diseases
Goal 7: Ensure environmental sustainability
Goal 8: Develop a Global Partnership for Development
FINE ARTS:
GRADES 9 - 12
NA-VA.9-12.1 UNDERSTANDING AND APPLYING MEDIA, TECHNIQUES, AND PROCESSES
Achievement Standard:
Achievement Standard, Advanced:
NA-VA.9-12.2 USING KNOWLEDGE OF STRUCTURES AND FUNCTIONS
Achievement Standard:
Achievement Standard, Advanced:
NA-VA.9-12.3 CHOOSING AND EVALUATING A RANGE OF SUBJECT MATTER, SYMBOLS, AND IDEAS Achievement Standard:
Achievement Standard, Advanced:
NA-VA.9-12.4 UNDERSTANDING THE VISUAL ARTS IN RELATION TO HISTORY AND CULTURES
Achievement Standard:
Achievement Standard, Advanced:
NA-VA.9-12.5 REFLECTING UPON AND ASSESSING THE CHARACTERISTICS AND MERITS OF THEIR WORK AND THE WORK OF OTHERS
Achievement Standard:
Achievement Standard, Advanced:
NA-VA.9-12.6 MAKING CONNECTIONS BETWEEN VISUAL ARTS AND OTHER DISCIPLINES
Achievement Standard:
GEOGRAPHY:
Environment and Society
Standard 14: How human actions modify the physical environment.
Standard 15: How physical systems affect human systems.
Standard 16: The changes that occur in the meaning, use, distribution, and importance of resources.
MATH:
GEOMETRY STANDARDS:
MEASUREMENT STANDARDS:
Understand measurable attributes of objects and the units, systems, and processes of measurement
Apply appropriate techniques, tools, and formulas to determine measurements
PROCESS STANDARDS:
Problem Solving
Instructional programs from prekindergarten through grade 12
should enable all students to—
Reasoning and Proof
Instructional programs from prekindergarten through grade 12 should enable all students to—
Communication
Instructional programs from prekindergarten through grade 12 should enable all students to—
Connections
Instructional programs from prekindergarten through grade 12 should enable all students to—
Representation
Instructional programs from prekindergarten through grade 12 should enable all students to—
SCIENCE STANDARDS:
Content Standard F:
As a result of activities in grades 9-12, all students should develop an understanding of:
GRADES 9 - 12
NA-VA.9-12.1 UNDERSTANDING AND APPLYING MEDIA, TECHNIQUES, AND PROCESSES
Achievement Standard:
- Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
- Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
Achievement Standard, Advanced:
- Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium
- Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation
NA-VA.9-12.2 USING KNOWLEDGE OF STRUCTURES AND FUNCTIONS
Achievement Standard:
- Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art
- Students evaluate the effectiveness of artworks in terms of organizational structures and functions
- Students create artworks that use organizational principles and functions to solve specific visual arts problems
Achievement Standard, Advanced:
- Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives
- Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions
NA-VA.9-12.3 CHOOSING AND EVALUATING A RANGE OF SUBJECT MATTER, SYMBOLS, AND IDEAS Achievement Standard:
- Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture
- Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life
Achievement Standard, Advanced:
- Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others
- Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others
NA-VA.9-12.4 UNDERSTANDING THE VISUAL ARTS IN RELATION TO HISTORY AND CULTURES
Achievement Standard:
- Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art
- Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places
- Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making
Achievement Standard, Advanced:
- Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists
- Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning
NA-VA.9-12.5 REFLECTING UPON AND ASSESSING THE CHARACTERISTICS AND MERITS OF THEIR WORK AND THE WORK OF OTHERS
Achievement Standard:
- Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works
- Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts
- Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art
Achievement Standard, Advanced:
- Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions
NA-VA.9-12.6 MAKING CONNECTIONS BETWEEN VISUAL ARTS AND OTHER DISCIPLINES
Achievement Standard:
- Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis
- Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences
- Achievement Standard, Advanced:
- Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences
GEOGRAPHY:
Environment and Society
Standard 14: How human actions modify the physical environment.
Standard 15: How physical systems affect human systems.
Standard 16: The changes that occur in the meaning, use, distribution, and importance of resources.
MATH:
GEOMETRY STANDARDS:
- Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships
- Specify locations and describe spatial relationships using coordinate geometry and other representational systems
- Apply transformations and use symmetry to analyze mathematical situations
- Use visualization, spatial reasoning, and geometric modeling to solve problems
MEASUREMENT STANDARDS:
Understand measurable attributes of objects and the units, systems, and processes of measurement
Apply appropriate techniques, tools, and formulas to determine measurements
PROCESS STANDARDS:
Problem Solving
Instructional programs from prekindergarten through grade 12
should enable all students to—
- Build new mathematical knowledge through problem solving
- Solve problems that arise in mathematics and in other contexts
- Apply and adapt a variety of appropriate strategies to solve problems
- Monitor and reflect on the process of mathematical problem solving
Reasoning and Proof
Instructional programs from prekindergarten through grade 12 should enable all students to—
- Recognize reasoning and proof as fundamental aspects of mathematics
- Make and investigate mathematical conjectures
- Develop and evaluate mathematical arguments and proofs
- Select and use various types of reasoning and methods of proof
Communication
Instructional programs from prekindergarten through grade 12 should enable all students to—
- Organize and consolidate their mathematical thinking through communication
- Communicate their mathematical thinking coherently and clearly to peers, teachers, and others
- Analyze and evaluate the mathematical thinking and strategies of others;
- Use the language of mathematics to express mathematical ideas precisely.
Connections
Instructional programs from prekindergarten through grade 12 should enable all students to—
- Recognize and use connections among mathematical ideas
- Understand how mathematical ideas interconnect and build on one another to produce a coherent whole
- Recognize and apply mathematics in contexts outside of mathematics
Representation
Instructional programs from prekindergarten through grade 12 should enable all students to—
- Create and use representations to organize, record, and communicate mathematical ideas
- Select, apply, and translate among mathematical representations to solve problems
- Use representations to model and interpret physical, social, and mathematical phenomena
SCIENCE STANDARDS:
Content Standard F:
As a result of activities in grades 9-12, all students should develop an understanding of:
- Personal and community health
- Population growth
- Natural resources
- Environmental quality
- Natural and human-induced hazards
- Science and technology in local, national, and global challenges
