zilongwang/ReadingBank huggingface dataset:
KEY- Case Study: Cross Dressing or Clicker Questions: B (an irregular menstrual is normal for many female athletes) A (XY chromosomes) A C B (Meiosis I = reduction division) D (Anaphase II) D C C (crossing over increases genetic variation) Your opinion… Your opinion… Short Answer Questions: External sex organs (Genitalia), body hair, pelvis, breast tissue, body curvature, concentrations of sex hormones, internal reproductive organs, sex chromosomes, etc. Gametes are haploid (they contain half of the amount of genetic information as diploid somatic cells). XX (SRY+) is male, XY (SRY-) is female. During meiosis, crossing over occurred between the X and Y sex chromosomes, below the “tip” of the chromosome. This crossing over included the SRY gene. The SRY gene which is normally on the Y chromosome is now on the X chromosome. This would result in gametes that are X (SRY+) and Y (SRY-). If these gametes resulted in fertilization, the individuals would be XX (SRY+) male or XY (SRY-) female.
Grade: _____ out of 45 points Name__________________________________ Date___________________________________ Period__________________________________ Mystery isotope lab Isotope #1 Isotope #2 Isotope #3 Isotope #4 Isotope #5 Isotope #6 Isotope Name Carbon-12 Nitrogen-17 Nitrogen-14 Carbon-14 Nitrogen-15 Carbon-13 Atomic Number 6 7 7 6 7 6 Atomic Mass 12 17 14 14 15 13 Number of Protons 6 7 7 6 7 6 Number of Electrons 6 7 7 6 7 6 Number of Neutrons 6 10 7 8 8 7 Each box in the table is worth 1 point All isotopes of Uranium have _____92_____ protons. (1 point) Explain what happens if Carbon -12 gains a proton? (4 points) If Carbon-12 were to gain a proton, it wouldn’t be Carbon any longer. It would now have 7 protons, which would mean its Nitrogen. It would now be Nitrogen-13. Explain what happens if Carbon -12 gains a neutron? (4 points) If Carbon-12 were to gain a neutron its mass would be affected. It would still have 6 protons, but now it would have 7 neutrons. It would still be an isotope of Carbon. It would now be Carbon-13.
E.g. A child who has been bitten by a dog, now fears only large dogs. Key Area 4(d) The Effect of Group Behaviour and Social Influence _____________________ - Increased performance and achievement in competitive/ audience situations. E.g. An athlete having a much better chance at achieving a ‘personal best’ in a race rather than in training _____________________ - Anti-social behaviour of some groups which would not be shown by individuals from these groups on their own. It leads to less restraint in appropriate behaviour – herd or ‘mob’ mentality. E.g. Hooded or masked group (so they are less likely to be caught) breaking into shops and stealing goods _____________________ - Changing of beliefs as a result of persuasion.
The diagram represents part of a molecule of DNA on which a molecule of RNA is being synthesised. What does component X represent? A Ribose sugar B Deoxyribose sugar C Phosphate D Ribose phosphate DNA controls the activities of a cell by coding for the production of A proteins B carbohydrates C amino acids D bases A DNA nucleotide could be formed from a molecule of phosphate together with Ribose sugar and guanine Ribose sugar and uracil Deoxyribose sugar and uracil Deoxyribose sugar and uracil If a DNA molecule contains 8000 nucleotides of which 20% are adenine, then the number of guanine nucleotides present is: A 1600 B 2000 C 2400 D 3200 The diagram shows a stage in the synthesis of part of a polypeptide. Amino acid tRNA mRNA T A T DNA Identify the triplet codes for the amino acid tyrosine. The base sequence of a short piece of DNA is shown below A G C T T A C G During replication, an inversion mutation occurred on the complementary strand synthesised on this piece of DNA. A. B. C. D. During the polymerase chain reaction (PCR) samples of DNA are repeatedly heated and cooled. 16. The table below refers to the mass of DNA in certain human body cells.
Key Concepts from the 1940's Wally P. is the originator of the Back to Basics Beginners' Meetings, which have grown to more than 2,200 groups, and produced more than 120,000 recoveries in the Twelve-Step community in 1997. This "original" 12-Step meeting format produced 50-75% success rates in the 1940's and 1950's. Wally P., is a recovered alcoholic/addict and the world's foremost authority on A.A. and its' success in the 1940's. He has personally interviewed and tape recorded almost 200 of the original A.A. Members, all of whom recovered from the alcohol addiction in the 1940's and 1950's. 1. Put no block between the newcomer and Step Twelve. Get the newcomer to Step Twelve as quickly as possible, so he or she can experience the spiritual awakening that occurs as the direct result of taking the Steps. Assure the newcomer that our program of recovery will relieve his or her alcoholism/addiction. Show the newcomer that the process is simple, straightforward and that it really works. 2. Call the newcomer! Demonstrate that you are there for the newcomer by checking in with him or her on a regular basis. Remember, the newcomer is very ill and needs your encouragement and support. 3. Read the appropriate parts of the "Big Book" to the newcomer. The newcomer is in no physical or emotional condition to read, let alone comprehend, the "Big Book" by him or herself. Therefore, read and explain the appropriate parts of the book to the newcomer, specifically those 50 or so passages that pertain directly to taking the Twelve Steps. 4. The healing is in the sharing not in the writing. Sit down with newcomer and guide him or her through the Fourth Step inventory. If necessary, write the inventory while the newcomer does the talking. this will help relieve any anxiety or apprehension the newcomer may have about this part of the program. 5. Assist the newcomer with his or her amends. Work together on the newcomer's amends. Be the first person the newcomer sees after an amends is made. 6. Share guidance with the newcomer. Show the newcomer that you believe in and are practicing two-way pryer on a daily basis. 7. Co-sponsor the next newcomer.
Causes of inflation D-pull and cost-push Causes of deflation Malign and benign Effects of deflation Generally far worse than infl SR and LR Phillips curve U ↔ i trade-off in Sr Possible LRPhC – no trade-off in LR according to mon/N-C school Link to LRAS 4) External balance (e.g. exchange rate and BoP) Increase in AD → infl…and thus the Px rise…etc Contractionary policies → lower infl and poss ↑M 5) Income distribution (measured by Lorenz curve and Gini) Equity vs equality (horizontal and vertical equity) Lorenz curve and Gini coefficient Absolute and relative poverty Ways to even-out Y distr Services in kind Transfer payments Taxes Progressive, regressive and proportional income taxes Eval: effects on HHs of ΔT, services and/or transfer payments 2.4 Fiscal policy Govt budget – revenue and spending Current (services), capital (roads) and transfer payments (soc benefits) Deficits, surpluses and debt Fiscal policy Main purpose Big four and evening-out the business cycle Methods: ΔG and ΔT AD and govt policies Infl and defl gaps in K and mon/N-C models (better: positive and negative output gaps) K version (trade-off) Mon/N-C version (no LR trade-off) Automatic stabilisers Poss impact of G on LR growth (see interventionist S-side policies)
Club Committee (Elected): President. Diane Sutherland 01491 572 033 Chairman. John Pilgrim Morris John.pm@talktalk.net 07742 080 620 Captain. (Visits By Clubs) (Press and Communications) Justin Sutherland justin.sutherland@hotmail.co.uk 07931 185 566 Hon. Treasurer. Nick French 07740 533521 Membership Secretary. Lloyd Davies Lloyddavies23@outlook.com 07974 132 456 Events Secretary. (co-ordinator for SBH, HRR & HMR) + Non-rowing lettings: Maggie Neale 07590 532 226 Facilities & Grounds. Rowing ‘lettings’ & crew visits: David Church David_church@tiscali.co.uk 07929 775 007 Hon. Secretary. Paul Taylor ptaylor13@gmail.com 07527 829 182 Website Laurence Manning manninglsf@live.com 07989 898 874 August 2016 Non – elected volunteers & advisors: Welfare Advisor. Janet Hope-Brown 07919 880 293 Safety Advisor. Toby Mottram tgmottram@hotmail.co.uk 07738 946 497 _________________________________ Director of Rowing. Coach, Men and Women Squads: Justin Sutherland 07931 185 566 Juniors. Co-ordinator: Jeremy Dobbins 07904 948 948 Secretary: Sharon Pilgrim Morris. sharonpm@tiscali.co.uk 07762 131 875 Junior Coach: Emily Forrester 07737 017 985 Bar and Club Social Events. Pippa Birch 07780 637 122 Sculling Racks UTC Numbers and EA Licences. Peter Taylor prandbctaylor@btinternet.com 01189 478 654 Maintenance Help. Ray 07712 455 803 Clive 07990 956 811
Key Contacts for Early Intervention You can use this customizable contact form to keep track of key contacts in the developmental disability services field Title Service Contact Person Phone Number Special Notes Care Coordinator Managed care insurance coordinator Name of MCO/Plan: Child FIND Contact Coordinates services from age 2-school aged Early Intervention Case Manager Coordinates early intervention services for CSB Occupational Therapist Supports fine motor skill development Pediatrician Medical Care and oversight Physical Therapist Supports gross motor skill development Personal Care Agency Provides staff for Waiver hours Services used:
Personal Care Attendant Consumer Directed Waiver staff Recreation Programs Physical and social activities Service Facilitator Coordinates consumer directed Waiver services Agency: Special Needs Trust Fund for saving for future needs Speech Therapist Supports speech and communication development Support Coordinator Arranges active DD Waiver Services CSB or private: Type of Waiver: Waiting List Support Coordinator Point of contact for Waiver waiting list at the CSB Priority Tier for Waiting List: Date of last contact:
Key Contacts for People with Disabilities You can use this customizable contact form to keep track of key contacts in the developmental disability services field Title Service Contact Person Phone Number Special Notes Care Coordinator Name of MCO/Plan: DARS Case Manager Coordinates and funds transition to work services Active or on waiting list: Waiting list category: Early Intervention Case Manager Coordinates early intervention services for CSB Employer Person/group who issues paycheck for work Employment Transition Rep (ETR) School employee who helps develop transition plan Employment/ Day Program Agency that provides daytime and/ or employment supports Funded by (DARS, Waiver, CSB):
Job Coach Staff in charge of helping you learn/maintain your job Funded by (DARS, CSB, Waiver): Personal Care Agency Provides staff for Waiver hours Services used: Personal Care Attendant Consumer Directed Waiver staff Service Facilitator Coordinates consumer directed Waiver services Employer: Support Coordinator Arranges active DD Waiver Services CSB or private: Type of Waiver: Transportation Provider Driver or service for travel Name of Service Provider (Metro Access, Logisticare, Taxi company): Waiting List Support Coordinator Point of contact for Waiver waiting list at the CSB Priority Tier for Waiting List: Date of last contact:
Special Needs Trust Fund for saving for future needs Support Coordinator Arranges active DD Waiver Services CSB or private: Type of Waiver: Teacher Provides day to day instruction at school Transportation Driver or service for travel Name of Service Provider (Metro Access, Logisticare, Taxi company): Waiting List Support Coordinator Point of contact for Waiver waiting list at the CSB Priority Tier for Waiting List: Date of last contact:
D A mutation occurs between the +1 nucleotide and the start codon of a gene (no change in protein in this untranslated region) F This kind of mutation changes every amino acid in the protein beyond the point where it occurs (insertion or deletion produces a frameshift)
OTHER REPORTING ITEM DETAILS REQUIRED DUE DONE Consumer Affairs All reporting to State Government Business Affairs as identified in the “Annual Report to Association” form which they will mail to you (includes Annual Report to AGM, audited financial reports, list of current committee members) Within 3 months of the House AGM Australian Charities Not-for Profit Commission Annual Information Statement for the ACNC as per their requirements Change of Details (including responsible person and governing documents) Within 6 months of the end of your reporting period (i.e. your financial year) Within 60 days of any change Grant A Grant B Grant C HOUSE MEETINGS ITEM MEETING PURPOSE & DETAILS HELD AT DATE Annual General Meeting The annual general meeting of the House as an incorporated association is required by law, and as specified in the House Constitution House By 30 Sept or date specified in Constitution Management Committee Meetings On an agreed cycle and at least as frequently as required by the Constitution. Required for the good governance of the House House As agreed cycle of meeting dates
Staff Meetings On an agreed cycle sufficient for good management and communication House As agreed cycle of meeting dates Strategic Planning Meetings To be determined Regional Meetings Various Houses in the Region Other Agency Meetings As advised Community Consultation Meetings To be determined At least one annually Staff Performance Meetings House At least annually for each staff member Budget Planning Meetings House First meeting no later than 31 March each year NHT KEY DATES ITEM PURPOSE & DETAILS DATE DONE Neighbourhood House Week Neighbourhood Houses and their communities across the State (and across Australia) celebrate all they have achieved with their communities. The week promotes the work of Houses to the community. Mid May NHT State Conference Late September National Simultaneous Storytime Late May
Emanuel School Key dates for 13+ September 2019 entry Thursday 6th September 2018 Scholarship and bursary application forms become available to download from school website Monday 1st October 2018 5pm Deadline for registration for 13+ applications for September 2019 entrance Friday 12th October 2018 5pm Deadline for receipt of end of year 7 school report (please send as soon as possible) Friday 9th November 2018 5pm Deadline for scholarship and bursary applications. Friday 9th November 2018 5pm Deadline for receipt of educational psychologist’s report if applicable; required for consideration for extra time or use of computer in exam Saturday 19th of January 2019 13+ Entrance Exam (timings TBC in December) Monday 21st January 2019 Reserve 13+ Entrance Exam (timings TBC in December) Friday 25th January 2019 Candidates who progress in process after examination will receive a phone call with the timing of the interview the following week. Tuesday 29th or Wednesday 30th January 2019 Interviews for candidates who progress past the exam Thursday 14th February 2019 Offer letters sent out by first class post Friday 1st March 2019 12pm Offer acceptance deadline
Yale Business Continuity Planning Key Emergency Contacts Worksheet Instructions: List key emergency contacts on the worksheet below. Give a copy to everyone on your emergency team. Key Emergency Contacts Primary Location (Building & Rooms #s): Street Address: Principal Investigator Name: Email: Business Phone: Cell Phone: After Hours Phone: Laboratory Manager or Senior Researcher: Name: Email: Business Phone: Cell Phone: After Hours Phone: Lead Administrator: Name: Email: Business Phone: Cell Phone: After Hours Phone: Business Manager: Name: Email: Business Phone: Cell Phone: After Hours Phone: Facilities Superintendent: Name: Email: Business Phone: Cell Phone: After Hours Phone: EHS Safety Advisor: Name: Email: Business Phone: Cell Phone: After Hours Phone: ITS Specialist: Name: Email: Business Phone: Cell Phone: After Hours Phone: Other: Name: Email: Business Phone: Cell Phone: After Hours Phone: Other: Name: Email: Business Phone: Cell Phone: After Hours Phone: Other: Name: Email: Business Phone: Cell Phone: After Hours Phone: Other: Name: Email: Business Phone: Cell Phone: After Hours Phone:
Another site offers suggestions for storybooks to use each week to develop the readings: Look under the ‘Acts’ tag. MARY HAWES TRINITY A celebration of the Glorious Trinity: Father, Son and Holy Spirit; the three persons of the Godhead. A season of teaching. HARVEST Maybe you are too caught up with what to do for Harvest Thanksgiving coming up soon? Well, Barnabas in Churches have plenty of ideas on our site already and perhaps something here will help. Go to Resources for Harvest by Chaplaincy Adviser Cate Edmonds World Harvest Links available on Going for Growth web page
failed one or more components of assessments and to students who have an accepted PMC for non-submission of an assessment. Details of thecan be found at: A document containing regarding the Early Retrieval Scheme can be found here: Personal Mitigating Circumstances (PMCs) Personal mitigating circumstances (PMCs) are circumstances such as medical or personal issues which have seriously affected a student’s ability to undertake an assessment, which a student has no control over and which could not have been predicted. The University has a PMC Procedure which can be used by students to ask the University to consider their mitigating circumstances. A PMC can be submitted as a result of: Late submission of an assessment during the four day late submission period; Absence from an assessment such as an examination or presentation; Non-submission of an assessment. If a student attends an examination or submits a piece of coursework, they are declaring themselves as ‘fit to sit or submit’ the assessment and therefore are unable to submit a claim that their standard of performance in the assessment has been adversely affected by mitigating circumstances. In rare situations where illness has occurred during a scheduled assessment such as an examination or presentation, consideration will be given to personal mitigating circumstances. These must be reported at the time to the invigilator or presentation examiner and a student can submit a case of personal mitigating circumstances for non-attendance to request a replacement assessment opportunity. Exceptionally, where a student has been unable to determine if they were fit to sit/submit an assessment and has done so, but has appropriate medical evidence to confirm that they were not in a position to determine their fitness, the student can submit a PMC to request that the assessment attempt should be considered as a non-submission or absence. In cases where a student has a disability which is confirmed part way through an academic year and a Reasonable Adjustment Plan is created, a student can submit PMCs to request that an assessment attempt should be considered as a or absence and effectively request a replacement attempt. A student cannot ask for a replacement assessment attempt for assessments completed in a previous academic year.
Create compound words using nouns, e.g. whiteboard and football. Select, generate and effectively use adjectives. Identify, generate and effectively use noun phrases, e.g. the blue butterfly with shimmering wings (for description), granulated sugar (for specification). Add suffixes ful or less to create adjectives e.g. playful, careful, careless, hopeless. Use suffixes er and est to create adjectives e.g. faster, fastest, smaller, smallest. Select, generate and effectively use adverbs. Use suffix ly to turn adjectives into adverbs e.g. slowly, gently, carefully. the ending –il e.g. pencil, fossil, nostril. the /aɪ/ sound spelt –y at the end of words, e.g. try, reply. The /ɔ:/ sound spelt a before l and ll, e.g. call, walk The /ʌ/ sound spelt o, e.g. mother, Monday The /i:/ sound spelt –ey, e.g. key, donkey The /ɒ/ sound spelt a after w and qu, e.g. wander, quantity The /ɜ:/ sound spelt or after w, e.g. word, worm The /ɔ:/ sound spelt ar after w, e.g. war, warm The /ʒ/ sound spelt s, e.g. television, usual Add –es to nouns and verbs ending in –y, e.g. copies, babies. Add –ed, –ing, –er and –est to a root word ending in with a consonant before it, e.g. copied, copier. Add the endings –ing, –ed, –er, –est and –y to words ending in –e with a consonant before it, e.g. hiking, hiked, hiker. Add –ing, –ed, –er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel letter, e.g. patting, patted. Spell words ending in -tion, e.g. station, fiction. Write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.
1.7 New staff member registration forms have not been consistently completed (staff members are sometimes set in the system based on verbal instruction). Need to retrain relevant staff in new staff member registration (schedule for two weeks’ time). Fred P 31 July 2015 Retraining completed 2 July 2015. Review in 6 months’ time. 4 January 2016 4.5 Client Plan Template to be revised within the next three months. At present there is no evidence that the client has received the rights and responsibilities document, so we will include a check box for the client to tick and sign that they have received the document. Also add a client goals’ section so that the client can outline their goals and aspirations. Jane S 20 October 2015 Revision of client plan template completed, document updated to include tick box and ‘client goals’ section 15 October 2015. 1 February 2016, review sample of all plans to confirm records of client goals and aspirations 4.5 The organisation needs to provide information in appropriate formats to enable service users to participate and make choices about the services they receive. Fred P 1 September 2015 Re-printing of required information in appropriate format. 1 September 2015. 1 March 2016
Percentage of active licences with no enforcement action issued Percentage of active licences, that does not have an enforcement action issued against it. 90% (Quarterly) - starting 1 January 2017 Outputs/ activities Percentage of rehabilitation bond assessments undertaken during the quarter Percentage of rehabilitation bonds assessment undertaken for all licences where a rehabilitation bond is required to be paid. ERR aims to have all licences reviewed on a five year cycle. 20% of all rehabilitation bonds (Annual) - starting 1 July 2017 Short-term and long-term outcomes 3.Effective Incident Management Percentage of reportable events that are responded to during the quarter Percentage of incidents that are deemed reportable events under the definition provided in Mineral Resources (Sustainable Development) Act 1990 that are responded to during the quarter. 100% (Quarterly) starting 1 January 2017 Short-term and long-term outcomes 4.Facilitation of stakeholder engagement ERR attendance at Environmental Review Committee meetings Active participation in ERC meetings organised by tenement holders in accordance with statutory requirements or approvals and attended by ERR officers. 100% (Quarterly) - starting 1 January 2017 Outputs/ activities Number of Stakeholder Review Group meetings held by ERR Number of Stakeholder Reference Group organised by ERR. 6 (Annual) - starting 1 January 2017 Outputs/ activities Number of Earth Resources Regulator Forums held by ERR Number of Earth Resources Regulator Forums organised by ERR. 3 (Annual) - starting 1 January 2017 Outputs/ activities Percentage of commitments delivered in Working or Partnership Agreements / MOUs Delivery of commitments in agreements with Environment Protection Authority (EPA), Victorian WorkCover Authority (VWA), Country Fire Authority (CFA), Energy Safe Victoria (ESV) and Department of Environment, Land, Water and Planning (DELWP). 100% (Annual) - starting 1 July 2017 Outputs/ activities 5.Complaint Management Average number of days to respond to complaints Average number of days to respond to community complaints, in the past quarter. 3 business days - (Quarterly) starting 1 January 2017 Outputs/ activities 6.Community Satisfaction Weighted response score for community satisfaction with ERR as a regulator, based on an annual survey conducted by ERR. Weighted score from an annual survey which looks at community satisfaction with ERR as a regulator, including community satisfaction with ERR in relation to statutory obligations, regulatory compliance and stakeholder engagement activities. 9 out of 10 (Annual) - starting 1 July 2017 Short-term and long-term outcomes
University of Bolton Key Policy for Bolton Central 2017 Introduction This policy relates specifically to BEST keys. The University uses a BEST key system to manage a range of keys that permit access to University property; these are buildings containing property of high value and requiring effective management in order to prevent theft, unauthorised access or damage. At times staff are in a privileged position whereby they have keys to areas of a sensitive or secure nature that require a higher level of control. It is vital therefore to set some guidelines for the management of these keys in order to reduce risk to the University, staff and students. It is also important that members of the Facilities department are seen to be managing keys responsibly and set an example of good practice for others to follow. It is acknowledged that staff have, over time, gained their own sets of keys, which aid them in their operational efficiency. However, the security of University buildings and property must remain a high priority for all University staff. The likelihood of a breach of security is increased with the number of keys in circulation unless robust control measures are in place and fully complied with. Reducing Circulation The maintenance of lock suiting of blocks/areas/floors within buildings should continue to reduce the number of keys in circulation. To assist in the improvement of building security there are a number of actions that members of staff should take to reduce the potential for unlawful/unauthorised access to University buildings. School/Department staff are to ensure that their areas of responsibility are regularly checked for keys that: Are no longer required Their use cannot be identified Belong to departing members of staff Any such keys should be returned to the Facilities department for re-issue or destruction.
Based on data points, aim line and trend line, is student on target to meet goal? What do you plan to report to parents at the specified reporting intervals? Does the graph indicate a need for change in instruction? Why or why not? Analysis of Graph 4: Task #1 Culminating Activity (Mark) Mark’s Present Level: Mark is a 5th grader with a Mild Mental Disability. Mark answers literal questions with 90% accuracy at the 3rd grade instructional level with explicit instruction, modeling, guided practice, and visual strategies. Mark answers inferential questions with 85% accuracy at the 1st grade level. His baseline for answering inferential questions at the 2nd grade instructional level is 40%. Mark’s Reading Annual Goal #1: When given a 2nd grade reading passage, Mark will answer 5 inferential questions with 85% accuracy on 4 out of 5 occasions as measured with teacher-made tests and checklists.
KEY 6th Grade Science 1st 9 weeks Test Review Our Solar System: Vocabulary: gravity, comet, meteorite, meteor, asteroid, meteoroid, rotation, revolution, year, day, tides 1. Chunks of metal or stone that orbit the sun freely, not in a group. 2. Balls of dusty ice that have a tail and orbit the sun freely. Their tails can be millions of miles long. 3. Pieces of metal or stone that fall through the Earth's atmosphere and burn up. The burning material is often called a "shooting star". 4. The force of attraction between objects. This causes the planets and other space objects to maintain their elliptical orbit around the sun. 5. Space object made of rock, metal or a combination of the two. Most lie in a belt between Mars and Jupiter and can be quite large. 6. Pieces of metal or stone that hit the Earth's surface. 7. The amount of time it takes the Earth to revolve around the sun 1 time 8. To orbit or move around another object. 9. The amount of time it takes for the Earth to spin one time on its axis. 10. To spin on an axis 11. The gravitational pull of the moon on the Earth’s oceans and other bodies of water. meteroids Comets meteors gravity asteroid Meteorites 1 year or 365 days revolve 1 day or 24 hours Rotate tides
12. Explain why Earth and all planets have day and night. All of the planets rotate on their axis – facing the sun during the day and facing away from the sun at night. 13.Label the picture day and night based on the location of the sun. 13. day night 14. How many stars are in our solar system? 14. 1 15. What causes the phases of the moon? 15. The Moons revolution around the Earth 16. Label the phases of the moon. Choose from: full moon, new moon, waxing gibbous, 1st quarter moon, waxing crescent, 3rd quarter, waning gibbous, waning crescent List the 6 steps of the scientific method in order. Problem Research Hypothesis Experiment (materials & procedure) Observation/data Conclusion Write the correct step for each definition. (Conclusion, observation, hypothesis, problem, experiment, research) Refers back to the hypothesis. Tells whether you hypothesis was supported or not. Conclusion A detailed list of items needed to do your experiment. Includes amounts needed. Also includes the steps used to complete the procedure. Experiment An educated prediction using the ...if...then format. Hypothesis The step that states a question about what experiment you are doing. Problem
DESCRIPTION OF THE PRIORITY DESIRED OUTCOME Priority 3: Improve how soil information is shared and used Publish soil maps at a scale that allows farmers to use them for precision agriculture. Develop methods for measuring and monitoring soil functions to improve management and reduce degradation. Develop technologies that relate soil condition to production. Build and support online soil data services. Farmers know how to improve their soil management. Reduced risk and uncertainty of using new soil management ideas to improve production. Land use is matched to land capability. Better reporting on soil condition from local through to national scales. The ‘big data revolution’ helps farmers to improve soil management. Priority 4: Find and promote new and innovative ideas in good soil management Develop more effective ways for farmers to access soil knowledge so that the benefit of research is realised. Capture the learnings from farmers as they test new ideas in their day-to-day operations. Use science to confirm that new ideas work, and to see where else they might be used. Publicise and promote farmer innovations in soil management to spread their use. Farmers can use new soil management practices with greater confidence that they will work. New soil management ideas are tested, shared and used more widely. Increased recognition by the general public of how good soil management contributes to the food they eat while also decreasing environmental problems. Priority 5: Ensure that soil and land use action is focused and relevant Support policy and planning with good science to identify and protect good quality agricultural land. Develop policies that integrate climate, agricultural and environmental objectives. Support education activities that lead to a better understanding of soil and the benefits that good soil management provides to rural and urban communities. Agree on a model to fund and deliver the collection, management and provision of soil information. Ensure that soil information and knowledge is better used in land planning, policy implementation and industry growth. More efficient and equitable use of Australia’s soil and land resources. Reduced conflict over land use management and the impact of agriculture. A reduction in the risks of long term soil and land degradation. Greater understanding by all Australians of agricultural production systems. A business model for soil data collection and management that delivers both public and private benefits.
Key Stage 1 and Key Stage 2 Topic Cycles from September 2018 Key Stage 1 Autumn Spring Summer Cycle A All about me RE – Myself PSHE – Body and hygiene Play/toys RE – Special people PSHE – Special people Holidays RE – Special places PSHE – Healthy lifestyle Cycle B Food RE - Celebrations PSHE – Feeling good Houses and homes RE – Families PSHE – Dangers in the home/belonging to a family Exploring transport RE –Belonging PSHE – Being safe Lower Key Stage 2 Autumn Spring Summer Cycle A Schools RE – Leaders and teachers PSHE – Be good to me Animals RE – Beliefs and stories PSHE – Choices Weather RE – Symbols PSHE – Keeping safe Cycle B People who help us RE – Spirituality and the world around us PSHE – Taking care of our bodies Cooking RE – Religious expression PSHE – Money At the Seaside RE -Worship, pilgrimage, sacred places PSHE –Keeping safe (road and river safety) Upper Key Stage 2 Autumn Spring Summer Cycle A Hobbies and interests RE – Inspirational people PSHE – Making the right choices People RE – Religion, family and the community PSHE – Children’s rights The Planet Earth RE – Beliefs and questions PSHE – Going online Cycle B Inventions RE – Faith and the arts PSHE – Mobile phones Light and dark RE – It matters to me: it matters to others PSHE – Relationships and healthy lifestyles Gardens and Parks RE – Beliefs in Actions PSHE – Changes PSHE themes may be adapted according to the developmental level of the pupils in the group or if any pertinent issues arise – Teachers will need to ensure that this is documented appropriately.
Opportunities: Across all year groups scientific knowledge and skills should be learned by working scientifically. Biology Plants • Identify, classify and describe their basic structure. • Observe and describe growth and conditions for growth. Habitats • Look at the suitability of environments and at food chains. Animals and humans • Identify, classify and observe. • Look at growth, basic needs, exercise, food and hygiene. All living things • Investigate differences. Chemistry Materials • Identify, name, describe, classify, compare properties and changes. • Look at the practical uses of everyday materials. Physics Light • Look at sources and reflections. Sound • Look at sources. Electricity • Look at appliances and circuits. Forces • Describe basic movements. Earth and space • Observe seasonal changes. Area Milestones Topic & Activity No. Art and Design (ADT) To develop ideas Respond to ideas and starting points. Explore ideas and collect visual information. Explore different methods and materials as ideas develop. To master techniques Painting Use thick and thin brushes. Mix primary colours to make secondary. Add white to colours to make tints and black to colours to make tones. Create colour wheels. Collage Use a combination of materials that are cut, torn and glued. Sort and arrange materials. Mix materials to create texture. Sculpture Use a combination of shapes. Include lines and texture. Use rolled up paper, straws, paper, card and clay as materials. Use techniques such as rolling, cutting, moulding and carving. Drawing Draw lines of different sizes and thickness. Colour (own work) neatly following the lines. Show pattern and texture by adding dots and lines. Show different tones by using coloured pencils. Printing Use repeating or overlapping shapes. Mimic print from the environment (e.g. wallpapers). Use objects to create prints (e.g. fruit, vegetables or sponges). Press, roll, rub and stamp to make prints. Textiles Use weaving to create a pattern. Join materials using glue and/or a stitch.
relative clause A relative clause is a clause that adds detail to a noun. It always comes after the noun, and begins with a relative pronoun. For example: ‘The lion, who had been asleep, opened its eyes.’ The relative clause in this sentence is ‘who had been asleep’, as it adds detail to ‘the lion’. relative pronoun A relative pronoun is a word that links a relative clause to the noun that it describe That’s the girl who sang that song which won the competition. The words that, which, who, whose. are relative pronouns The words when, where and why can also be relative pronouns. root word A root word is the basic form of a word before any prefix or suffix is added to it. Happy is the root word of happier.
Key Stage 4 Curriculum Information: 2017-2018 Below is useful information from departments that provide you with information about the types of qualifications available at Key Stage 4. If you require any further information please contact the Head of Department on the email address below. Subject History Examination Board OCR Head of Department Mr. J Fairclough Accreditation Level (e.g. GCSE Level 2, BTEC Level 2) GCSE Number of qualifications? 1 Exam Information How many exams? 3 When taken? Summer of Year 11 Percentage of final mark 100% Controlled Assignment Information How many assignments? 0 When taken? N/A Percentage of final mark N/A Brief Outline of Subject Study the following:- People’s Health (1250-) Elizabethans (1580-1603) Making of America (1789-1900) Living Under Nazi Rule (1933-1945) Chavenage House (Local Study) Post-16 Progression Routes A-Level Progression Routes History, Law, Economics, English, Politics, Business, Archaeology, Classics, Philosophy, Sociology, RE. Relevant Information
Post-16 Progression Routes A Level Music Btech Music Level 3 Musical Theatre Music Performance level 3 Batchelor’s degree in Music Master’s degree in Music Doctorate degree in Music Relevant Information https://www.bbc.com/education/subjects/zpf3cdm
102 FIXED COSTS The costs that do not change as a business changes the amount it produces. 103 VARIABLE COSTS Those costs that rise as business increases production and fall when it reduces production 104 TOTAL COSTS The fixed and variable costs of a particular level of production added together. 105 AVERAGE COSTS The cost of each unit produced – also known as unit cost 106 BREAK-EVEN POINT When total revenue is equal to total cost. Profits are zero. Break-even output is the number of items needed to be sold in order to break-even. 107 BREAK-EVEN FORMULA Fixed costs divided by price – variable costs 108 INFLATION When prices of a range of goods and services increase throughout the economy. 109 INTEREST RATE The charge made to businesses and people by a bank for lending money. Also a reward given by the bank for saving money. 110 OVERDRAFT A short term method of finance. The bank allows the business to withdraw more than is in their current account. Interest charged is high. 111 TRADE CREDIT Goods and materials are obtained from a supplier and payment is made at a later date. 112 RETAINED PROFIT Profit which is kept by the business for its own use. 113 HIRE PURCHASE A business uses equipment but does not own it until the final payment has been made. 114 SHARE ISSUE Finance is raised from selling shares. This finance does not have to be paid back. However, dividends will need to be paid and shareholders can vote. Only Plc’s like AS plc can sell shares on the stock exchange. 115 MORTGAGE Allows a business to borrow a large sum of money to purchase or improve a building 116 GROSS PROFIT Sales revenue minus cost of sales (variable costs). 117 NET PROFIT Gross profit minus all expenses. 118 OPPORTUNITY COST The cost of having to miss out on something else. 119 CASH FLOW FORECAST A statement showing the expected flow of money into and out of the business over a period of time. 120 PERFECT COMPETITION A market in which there are a large number of sellers, all competing for customers. 121 MONOPOLY When one single business has least a 25% share of the market.
Key Topic 1 Exam Questions: Q1. 8 Marks Q2. 8 Marks Q3. 8 Marks (x2) Explain two consequences of the Yalta Conference Write a narrative account analysing the main developments in relations in the years 1945-47. You may use the following in your answer •The Yalta Conference, 1945 •Truman Doctrine, 1947 Explain the importance of Truman Doctrine for the development of the Cold War. Explain two consequences of the Potsdam Conference Write a narrative account analysing the key events of the Berlin Crisis, 1948–49. You may use the following in your answer: • Stalin’s fears •The Airlift Explain the importance of the events in Berlin 1948-49for the development of the Cold War. Explain two consequences of the Berlin Blockade Write a narrative account analysing the key events of the Hungarian Uprising, 1953-56. You may use the following in your answer: • Death of Stalin •Nagy Explain the importance of the Grand Alliance for relations between Stalin, Churchill and Roosevelt in the years 1941-1945 (8)
Male 5.2 $9 200 Female 6.0 $8 400 Total 5.4 $8 900 Preliminary data are excluded from this table as claims from that year are likely to be open and accruing additional time lost and costs. Source: Australian Workers’ Compensation Statistics, 2012–13, Safe Work Australia. Serious claims by age group, 2012–13p Age group (years) Number of serious claims Percentage of serious claims Frequency rate (serious claims per million hours worked) Incidence rate (serious claims per 1000 employees) 15–19 4 485 4% 6.8 6.4 20–24 10 995 9% 6.1 9.2 25–29 11 810 10% 5.1 9.1 30–34 11 300 10% 5.3 9.4 35–39 12 220 10% 6.1 10.8 40–44 14 730 13% 6.9 12.2 45–49 14 955 13% 7.4 13.4 50–54 15 480 13% 8.0 14.2 55–59 11 875 10% 8.1 14.0 60–64 7 515 6% 8.8 14.2 65 and above 2 430 2% 6.7 8.9 Total 117 815 100% 6.7 11.1 Source: Australian Workers’ Compensation Statistics, 2012–13, Safe Work Australia. Rates of serious claims by jurisdiction, 2012–13p Jurisdiction Frequency rate (serious Incidence rate (serious
Trend in the rate of injury fatalities, 2003 to 2013 Source: Traumatic Injury Fatalities database, Safe Work Australia. Work-related injury fatalities by sex, 2013 Sex Number of fatalities Percentage of fatalities Fatality rate (fatalities per 100 000 workers) Male 180 92% 2.90 Female 16 8% 0.31 Total 196 100% 1.70 Source: Traumatic Injury Fatalities database, Safe Work Australia. Work-related injury fatalities by age group, 2013 Age group (years) Number of fatalities Percentage of fatalities Fatality rate (fatalities per 100 000 workers) 15–24 18 9% 1.00 25–34 29 15% 1.10 35–44 36 18% 1.42 45–54 44 22% 1.79 55–64 36 18% 2.22 65 and above 33 17% 8.34 Total 196 100% 1.70 Source: Traumatic Injury Fatalities database, Safe Work Australia. Work-related injury fatalities by jurisdiction, 2013
Key words for 1.3 A global perspective on development issues development Globalisation NIC LIC HIC MNC economic social environmental Quality of life Standard of living Multiplier effect imports exports tariffs quotas Fair trade Life expectancy GNI PPP outsourcing infrastructure Guest worker Remittance payments Knowledge economy Subsistence farming monoculture commodities Emergency aid Long term aid NGO Labour intensive Extractive industries Emerging markets Honeypot site Carrying capacity Bilateral aid Multilateral aid
What countries are the leading importers of food? What country exports the most grain? What kind and how much? There is little new land actually available for farming. In fact, the current trend is to reduce agricultural land rather than increase it. Identify and briefly describe three reasons why land is currently being removed from agricultural use. Define aquaculture (or aquafarming): What countries are the leading fishing countries? Have MDCs or LDCs consumed more fish? What are the two main practices of the Green Revolution? Because of the Green Revolution, agricultural productivity at a global scale has _____________________________ than ________________________________. Describe the characteristics of the “miracle wheat seed”. Describe the characteristics of the “miracle rice seed”. What specific problems do farmers in LDCs have which might prevent them from taking full advantage of the Green Revolution?
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Welcome! This class covers keyboarding and computer basics and will provide you with skills for some of the most common uses for computers. Nearly everything we do these days requires the use of a computer, whether it is applying for a job, training for a job, or going to college. Even cell phones are small computers! You will be learning new skills, so go easy on yourself and take it one step at a time. Practicing your new skills as often as you can will help ensure that you remember what you’ve learned. First, let’s make sure you’re comfortable. Most office chairs have many adjustments. Have your teacher demonstrate chair adjustments and check your posture.
Desktop computer A desktop computer is larger than a laptop computer – and too big to carry around. Laptop computer A computer that is small enough for you to pick it up and carry. Mouse If you are using a desktop computer, you need a mouse to move the mouse pointer across the screen and to point and click something on the screen. You can also use a mouse with a laptop computer. Mouse Pad A small rubber pad below the mouse. You don't need a mouse pad, but it can help make a mouse work better. Touchpad Use a touchpad to point and click something on the screen. A touchpad is only used with a laptop. Keyboard A keyboard has all of the alphabet characters and numbers so you can type. It also has a lot of special keys that are used to control the computer. Mouse Pointer The mouse pointer is a small arrow that moves across the screen to show you what your mouse is pointing at on the screen. Tooltip Text “Tooltip Text” are words that appear in a small pop-up box when you move your mouse over something on the screen.
1.3.II.D What role did pastoral civilizations play vis a vis empires? Pastoralists were often the developers and disseminators of new weapons and modes of transportation that transformed warfare in agrarian civilizations. • compound bows • chariots • iron weapons • horseback riding • Sumeria • Akkadia • Babylonia • Egypt (Old, MIddle New) • Nubia • bows • chariots • iron weapons 1.3.III How did culture play a role in unifying populations? 1.3.III.A What architectural forms did early civilizations produce? 1.3.III.B Which social strata encouraged the development of art in ancient civilizations? 1.3.III.C What forms of writing developed in ancient civilizations? 1.3.III.D What was the relationship between literature and culture? 1.3.III.E What pre-600 BCE religions strongly influenced later eras? 1.3.III.F How “big” were the pre-600 BCE trading regions? 1.3.III.G How did social and gender identities develop pre-600 BCE? Culture played a significant in role in unifying states through law, language, literature, religion, myths and monumental art. Early civilizations developed monumental architecture and urban planning • ziggurat • temples • streets and roads • pyramids • defensive walls • sewage and water systems Elites, both political and religious, promoted arts and artisanship. • sculpture • painting • wall decorations • elaborate weaving Systems of record keeping arose independently in all early civilizations. • cuneiform • hieroglyphs • pictographs • alphabets • quipu Literature was also a reflection of culture. • the Epic of Gilgamesh • Rig Veda • Book of the Dead New religious beliefs developed in this period continued to have strong influences in later periods, including the Vedic religion, Hebrew monotheism and Zoroastrianism. Trade expanded throughout this period, with civilizations exchanging goods, cultural ideas and technology. Trade expanded from local to regional and transregional, including between Egypt and Nubia, Mesopotamia and the Indus valley. Social and gender hierarchies intensified as states expanded and cities • pyramids • ziggurats • cuneiform • hieroglphics • alphabet • quipu *Rig Veda = Sanskrit
Action Plan – Key decision makers Armed with ideas, it is now time to put thinking into action. Identify and prioritise the actions that will be most impactful in your context, and use the personal action plan below to set your goals. 4A’s Framework Action Timeframe Stakeholders Resources required Priority Status Tracking Area of Impact I am going to…. I will do this by…. Who should be consulted? Informed? What resources are required? High Medium Low Alignment Articulation