zilongwang/ReadingBank huggingface dataset:
Regional Office – Western Cape P. O. Box 7540 ROGGEBAAI 8012 WESTERN CAPE The Boulevard Office Park Block F, Ground Floor Searle Street WOODSTOCK, Cape Town 7925 Tel: (021) 461 3926 Fax: (021) 461 3939 Ms. Regional Office – Kwa-Zulu Natal P. O. Box 763 DURBAN 4000 KWAZULU-NATAL Ms. Lungile Ngcobo Regional Office – Eastern Cape P.O. Box 877 21 Oxford Street EAST LONDON 5200 Beacon Bay Phase 2A Waverley Office Park CHISELHURST East London 5205 Tel: (043) 726 0763 Fax: (043) 726 0790 Ms. Nompumelelo Maweni
“Ballad of Birmingham” By Dudley Randall (On the bombing of a church in Birmingham, Alabama, 1963) “Mother dear, may I go downtown Instead of out to play, And march the streets of Birmingham In a Freedom March today?” “No, baby, no, you may not go, For the dogs are fierce and wild, And clubs and hoses, guns and jails Aren’t good for a little child.” “But, mother, I won’t be alone. Other children will go with me, And march the streets of Birmingham To make our country free.” “No, baby, no, you may not go, For I fear guns will fire. But you may go to church instead And sing in the children’s choir.” She has combed and brushed her night-dark hair, And bathed rose petal sweet, And white gloves on her small brown hands, And white shoes on her feet. The mother smiled to know her child Was in the sacred place, But that smile was the last smile To come upon her face. For when she heard the explosion, Her eyes grew wet and wild. She raced through the streets of Birmingham Calling for her child. She clawed through bits of and brick, Then lifted out a shoe. “O, here’s the shoe my baby wore, But, baby, where are you?”Ballad of Birmingham (On the bombing of a church in Birmingham, Alabama, 1963) “Mother dear, may I go downtown Instead of out to play, And march the streets of Birmingham In a Freedom March today?” “No, baby, no, you may not go, For the dogs are fierce and wild, And clubs and hoses, guns and jails
Historical Humor Integrating Information from Different Sources Women’s Suffrage Before 1920 “The Awakening” Political Cartoon – February 1915 What are the main points each piece of information is showing? Woman Suffrage Before 1920 Women’s Suffrage: East vs. West “The Awakening” Political Cartoon
Notes Packet ASE SS 02: Modern U.S. History Steve Schmidt schmidtsj@appstate.edu abspd@appstate.edu Today’s Inspiring Quote “One person can make a difference and every person should try.” - President John F. Kennedy You Can Write on the Packet! You can find everything from this workshop at: abspd.appstate.edu Look under: Teaching Resources, Adult Secondary Resources, Social Studies, ASE SS 02: Modern U.S. History. Workshop Schedule 8:30 - 10:00 Welcome and Introductions Sharecropping, Jim Crow, Segregation and Voting Rights 10:00 – 10:15 Break 10:15 – 11:45 Suffering for Suffrage 11:45 – 12:45 Lunch 12:45 – 2:00 Japanese Internment 2:00 – 2:15 Break 2:15 – 4:00 History as Story History is Visual
Source: New York Times Learning Network Integrating Information from Different Sources Women’s Suffrage Before 1920 “The Awakening” Political Cartoon – February 1915 What are the main points each piece of information is showing? Woman Suffrage Before 1920 Women’s Suffrage: East vs. West “The Awakening” Political Cartoon Integrating Data Presented in Different Ways
Caption (What textual clues are included?) Objects (What can you identify?) Summary (What is the message?) Adapted from Pre-AP: Strategies in Social Studies TACOS – Political Cartoon Time (When was this created? What occasion?) Action (What’s happening?)
VI. Text and Other Required : American Vision, Appleby, Brinkley, Brussard, etc al. VII. Materials and Supplies Needed: Pen and/or pencil, textbook, paper for note taking, bellringer book, 3 ring binder or folder are needed on a regular basis. 18 – WEEK PLAN* Week 1 Introduction/Rules/ Procedures Westward Expansion/ Populism/ Industrialization Week 2 Urbanization/ Imperialism Week 3 Progressive Reform/ Roosevelt- Taft- Wilson Week 4 WW I Week 5 WW I Week 6 Government/ Normalcy/ Isolationism Week 7 1920s Popular Culture Week 8 Great Depression Week 9 New Deal Week 10 Europe Enters WW II Week 11 America in WW II Week 12 Cold War Week 13 Korea/ 1950s Week 14 Vietnam Week 15 Civil Rights Week 16 1970s/ Watergate/ Nixon- Ford- Carter
Main duties performed: Skills Technical: Interpersonal: Other: Hobbies and Interests [Briefly outline your hobbies and interests (particularly those that are related to the job you are applying for)] Referees [Referee 1 full name] [Job position / company name] Address: [insert here] Tel: [insert here] Email: [insert here] [Referee 2 full name] [Job position / company name] Address: [insert here] Tel: [insert here] Email: [insert here]
Whistleblowing policy The Group encourages all its workers, customers and other business partners to report any concerns related to the direct activities, or the supply chains of, the organisation. The organisation's whistleblowing procedure is designed to make it easy for workers to make disclosures, without fear of retaliation. Employee code of conduct The Group's code makes clear to employees the actions and behaviour expected of them when representing the organisation. It strives to maintain the highest standards of employee conduct and ethical behaviour when managing its supply chain. Recruitment Policy & Agency Workers Policy The Group uses only specified, reputable employment agencies to source labour and always verifies the practices of any new agency it is using before accepting workers from that agency. Due diligence The Group undertakes due diligence when considering taking on new suppliers, and regularly reviews its existing suppliers. We will assess any instances of non-compliance with the Act on a case by case basis and will then tailor remedial action. We will only trade with those who fully comply with the Act or those who are taking verifiable steps towards compliance. Awareness-raising programme The Group has raised awareness of modern slavery issues by publishing a briefing for staff on the Group’s intranet. This statement has been approved by the Group's Executive Director of Business Transformation, who will review and update it annually. Director's signature: Director's name: Collette King Date: April 2016
Modern Europe: The Making of Modern Europe, c. 1789 – 1991 Examiner: Robert H. Greene Overviews Mason, David, Revolutionary Europe, 1789 – 1989: Liberty, Equality, Solidarity (2004) Hobsbawm, Eric, The Age of Revolution, 1789 – 1848 Hobsbawm, Eric, The Age of Capital, 1848 – 1875 Hobsbawm, Eric, The Age of Empire, 1875 – 1914 Hobsbawm, Eric, The Age of Extremes, 1914 – 1991 Early Modern and Eighteenth Century Transformations Crosby, Al, Ecological Imperialism: The Biological Expansion of Europe, 900 – 1900 (1986) McKeown, Thomas, The Modern Rise of Populations (1976) Schivelbusch, Wolfgang, Tastes of Paradise (1992) Burke, Peter, The Fabrication of Louis XIV (1994) Darnton, Robert, The Business of Enlightenment: A Publishing History of the Encyclopedie, 1775 – 1800 (1987) Darnton, Robert, The Great Cat Massacre and Other Episodes in French Cultural History (1985) Norbert, The Civilizing Process: Sociogenetic and Psychogenetic Investigations (1939) Habermas, Jurgen, The Structural Transformation of the Public Sphere (1962) Sabean, David Warren, Power in the Blood: Popular Culture and Village Discourse in Early Modern Germany (1988) Thompson, E.P., Customs in Common: Studies in Traditional Popular Culture (1991) Hazard, Paul, European Thought in the Eighteenth Century: From Montesquieu to Lessing (1963) Schama, Simon, The Embarrassment of Riches: An Interpretation of Dutch Culture in the Golden Age (1987) Sahlins, Peter, Boundaries: The Making of France and Spain in the Pyrenees (1989) French Revolution and Napoleonic Europe Cobban, Alfred, The Social Interpretation of the French Revolution (1964) Darnton, Robert, The Forbidden Best-Sellers of Pre-Revolutionary France (1995) Francois, Interpreting the French Revolution (1981) Hunt, Lynn, Politics, Culture, and Class in the French Revolution (1984) Lefebvre, Georges, The Coming of the French Revolution (1939) Ozouf, Mona, Festivals and the French Revolution (1991)
Sample assessment outline Modern History – ATAR Year 12 Unit 3 – Modern nations in the 20th century (Elective 2: Russia and the Soviet Union 1914−1945) Unit 4 – The modern world since 1945 (Elective 1: The changing European world since 1945) Assessment type (from syllabus) Assessment type weighting (from syllabus) Assessment task weighting When/start and submission date Assessment task Historical inquiry 20% 10% Semester 1 Week 10–11 Task 4 Part A: Topic: the social/cultural changes in Russia/Soviet Union to 1945 Task 4 Part B: An in-class validation essay 10% Semester 2 Week 6–7 Task 9 Part A: the Second Cold War Task 9 Part B: An in-class validation essay Explanation 20% 5% Semester 1 Week 6 Task 2: An in-class essay based on content related to the Civil War period 5% Semester 1 Week 14 Task 5: An in-class essay based on content related to the impact of international relations 5% Semester 2 Week 5 Task 8: An essay based on content related to détente 5% Semester 2 Week 9 Task 10: An in-class essay based on content related to the end of the Cold War Source analysis 20% 5% Semester 1 Week 3 Task 1: An in-class source analysis based on the content related to causes of discontent/February revolution 5% Semester 1 Week 8 Task 3: An in-class source analysis based on the content related to the impact of key ideas/ideology 5% Semester 2 Week 3 Task 7: An in-class source analysis based on the content related to cooperation in the West 5% Semester 2 Week 13 Task 11: An in-class source analysis based on the content related to the European community Examination 40% 15% Semester 1 Examination Week 16 Task 6: Semester 1 examination – hours duration using the examination design brief from the syllabus 25% Semester 2 Examination Week 16 Task 12: Semester 2 examination – three hours duration using the examination design brief from the syllabus Total 100% 100%
Sample course outline Modern History – ATAR Year 12 Semester 2 – Unit 4 – The modern world since 1945 This outline is based on the elective: Australia’s engagement with Asia Week Key teaching points 1−2 Historical Knowledge and Understanding the impact of WWII on Australia and Asia the role of significant individuals during the period Where Australians fought Overview of impact of WWII on Australia fall of Singapore 1942, significance and Curtin’s response political and social impact of the war with Japan increased regional involvement of the United States and the shift in Australian foreign policy, including the Chifley government’s and Evatt’s role in the United Nations summary of Asia after the war including the movement towards decolonisation in countries such as Indonesia, Indochina, India and Malaya 3−4 Historical Knowledge and Understanding the nature of Australia’s response to international relations the formation of formal alliances and forums the role of significant individuals during the period Australia’s post-war response to Asia Australia’s role in post-war Japanese reconstruction, Japanese war brides 1952, social attitudes towards Japan Indonesian independence struggle 1945–1949 and ‘Confrontation’ 1963 the Chifley government’s attitude to Indonesian independence decolonisation and the rise of Indonesian nationalism Indonesia-Malaysia ‘Confrontation’ 1963–1966 Australia’s response to the ‘Confrontation’ and the subsequent Suharto government Historical skills Chronology, terms and concepts Perspectives and interpretations Explanation and communication Task 7: Explanation task – Essay 5−6 Historical Knowledge and Understanding the nature of Australia’s response to international relations the formation of formal alliances and forums the role of significant individuals during the period Australia’s post-war fear of Communism in Asia Communist victory in China 1949 Menzies’ responses to the perceived threat from the spread of Communism in Asia Korean War 1950–1953 outline of cause and events Australia’s response impact within Australia Malay Emergency 1948–1960 causes Australia’s response Australian foreign policies as a reaction to fears of communism and Cold War alignments powerful friends and regional security Colombo Plan (1950–1980), ANZUS (1951–1977), SEATO (1954–2001) 7−8 Historical Knowledge and Understanding the nature of Australia’s response to developments in international relations the significance of Australia’s immigration policies on regional relationships after WWII the role of significant individuals during the period
Modern History RESOURCE LIST This list of resources was prepared using the advice provided by the Course Advisory Committee. These resources were available at the time this list was compiled. It is prepared in two parts: PART 1: Resource list PART 2: Useful websites PART 1: Resource list There are no set texts for this course. The following resources are organised by unit and elective. ATAR Year 11 The following listed resources would also be appropriate for the Modern History: General Year 12 Units where relevant. Unit 1 – Understanding the modern world Elective 1: The Enlightenment (1750–1789) Adcock, Rd. M. (2015). The Enlightenment. South Melbourne, Victoria: Nelson Cengage Learning. ISBN 9780170243988 This text is written specifically for senior students and incorporates primary sources and activities to build source analysis skills, including the concepts of perspectives and contestability. It reflects the Australian Curriculum. Elective 2: The American Revolution (1763–1812) Allison, R.J. (2011). The American Revolution. Oxford University Press ISBN 9780195312959 Accessible text covering the causes and consequences of the American Revolution between 1760 and 1800. Cantwell, J. (2005). American Revolution. McGraw Hill Australia. ISBN 0074714104 Text covering key topics related to the American Revolution suitable for senior students incorporating primary sources. Thompson, S. (2004). Revolution: America. Collingwood, Victoria: HTAV ISBN 1875585631 A text of primary sources covering key topics related to the American Revolution with some commentary. Thompson, S. (2010). Forging America (A study in depth series). Collingwood, Victoria: HTAV ISBN 9781875585939 Text covering key topics related to the American Revolution suitable for senior students incorporating primary sources. Elective 3: The French Revolution (1774−1799)
Sample assessment outline Modern History – General Year 11 Unit 1 – People, place and time (Elective: Local History: The Burrup and beyond) Unit 2 – Power and authority (Elective: Tokugawa Japan) Assessment type (from syllabus) Assessment type weighting (from syllabus) task weighting and submission date Assessment task Historical inquiry 30% (Authority weighting 20–30%) 15% Semester 1 Weeks 8–12 Task 2 Part A: Topic: Investigation of the local history of Karratha and the surrounding area Task 2 Part B: Class presentation of inquiry findings 15% Semester 2 Week 4–7 Task 5 Part A: Investigation of Japan compared with another feudal society Task 5 Part B: An annotated poster display Explanation 20% (Authority weighting 20–30%) 10% Semester 1 Week 14 Task 3: An in-class scaffolded essay based on the content related to the different perspectives of local history 10% Semester 2 Week 15 Task 7: An extended response to a series of questions related to film as a representation of history Source analysis 30% (Authority weighting 20–30%) 15% Semester 1 Week 4 Task 1: An teacher generated source analysis, using sources based on content related to the Burrup Peninsula 15% Semester 2 Week 9 Task 6: An in-class teacher generated source analysis, using sources based on content related to the arrival of Commodore Perry and the end of isolation Test 20% (Authority weighting 20–30%) 10% Semester 1 Week 16 Task 4: An test comprising short and extended answers and closed and open questions based on the content from Unit 1 10% Semester 2 Week 16 Task 8: An in-class test comprising short and extended answers and closed and open questions based on content from Unit 2 Total 100% 100%
use sources to gain an understanding of events, personalities or places in the past from own lives and families, in the local community and beyond The Contestability of the Past Students: recognise the process historians use to decide if a source is reliable Historical Concepts and Skills – Analysis and use of sources Students: identify relevant information from a range of sources use sources to locate, select and use information demonstrate an understanding of historical inquiry musician/band to develop a short presentation to their peers. Sources may need to be gathered for the students to explore. It is recommended that musicians/bands selected by students be approved by the teacher prior to students commencing their investigation. Alternatively, students may be provided with a range of musicians/bands to select from. Presentations could include: country of origin of the musician/band timeframe for the musician/band (eg birth/death, period of their musical career) popular/famous songs type of music (musical genre) and audience why they were so popular the legacy of the musician/band. Extension activity – reliability of sources Students engage in a class discussion where they consider what makes a source reliable and why. They attempt guided activities looking at different sources in relation to a particular artist to examine their reliability. Students use this information to identify the most reliable source from those used in their own historical investigation and explain why the source is reliable. Historical Investigation – Case study explore methods of investigating the modern past in their own lives, in the local community and beyond, for example: artefacts, sites and sources interpretation, perspective and representation Songs of change – perspectives of war As a class group, students investigate the role of music during the Vietnam War and how songs were used to represent people’s perspectives of the war. Students are provided with the lyrics of a teacher-selected song about the Vietnam War. Students listen to the song/watch the video clip and identify: what the song is about the feeling or mood represented in the song. Songs about the Vietnam War: I was only 19 – Redgum Where Have all the Flowers Gone? – Pete Seeger War (What is it Good For?) – Edwin Starr Vietnam – Jimmy Cliff
Sample Assessment Schedule Modern History – Year 12 Sample for implementation for Year 12 from Term 4, 2018 Component Task 1 Task 2 Task 3 Task 4 Weighting % Research task Power and Authority in the Modern World 1919–1946 Half-Yearly Examination Oral presentation Peace and Conflict Historical analysis Change in the Modern World Term 4, Week 8 Term 1, Week 9 Term 2, Week 8 Term 3, Week 3 Outcomes assessed MH12-2 MH12-3 MH12-4 MH12-6 Outcomes assessed MH12-3 MH12-5 MH12-7 MH12-9 Outcomes assessed MH12-1 MH12-2 MH12-6 MH12-7 MH12-9 Outcomes assessed MH12-3 MH12-5 MH12-9 Knowledge and understanding of course content 5 10 10 15 40 Historical skills in the analysis and evaluation of sources and interpretations 5 5 10 20 Historical inquiry and research 10 10 20 Communication of historical understanding in appropriate forms 10 5 5 20 Total % 20 20 30 30 100
leadership political social/cultural. Elective 1: Women’s movements In delivering the content of this elective, refer to Australia and one other relevant Western society. the legal and political entitlements of women in Australia and another Western society, for example, the USA, New Zealand, Great Britain or France, at the start of the 20th century, including their right to vote; their right to stand for Parliament; marriage law; and property law the role of suffrage movements in the late 19th and 20th century, for example, the reasons why political participation was a key objective of the movement for women’s rights the significance of World Wars I and II for women and the effect of international agreements, for example, the United Nations’ Universal Declaration of Human Rights on the status of women the early contribution of important individuals, for example, Vida Goldstein and Emmeline Pankhurst and the subsequent influence of authors, influential women and activists, for example, Germaine Greer, Simone de Beauvoir, Betty Friedan and Kate Millett, on the changing nature of women’s demands after World War II the post-war economic and technological improvements that changed women’s lives, for example, new technologies in the home; the rise of consumerism; and social networking the post-war changes in social conditions affecting women, for example, birth control with the introduction of the contraceptive pill; improved educational, pay and employment opportunities; affirmative action; campaigns against violence, war and discrimination; and the development of child care services the importance of legislation in securing changes for women since World War II, for example, the Maternity Leave Act 1973, the Family Law Act 1975, the Anti-Discrimination Act 1977, the Sex Discrimination Act 1984, the Equal Opportunity for Women Act 1986 in Australia; Roe vs Wade (US); the failure of the United States to ratify the 19th amendment on Equal Rights; the Equality Act 2010 (UK); and the Human Rights Amendment Act 2001 (New Zealand) the achievements and legacies of women’s movements, the continued efforts to achieve these rights for all women, and an assessment of the movement as a Western phenomenon OR Elective 2: Recognition and rights of Indigenous Peoples In delivering the content of this elective, refer to Australia and to other 20th century societies where relevant. the nature of the relationship of Indigenous Peoples with their land and their response to perceptions of, and feelings about, the arrival of the colonisers in Australia and one other society, for example, New Zealand, Canada, USA
Conflicts & Dates who why what Outcome (what) Persian Gulf War 1990-1991 Iraq Kuwait USA UN (30 other countries) Saudi Arabia Great Britain Iraq was bankrupt from war with Iran Iraq accused Kuwait of stealing Iraqi oil Saddam felt that if he invaded Kuwait he would get 1/5 of the world’s oil Saddam knew if he moved into Saudi Arabia, he would have ½ of the world’s oil. Geo HW Bush Iraqi President Saddam Hussein invades Kuwait UN cut off Iraq’s trade Iraq rejected a date to leave Kuwait US invades Iraq Iraqi army was defeated Iraq must destroy WMDs (weapons of mass destruction) Saddam still in power September 11th attacks 9/11/2001 US Afghanistan Saudi Arabia (home of Osama bin Laden) Al-Qaeda Al-Qaeda terrorists think the US is evil; declare war against the U.S. Geo W Bush Osama bin Laden hijacked 4 planes & crashed them into US targets: 2 planes hit Twin Towers in New York City 1 plane hits Pentagon in DC 1 plane sent to White House but crashes in Pennsylvania 3,000 people die US invades Afghanistan to find the terrorists Invasion of Afghanistan “War Against Terrorism” Jihad) 2001- now US Afghanistan Al-Qaeda Taliban US searches for Osama bin Laden and al-Qaeda (protected by the Taliban in Afghanistan) Geo W Bush Mullah Omar US & British troops bomb bin Laden hideouts Drug trade helps Taliban and US forces still struggle to get Afghanistan under control Osama bin Laden has been found and eliminated Invasion of Iraq War in Iraq 2003- 2011 US Iraq Britain Australia Poland US feared connections between Hussein & Al-Qaeda US afraid Iraq building WMDs and giving them to terrorists Geo W bush Saddam Hussein Iraqi army defeated Saddam Hussein captured & executed in 2006 Surge in 2008 No new WMDs have been found Thousands of Iraqis & US soldiers died Establish a Parliamentary Democracy All troops left in 2011 ISIS (terrorist group) + unstable government
Or, in symbols: RP – RM σP-M the symbols have the obvious meaning. “Differential Returns,” or σP-M , means taking the difference in returns between portpolio P and portfolio M for each time period and then calculating the standard deviation of this set of data using RP – RM as the mean of the data. The idea here is to raise the question as to whether the new portfolio, P, should be added to the existing portfolio, M. A special case arises when M is the riskless asset. In that case: RP – RM σP-M becomes: RP – Rf σP where Rf represents the risk free rate return. In this special case where you are adding a portfolio to an existing cash portfolio, the correct choice will always be the one with the highest Sharpe Ratio (assuming that all of the normality assumptions used earlier still apply). Generally, when the comparison portfolio is something than the risk free asset, the Sharpe Ratio is not very important all by itself because the covariance between the new portfolio, P, and the benchmark portfolio, M, plays a very significant role for all of the usual Capital Asset Pricing Model reasons. Another frequently cited statistic is the Information Ratio, which is simply the calculated mean return divided by the standard deviation. This ratio is also of limited applicability since covariance issues are not taken into account. Arbitrage Pricing Theory Steven Ross, in 1978, developed an alternative theory of prices, that encompasses the CAPM as a special case. Ross's theory is not an equilibrium theory. Instead, Ross employs the no-arbitrage principle that we shall see later in our discussion of the Modigliani-Miller and Black-Scholes theories. Ross's theory permits the use of economic variables to explain asset prices (and returns). This approach compares to using solely return covariances (betas) as explanatory variables in CAPM. In Ross’s “Arbitrage Pricing Theory,” the Capital Asset Model emerges as a special case. The “Efficient Market” Hypothesis EMH Once Ruled The Roost
USEFUL RESOURCES The Gangmasters and Labour Abuse Authority: Nature and Scale of Exploitation Across the UK (May 2018) The GLAA have produced a problem profile providing an overview of exploitation across the UK, including newly emerging trends from 2017 and a forecast of possible threats in 2018. The report is available to read The GLAA also have a series of leaflet resources outlining worker’s rights in a variety of languages, available The Children’s Society Child Drug Exploitation Resources Criminal Exploitation Guidance for parents in a variety of languages including Somalian, Arabic, Romanian and Polish is available . The Snowdrop Project – Post-NRM Living The Snowdrop Project have produced a tool to aid understanding of accommodation options for Modern Slavery victims who have received a positive Conclusive Grounds decision, available Trafficking Foundation Protocol for Local Authorities The Trafficking Foundation have produced a series of guidance documents for local authorities in supporting adult victims of Modern Slavery, including Statutory Duties and Powers, Indicators, an Overview of the NRM and Referral Pathways. These documents are available Modern Slavery Police Transformation Programme Infographics The Modern Slavery Police Transformation Programme has produced two useful infographics providing an overview of the indicators of Modern Slavery, vulnerabilities of victims and control measures used by perpetrators among other areas. These documents can be used for raising awareness and are available below: Data Sharing and GDPR: Advice from HM Government A useful document about information sharing including the seven ‘Golden Rules’ for information sharing in relation to young people on page 4. This document is available . Home Office Report (2018) The Economic and Social Impact of Modern Slavery The Home Office has published research into the economic and social costs of Modern Slavery. The research found that the overall cost of Modern Slavery is up to £4.3billion per year to the UK economy. You can read the full report for your Diary Thursday 18th October 2018 – Anti-Slavery Day Monday 22nd October 2018 – Human Trafficking Foundation Advisory Forum at The Mermaid, Puddle Dock, London, EC4V 3DB.
NHS GG&C Education Project Leads. Education & Training Department, Golden Jubilee National Hospital, Agamemnon Street, Clydebank. G81 4DY 0141 951 5815 Monday & Tuesdays NHS GG&C 0141 951 5815 Tuesday & Wednesdays NHS Grampian Chalmers Hospital, Clunie Street, Banff, Aberdeenshire AB45 1HY 819 080 Wednesday only NHS Grampian PPDU, Ashgrove House, 4th floor - Room 4.45, ARI Site, Aberdeen AB25 2XG 01224 551193 22 hours flexible over week NHS Highland Assynt Beechwood Park Inverness IV2 3BW 01463 706929 Mondays, Tuesdays, Wednesdays, & 1/2 day Thursdays NHS Lanarkshire NMAHP Practice Development, 14 Beckford Street, Hamilton, ML3 0BA 01698 201405 Monday, Tuesday & Wednesdays NHS Lothian Room 003/1/508, Training Department, Residencies, St John's Hospital at Howden, Howden Road West, Livingston, EH54 6PP 523585 Monday to Thursday NHS Orkney Piper Suite, Balfour Hospital, NHS Orkney, New Scapa Road, Kirkwall, KW15 1BQ 01856 888290 Thursdays & Fridays NHS Shetland Staff Development, Montfield Hospital, Burgh Road, Lerwick, ZE1 0LA 01595 743000 Ext 3202 Monday to Fridays NHS Tayside AHP Directorate Offices, Kings Cross Hospital, Clepinton Road, Dundee, DD3 8EA 01382 424049 Mondays & Tuesdays NHS Tayside AHP Directorate Offices, Kings Cross Hospital, Clepinton Road, Dundee, DD3 8EA 01382 424049 Thursday & Fridays NHS Western Isles Rehabilitation Department, Western Isles Hospital, Macaulay Road, Stornoway, Isle of Lewis, HS1 2AF 01851 708287 Thursdays & Fridays The Hospital Lewis Hub, The State Hospital, Lampits Road, Lanarkshire, ML11 8RP 01555 842077 Tuesdays only AHP Practice Education Facilitation Programme, January 2014 contact:
Name: . Period: . Modernism Anticipation Guide The following ideas and concepts are all conveyed in the modernist works that we will be reading in the upcoming unit. We should think about and discuss these ideas and concepts before we read these works so that we have an understanding of what the author is trying to convey in his work. The authors comment on each one of the following ideas through the dialogue and action of each character in their stories. Actively reading and thinking about these ideas and concepts will help students understand the many themes found in the works as well as help students with the research paper at the end of the year. Directions: Respond to each statement with agree or disagree. There are some things in life that are absurd or pointless. _______________ Some things happen randomly in the and without reason. _________________ Your mental outlook on life is determined by your physical nature. ________________ Your own mental outlook can make you feel alienated from others. _______ _____ Human rights are something you are born with. _________________ It is important to give meaning to life. _________________ We have the freedom to make choices in life. __ ___________ Our choices can affect another person’s fate. _________________ Directions: Use complete sentences to answer each question below in your own words. Give at least one reason or example to support you point. What is absurdity? Define and give a specific example to support your point? What is a metamorphosis? Define and give a specific example to support your point?
Revising GCSE Modern Foreign Languages To be effective, revision must be: Active – never just sit and read your notes/vocabulary for a set time. If you just read, you’ll only retain about 10% of the information. When – “Little and often” is the best policy with MFL. French or German is not a subject that you can cram into your brain over a short period of time. Many people find that three 30-40 minute sessions of French or German per day is more effective than doing 2-3 hours at a time. Organised – try to organise your revision into the following topic and grammar areas: Topics Theme One – Identity and Culture Relationships/friendships Describing friends and family Marriage and partnerships Social media – uses, advantages and disadvantages Mobile technology – uses, benefits and dangers Music, cinema and TV Free time and hobbies Sport Food and eating out France and customs Festivals and traditions Francophone festivals Theme Two – Local, national, international and global areas of interest Where I live – homes, area Poverty and Homelessness - inequalities Regions of France Environment – problems and solutions Holidays and travel – including the French/German – speaking world Charity and Voluntary work Healthy and unhealthy eating Three – Current and future study and employment School and subjects Life at school and college School life in different countries School rules and uniform Jobs – advantages and disadvantages University, work or apprenticeships Choice of career Personal plans for the future Grammar - FRENCH Foundation Tier – gender and plural forms
Candidates must indicate the chosen context and title, and sign the assignment answer booklet. Society — >insert title< Write 120–200 words (150–250 Chinese characters) in >insert language<. Insert questions/statements or bullet points in English: Learning — >insert title< Write 120–200 words (150–250 Chinese characters) in >insert language<. Insert questions/statements or bullet points in English: Culture — >insert title< Write 120–200 words (150–250 Chinese characters) in >insert language<. Insert questions/statements or bullet points in English: Marking instructions The marking instructions for the National 5 Modern Languages can be found in the course specification. writing
PUBLISHER: SUBJECT: SPECIFIC COURSE: TITLE Review Account URL: Review Account Username: Date of last revision: Review Account Password: SECTION 1: NON-NEGOTIBLE EVALUATION CRITERIA World Language – Modern Languages – Level II Grades 7-12 To be completed by the reviewers Equity, Accessibility and Format Yes No N/A CRITERIA NOTES INTER-ETHNIC The instructional materials meets the requirements of inter-ethnic: concepts, content and illustrations, as set by WV Board of Education Policy (Adopted December 1970). EQUAL OPPORTUNITY The instructional material meets the requirements of equal opportunity: concepts, content, illustration, heritage, roles contributions, experiences and achievements of males and females in American and other cultures, as set by WV Board of Education Policy (Adopted May 1975). FORMAT This resource is available as an option for adoption in an interactive electronic format. BIAS The instructional material is free of political bias.
COMMON CORE The instructional materials do not reference Common Core academic standards. (WV Code §18-2E-1b-1) SECTION 2: iNACOL Checklist for Evaluating Online Courses World Language – Modern Languages Level Ii Grade 7-12 To be completed by the reviewers Review Committee Responses I=In-depth A=Adequate M=Minimal N=Nonexistent I A M N Content Description: The course provides online learners with multiple ways of engaging with learning experiences that promote mastery of content and are aligned with state or national content standards. Academic Content Standards and Assessments A1. The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. A2. The course content and assignments are aligned with the state’s content standards, common core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. A3. The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. A4. Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.
AP European History Map of Modern In order to gain a greater appreciation for the geography of modern-day Europe and to provide you with an excellent resource you can use as a reference source for this semester, you will plot European countries, rivers, waterways and other landforms on a blank map of . Using your textbook, maps around the room, information you have in your notes, and any other available materials, you are to indicate the following locations on your outline map of Europe: Countries (43): England Ireland Northern Ireland Wales Scotland Norway Sweden Finland Denmark Estonia Latvia Lithuania Ukraine Moldova Belarus Russia Poland Germany Netherlands Belgium Luxembourg France Spain Portugal Switzerland Liechtenstein Austria Czech Republic Slovakia Hungary Slovenia Croatia Bosnia-Herzegovina Serbia Montenegro Romania Bulgaria Albania Greece Macedonia Turkey Cyprus Rivers (13) and waterways (6): Thames River Loire River River Rhine River Elbe River Oder River Vistula River Rhone River Po River Danube River Tiber River Ebro River Volga Atlantic Ocean North Sea Baltic Sea Mediterranean Sea Black Sea Caspian Sea Mountain ranges (7): Pyrenees Apennines Alps Carpathians Balkans Caucasus Urals More on back-----------------------------------------------------------------------------
Additional Information & Ideas for Satire VICES AND FOLLIES Vice (n): any kind of anti-social behavior from moral depravity and corruption (ex. prostitution) to a habitual and trivial defect or shortcoming (ex. nose-picking). Because it covers everything from outright wickedness to petty foibles, almost all humans suffer from some kind of vice; thus, the satirist is never at a loss for material. Folly (n): a lack of common sense, prudence, and foresight. (ex. The folly of man is that he doesn’t understand that history repeats). “Folly” and “fool” come from the same French medieval root, fol. The good satirist knows that everyone, even the satirist himself, in time will do something really stupid. The Seven Deadly Sins 1. Pride/arrogance/hubris 2. Avarice (greed) 3. Wrath (anger, violence, sullenness/sulking) 4. Sloth (laziness, indolence, slovenliness, sloppiness) 5. Lust 6. Envy 7. Gluttony (excessive love of material comforts, food, drink, etc.) OTHER VICES AND FOLLIES Stupidity Gullibility Poor decision making Short-sightedness Narrow mindedness Intolerance/prejudice Pettiness Careless use of language Lack of self-control Indecisiveness Shallow flirtatiousness Vanity/conceit/egoism Self-centeredness Apathy Callousness Selfishness Corruption Vice Wastefulness Hypocrisy Careless spending Dishonesty Irresponsibility Excess of any kind Willful ignorance Timidity Prudery Crime Boorishness Rudeness Gross conduct Silliness Immaturity Stubbornness IN POLITICS AND GOVERNMENT Warmongering Unnecessary taxation and spending Nepotism/favoritism Poor handling of crises and disasters Misuse of power Inappropriate or immoral conduct of leaders Injustice Human rights violations IN INSTITUTIONS AND BUSINESSES Inefficiency Lack of effectiveness Bad management Poor workmanship Mendacity (lying) False advertising Bad products Inhumanity Greed Immorality Exploitation of workers Bad environmental impact To write an analysis of a satirical piece, you can employ the following method:
University: Name M. Susana Pérez Santos Position: Vice Chancellor for Research and Knowledge Transfer UNIVERSIDAD DE SALAMANCA Signature: Company: Name…………………………… Position…………………………….. Signature:
Modes of Science Writing Mode of Writing Key Features Example Descriptive on observations and factual information Creates a vivid impression of an object, event, or phenomenon Written in present tense language Student Descriptive Example: “I noticed it is big and yellow. I see little dots and on the bottom it looks like a crakd (sic) stem. The leaves are green . I wonder if the flowers will get bigger.” Recount Students retell investigation events sequentially Most commonly used form of writing for beginning scientists Written in past tense Student Recount Example: “First we put the paper in the vial. Then we dipped the vial in straight up and down. Finally take the vial out of the water. And the paper wasn’t wet.” Persuasive Reasonable claim or inference supported by evidence or observations Factual evidence used to convince reader to think in a certain way Written in timeless present tense Student Persuasive Example: “We want to prove that air takes up space. In our first experiment we discovered that a crumpled paper towel in the bottom of a vial didn’t get wet when we put the vial in a tub of water upside down. That’s because no water could get inside the vial because the space inside the vial was full of air. We did another experiment with parachutes. Air was trapped under the parachute and it slowed the parachute down. We blew up a balloon with our pump. The balloon expanded because it was now full of air. All of these experiments convinced us that air takes up space. We hope that we have persuaded you that air takes up space. After each experiment we were more and more convinced ourselves. Through all of our experiments, we believe that we have proved that air takes up space.” By: Ms. Abbs’ Second Grade Class Explanatory How and why something works or happens Student Explanatory Example: “In my group, our question was “Will the river go through the mountain?” Well, the river didn’t go through, but it did leave its mark. There were
Modeshift contacts Name Position What for Email /telephone TBC Modeshift Business Operations Manager General queries, website and membership Ross Butcher For general queries about the management of Modeshift or partnership opportunities 07590 600905 Sarah Grattage Vice chair Schools and education focus Steve Glazebrook Vice chair Business and communities focus Heather Bolton Treasurer Membership and STARS fees 07800 671804 Nicky Batkin Sustainable Travel Awards coordinator The National Sustainable Travel Awards Denise Adolphe Communications Member’s newsletter, Marketing Dominique Humbert Workplace and Communities Liaison with workplaces and communities Rob Bounds Regional representative for the East & West Midlands Local point of contact and starting point for any guidance, support or questions you may have related to Modeshift’s services and sustainable school travel. Janine McCretton Regional representative for the South West Kat Harrison Regional representative for the North East, Yorks and Humber Michael Kitchen Regional representative for Greater London Jen Anders Regional representative for the West Polly Stebbens Regional Representative for the South East Chris Ward Regional Representative for East of England
Neethling J, Potgieter JM and Visser PJ Law of delict (Butterworths Durban 1990) (different editions of same book: see next book) Neethling, Potgieter and Visser Delict 5th ed Neethling J, Potgieter JM and Visser PJ Law of delict 5th ed (LexisNexis Butterworths Durban 2006) (different editions of same book: see previous book) P Pound Mainstreetism Pound R “The passing of mainstreetism” in Sythoff AW (ed) XXth Century comparative and conflicts law (Brill Leyden 1961) 3-14 (reference to one contribution in collective work) R Rautenbach and Malherbe Constitutional law Rautenbach IM and Malherbe EFJ Constitutional law 4th ed (LexisNexis Butterworths Durban 2004) (two authors) S Scott and Scott Wille's Mortgage and pledge Scott TJ and Scott S Wille's Law of mortgage and pledge in South Africa 3rd ed (Juta Cape Town 1987) (later edition of book written by new authors) Smith Insolvency Smith C The law of insolvency 3rd ed (Butterworths Durban 1988) (one author) Z Zweigert and Puttfarken (eds) Rechtsvergleichung Zweigert K and Puttfarken H (eds) Rechtsvergleichung (Darmstadter Verlagsansalt Darmstadt 1978) (editors, when referring to whole book) Zweigert and Puttfarken in Rechtsvergleichung Zweigert K and Puttfarken H “Rechtsvergleichung” in Rechtsvergleichung (Darmstadter Verlagsansalt Darmstadt 1978) 1-9 (authors also editors)
ACCEPTED: University of Salamanca ………………………… By: M. Susana Pérez Santos By: ………………………….. ……………….. ……………………… Title: Vice Chancellor for Research and Knowledge Transfer Title: ………………………………… Date: ………………. Date: ……………………… ACKNOWLEDGED: By: Prof. …………….. … Date: ……………….. EXHIBIT A SCOPE OF WORK WORK PLAN DELIVERING RESULTS Description of deliverables Delivery Schedule TEAM
“A Modest Proposal” Questions on Rhetoric and Style How does Swift want the reader to view his speaker? That is, how would Swift want his reader to describe the persona he adopts? Note Swift’s diction in the first seven paragraphs. How does it show quantification and dehumanization? Explain the purpose of Swift’s specific word choices. At the beginning of the essay, Swift explains the anticipated results before revealing the actual proposal. Explain the rhetorical purpose of such a strategy. In paragraph 9, why doesn’t Swift end the sentence after the word food? Explain the purpose and effect of the modifiers included there. Identify examples of appeals other than the classical appeals, such as appeals to thrift, economy, and patriotism. Explain the rhetorical strategy behind each example. Consider the additional proposal that Swift mentions in paragraph 17. Explain the rhetorical strategy at work in that paragraph. targets does Swift ironically identify in paragraph 21 and 22? Note the rhetorical progression of paragraphs 21-26. By using such a method, what is Swift satirizing? What are the assumptions behind each of claims in paragraphs 21-26? Explain them. Read carefully paragraphs 29-31. What are the “expedients” that Swift discusses there? How does irony serve his rhetorical purpose in this section? To what do the “vain, idle, visionary thoughts” (para. 31) refer? What is Swift’s tone here? How does the final paragraph of the essay contribute to Swift’s rhetorical purpose? By publishing such an outrageous text, what might Swift have hoped to bring about among the people of Ireland?
Student’s Name Pharm 316 Placement: Month Year Mon Tue Wed Thu Fri Things to do this week*: Student’s assignment to team or doctor and preceptor: Week 1 -Review expectations -Set up IP activity -Start practice mgt activities -Medical/Med Hx assignment (pt 1) -DI Questoins -Student Orientation (see checklist in Pharm 316 quick reference guide) -Review Student’s Learning Plan -Early Assessment (Student & Preceptor) -Finalize Learning Plan Preceptor: Week 2 -Pick pt for Presentation and schedule date -Medical/Med Hx assignment (pt 2) -DI Questions -Allergy and Risk assessments Student Self Assessment available for preceptor review in RxPreceptor -Midpoint Assessment (Student, Preceptor & Site), compare to Student Self Assessment -Student to update and discuss progress on Learning Plan (post to MyCred thereafter) Preceptor: Week 3 -Medical/Med Hx assignment (pt 3) -Practice mgt activities -DI Questions -Finalize Pt Presentation -Preceptor to review patient care plan to be posted Preceptor:
Positioning Actual N/A Comments Mandate and strategy 1. Internal audit has a comprehensive strategic plan, developed in collaboration with the audit committee, executive management and principal stakeholders; and aligned to the organisation’s own strategy and medium term risk profile? 2. Internal audit is recognised by business leaders as a function providing quality challenge (for example by telling them things they did not already know, identifying root causes of control breakdowns and opportunities for improving control design, and trends in risks and controls)? 3. Internal audit has a sound understanding of business strategy and the associated risks, and be able and willing to challenge the control environment and infrastructure supporting the strategy and be able to read across from one part of the organisation to another? 4. Internal has an integral role in the governance structure (as the ‘third line of defence’) which is clearly aligned with its stakeholders, clearly articulated in its mandate and widely understood throughout the organisation?