zilongwang/ReadingBank huggingface dataset:
Is the site of the proposed development subject to a current appeal to An Bord Pleanála? Yes: [ ] No: [ ] If the answer is “Yes” above, please specify the An Bord Pleanála reference no.: Is the applicant aware of any other relevant recent planning applications or decisions by An Bord Pleanála in relation to adjoining or adjacent sites? Yes: [ ] No: [ ] If the answer is “Yes” above, please state the planning register reference number(s) / An Bord Pleanála reference number(s) of same, if known, and details of application(s) / appeal(s): Is the applicant aware of the site ever having been flooded? Yes: [ ] No: [ ] If the answer is “Yes” above, please give details e.g. year, extent: Is the applicant aware of previous uses of the site e.g. dumping or quarrying? Yes: [ ] No:[ ] If the answer is “Yes” above, please give details:
11. Application Requirements Is a copy of the page from the newspaper containing the notice relating to the proposed strategic housing development enclosed with this application? Enclosed: Yes: [ ] No: [ ] If the answer to above is “Yes”, state name(s) of newspaper(s) and date(s) of publication: Is a copy of the site notice relating to the proposed development enclosed with this application? Enclosed: Yes: [ ] No: [ ] If the answer to above is “Yes”, state date on which the site notice(s) was erected: Note: The location of the site notice(s) should be shown on the site location map enclosed with this application. Is an Environmental Impact Assessment Report (EIAR) required for the proposed development? Yes: [ ] No: [ ] If the answer to above is “Yes”, is an EIAR enclosed with this application? Enclosed: Yes: [ ] No: [ ] Please provide a copy of the Confirmation Notice obtained from the EIA Portal where an EIAR accompanies the application. Enclosed: Yes: [ ] No: [ ] Is the proposed development, in whole or in part, within or close to a European site or Natural Heritage Area? Yes: [ ] No: [ ] Is a Natura Impact Statement (NIS) required for the proposed development? Yes: [ ] No: [ ] If the answer to above is “Yes”, is an NIS enclosed with this application? Yes: [ ] No: [ ]
STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish STORYTIME KIT English/Spanish
Long-term plan Date: Class(es): Time-span: Expected Learning Learning Outcomes: Please edit as you see fit for your own style, context and period of plan. Element Oral Language Reading Writing Communicating Engagement, listening and attention Stages 1 and 2: Show interest in, demonstrate joint attention and actively listen and attend for enjoyment and for a particular TF1 and 3. Social conventions and awareness of others Stage 1: Recognise that language style changes with different relationships and audiences and show understanding of the listener’s needs while initiating, sustaining and engaging in conversations on personal and curriculum-based topics and responding non-verbally and TF2 Stages 1 and 2: Use language with confidence to work collaboratively with others and share the outcomes with familiar and unfamiliar audiences. TF3 Engagement Stages 1 and 2: Take part in and enjoy listening to, reading and talking about the meaning and interpretation of written words and illustrations with others. TF1 Motivation and choice Stage 1: Choose, read and communicate about text in a range of genres for pleasure and interest. TF2 Engagement Stage 1: Take part in and have fun drawing and writing to communicate with others. TF1 Motivation and choice Stages 1 and 2: Choose appropriate tools, content and topics for their own writing and select texts for sharing with others. TF2
EXTRA CREDIT Please read as many more books as you can. The English teachers have made a list of suggestions consisting of a wide range of books (see list below). You may choose books that are not on the list as well, but you will not receive credit for reading a book which is required reading for a course. Your teachers are interested to see what kinds of books you like to read. Be prepared to have a one-on-one conversation with your teacher about what you liked and disliked about the extra credit book(s) and why you would or would not recommend it/them. If you have any questions, please contact Laura Moore at Can’t think of what to read? Here are some of our favorites… Mrs. Moore Jane Eyre, Charlotte Bronte Just Mercy, Bryan Stevenson The Passage, Justin Cronin Dr. Haman Waiting for Teddy Williams, Howard Frank Mosher Return of the Native, Thomas Hardy Little, Big, John Crowley When Breath Becomes Air, Paul Kalanithi Dancing at the Rascal Fair, Ivan Doig Ms. Lawler Middlesex, Jeffrey Eugenides Petty, Warren Zanes The Art of Fielding, Chad Harbach Emma, Jane Austen Citizen, Claudia Rankine Mr. Igoe A Confederacy of Dunces, John Kennedy Toole The World According to Garp, John Irving Where Men Win Glory, John Krakauer Mrs. Smith The Lord of the Rings Trilogy, J.R.R. Tolkein The House of Spirits, Isabel Allende The Year of Magical Thinking, Joan Didion Ms. Carney The Cider House Rules, John Irving Silhouette of a Sparrow by Molly Beth Griffin The Four Agreements by Don Miguel Ruiz
Mr. Barker Billy Lynn’s Long Halftime Walk, by Ben Fountain The Alchemist, by Paulo Coelho I’ve Got Things to Do with My Life, by Mike Towle Ms. Majeski The Earth, My Butt, and Other Big Round Things, Carolyn Mackler Freakboy, Kristin Elizabeth Clark The Gifts of Imperfection: Let Go of Who You Think You're Supposed to Be and Embrace Who You Are, Brené Brown Mr. Matt Smith 1Q84, Haruki Murakami Americanah, Chinamande Ngozi Adichie One Flew Over the Cuckoo's Nest, Ken Kesey
ASTM D4533-91. (1996). "Standard Test Method for Trapezoid Tearing Strength of Geotextiles". ASTM International, West Conshohoken, PA, USA. Horvath, J. S. (1990). "A Study of Miscellaneous Wall Problems". Research Report No.CE/GE‐90‐1, Manhattan College, School of Engineering, Civil Engineering Department, Bronx, NY. Space with a font size 16 Appendix – A If there is a need for some derivations or equations which is important to support the research, they should be inserted after the references. The equations are numbered according to the type of appendix. For example Space with a font size 12 X+Y=Z (A-1)
English Teacher – NOBILIS EDUCATION Are you passionate for teaching English? We are seeking an enthusiastic and innovative teacher to start in a full-time / part-time contract in July 2017. NOBILIS EDUCATION, renowned for the provision of the highest standard of English education in Cheonan, strives to achieve "Education Beyond Excellence" for all students. As a leading English Education Institute, NOBILIS EDUCATION continues to provide the latest and most innovative curriculum and instruction programs around the world, to enhance student learning for all levels. Selection Criteria: Completed or undertaking Undergraduate / Postgraduate studies in English. Outstanding communication and interpersonal skills. At least 2 years of experience in teaching / tutoring elementary and/or middle school students Grammatical competence TOEIC score above 950 TOEFL iBT score above 100 is preferred but not essential Benefits: Friendly work environment – ‘We do not dictate what to do’, ‘We listen to what you say!’ Opportunity to experience the new phase for English education. Professional teaching training to advance your English education career Financial rewards based on a result of performance. Salary: 1,700,000krw ~ 2,500,000krw/month - negotiable Working hours: Mon-Fri 14:00pm ~ 22:00pm Application: Email: Contact: 010-2844-2145 Jung Ji Moon - Director
the moon) Sentences with different forms: statement, question, exclamation, command Correct choice and consistent use of present tense and past tense throughout writing Use of the continuous form of verbs in the present and past tense to mark actions in progress (e.g. she is drumming, he was shouting) Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences Commas to separate items in a list Apostrophes to mark contracted forms in spelling Flat Stanley Diary of a Killer Cat -Letters/diaries Poetry 3 x 1 week Poems by well known poet or types of poems Such as: Michael Rosen Roger McGough Benjamin Zephaniah Roald Dahl’s Revolting Rhymes -Personal response/review -Recitation/performance of poem Poetry 1 week Children’s own choice of poem -Recitation/performance of poem -Hand-written version of poem for class anthology Non-fiction 3 x 2 weeks Range of high quality non-fiction linked to wider topic/foundation subjects -Own page/s of a non-fiction text (1 x A4 page) Recounts On-going Linked to educational visits and visitors to school/workshops -Recount
Shakespeare and More Curriculum Map- English- Year Three This map outlines the English that will be taught in English lessons, covering the teaching of reading, writing and spoken language. In addition to this, children will be taught specific aspects of English through guided reading, independent reading, listening to books read aloud, and standalone spelling and handwriting lessons. Unit Time Example Texts Outcomes English Language Opportunities On-going Language Teaching Classic Narratives 4-5 weeks The Odyssey The Labours of Heracles Aesop’s Fables Grimm’s Fairy Tales -Personal response -Character study -Extended narrative Inverted commas to punctuate direct speech Expressing time and cause using conjunctions (e.g. when, so, before, after, while, because); adverbs (e.g. before, after, during, because of) or prepositions (e.g. before, after, during, in, because of) Formation of nouns using a range of prefixes such as super-, anti-, auto- Use of the determiners a or an according to whether the next word begins with a consonant or a vowel Expressing time and cause using conjunctions (e.g. when, so, before, after, while, because); Contemporary Narratives 4-5 weeks The Last Polar Bears Clockwork The Firework-Maker’s Daughter -Personal response -Character study -Extended narrative or Inverted commas to punctuate direct speech
adverbs (e.g. before, after, during, because of) or prepositions (e.g. before, after, during, in, because of) Using paragraphs as a way to group related material Headings and subheadings to aid presentation Use of the perfect form of verbs to mark relationships of time and cause Inverted commas to punctuate direct speech The BFG -Range of writing in character (letters, diaries, etc.) or -Play script Expressing time and cause using conjunctions (e.g. when, so, before, after, while, because); adverbs (e.g. before, after, during, because of) or prepositions (e.g. before, after, during, in, because of) Well-loved Narratives 3-4 weeks Charlotte’s Web Wind in the Willows Just So Stories How the Whale Became -Personal response -Character study -Extended narrative or -Range of writing in character (letters, diaries, etc.) or -Play script Inverted commas to punctuate direct speech Expressing time and cause using conjunctions (e.g. when, so, before, after, while, because); adverbs (e.g. before, after, during, because of) or prepositions (e.g. before, after, during, in, because of) Shakespeare Stories 2-3 weeks Macbeth Julius Caesar -Personal response -Character study Inverted commas to punctuate direct
think critically about aspects of texts such as ideas and events think imaginatively when engaging with texts, using prediction, for example, to imagine what happens to characters after the text EN3-8D clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students' own experiences and present and justify a point of view (ACELY1699) EN3-9E recognise that there is a language for discussing learning experiences discuss how the reader or viewer can enjoy and discover a wide range of literary experiences through texts their own group and adding their own ideas. This prediction activity may need to be completed over a number of sessions due to the time being allocated to each cartoon. Visualising & Questioning The teacher presents each political cartoon on the Smartboard (see notebook file) and invites the group that had that image last to share the responses that have been recorded on the A3 paper. Through careful questioning, the teacher will need to guide the students toward adequate interpretation of the message of the images if students have not already done so. Making Connections Ask students where they would normally see political cartoons and why they think they are presented in those texts. Outcomes and Content Teaching and Learning Activities Text: Song - Treaty Ensure the cycle of modelled, guided and independent support strategies is incorporated into the teaching/learning sequence Assessment Evaluation / Registration EN3-8D identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608) explore, discuss and appreciate connections between Dreaming stories and contemporary Aboriginal and Torres Strait Islander life discuss and explore moral, ethical and social dilemmas encountered in texts Give students the opportunity, in either small groups or as a class visit to the computer room, to explore the website above and the history and detail surrounding the song Treaty. Students should be encouraged to take notes and mindmap their knowledge and understanding as they complete their research. Students use their research time to create an understanding of the purpose of the song and why it was created. As a class, listen to the song so that students have an opportunity to listen to the Aboriginal language within the song. Students are to answer the following questions after their research and class discussion of the history behind the song: What is the Barunga statement? What did the Prime Minister at the time, Bob Hawke, promise? What was the intended message or point of the song? What is the song symbolic or representative of?
Unit 5 Embedded Assessment 1 OPTION ONE: WRITE A LETTER RUBRIC Name: Period: Requirements Points Possible Points Earned Comments Written from characters perspective (I, you, we, etc.) and using their voice 10 Letter begins with salutation 2 Introduction: includes a thesis stating why the character is writing the letter 5 AT LEAST TWO Body Paragraphs 4 Uses AT LEAST THREE examples from text 6 Appeals to logos and pathos in letter 6 Conclusion: restates the thesis and why the letter was written. 5 Letter is signed using characters name 2 Command of Conventions: Spelling, Grammar, Punctuation, Capitalization 10 Creativity Bonus Earn up to 10 Points Comments: Total: /50
Oberderdingen/Sinsheim (Germany), 18 July 2014 BLANCO celebrates the 50 millionth sink Proven winners: quality and service Blanco, the sink and mixer tap specialist, has new cause for celebration: the company recently produced its 50-millionth sink. The anniversary model Blanco Metra XL 6 S, which was made at the company’s Sinsheim works, also stands for one of the German manufacturer's most innovative materials. Unbeatably easy-to-clean and hard-wearing, Silgranit also delights for its pleasant feel and the delightful range of colours and models. The success story actually began back in the 1950s, when Blanco was one of the first companies to recognise the benefits and opportunities of stainless steel, and started to make sinks out of this timeless, elegant material. Modern hob/sink unit combinations followed, and set the first standards in making kitchen tasks more user-friendly. Over the following decades, Blanco's innovative concepts and new materials transformed the standard kitchen sink into a multifunctional, ergonomic workplace. The aesthetic appeal also became more important – with resounding success. In the mid-80s, Blanco started another new trend with coloured sinks in a composite material. And although stainless steel is still the most widely-used material today, Blanco has for years been the world's
16. Describe the types of decisions made independently in this position and tell who or what is affected by those decisions. Decisions requiring engineering judgement and supervision of personnel. 17. Describe the types of decisions that require the supervisor’s review. Where engineering decisions may conflict with past practice or where there are two or more viable solutions to a problem. Decisions affecting or not otherwise covered by department policy. 18. What kind of physical effort is used to perform this job? What environmental conditions is this position physically exposed to on the job? Indicate the amount of time and intensity of each activity and condition. Refer to instructions. Work involves normal physical effort to sit, walk, or stand at will; exposure to dirt, fumes, heavy and high-speed traffic or adverse weather conditions; bending, stooping and reaching for plans; carrying heavy or bulky loads; sitting for long periods of time in front of a computer; overtime, heavy workloads working with specific deadlines. Must be able to effectively communicate both orally and in writing. Occasional field reviews of proposed or active road/bridge construction projects requires walking over irregular terrain. Must have corrected vision to read plans or perform field related duties. Valid driver's license is required. 19. List the names and position code descriptions of each classified employee whom this position immediately supervises or oversees on a full-time, on-going basis. (If more than 10, list only classification titles and the number of employees in each classification.) NAME CLASS TITLE NAME CLASS TITLE James Ranger LTE 13 Eric McGowan TT 12 Robert LaFrance TE P11 David Goodman TT 10 Suzanne Mulder TE 11 Terry Cornell TT 10 Aaron Mattson TE 12 Vacant TT 8 Timothy McNea TT P11 20. This position’s responsibilities for the above-listed employees includes the following (check as many as apply): Complete and sign service ratings. Assign work. Provide formal written counseling. Approve work. Approve leave requests. Review work. Approve time and attendance. Provide guidance on work methods. Orally reprimand. Train employees in the work.
15. Please describe the assigned duties, percent of time spent performing each duty, and what is done to complete each duty. List the duties from most important to least important. The total percentage of all duties performed must equal 100 percent. Duty 1 General Summary of Duty 1 % of Time 40 Manage the delivery of the TSC area construction program. Engineer of record for MDOT construction projects. Individual tasks related to the duty. Participate in pre-construction meetings with engineers, technicians, and contractors to discuss construction scheduling, methods of construction, and problems which may be encountered on the project. Prepare and sign work orders, contract modifications, and associated documentation for construction projects. Compose written correspondence to contractors and other appropriate entities. Approve extra work, adjustments to the contract, changes to the plans and schedules, and changes in work items. Ensure that the Contractor complies with applicable DBE and EEO requirements. Ensure that project documentation is done in a timely and accurate manner. Ensure that final pay estimates are made to contractors within 120 days of project completion. Conduct progress meetings as required and develop a partnership relationship with contractors, subcontractors, utility companies, local agencies, and other interested parties. Conduct Step 1 claims meetings. Perform and document post-construction reviews. Conduct meetings with the general public and business agencies concerning ongoing and upcoming construction projects. Oversee vendors providing technical, clerical and engineering services for the TSC. Monitor and approve budgets and billings associated with these services. Duty 2 General Summary of Duty 2 % of Time 30 Coordinate, assign and train staff. Individual tasks related to the duty. Assign staff to successfully complete inspection, survey and administrative requirements of construction projects. Ensure proper labor relations and conditions of employment are maintained. Evaluate and verify employee performance through the review of completed work assignments and work techniques. Perform annual performance evaluations and planning for career development. Identify staff development and training needs and ensure that training is obtained as needed. Meet with staff as needed to ensure department goals and objective are understood, and necessary information is communicated as appropriate.
Week 1 Aug 22-28 T~ Syllabus R~ Assignment Sheet discussion ~MLA Introduction T~ Watch Orientation videos and email instructor once finished. ~Print class agreement page and sign; have parent/guardian sign and return it to instructor. R~MLA Citation Practice due Mon 8/29 online by midnight Week 2 Aug 29-Sept 4 T~ How to write a summary ~Major vs. Minor Details R~ Resume’s and Cover Letters ~Business Style Writing ~How to make your point T~ Summary of Article or Video (your choice *not music*) due Thurs 9/1. ~TSIS-Read Chapter 1, “They Say”: Starting with What Others Are Saying, but begin at Templates on pg. 23-28. ~Read Chapter 2, “Her Point Is”: The Art of Summarizing, pp. 30-41. R~ Cover Letter due Mon 9/5. ~TSIS-Read Chapter 3, “As He Himself Puts It”: The Art of Quoting, pp. 42-50. Week 3 Sept 5-11 T~ What is a Rhetorical Precis? ~Thesis Statements R~ Work in class on Precis with instructor assistance. (Laptops will be provided or you can bring your own) T~ Rhetorical Precis #1 due Mon 9/12. ~TSIS- Read Chapter 7, “So What? Who Cares?”: Saying Why It Matters, pp. 92-100. R~ Read RP#2 article for discussion. ~TSIS-Read Chapter 4, “Yes/No/ Okay, But”: Three Ways to Respond, pp. 55-67. Week 4 Sept 12-18 T~ Class discussion of second RP reading. R~ Killer Outlines ~How to Write a Killer Essay Introductions and Conclusions T~ Rhetorical Precis #2 due Thurs 9/15. TSIS-Read Chapter 5, “And Yet”: Distinguishing What You Say from What They Say, pp. 68-75. R~ Essay #1 Outline due Mon 9/19 before midnight. Unit 2: Essays and Reputable Sources In-Class Textbook Reading and Homework
Week 9 Oct 17-23 T~ Reputable Sources R~ Class Discussion of RP #3 topic. T~ Reputable Sources due Mon 10/24. ~TSIS-Read Chapter 12, “I Take Your Point”: Entering Class Discussions and Chapter 13, “IMHO”: Is Digital Communication Good or Bad—or Both? Pp. 163-171. R~Rhetorical Precis #3 due Thurs 10/27. ~TSIS-Read Chapter 13, “What’s Motivating This Writer?”: Reading for Conversation, pp. 173-183. Week 10 Oct 24-30 T~ Work in class on Essay with instructor assistance. (Laptops will be provided or you can bring your own) R~ Group Peer Reviews of Essay #2 ~Intro to Articles for Annotation T~Essay #2 Rough Draft due Mon 10/31. R~Finish Essay #2 Rough Draft due Mon 10/31. Week 11 Oct 31-Nov 6 T~ The Ins and Outs of Annotation and Class Discussion of Article #1 R~ Article #2 and Further Questions T~Revise Essay #2. Final Draft due Mon 11/7. ~Read Article #1 and be prepared to discuss. R~Annotated Article #1 due Thurs 11/10. ~TSIS-Read Chapter 15, “Analyze This”: Writing in the Social Sciences, pp. 184-201. Week 12 Nov 7-13 T~ No Class, Professional Development Day~College closed R~Class Discussion of Article #2 T~Annotated Article #2 due Mon 11/14. ~Read Article #2 and be prepared to discuss. R~Finish AA#2. ~TSIS-Read Chapter 10, “But Don’t Get Me Wrong”: The Art of Metacommentary, pp. 129-137. Unit 4: Controversial Topics and Presentations
2-3, 5 The Merchant of Quiz 2-3 2-10,12 Background Lectures 2-17,19 Richard II Quiz 2-17 2-24,26, 3-2,4 I Henry IV Quiz 2-24; assign paper #1 3-9,11,16,18 Hamlet Paper #1 due, 3-9 3-30, 4-1,6,8 King Lear [conflated, not Q or F] Quiz 3-30 4-13,15 Measure for Measure Quiz 4-13; assign paper #2 4-20,22,27,29 Antony and Cleopatra Quiz 4-20; paper #2, due 4/27 5-4,6 The Tempest 5-11 Wrap up 5-17 In-class Final Exam on all plays and all lectures
Tu. Nov. 21 - Reading Day Th. Nov. 23 - Thanksgiving Break *Tu. Nov. 29 - Walt Whitman’s “Song of Myself”; Paper 3 due at start of class Th. Dec. 1 - Walt Whitman’s “Song of Myself”&“Out of the Cradle, Endlessly Rocking” Tu. Dec. 6 –Emily Dickinson (elms) Selected Poems Th. Dec. 8 –Rebecca Harding Davis’s (elms) “Life in the Iron-Mills” Tu. Dec. 13 - Exam Review *Final Exam: Tuesday, Dec. 20th 1:30-3:30 pm (in our normal classroom)
Structure, Character, Setting, Point of View, Language & Style, Theme, Irony & Symbol Sandra Cisneros (Handout) Ernest Hemingway, “Hills Like White Elephants” (400+) Tim O’Brien, “The Things They Carried” (433+) James Joyce, “The Boarding House” (416+) Critical Response 1 Quiz 1 Essay 1 assignment sheet & Essay 2 Reading List T, Apr 23 Finish the Short Stories Franz Kafka, “A Hunger Artist” (Handout) Flannery O’Connor, “A Good Man Is Hard to Find” (186+) Chapter 4, “Writing about Fiction” Chapter 30, “Research and Critical Perspectives” Start Poetry Literature, Chapters 10-12; from chapters on the Elements of Poetry, with an emphasis on the concepts (Speaker and Tone; Diction; Imagery; Figures of Speech: Simile and Metaphor; Symbolism and Allegory; Syntax; Sound: Rhyme, Alliteration, Assonance; Rhythm and Meter; Structure: Closed Form and Open Form) Read selected poems (see Essay 2 Reading List) Quiz 2 Essay 1 Check R, Apr 25 Selected poems (see Essay 2 Reading List); Finish Chapter 13 concepts (do NOT read all the poems) know the Common Poetic Forms and Metrics (handout on BB); Read Chapter 13, “Writing about Poetry” Essay 1 due Thought Paper 2 CRP 2 T, Apr 30 Finish Poetry Start Drama. Read Chapters 21-23 Quiz 3 TP 3 Essay 2 Check R, May 2 Discuss Acts 1-3 of Shakespeare’s Othello Read Chapter 24, “Writing about Drama” Watch film Essay 2 due CRP 3 T, May 7 Finish discussing Othello Bernard Shaw’s Arms and the Man (Handout on BB) Oscar Wilde, The Importance of Being Earnest TP 4 Quiz 4 Essay 3 Check R, May 9 Finish The Importance of Being Earnest Prep for Exam Essay 3 due Exam
that the team is travelling to. Protocols for Emergencies Sample a summary of the safety plan from the HASP document described in the “EWB-USA Reporting Process” section of this manual. Table 2. Description of sections required in the Master Travel Document Schedule Review Meeting The project leader must organize and run a schedule review meeting prior to travel. All travel team members and the chapter faculty adviser must be present at this meeting. During the meeting, the project leader will present a schedule of activities for each day of the upcoming trip. Tasks in the trip should be allocated to specific team members. Note that two or three tasks can be listed in parallel if the team is split up appropriately. After receiving feedback on the presented schedule, the project leader will revise the schedule and pack a printed copy with travel supplies. Finances and Travel Approval There are two possible methods for financing trip expenses directly related to the project (i.e. not including lodging and food expenses for team members). The first method, which is often used for less expensive assessment trips, is to pay for travel expenses out of pocket and get a reimbursement after travel. This reimbursement comes from chapter funds and is accessible through the Civil Engineering Office. Stephanie Peters, a business manager in that office, is the primary contact for working out these reimbursements (see Appendix 1 for contact info). The second method for financing is to obtain a working fund for the project. This method is generally used for implementation trips, which are more costly. Ms. Peters is also the main contact for this financing method. Note that the process for obtaining a working fund is far from immediate, and so a project leader should begin working on this financing method as soon as possible after travel has been approved by EWB-USA.
General information Course title: English Language I (1/2), English language I (2/2) ISVU course code: 170117 LV110E and 170118 LV210E Studies in which the course is taught: Wildlife management and nature protection Course Instructor: Davorka Rujevčan, mag.educ., senior lecturer Course Assistant: / ECTS credits: 4.0 Semester of the course execution: I & II Academic year: 2018 / 2019 Exam prerequisites: / Lectures are given in a foreign language: English Aims: Development of productive and receptive language skills (listening, speaking, reading and writing) and expansion of language and grammatical structures (vocabulary, communication samples, phonological and orthographic characteristics) as well as development of general vocabulary and phraseology related to wildlife management, gamekeeping, hunting, environmental protection; learning competencies necessary for life-long learning, that is, learning to communicate in the conditions of increased international mobility and unstable labour market, motivating independent learning and raising awareness of intercultural aspects Course Course structure Number of contact hours per week: Number of contact hours per semester: Student’s requirements by type of teaching: Lectures: 1 15 attendance 80% Tutorials: 1 15 attendance 80% Practical (lab) sessions: Seminars: Field work: Other: TOTAL: 2 30 Monitoring of students' work, knowledge evaluation and learning outcomes (Define exactly six learning outcomes) LEARNING OUTCOMES (upon completion of the course the student should be able to:) FACTORS AFFECTING THE GRADE (e.g. term paper, practical work, presentation, ...) MAXIMUM NUMBER OF POINTS PER FACTOR I1:Extract required information from written text and/or speech of the related profession Term paper I and II* Term paper I – 30 points Term paper II – 30 points Oral examination – 40 points I2: Form a simple text on the related to the profession and/or personal interest on the basis of given information Term paper I and II * I3: Discuss on subject-matter related to the profession as well as personal interest Term paper I and II * I4: Distinguish word types and grammatical structures in English Term paper I and II * I5:Explain simpler terms and definitions related to the profession and language Term paper I and II *
8:00 - 9:50 am Group II - 9:00, 9:30, 9:45 am classes Group I - 8:00, 8:30 am classes Group II - 8:00, 8:30 am classes Group III - 8:00, 9:00 am classes 10:00 - 11:50 am Group I - 10:00, 10:30, 10:40 am classes Group I - 11:00, 11:30 am classes Group I - 9:00, 9:30, 9:45 am classes Group II - 10:00, 10:30 am classes Group III - 9:45, 10:00, 10:45 11:00 am classes 12:00 - 1:50 pm Group I - 1:00, 1:15, 1:30, 1:45 pm classes Group II - 1:00, 1:15, 1:30 pm classes Group I - 12:00, 12:30, 12:45 pm classes Group II - 11:00 11:30, 12:00 pm classes Group III - 11:30, 12:00, 1:00 pm classes 2:00 - 3:50 pm Group I - 2:00, 2:30 pm classes Group II - 2:00, 2:30 pm classes Group I - 3:00, 3:30 pm classes Group II - 3:00, 3:30 pm classes Group III - 2:00, 3:00, 4:00 pm classes Print Date/Time = 30-Mar-17/12:09
HomeWork Set Assignments – 03Aug14 Adjustments Made As-Needed by the Instructor See also Website: http://www.chabotcollege.edu/faculty/bmayer/ChabotEngineeringCourses/ENGR-45.htm 246 Problems Total HW no. chp P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 1 2 4 5 9 14 15 16 18 19 21 23.g 26 1SS 2 3a 2 3 4 7 10 12 16 18 20 22 23 3 3b 25 32 33 36 41 48 54 56 59 61 69 73 4 4 1 5 6 8 14 15 24 26 27 33 35 45 47 49 5 5 2 9 11 12 13 17 24 27 31 38 43 44 D4 6 18 1 5 11 16 19 25 31 33 38 42 51 55 58 D6 7 19 2 5 7 11 13 14 21 22 25 D3 8 20 1 7 9 12 13 17 19.g 21 23 25 26 9 21 1 7 9 14 16 18 20 27 D1 10 6a 2.g 4 5 7 10 11 13 15 18 19 23 11 6b 26 30 37 38 41 44.g 47 49 51.g 52 54 57 61 62 12 7 11 14 19 24 26 31 37 40 41 45 D3 13 8 1 3 7 9 14.g 16 20 24.g 31.g 34 40 42 D6 14 9a 2 5 7.g 9 10 14 17 22 23 24 29 32 15 9b 38 39 47 52 59 61 64 67 69 79 80 16 10 3 6 9 11 13 16 19 25 28 37 D2 D7 3FE 17 11 3 4 9 10 21 22 31 D4 D14 3FE 18 12 10 13 15 16 22 31 36 39 44 51 19 13 4 6 7 9 13 14 21 1FE 20 16 2 3 6 7 8 10 13 15 18 23 26 21 14 3 5 8 10 16 21 26 29 1FE 22 15 6 8 17 25 27 30 40 1FE IC 2.20 3.47 3.53 4.25 4.33 5.25 5.31 18.35 18.35 19.22 21.13
Week of 8/21 Introduction: UMHB Engineering Program Chapter 1-2 Week of 8/28 Engineering Majors and Statistical Profile of Engineering Profession Chapter 2-3 Week of 9/4 Global and International Engineering and Future Challenges Chapter 4-5 Week of 9/11 Units and Conversions Chapter 15 Week of 9/18 Problem Solving and EXAM #1 Chapter 7 Week of 9/25 Mathematics Review Chapter 16 Week of 10/2 Mathematics Review Chapter 16 Week of 10/9 Graphics and Orthographic Projection and Computer Tools for Engineers (AutoCAD) Chapter 8-9 Week of 10/16 Graphics and Orthographic Projection and Computer Tools for Engineers(AutoCAD) Chapter 8-9 Week of 10/23 Graphics and Orthographic Projection and Computer Tools for Engineers(SolidWorks) and EXAM #2 Chapter 8-9 Week of 10/30 Teamwork and Project Management Chapter 10-11 Week of 11/6 Engineering Design Chapter 12 Week of 11/13 Engineering Design Chapter 12 Week of 11/20 Ethics and Engineering and Engineering Fundamentals Chapter 14 Week of 11/27 Ethics and Engineering and Engineering Fundamentals and EXAM #3 Chapter 17 Week of 12/4 Final Exam Cumulative
3 Outcomes – 1A 3B 5C 7B Unit – Speak and Make a Difference Key concepts – Persuasion, Positioning, Interpretation, Power of the Spoken Word (Change the world – justice) Possible Texts: Variety of persuasive texts about social justice, human rights etc Assessment task/s and mode – Common – Speech. 15% (BHS Public Speaking competition – Purpose – Persuade) Non-fiction (speeches) Outcomes – 1A 5C 7D Unit – Poetry Study Valuing texts over Time Key concepts – Contextualisation, Construction Possible Texts: War Poetry (Owen, Sassoon, Dawe) Australian Poetry (Dawe, Murray, Patterson) Assessment task/s and mode – Class based – Portfolio. 15% Poetry 4 Outcomes – 2A 3B 7D 9E Unit – Visual Literacy - Advertising Key concepts – Construction, Persuasive images Possible Texts: Magazines, TV advertising Assessment task/s and mode – Common - Formal examination 15% (Reading and writing – analytical) Non-fiction Outcomes – 2A 4B 8D Unit – Shakespeare – It’s a tragedy Key concepts – Transformation, Creativity Possible Texts: Graphic novel of Shakespeare tragedy – Romeo and Juliet/Macbeth Assessment task/s and mode – Informal – class. Fiction – visual literacy
MCAS Packet: “In My Mother’s Kitchen” “Throwing a Tree”, “The Old Gumbie Cat” Children’s Poet Laureate: J. Patrick Lewis – poetry “Casey at Bat” “Firework” by Katy Perry “The Sneetches” Dr. Seuss Essential Questions Targeted Skill(s) Students will be able to identify and utilize figurative language (personification, metaphor, simile), elements of imagery, rhyme and rhythm, alliteration, and onomatopoeia (sound effects) Other Resources Available Assessment(s) Teacher created test, various worksheets, MCAS multiple choice and open response questions, Writing Common Core State Standards Time Frame March Text Chapter(s)/pages MCAS Preparation: Reading Comprehension selections with open response questions MCAS Packet: Invisible Inks (How-to article), An Island is Born(Geographic article), from The Incredible Story of China’s Buried Warriors (Social Studies article) Various non-fiction pieces Ex. Polar Bears Volcanos Pompeii Non-fiction excerpts on Korea Other resources Essential Questions/
Project Name Description Reference Contact Information Project Owner Name/Title Telephone Email Project Designer Project Budget and Performance Original Contract Price Final Contract Price # Contract Days # Days Late Issues/Claims/ Litigation: Project Information Project Name Description Reference Contact Information Project Owner Name/Title Telephone Email Project Designer Project Budget and Performance Original Contract Price Final Contract Price # Contract Days # Days Late Issues/Claims/ Litigation:
00 72 01 INSURANCE REQUIREMENTS INSURANCE REQUIREMENTS NOTE TO SPECIFIER: Regarding Specialty Insurance Coverage, the City PM will consult with City’s Risk Management to determine if any of the 4 specialty insurance is required for this project. Consultant will indicate on chart if Required or Not Required per instructions from City PM. Consultant do not fill in information based on a previous project. CONTRACTOR’S INSURANCE AMOUNTS Provide the insurance coverage for at least the following amounts unless greater amounts are required by Laws and Regulations: Type of Insurance Minimum Insurance Coverage Commercial General Liability including 1. Commercial Form 2. Premises – Completed Operations 3. Explosions and Collapse Hazard 4. Underground Hazard 5. Products / Completed Operations Hazard 6. Contractual Liability 7. Broad Form Property Damage 8. Independent Contractors 9. Personal & Advertising Injury $1,000,000 Per Occurrence $2,000,000 Aggregate Business Automobile Liability - Owned, Non-Owned, Rented and Leased $1,000,000 Combined Single Limit Workers’ Compensation Statutory Employer’s Liability $500,000/ 500,000/ 500,000 Excess Liability/Umbrella Liability Required if Contract Price > $5,000,000 $1,000,000 Per Occurrence Contractor’s Pollution Liability / Environmental Impairment Coverage Not limited to sudden and accidental discharge. To include long-term environmental impact for the disposal of pollutants/contaminants. Required if excavation > 3 ft $1,000,000 Per Claim Required Not Required Builder’s Risk (All Perils including Collapse) Required for vertical structures and bridges Equal to Full Replacement Cost of Structure and Contents Required Not Required
Works Cited Parenti, Michael. “Class and Virtue.” Signs of Life in the U.S.A.: Readings on Popular Culture for Writers. Maasik, Sonia, and Soloman, Jack. October 1995. Web. 16 July 2014. Shusterman, Neal. Unsouled. Simon & Schuster Books for Young Readers, 2013.Print.
Contrast Synthesis Paper (due by midnight) WEEK #10 Mon, 10/30: Review of “Chapter Six: Critiques” in Smarter Writing Due on 11/6: Read “Chapter Eight: Research” in Smarter Writing Due on 11/6: Practice Activity A & B from Chapter Eight Wed, 11/1: Rough Draft of the Compare & Contrast Synthesis Paper Peer Review the Compare & Contrast Synthesis Paper (due by midnight) WEEK #11 Mon, 11/6: Practice Activity A & B from Chapter Eight Review of “Chapter Eight: Research” in Smarter Writing Review guidelines for the Research Paper & Final Presentations Review of responses to Practice Activity A & B from Chapter Eight Due on 11/13: Read guidelines for the Research Paper Read guidelines for the Final Presentation Due on 11/27y: Final Draft of the Research Paper Final Presentation Due on 11/13: Thesis Statement, Outline, & Annotated Bibliography for the Research Paper Wed, 11/8: Final Draft of the Compare & Contrast Synthesis Paper Library Instructional Session on Research Due on 11/15: Quiz #5 on Chapters Six & Eight WEEK #12 Mon, 11/13: Thesis Statement, Outline, & Annotated Bibliography for the Research Paper Peer Review of the Thesis Statement, Outline, & Annotated Bibliography for the Research Paper Due on 11/22: Rough Draft of the Research Paper Wed, 11/15: Quiz #5 on Chapters Six, Seven, & Eight Work on Final Presentations (i.e. Show Instructor 5-6 PowerPoint slides by the end of class.) WEEK #13 #13 Mon, 11/20: Work on Rough Draft of the Research Paper (i.e. Show instructor at least two new “solutions” paragraphs for the Research Paper.) Wed, 11/22: Rough Draft of the Research Paper Peer Review the Research Paper (due by midnight) WEEK #14 Mon, 11/27: Final Draft of the Research Paper Final Presentation Final Presentations Wed, 11/29: Final Presentations WEEK #15 Mon, 12/4: Final Presentations Wed, 12/6: Final Presentations WEEK #16 Mon, 12/11: Final Presentations Wed, 12/12: Class Wrap-Up ENGLISH 102 – COURSE CONTRACT COLLEGE OF SOUTHERN NEVADA INSTRUCTOR: BAILEY-KIRBY
Category Description Examples Weight Late Policy Skill Builder Assignments Assignments/activities completed in the early stage of learning a new concept/skill; risk-free; grade based on completion/effort; assignments may be graded for accuracy for feedback purposes only home work, bell ringers/warm-ups, class participation, exit tickets, periodic notebook checks for specific assignments (notes, guided practice, etc.), formative assessments (common PLT formative assessments and additional formative assessments as needed based on data) 15% -10 points per day - can submit up to 5 days late Progress Monitoring Assessments Assignments/activities completed during the learning process but after guided practice has been completed and students have had a chance to study the material independently; graded for accuracy; used to provide students, teachers, and parents with feedback regarding students’ progress prior to summative assessments common benchmark assessments, quizzes, short constructed response essays (MSL/EOC format) 25% Submitted in class- no late work policy Summative Assessments Assignments/activities completed at the end of the learning process; should require students to demonstrate mastery of standards being assessed in current unit unit tests, essays, projects 60% - will be accepted up to one week before exam week - start at a grade of 70 if more than 3 days late The following WCPSS grading scale will be used to determine quarter, semester, and final grades: A 90 – 100 B 80 – 89 C 70 – 79 D 60 – 69 F 0 – 59
 Disability Resource Center (DRC) (951) 372-7070 Center for Student Success  Veterans Services (951) 372-7142 Student Services Building, First Floor  Student Support Services (951) 372-7149 Student Services Building  EOPS/CARE (Extended Opportunity Programs and Services/Cooperative Agencies Resources for Education) (951) 372-7128 Center for Student Success  CalWORKs (California Work Opportunity and Responsibility for Kids) (951) 372-7052 Center for Student Success  Learning Resource Center (LRC) (951) 739-7896 Wilfred J. Airey Library, First Floor  Student Health and Psychological Services (951) 372-7046 Wilfred J. Airey Library Building, Lower Level  Student Financial Services (951) 372-7009 Student Services Building, First Floor Special Programs:  Honors Program (951) 739-7815 Ana-Marie Olaerts  John F. Kennedy Middle College High School (951) 738-2200 ext. 6008 Erin Cole, Student Advisor  Puente (951) 372-7101 Contact Counseling office for information  Study Abroad (951) 222-8340 Jan Schall, Director  Talented Tenth (T3P) (951) 372-7101 Contact Counseling office for information  STEM (Science, Technology, Engineering and Math) Scholars (951) 739-7803  Tutorial Services (951) 372-7143
was ever an opportunity to teach these classes together, it would probably make more sense. Changes made to the lesson while teaching What strategies could I use to reinforce this lesson? Lesson 7– Reading through a Critical Lens: All (40 minutes) Subject: ELA 10 b Author: Amanda Lyons Grade Level: 10 Time Duration: 1 hour Professional Growth Guide Goal(s): Outcomes and Indicators: Cross Curricular Competencies: Language Strands: Reading: Writing: Speaking Listening: Viewing: Representing: Materials/ Sources “History Lesson” by Jeannette Armstrong Activities and Procedures: (5 minutes) Students will be given the poem “History Lesson” by Jeannette Armstrong. Students will read through the poem individually, underlining anything they can identify from the 6S Strategy. Tell them to use this to their advantage when coming up with their questions. Jeannette Armstrong’s poem “History Lesson” is a poem that describes the history of European and Aboriginal Peoples through imagery and personification. The speaker of the poem begins with the adventures of Christopher Columbus and brings it to Armstrong’s writing period where Aboriginal Peoples feel lost and confused in their present situation. Armstrong’s poetry alludes to many items that the students will recognize (like Rice Krispies) and hopefully question. (Appendix 2-3) Can you relate to the poem in anyway? Why or why not? Are there any personal experiences that draw you towards a certain passage in this poem? Explain. (15 minutes) Students will be set up in four different stations around the room, each representing one of the critical lenses we have studied so far. It is up to the students in the groups to read the poem through their lens (gender, social class, reader’s response, and and write down everything their group discusses.
Richard-Amato, P. (1988). Making it happen: Interaction in the second language classroom. New York: Longman. Rieg, S. & Paquette, K. (2009). Using drama and movement to enhance English language learners’ literacy development. Journal of Instructional Psychology, 36(2), 148-154. Romeo & Juliet: The graphic novel original text edition. (2009). Towcester, UK: Classical Comics Ltd. Serban, A. (2014). Manga-fying Shakespeare. “You must translate. ‘Tis fit we understand [it].” (Hamlet IV.1.2.). The European English Messenger, 23(1), 21-27. Spangler, S. (2009). Stop reading Shakespeare! English Journal, 99(1), 130-132. U.S. Department of Education, National Center for Education Statistics. (2014). The Condition of Education 2014 (NCES 2014-083), Retrieved November 2, 2014 from http://nces.ed.gov/fastfacts/display.asp?id=96. Weiner, S. (2004). Show, don’t tell: Graphic novels in the classroom. English Journal, 94(2), 114-117. Wolfe, P., & Kleijwegt, D. (2012). Interpreting graphic versions of Shakespearean plays. English Journal, 101(5), 30-36.
Torture and trauma counselling There are specialised services in each state and territory to assist people who have experienced trauma and torture. Refer below to find out how to access these services in your state or territory. TORTURE AND TRAUMA COUNSELLING TELEPHONE WEBSITE ACT Companion House – Assisting Survivors of Torture and Trauma NSW Service for the Treatment and Rehabilitation of Torture and Trauma Survivors (STARTTS) NT Melaleuca Refugee Centre – support Service for Survivors of Torture and Trauma QLD Queensland Program of Assistance to Survivors of Torture and Trauma (QPASTT) SA Survivors of Torture and Trauma Assistance and Rehabilitation Service (STTARS) TAS Phoenix Centre – support Service for Survivors of Torture and Trauma VIC Foundation House – Victorian Foundation for Survivors of Torture (VFST) WA Association for Services to Torture and Trauma Survivors (ASeTTS) 02 6251 4550 02 9794 1900 08 8985 3311 07 3391 6677 08 8346 5433 03 6234 9138 03 9388 0022 08 9227 2700 Child safety and accident prevention Kidsafe, the Child Accident Prevention Foundation of Australia is a non-government organisation that provides child safety and accident prevention information and services to parents and communities. Some translated fact sheets are available in the Western Australian and Victorian sections of the Kidsafe website. AGENCY TELEPHONE WEBSITE National Kidsafe See website for state and territory information and contact numbers Immunisation Immunisation protects children (and adults) against harmful infections. Immunisation is not compulsory but is recommended for all children. Some states and territories require a record of a child’s immunisations to be presented when the child attends child care or starts school. Child care centres and schools want to know which children have not been immunised. Immunisations can be obtained from your family doctor or your community health centre. If you wish to obtain the immunisations from your community health centre you will need to contact them to find out which immunisations are available and when they are available. Your child must be up-to-date with immunisation or have an immunisation exemption for you to receive Child Care Rebate. AGENCY TELEPHONE WEBSITE Department of Health and Ageing – National Immunisation Infoline Medicare Australia – Australian Childhood Immunisation Register 1800 671 811 1800 653 809