zilongwang/ReadingBank huggingface dataset:
The stout heart and the stiff necked has prevented My grace –therefore I will judge those who walk contrary to My will…I have said and I will be justified for My actions-for My plans I will deal will the sin of man- I will stand up against his continual rejection of My love- I have been slow to anger but it is kindled ever the more There will be those who will cry out and turn to Me but they will be few- for there is no number greater to Me than all! I desire all- I’ve made room for all to dwell with Me- yet the hand that extends grace has been slapped away I will pardon-I will forgive but man must find Me now! I felt a strong sensing that the “winking” of God was coming to an end and that Strong, Bold, in your face type of Evangelism (not religious beat down but a passionate pursuit for the souls of men) is going to arise this year and the years to come…There is a window of opportunity that is closing…we must warn the lost their time is short.
- Replaces the old Form 2 Petition for Faculty. To be completed when all interested parties have looked at and agreed the proposals. Include your PCC Resolution, all drawings, plans, photographs, architects’ drawings, specifications and supporting documents. - Replaces the old Form 3. To be displayed for 28 days. This allows comments or objections to be made to the Registrar. Proposals for significant change will also be advertised on the diocesan website. Please supply one hard copy and an electronic version of your application and associated papers or two hard copies An explanatory checklist of documents to accompany your faculty is available
At the top-right of the screen is the Checked In and Will Show status. If the entry has been checked in, but will not show, click Edit to change the Will Show status. Click Save NOTES: The Will Show status is available on Custom Reports and can be used to filter out entries that will not show. The Will Show option is not checked for entries that are not checked in. How to Change a Division and/or Class for an entry: From the check-in or entry screen click Change Class (blue link under the hierarchy list on the right). Select the new Division and/or Class from the hierarchy picker. Click Save. NOTE: By moving an entry to a different class or division, you may lose Custom Field selections and Results for that entry. Will Show Bulk Updater If you have entries to check in, but no additional information is required at check in (ending weight, etc.), you can quickly mark many entries as “Will Show” at one time as an alternative to the check-in process. Click on the Show menu, and then the Will Show Bulk Updater tab. Select a division or class for entries to be updated. All entries in the division/class will be listed, along with the entry number and the animal identifier, if it’s an animal division or class. Select specific entries, or use the Select All (or De-select All) buttons at the bottom of the screen.
Title Before You Start This help sheet will guide you through the process of creating Donation recipients and using the Resale feature. A sale entry may be resold as many times as needed. The proceeds of the sold item may be distributed to the owner, the exhibitor, or a donation recipient or any combination thereof. Adding a Donation Recipient In the Sale area, click on the Donation Recipients tab. Click the +Add a Donation Recipient button. You are required to enter the name and address of the donation recipient. You may also complete Phone Number, Email address, and a Contact Name for the Donation Recipient. Click Save to save the donation recipient record. Repeat Steps 2 – 5 for each Donation Recipient you need to add. Reselling an Entry Steps After selling the entry, record the total bid amount, and record the buyer contributions and click Save. NOTE: Do not assign the entry to a destination or add flooring information until the item is sold for the last time. Click the red ‘Sell It Again’ button to create the new sale entry for the item to be sold again. After clicking ‘Sell It Again’ a popup window will appear. Click Save to lock the record (Bid and Buyer information) and create the resale item or click Cancel to return to the item to make any corrections to the sale information.
Sale/Auction Getting Ready for Sale For the most part, the sale will go more smoothly if the bulk of the information about buyers, groups, and destinations can be entered before the sale begins. However, information can be entered before or during the fair, as well as updated or edited during or after the fair if a new buyer registers, or address information changes, etc. Buyers and groups from one year’s fair can be copied over to the new year fair, if the buyer list is substantially the same from year to year. Adding Buyers (manual entry): Click on the Buyers tab, then Individual Buyers Click Add a Buyer. Enter the Buyer’s information. Note that you can enter a business name in the Name field, and (optional) a Contact name as well. Click Save. Adding Buyer Groups: Note: Buyers must exist as individual records before they can be added to a Group. Click on the Buyers tab, then Buyer Groups Click Create a Group. Enter a Name (required) for the group, and an optional Identifier. Both of these are searchable. Click View beside the Buyer Group and then Add Buyers to add existing Buyers to the Group. Adding Buyers and Groups (spreadsheet upload): Click on the Buyers tab, then Individual Buyers. Click on Import Buyers on the right in Quick Help. The popup box contains information about the format of the XLSX spreadsheet that can be uploaded. There are two small links at the bottom of the information to download either a blank Template (formatted with correct column headings) or Example Data. When the spreadsheet is completed in the correct format, click Select File to locate and upload the buyer information. Required fields: the 8 fields listed in the Quick Help are required—if left blank, the file will not upload. If you do not have complete information for a buyer, either add the buyer manually when the information is available, or enter a in the cell in the spreadsheet, which can be edited later as more information is available. Additional Buyers: This upload can be repeated as many times as necessary, adding new buyers as additional information comes in. Additional buyers/groups may also be added manually during the sale if necessary.
Creating Animal Types Before You Start This setup step is not necessary if your fair is integrated with 4HOnline, and you are using Animal ID in 4HOnline. If that is not true, you will need to set up animal types, either to capture animal information during the registration (entry) process, or during check-in at the fair. Steps Select the Setup menu, and the Animal Types tab. Click on the Add an Animal Type button. Enter a name for the animal type. The animal types will alphabetize on screen, so consider if you want to name it “Breeding Beef” (which will alphabetize above “Breeding Swine”) or “Beef, Breeding” (which will alphabetize above “Beef, Market”). An identifier field is required. For some animals, this is easy, and fits the 3 choices listed. For others, it may not be as simple. Since it is a required field, it should be something that can be filled in about every animal of that type. If the choices listed do not fit exactly for you, you can use the Field Description to add more clarification on screen for users. Add additional fields for this animal type, using the Field Description where necessary to make the on-screen instructions clear for your participants. Adjust the order of the fields using the arrows left of the field name. Date fields (Birthdate, Beg. Weight date, etc.) automatically create a date-format field. The “Sex” field automatically creates a radio-button Male/Female input option.
FEDERAL PROGRAM ADMINISTRATIVE REVIEW SCHOOL NUTRITION PROGRAM SUMMARY Section 207 of the Healthy Hunger Free Kids Act 2010, amended section 22 of the National School Lunch Act (42 U.S.C. 1769c) requires the Virginia Department of Education, Office of School Nutrition Programs (VDOE SNP), to report the final results of the administrative review to the public in an accessible, easily understood manner in accordance with guidelines promulgated by the Secretary. Local Educational Agency: Fairfax County 029 Report Publication Date: 5/18/2018 Administrative Review Dates: 2/6/2018-2/9/2018 Review Month and Year: December 2017 Participating Programs: SBP, NSLP. FFVP Participates in Special Provisions? No Enrollment and Participation Data for December 2017: Eligibility Enrollment Lunch Avg. Daily Participation (ADP) Lunch ADP % Breakfast ADP Breakfast ADP % Total Reimbursement ($$) Free 45,307 33,925 74.88 16,969 37.45 1,265,393.57 Reduced 10,880 8,135 74.77 3,447 31.68 267,749.50 Paid 130,446 39,492 30.27 6,354 4.87 165,636.64 Total 186,633 blank left blank Cell intentionally left blank Cell intentionally left blank 1,698,779.71 Findings Identified during the Administrative Review:
Table 1: Program Access and Reimbursement Category Findings Certification and Benefit Issuance FINDINGS IDENTIFIED Details: Selected applications were incorrectly approved. Verification FINDINGS IDENTIFIED Details: Three applications subjected to verification were not properly selected. Meal Counting and Claiming NO FINDINGS Details: Table 2: Meal Patterns and Nutritional Quality Category Findings Meal Components and Quantities FINDINGS IDENTIFIED Details: Vegetable subgroup requirements were not met at two schools. A school served a single menu to two age/grade groups. Offer versus Serve NO FINDINGS Details: Dietary Specifications and Nutrient Analysis NO FINDINGS Details: Table 3: School Nutrition Environment and Civil Rights Category Findings Food Safety NO FINDINGS Details: Local School Wellness Policy NO FINDINGS Details:
REGISTER OF GOVERNOR INTERESTS NAME OF SCHOOL: Fairfield Primary School 2016/17 From September 2015, Governing Bodies are required to publish on their website, information about their governors: Name, Category & Appointing Body Term of Office Committees Official Responsibility Attendance at Governing Body Attendance at Committee Nature of Interest Resignation Date Pecuniary (you or a close connection – see point 1) Governor in another school/education establishment Spouse, partner or relative working in school or with business interests (see point 2.) Mr K Strachan Co-opted Governor Appointed by Governing Body 12.11.2015 - 11.11.2019 APP PAY RES Chair 3/3 N/A N/A 1/3 BT PLC Telecommunications Employment Ex-Wife Employee of Fairfield Primary School NIL NIL N/A Mr P Wharton Co-opted Governor Appointed by Governing Body 09.09.2015 - 08.09.2019 COM INT PAY SIP HEA Vice Chair 3/3 N/A N/A N/A 3/3 1/1 NIL NIL NIL N/A Mr A Ruffell Headteacher 01.09.2016 - N/A SIP RES Headteacher 3/3 3/3 3/3 Wife Supply Teacher September 2015 NIL Wife Supply Teacher September 2015 N/A Mrs L Emmerson Co-opted Governor Appointed by Governing Body 30.04.2014 – 29.04.2018 APP PAY RES N/A 1/3 N/A N/A 2/3 School & Governor Support Service Manages a Service which is bought back in from Schools Manager of Service NIL NIL N/A Mrs E Fleming Parent Governor Appointed by 01/03/2016 – 29/02/2020 SIP N/A 2/3 1/3 NIL NIL NIL N/A
Parents Mrs B Jones Parent Governor Appointed by Parents 20.05.2014 – 19.05.2018 HEA NOM PAP SIP N/A 2/3 1/1 N/A N/A 3/3 NIL Governor at Ian Ramsey Academy NIL N/A Mrs S Lowry Co-opted Governor Appointed by Governing Body 30.09.2015 – 29.09.2019 COM HEA PAP RES N/A 0/1 N/A N/A N/A 0/2 NIL NIL NIL 24.03.2017 Councillor M Perry Co-opted Governor Appointed by Governing Body 16/10/2015 – 15/10/2019 NOM SIP N/A 3/3 N/A 0/3 Councillor for Fairfield – Stockton Borough Council Chartered Engineer M.I.C.E Senweld NIL NIL N/A Mrs K Slack Parent Governor Appointed by Parents 08.10.2014 – 07.10.2018 COM NOM SIP N/A 3/3 N/A N/A 2/3 NIL NIL NIL N/A Mrs W Spurr LA Governor Appointed by LA 13.07.2012 – 12.07.2016 COM HEA PAY RES SIP N/A 2/3 N/A 1/1 N/A 3/3 2/3 NIL NIL NIL N/A Mr M Trainer Associate Member Appointed by Governing Body 27.06.2016 - 26.06.2020 SIP N/A N/A N/A NIL NIL NIL 04.10.2016 Mrs T Whittaker Staff Governor Appointed by Staff 09.01.2013 – 08.01.2017 PWD RES SIP N/A 3/3 N/A 3/3 3/3 Whitwood Wood worker (Has been paid for Resources) Son NIL Whitwood Wood worker (Has been paid for Resources) Son N/A Mrs K Knowles Parent Governor Appointed by Parents 31.01.2017 - 04.10.2020 N/A N/A 1/2 N/A NIL Personal Development Leader at Grangefield Academy NIL N/A Ms A Dunford 26.04.2017 SIP N/A 1/1 N/A NIL NIL NIL N/A
Fairfield Prep encourages its students to participate in the various extracurricular activities offered. These activities enable a student to discover new talents and make new friends. Throughout the school year, new extracurricular activities are developed and introduced to the student body by students and faculty. Inquiries concerning extracurricular activities should be addressed to the Director of Student Activities & Christian Service, Mr. Jonathan DeRosa. Among the activities offered are the following (descriptions follow): African-American Cultural Club Android App Development Asian Student Association ASPIRA B.A.S.S. High School National Book Club Bowling Team Business Club Campus Ministry Board Cardinal Key Society Chess Club Criminology Club Cycling Club Debate Club Debate Team Diversity Club Encords Fantasy Baseball Club Fencing Club French Honor Society Guitar Club Hearthstone (Yearbook) History Club Intramurals The Irish Club Jazzuits Jeopardy Club Liturgical Music Math Team MSG Varsity Club Mock Trial Ping Pong Club Political Awareness Prep Players REACH Club Robotics Club Salt Water Fishing Club Science Club Ski Club Soundings (Newspaper) Spanish Honor Society Sports Analysis 405 Squires Stock Market Club Trig*Star
ACADEMIC REQUIREMENTS: 3.5 Cumulative Point Average (honor roll) as of January 2012 SERVICE COMMITMENTS: Failure to meet any of the assigned service commitments will result in immediate termination of membership. Please check for announcements frequently as member’s commitments will be added as the events approach! Contact: mlaguzza@fairfieldprep.org; Berchmans Hall 302 Chess Club Moderator: Mr. Tom Cunningham This club only exists if there is enough student interest, so please contact Mr. Cunningham for more information if you would like to participate. Contact: tcunningham@fairfieldprep.org; Xavier Hall 408 Criminology Club Moderator: Mr. Andy Mancini President: Tom Cirillo ’14 and Mike Ruther ‘14 In this club the students will discuss current crimes in the news and the methods that law enforcement agencies use to solve these cases. Mr. Mancini also demonstrates to the class how to take fingerprints, gives a history of forensics, etc. This club will be run from January – May. Contact: p14tcirillo@fairfieldprep.org or p14mruther@fairfieldprep.org Cycling Club Moderator: Mr. Robert Ford The goal of the Cycling Club is to promote cycling at Prep, including mountain biking, road cycling, and triathlons. Annual Events include Root 66 Mountain Bike Racing Series, Bloomin' Metric Cycling
APPENDIX II BOUNDARY CONDITIONS BUILDING LINE 6M SPREAD LARGE FRONT GARDENS Situations where trees are a vital part of streetscapes and can dominate buildings. Trees envisaged of 6 metre spread. These are medium trees which achieve a mature height of 6-8 metres Timber Fence 900mm high Boundary with the street is a solid wall of a minimum height of 1.8 metres. SECTION Over 6M 2M min is over 8 metres deep larger trees would be envisaged that grow to a mature height of 9 metres Figure 4: Conditions where Building Line is six metres or more from back of pavement
SC.912.L.15.14, and SC.912.L.15.15) SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. SC.7.L.16.3 Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. SC.7.N.1.7 Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. SC.7.N.2.1 Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Benchmark Prior Knowledge Benchmarks Grade 6 Grade 7 Grade 8 SC.912.L.16.1 Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. (Also assesses SC.912.L.16.2) SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees.
This guide does not go into the naming of compounds or go into detail of particular reactions or directing effects as these are large topics requiring their own exploration. Identifying functional groups in products and reactants Start learners off with the ‘Identifying functional groups’ . If more help is needed have a look at the two web links on the same topic (see Suggested Activities) before trying the ‘Identifying functional groups’ worksheet (Activity 1). There are also additional links below to an interactive quiz and a printable worksheet. Recalling possible reactions and reagents This step relies heavily on learners taking responsibility and using their own time to learn the different reactions. In most cases rote learning at home is best for this, however a teacher can help by regularly quizzing learners at the start of a lesson. The ‘Reagents flash cards’ (Activity 2) can be kept on your desk and pulled out at any time to fill a small gap in a lesson or as a quick starter. Determining synthetic routes and the correct order of reactions The final stage requires progess in both of the previous outcomes and some additional understanding. The ‘Two-step synthesis’ gives you guidance on how to begin this process. Once you have gone through some examples, give learners the ‘Two-step synthesis’ worksheet (Activity 3). The questions get progressively harder but all involve two steps. Some require thought about order and directing groups which are not covered in detail here. Once learners are comfortable with the principles of two-stage synthesis, start them thinking about multi-stage synthetic routes. You could start by having them identify, using the reaction pathway , what multi-stage routes are possible. After that, show learners different organic compounds, ask them to identify functional groups, and to show what compounds they could create through multi-stage synthesis routes. This type of work could be done in mixed-ability groups, with lower achieving learners learning from higher achieving learners, who in turn consolidate their own understanding by explaining their ideas. Additional challenge can be added for higher achieving learners by asking them to think about how a given compound could be synthesised from simpler compounds. They could also think about the practical aspects of the synthesis, e.g.
Churchill as wartime Prime Minister 1 5 Stance in 1940 and style of leadership Role of oratory and speeches of 1940 Symbolic nature of Churchill Battle of Britain Britain 1930-1997, Wells & Fellows Modern British History Lynch M. Britain 1929-1998, Rowe C. 1 6 Relations with generals and impact on strategic decision in the Mediterranean Extent of interference/involvement in leadership decisions Relations with Ismay Relations with Gort Relations with Alanbrooke Relations with Cunningham and the sinking of the French fleet Relations with Wavell, Auchinleck and Montgomery and impact on North Africa campaign Relations with Dill Britain 1930-1997, Wells & Fellows Modern British History Lynch M. Britain 1929-1998, Rowe C. 1 6 Bombing of Germany and the war in Europe 1944-1945 D-Day and Planning Role of Alanbrooke Large scale bombing campaigns- Harris and total war Dambusters, Hamburg, Ruhr and Dresden Britain 1930-1997, Wells & Fellows Modern British History Lynch M. Britain 1929-1998, Rowe C. 1 7 Plans for reconstruction and loss of 1945 The Beveridge Report Butler’s Education Act Reasons for Labour victory (experience, familiarity of ministers, poor record of Conservatives etc.) Britain 1930-1997, Wells & Fellows Modern British History Lynch M. Britain 1929-1998, Rowe C. 1-2 7-8 Relations with other wartime leaders (Roosevelt, Stalin and deGaulle) Background to grand alliance Traditional view- Churchill and forged a personal bond with the USA and practical relationship with Stalin Britain 1930-1997, Wells & Fellows Modern British History Lynch M. Britain 1929-1998, Rowe C.
Heath’s government; industrial relations, miners’ strike; Wilson and Callaghan 1974–1979, problems and policies Thatcher and the end of consensus 1979–1997 Election victories; Britain 1930-1997, Wells & Fellows Modern British History 1900-1999 Lynch M. Britain 1929-1998, Rowe C. Thatcher and her ministers; Britain 1930-1997, Wells & Fellows Modern British History 1900-1999 Lynch M. Britain 1929-1998, Rowe C. reasons for support and opposition; Britain 1930-1997, Wells & Fellows Modern British History 1900-1999 Lynch M. Britain 1929-1998, Rowe C. social and economic policies including monetarism, free-market, economics and privatisation; Britain 1930-1997, Wells & Fellows Modern British History 1900-1999 Lynch M. Britain 1929-1998, Rowe C. social policies and unrest; unemployment and the Trade Unions, the Miners’ Strike;
Learner Resource 1 Food production true/false Fertilisers provide plants with ‘food’. Plants can survive and grow healthily without soil. Pesticides, herbicides and fungicides are all examples of insecticides. Some plant diseases can wipe out entire crops and sometimes even cause famine. Just like humans, plants need many minerals in small amounts. Not all plant diseases are spread by insects. Plants can get diseases just like we can. Many plant diseases cannot be controlled. Insects can eat crops and spread disease. Adding/changing genes in plants and animals can help to increase their yield. To kill off insects that attack their crops; farmers can use chemical fertilisers. Antibiotics help prevent viruses affecting cattle. Sometimes farmers purposefully put insects onto their crops. Changes in our weather and environment will not have too much of an impact on food production.
Teacher Resource 1 Food production – true/false starter This activity is good to get learners thinking about and discussing the facts and issues of food production and the effect of a growing human population. It also allows the teacher to gauge learners’ current knowledge and misconceptions, informing lesson planning for the topic. Learners work in groups of 3 or 4 and are given a set of cards with facts/information on. They must discuss their ideas and opinions within the group and sort the cards into two piles: true or false. The teacher can then discuss each card with the class. It is up to the teacher how much information is shared with the class at this point. You may wish to make a note of any issues and go into them further as they are taught rather than cover them all now. Teacher preparation: photocopy the worksheet, cut out the cards and place each set into an envelope/elastic band. Answers Fertilisers provide plants with ‘food’. False Photosynthesis provides plants with ‘food’, fertilisers provide essential nutrients for the plant to grow and function. Plants can survive and grow healthily without soil. True Hydroponics can be used to grow plants commercially by providing the plant with all the water and minerals they need. Pesticides, herbicides and fungicides are all examples of insecticides. False Insecticides, herbicides and fungicides are examples of pesticides. Some plant diseases can wipe out entire crops and sometimes even cause famine. True The Irish potato blight famine is a good example of this. Just like humans, plants need many minerals in small amounts. True Examples are: iron, copper, nickel, manganese, zinc, chlorine, boron. Not all plant diseases are spread by insects. True They can be airborne, spread from plant to plant or fungi.
Dells Waterpark Classic– January 22- 24, 2016 Girls U14 Tournament Format Four teams, with each team playing three preliminary round games. At the conclusion of preliminary round, 1st plays 2nd for Championship. 3rd plays 4th for the consolation. Standings Team Points Gm1 Points Gm2 Points Gm3 Total Points Tiebreakers Wisconsin Fury 2 0 Duluth Icebreakers 2 2 Yellowjackets Hockey 0 1 St. Jude Knights 0 1 Game Results Fri 5:00 Pm Dells Poppy Rink Duluth 6 vs. Yellowjackets 1 Fri 9:10 Pm Sauk Prairie Rink Fury 2 vs. Knights 1 Sat 10:20 Am Baraboo Pierce Rink Fury 0 vs. Duluth 2 Sat 10:45 Am Sauk Prairie Rink Yellowjackets 2 vs. Knights 2 Sat 4:40 Pm Dells Poppy Rink Yellowjackets vs. Fury Sat 5:50 Pm Dells Poppy Rink Knights vs. Duluth HOME AWAY Sunday 9:10 Am Reedsburg Arena 3rd 4th Consolation Sunday 10:20 Am Reedsburg Arena 1st 2nd Championship
Right to withdraw – Investigators should make clear to participants their right to withdraw from the investigation at any time irrespective of payment or other inducement. If a participant withdraws they have the right to demand their own data and recordings to be destroyed. Confidentiality – Participants privacy should be respected and in the case of observations research you should only expect to be observed in a ‘public place’. All results or information gathered relating to specific individuals must be kept confidential. Names or details of participants should not be released. Participants should be made aware where any breech of confidentially may occur.
Checking your understanding of reliability Milgram (1963) was interested in investigating whether ordinary people will obey a legitimate authority figure even when required to injure an innocent person. 40 male participants aged 20-50 from New Haven in the USA took part in this study who were a volunteer sample, there was also a ‘confederate’. Participants were allocated a role of a teacher or learner (which was fixed) and took part in a word pair recall task. The confederate was always given the role of the ‘learner’ in each trial and always acted exactly the same for each participant. The participant was always allocated the ‘teacher’ role. The teacher was told to administer an electric shock to the learner every time he got a question wrong on the tasks (the electric shock was fake but participants didn’t know this!). The learner mainly gave wrong answers, he would always give 3 wrong answers and then 1 right answer to each participant and then he received his fake shocks after a wrong answer. Participants were observed through a one-way mirror by multiple observers and the sessions were also filmed. Even when the learner seemed in apparent pain (always banging on a wall at 300 Volts) the experimenter told the participant (teacher) to continue. In total 65% of participants continued to deliver a deadly 450 volt shock, all participants went to 300 volts. Milgram conducted his research in other countries and found a similar level of obedience in those too, for example UK 58% and Australia 68% obedience. Is this study Internally reliable? Explain why or why not with clear examples from the scenario above Does this study have external reliability? Explain why or why not with clear examples from the scenario above What can we conclude about inter-rater reliability in this study?
Learner Resource 16 Practical activity– self-reports Aim State the aim of the study (e.g. the aim of the study is to investigate…). Measurements Give examples of the questions used, including any rating scales etc. Sample Outline details of your sample including total number, gender divide, age range and status. Procedure Outline the procedure you followed in detail so that someone else would be able to repeat your investigation. Include details on when you completed the study, where, on whom (including the sampling method), exactly how it was conducted and any controls/standardisations used including ethical considerations
Context Activity 3 The Proletarian Novel Student Guidance In this task you will consider the literary context of the proletarian novel (AO3) and consider to what extent Call It Sleep fits this genre. You will also consider how the novel fits the bildungsroman genre (AO3). Research the term proletarian novel. What are the tropes that appear in this kind of literature? Do you think David’s experience is symbolic of the proletarian experience? Can you find quotations that you can relate to the Proletarian experience and the Immigrant experience? Research the term bildungsroman. This is another literary genre (or context AO3) that Call It Sleep fits into. Do the quotations you have used for the Proletarian and Immigrant experience, also relate to the Bildungsroman genre? Section of Call It Sleep Quotation Proletarian experience Immigrant experience Bildungsroman The Prologue ‘the rays of her halo were spikes of darkness…’ (14) Oppressive forces deny the proletariat the fruits of the Golden Land David’s family are different to other immigrant families that have travelled from Ellis Island; thanks to Albert’s personality, the term Golden Land is freighted with irony
Concept Activity 3 Assimilation In this task you will look at the signifiers Philip Roth uses in Goodbye Columbus to show his characters’ degree of assimilation into American society. You will then consider how assimilated the Schearls are into American society in Henry Roth’s Call It Sleep. First discuss what you understand by assimilation. WASP stands for White Anglo Saxon Protestant. This is what Roth’s characters are assimilating towards in Goodbye Columbus. Assimilation in Roth’s writing is tantamount to a loss of ethnic identity, Kenneth Alba says in his essay ‘Not a Myth Left from the Ghetto: Assimilation and Becoming American in Roth’s Goodbye Columbus’. Try to fill in the table below with some of your own ideas about the novel. Once you have filled in as much as you can, read Alba’s and fill in more.
Aunt Gladys and Uncle Max Mr and Mrs Patimkin Brenda Neil Ron Aunt Gladys and Uncle Max live in the Newark ‘ghetto’ and the Patimkins live in Shorthills Mr Patimkin about Ron: ‘Four years in college he can’t unload a truck.’ (74) Inverted syntax is a sign of Jewishness. Who else speaks with inverted syntax in the book, and who doesn’t? White clothes Symbol of white, Protestant America that is, in the Patimkin’s eyes ‘the endpoint of assimilation’ (Alba) Mr Patimkin to Neil after he translates the word ‘Gonif’: ‘You know more than my own kids’. (75) ‘He ain’t got the stomach for business’ (75) Business acumen linked to Jewishness, a way of saying Neil is more assimilated than Ron. ‘Here you need a little of the gonif in you…’ (75) Brenda’s had her nose fixed Neil compares the bump in Mr Patimkin’s nose to a diamond. Mrs Patimkin to Neil about Brenda: ‘She was the best Hebrew student I’d ever seen… but then, of course, she got too big for her britches.’ (71)
Next look at Call It Sleep. In what ways do the Schearls assimilate (or escape their past) and in what ways do they cling to Jewish tradition in the host country/look backwards to Austrian Galicia? Find specific quotations and see if you can identify any techniques Henry Roth uses to create effects. Ways in which the Schearls assimilate Technique Ways Schearls maintain Jewish tradition Technique David speaks English on the streets: ‘I live on de top-fluh. I did’n’ wan’ my modder sh’d hea’ me.’ (299) English transcribed phonetically so that it looks like a foreign language to the reader. It sounds coarse compared to the formal transcription of the Yiddish the Schearls speak at home. I think when you come out of a house and step on the bare earth among the fields you’re the same man you were when you were inside the house. But when you step out on pavements, you’re someone else. You can feel your face change.’ (31) Yiddish is transcribed in syntactically correct, formal, almost poetic English. The Schearls assimilate in some respects, but maintain Jewish heritage in the home. The language is easier to read than the phonetically spelled English. Is our relief at being able to read
Another 2 mol SO2 is added to the system. Assume the temperature and volume are kept constant. 3. (a) What happens to the pressure in the system? (b) Suggest the new value of the partial pressure of SO2 in the system before any shift in the position of equilibrium. (c) What has happened to the partial pressures of O2 and SO3? We will now introduce you to the reaction quotient, Q. Q can help you predict how an equilibrium will shift if you disturb it, for example by adding more of one of the components. Q is calculated using the same expression as Kp, but you insert the partial pressures immediately after the equilibrium has been disturbed – before the equilibrium has settled to accommodate the change. 4. (a) Using the partial pressures from question 3 and the expression for Kp, calculate Q for the system after addition of 2 mol SO2.
PURPOSIVE APPROACH The judge was right to use the purposive approach in Pepper v Hart. The judge was wrong to use the purposive approach in Pepper v Hart. The judge was right to use the purposive approach in R v Registrar-General ex parte Smith. The judge was wrong to use the purposive approach in R v Registrar-General ex parte Smith. The judge was right to use the purposive approach in Fitzpatrick v Stirling. The judge was wrong to use the purposive approach in Fitzpatrick v Stirling. The judge was right to use the purposive approach in Jones v Tower Boot. The judge was wrong to use the purposive approach in Jones v Tower Boot.
Teacher Resource 12 - European Union case law (answers) Learner resource 12 is designed to test knowledge of cases involving EU rulings. The list is not exhaustive and you may wish to make a case list template that includes all of the cases you have studied that can be used for revision. Try to encourage the learners to pay more attention to the decision in the case rather than the facts. Complete the following table with brief details about the facts and decisions in each of these cases: Case name Facts Law Re Tachographs: EC Commission v UK (1979) The UK were not complying with the strict EU transport laws which required all heavy goods vehicles to be fitted with a tachograph machine to limit the number of hours a driver is allowed on the road without a break. The European Commission took the UK to the ECJ who forced the UK to abide by the EU law. Marshall v Southampton Area Health Authority (1986) Marshall had been forced to retire from her job. In the UK, the retirement age for men was 65 years old yet for women it was 60 years old. Marshall argued that her employer would not have been able to treat a man the same way as they were able to treat her. As this case involved EU laws regarding sexual discrimination, the House of Lords referred the case to the ECJ for a decision. The ECJ agreed that Marshall should win her case. The UK subsequently changed the retirement age making it the same for both men and women. Macarthys v Smith (1979) Smith challenged her employer in the courts for paying her male predecessor more wages for the same job. Her case was successful as it contravened article 157 TEU (formally article 141 Treaty of Rome) in that men and women should have equal pay for equal work. This case is an example of a treaty having a horizontal direct effect.
Learner Resource 24 Commonly misspelled words Look at the following checklist of words which you may not be spelling correctly. absence accidentally accommodate acquire address advice all right apparent argument beginning believe bicycle broccoli bureau calendar camaraderie ceiling cemetery changeable collectible committed conscience conscientious conscious decease deceive definite descent desperate device discipline knowledge leisure liaison library license maintenance mathematics medieval mediocre millennium miniature miscellaneous mischievous misspell mysterious necessary neighbour noticeable nuclear occasion occurrence odyssey pastime perseverance personnel possession precede prejudice principle/principal privilege pronunciation
disastrous ecstasy embarrass exceed exercise exhilarate existence fascinate February fiery fluorescent foreign government grateful gauge guarantee harass height hierarchy humorous ignorance immediate independent indispensable inoculate intelligence jealous jewellery judgement kernel ketchup pumpkin questionnaire raspberry receive recommend referred relevant restaurant rhyme rhythm sacrilegious science scissors schedule separate sergeant sincerely special supersede there/their/ they’re thorough threshold through truly twelfth tyranny until weather Wednesday weird your/you're
Learner Resource 3 Sampling animal populations Cut out the cards below and group each piece of sampling equipment with the correct name and what you think it may be used for. Pooter Used to collect organisms from long grass/air Tullgren Funnel Used to collect organisms in a stream/river Sweep net Used to collect organisms from leaf litter
Learner resource 2: Types of torts There are seven areas of law that you will need to learn for this unit. This activity includes simple examples of each. Match the type of tort with the examples below: Negligence The claimant is injured when he falls over an uneven pavement. He suffers a broken leg and wants compensation for his reduced chances of becoming a professional footballer in the future. Occupiers’ Liability A motorist claims that they are not to blame because the claimant was not wearing a seatbelt when the crash occurred. Vicarious Liability A motorist crashes into a parked car whilst checking their mobile phone. Nuisance A child is injured when entering part of a theme park where members of the public are not supposed to go. The owners had not fenced the area off. Rylands v Fletcher An employer is responsible when an employee injures others when badly stacked boxes fall in a warehouse. Defences People living near a factory have their clothes damaged by smoke every time they hang their washing out in their garden. Remedies A farmer stores a large quantity of water in a tank in a field. The tank is used to water the crops but one day the water escapes and floods the houses closest to the farm. Extension activity: Think of more examples for each type of tort and test other classmates to see if they can correctly identify the answer.
Sometimes there is an overlap with the law of tort and the criminal law. For example, if a negligent motorist causes injury to another road user, the injured party will want to sue for compensation plus the police may wish to prosecute if there is evidence of dangerous driving e.g. the motorist was using their mobile phone. The Human Rights Act 1998 also links to the law of tort. Article 8 ‘the right to respect for family and private life’ has connections to the land-based torts such as nuisance and Rylands v Fletcher, where land owners must ensure that their activities don’t infringe the rights of their neighbours. Article 2 ‘the right to life’ was also considered in the recent case of Michael v Chief Constable of South Wales Police (2015), details about which can be found by following the link in activity 3 ‘Negligence and Justice’. Task: In the space below, write down all of the things you already know about civil law. Include examples, the courts, and terminology that would be used in a civil case:
Learner resource 1 Global Migration: Content and confidence checklist Key Idea I know… Case studies (if necessary) Confidence at the start of the topic Confidence at the end of the topic Confidence after revision 1.a Global migration involves dynamic flows of people between countries, regions and continents. Current spatial patterns in the numbers, composition and direction of international migrant flows, including examples of both inter-regional and intra-regional. Current patterns of international migration are to global patterns of socio-economic development. The relationship between patterns of international migration and socioeconomic development, using national indices such as ‘value of migrant remittances’ and ‘Human Development Index’. How global migration can promote stability, growth and development within and between countries through flows of people, money, ideas and technology. How global migration causes inequalities, conflicts and injustices for people and places through flows of people, money, ideas and technology.
2.a. Global migration patterns are influenced by a multitude of interrelated factors. Changes in the 21st century have increased the complexity of global migration, including: economic globalisation leading to the emergence of new source areas and host destinations high concentration of young workers and female migrants flows in South-South corridors are now equal in magnitude to those in South-North corridors conflict and persecution have increased numbers of refugees changes in national immigration and emigration policies development of distinct corridors of bi-lateral flows. 2.b. Corridors of migrant flows create interdependence between countries. Case study of one EDC to illustrate: current patterns of immigration and emigration changes in immigration and emigration over time economic, political, social and environmental interdependence with countries connected to the EDC by migrant flows the impact of migration on the EDCs economic development, political stability and social equality.
Learner resource 7 - Impacts of migration Increase in money due to remittances Migrant may bring back new skills, languages and ideas Less pressure on resources and services e.g. education Often loss of younger people of working age May leave behind dependents who have a reliance on resources and services Birth rate falling as people move away, can ease overcrowding and over population Can lead to empowerment and better expectations from the government, the local area etc Can create problems with family structure (often men that leave) Create an ageing and dependant population with relatively fewer economically active Break down of local cultures and traditions as migrants return Migrants often take up less desirable jobs which need filling Cheap labour for organisations Increase in tax revenue Strain on services due to increasing population – especially health and education
Money not spent in local economy as often sent home Hostility/integration issues – especially if same language not spoken Increase understanding and tolerance of other cultures/religions/traditions New services/facilities created e.g. different restaurants Reinforces the idea of men as ‘providers’ and women of a lower status Local cultures and traditions lost especially 2nd generation Migrant ‘areas’ which can lead to lack of integration Loss of jobs for non-migrants Tensions between different ‘groups’ can lead to civil unrest Create a political divide between those pro and opposed to migration Multiculturalism seen as ‘progressive’ in a globalised world
Teacher resource 14 - The opportunities and challenges of immigration in the USA Video clip 1: The CBP 1 What is the CBP? The US Customs and Border Protection. 2 What is the CBP mission? “Safeguard America’s borders, protecting the public from dangerous people and materials, while enhancing the Nation’s global economic competiveness by facilitating legitimate travel and trade.” 3 What are the different departments or ‘operational offices’? The Office of Field Operations, The Office of Trade, Air and Marine Operations and the US Border Control. Video clip 2: Illegal immigration to the USA Opportunities Challenges Employers that hirer illegal immigrants (cheap labour) Can keep farms running (otherwise could be turned into housing) Lower labour costs cut prices for consumer e.g. tourism industry and construction. Wealthier people can afford luxury life style (e.g. employ gardeners etc) Workers who compete with illegal immigrants from jobs (US workers who have not completed high school). Taxpayers – foot the bill for illegal immigrants Some immigrants pay tax but do not get any benefits associated with this Video clip 3: Immigration to the USA Opportunities Challenges Social/academic benefits – great share of Nobel prize winners, best artists etc Economy benefits – youth and vitality More diverse the community lower level of social trust Integration – how to create a ‘new national us’ – national identity
Learner Resource 2 A card sort – with a difference As early as 1620 Francis Bacon noticed the similarities between the east coast of South America and the west coast of Africa. Coastlines of the Earth’s major continents appear to fit together like a jigsaw. The continents have remained fixed in position since the time of their formation early in the history of the earth, and the oceans are permanent features. Rocks of similar age (i.e. Silurian and Carboniferous), form, structure and type were found to match in South America and Africa. These continents now, of course, are separated from each other. Similar species of plants and animals had been found on continents far away from each other e.g. the fossils of the Mesosaurus (a small reptile which lived in shallow fresh water) were found in both South Africa and Brazil. There is no evidence that it swam the km distance so the probable conclusion is that the two similar coastal formations were once one. Continents move because of the gravitational attraction exerted by the earth’s equatorial bulge. The westward movements are related to the differential attractions of the moon and the sun on the continents. Tidal friction acts like a brake on the rotating earth and as the effect on parts that stick out is greater than that on lower levels of the crust the continents tend to lag behind.
The movement of tectonic plates across the Earth’s surface is thought to be caused by a process called ‘slab pull’. At a subduction boundary, one plate is denser and heavier than the other plate. The denser, heavier plate begins to subduct beneath the plate that is less dense. The edge of the subducting plate is much colder and heavier than the mantle, so it continues to sink, pulling the rest of the plate along with it. The force that the sinking edge of the plate exerts on the rest of the plate is called slab pull. Molten magma that rises at a mid-ocean ridge is very hot and heats the rocks around it. As the asthenosphere and lithosphere at the ridge are heated, they expand and rise higher than the surrounding sea floor. This produces a slope down and away from the ridge. Gravity then causes this older, denser material to slide away from the ridge. This is called ‘ridge push’ but might be better called gravitational sliding Slab pull is presently considered to be a much stronger factor than ridge push or mantle convection in driving plate movements. Ancient lava flows on land record remnant magnetism. Iron particles are aligned in the direction of the magnetic North Pole. These record differences over time that show that the Earth’s magnetic field has completely reversed on a number of occasions.
Learner Resource 3 – Evaluating the ways of withdrawing of an offer This exercise is to develop using knowledge and understanding in evaluation questions. Use the following table to answer the question below. If an offer is not expressly terminated or accepted, will it stay open for ever? Critical point Authority Discussion/Assessment point Offer can be revoked at any time up until acceptance Payne v Cave Seems fair as it allows the offeror to change their mind Offeror can revoke the offer before a specific time has lapsed Routledge v Grant If a specified time limit has been stated surely it should stay available for that time? If consideration has been provided the situation will be different. An offer will stay open for a reasonable amount of time. Ramsgate Victoria Hotel Co V Montefiore What is meant by ‘reasonable’ amount of time? Revocation must be communicated before acceptance Byrne & Co v Leon Van Tienhoven What is meant by communicated? Is the postal rule applicable here? Is it the responsibility of the offeror to revoke the offer or can someone else revoke the offer?