zilongwang/ReadingBank huggingface dataset:
Are you being taught about Aboriginal People in Canada? Gr 3&4 Gr 7 Gr 10 Gr 12 2009/10 61 48 50 25 2010/11 43 43 65 27 2011/12 56 40 37 60 2012/13 18 50 63 45 2013/14 44 38 61 29 How many adults at your school care about you? (percentage responding 2 adults or more) Grade 3&4 Grade 7 Grade 10 Grade 12 2009/10 93 88 83 100 2010/11 100 75 85 77 2011/12 90 80 86 33 2012/13 93 86 66 94 2013/14 92 88 65 94 2012-2014 Overview of Major Activities reflective of Goal Area 1 That students develop a strong sense of belonging to their learning environment and community. 2012-13 2013-14 Canoe Journey @QCSS PALS Tea EDI/MDI Sessions Haida Language Gathering @OM TAH Cultural Program & Exhibition Role Model Program Weaving @ SNES People, Land, Ocean @TAH (Holly Arntzen) Haida Child & Family: Communication Presentation SNES: Outdoor Ed with Jo Hager Skidegate Health Centre re: Kindergarten Totem Pole Raising @ SNES Early Learning Forum Taan’s Moons Project Richard Van Camp visits/forum Superintendent of Aboriginal Achievement Visit Meeting of the Minds Copper Bay Trips QCSS CRE Planning District Art Festival District Science Fair –local knowledge content Haida IRP 5-12 developed Pole Project QCSS GMD Field Day TAH Winter Activities Role Model Program
Lesson Planning Form for Narrative and Information Passage Reading and Responses Title: __________________________________________________________ Page # Prompt/Question Response format Sentence/Response Starter Targeted Feedback Before Reading During Reading After Reading
Lesson Planning Form for Narrative and Information Passage Reading and Responses Title: A Prairie Dog Home Page # Prompt/Question Response format Sentence/Response Starter Targeted Feedback Before Reading 74-75 What does the title tell me about the text? Partner (Yellow) The title tells me… Donna Story Vocabulary Word: Caring Partner (Blue) A ______ is caring because ____________________. Josh KWL Chart: What do I think I know about prairie dogs? Partner (Yellow) I think I know that… Elisa During Reading 74-75 What are the details? Partner (Blue) One detail I learned is… Doug 76-77 What are the details? Partner (Yellow) One detail I learned is… Donna 77 REVIEW the details… Choral 78-79 What are the details? Partner (Blue) One detail I learned is… Elisa 78-79 What are the details? Choral 79 What is the main idea? Teacher then Choral The main idea is… After Reading What were the details? Choral What was the main idea? Choral KWL Chart: What do I still want to know? Partner (Yellow) I still want to know… Diane Write details and main idea. Writing
Debate in Eight Easy Steps Team A Team B Speaker 1 Presents the arguments 2 min Speaker 1 CON Presents the arguments 2 min Speaker 2 PRO Presents the rebuttal 2 min Speaker 2 CON Presents the rebuttal 2 min Speaker 3 PRO Presents the summary/conclusion 1 min Speaker 3 CON Presents the summary/conclusion 1 min Teams A and B answer audience questions. The audience votes on the best debate team.
Your Possible Brother-in-Law Mark Jack Very handsome, three years younger than your sister Handsome, a surgeon at the hospital A musician, very popular Wealthy Makes a lot of money and spends it quickly Studied in Europe, likes European food Tells your sister how much he loves her As old as your sister Gives your sister lots of expensive gifts Very affectionate in public Very ambitious and self-centered Had a love affair with a married woman for two years Excellent physical health Serious and intelligent Travels a lot In good health but gets depressed Wants five children Speaks out against corruption Doesn’t like to visit your family—or his Wants to have two children Sings songs critical of the government Doesn’t help his family
Each department prepares a five-minute presentation and answers these questions. The Emergency Relief Department listens to each department proposal. At the end of all the presentations, the Emergency Relief Department decides how much money to give each department. The Emergency Relief Department presents a two-minute broadcast to appeal for aid from the international community. Conversation Questions: Choose a Few to Talk About What did you think about the role you played? Were you able to imagine the responsibility of the people you represented? Explain. In the role you played, did you try to collaborate with any other group? Did you think some of the groups asked for too much money? Explain. Was it possible to create a coalition with any of the groups? Explain. If you imagine that this role-play is real, how might this event take place in your country—in reality? Debate Topics TOPIC: Drugs and Ethics PRO—It is ethical to give experimental drugs to patients in a health crisis. CON—It is unethical to give experimental drugs to patients in a health crisis. TOPIC: Health Crisis and Travel from countries with a health crisis can travel the world freely. CON—Citizens from countries with a health crisis must not travel out- side their country.
References Aristotle, translated by H. S. Butcher (1989) Poetics. NY : Hill and Wang Bal, M. (1997) Narratology, Introduction to the Theory of Narrative. University of Toronto Press Chatman, S (1978) Story and Discourse. Ithica, NY: Cornell University Press Foucault, M. (1970) The Order of Things. London: Tavistock Publications Foucault, M. (1984) Of Other Spaces, in Architecture /Mouvement/ Continuité Hooper Greenhill, E. (1992) Museums and the Shaping of Knowledge. London: Routledge Kermode, F. (1983) The Art of Telling, Essays on Fiction. Harvard University Press Lefebvre, H. (1991) The Production of Space. Oxford: Blackwell Publishers Porter Abbott, H. (2012) The Cambridge Introduction to Narrative Cambridge : Cambridge University Press Potteiger, M and Purington, J. (1998) Landscape Narratives: Design Practices for Telling Stories. NY: John Wiley and Sons Propp, V. (2009) The Morphology of the Folktale, Austin : University of Texas Press Tschumi, B. (1996) Architecture and Disjunction. Cambridge, MA : MIT Press Links Atelier Brückner Daily Tous les Jours Duncan McCauley Event Communications < > Kossmann Dejong < > Land Design Studio
Appendix I UNIVERSITY OF EXETER DOCTORATE IN CLINICAL PSYCHOLOGY Record of CBT Self-Study Hours Programme component Details of self-directed study activity Total hours Hours dedicated to CBT Verified by Tutor / supervisor Signature & PRINT Problem Based Learning (PBL) Researching CBT perspective on PBL case studies Academic Tutor Small-scale Research Project (SSRP) Researching CBT relevant material for SSRP SSRP supervisor Major research project (MRP) Researching CBT relevant material for Thesis supervisor Clinical Practice Report (CPR) Researching CBT elements of CPR reports Academic tutor Professional issues essay Researching CBT elements of professional issues essay Academic lead Guided self-study sessions Completing learning packs on the theory and practice of CBT 23.5 23.5 CBT curriculum CBT study as part of clinical placement CBT study as part of clinical placement Clinical supervisor: recorded in logs of clinical activity
If ‘yes’ to any of these at onset, TIA is an unlikely diagnosis, so consider alternative referral route. An urgent neurology referral is generally required for these presentations. If in doubt discuss with Stroke Consultant immediately: Contact details: 01438 314333 (switchboard number) Gradual onset or spread of symptoms (hours to days) Choose an item. Seizure or loss of consciousness without a residual focal neurological deficit Choose an item. Transient Amnesia unaccompanied by a focal neurological deficit Choose an item. Details of discussion with consultant (including their name) if TIA clinic referral advised after discussion: Click here to enter text. TIMINGS First onset of symptoms? Date: Click here to enter a date. Time: Click here to enter text. If they have had more than one episode, when did they last notice their symptoms? Date: Click here to enter a date. Time: Click here to enter text. When were they first seen by GP/Nurse re their suspected TIA Date: Click here to enter a date. Time: Click here to enter text. ANTI-COAGULATION AND AF STATUS Is the patient is taking anticoagulant therapy? Choose an item. (Delete any that don’t apply) Warfarin/Acenocoumarol/Phenindione Date & result of latest INR Click here to enter text. Heparin/low molecular weight heparin NOAC: Apixaban/Dabigatran/Rivoroxaban Previous AF Details: Choose an item. Click here to enter text. Suspected new AF Details: Choose an item. Click here to enter text. PRESENTING COMPLAINTS/PRESENTATION
November Date Topic Text Theme Warm-Up/Introduction 3/11 Self-control and Addiction Prov 25:28 Root causes of addiction – living away from home – dealing with stress (1) Break students into groups and do Pictionary, drawing different addictions, e.g. gambling, drinking, and eating. Students from each group then take turns coming up to the front, see the word then run back to their group to draw the addiction. 10/11 Jesus Heals The Paralysed Man Lk. 5.17-26 Jesus is the Son of God Teacher reads the story. As the teacher is reading, selected students and teachers listen and act out the story. 17/11 Jesus Forgives The Woman Caught in Adultery John 8:1-11 Jesus brings repentance and forgiveness. (1) Select Students to act out the story as the teacher or other student/s reads. 24/11 Jesus is God A Catch of Fish Lk. 5:1-11 Realising Jesus is God (1) Talk about good fishing spots around Australia (2) Talk about who is in your family and what do they do. Events 7 Stories of Hope Bible Study changing
all CoE bodies, Member States and partners DI strategies exclude certain groups of disabled people, such as people with intellectual disabilities or people with mental health problems Support Member States in developing comprehensive DI strategies, consulting closely with organisations of disabled people Promote the Common European Guidelines on the Transition from Institutional to Community-based Care CoE Member States have comprehensive DI strategies in place, resulting in progress towards independent living The closure of institutions is not accompanied by the development of community-based services Community-based services do not support the right to live independently in the community (i.e. resulting in reinstitutionalisation of disabled people) Facilitate exchange of good practice among Member States in relation to developing services that promote the right to independent living Raise awareness about the right to independent living among the CoE bodies, Member States and partners Long-stay residential institutions are replaced with community-based services which facilitate the full inclusion and participation of disabled people in society CoE bodies promote the right to independent living in their work Further austerity measures result in the increased exclusion, isolation and segregation of disabled people Call on the Member States to stop cuts to services and benefits for disabled people, in order to protect the right to live Disabled people (in particular independent living services and benefits) are not affected by austerity measures
the IEP and earn his or her high school diploma; however, the student will only be allowed to participate in one graduation ceremony. [See policy FMH(LEGAL).] Please also be aware that if an ARD committee places a student with a disability on a modified curriculum in a subject area, the student will be automatically placed in the Minimum Program, in accordance with state rules. If a student receiving special education services is scheduled to graduate under the Minimum Program or in accordance with the provisions of his or her IEP, the student’s ARD committee will determine whether the general EOC assessment is an accurate measure of the student’s achievement and progress and, if so, whether successful performance is required for graduation, or whether an alternative assessment is more appropriate. STAAR Modified and STAAR Alternate are the alternative assessments currently allowed by the state. [See Standardized Testing for additional information.] Graduation Speakers Certain graduating students will be given an opportunity to have speaking roles at graduation ceremonies. A student must meet local eligibility criteria, which may include requirements related to student conduct, to have a speaking role. Students eligible for speaking roles will be notified by the principal and given an opportunity to volunteer. [For student speakers at other school events, see Student Speakers.] [See the Student Code of Conduct.] Graduation Expenses Because students and parents will incur expenses in order to participate in the traditions of graduation—such as the purchase of invitations, senior ring, cap and gown, and senior picture—both the student and parent should monitor progress toward completion of all requirements for graduation. The expenses often are incurred in the junior year or first semester of the senior year. [See Student Fees on page.] Scholarships and Grants Students who have a financial need according to federal criteria and who complete the Recommended Program or Advanced/Distinguished Achievement Program may be eligible under the T.E.X.A.S. Grant Program for tuition and fees to Texas public universities, community colleges, and technical schools, as well as to private institutions. Contact the school counselor for information about other scholarships and grants available to students. HARASSMENT See Dating Violence, Discrimination, Harassment, and Retaliation.
-Christopher Columbus- -Winston Churchill- -Picasso, Gauguin and Monet- -Whitney Houston and Amy Winehouse- -Beethoven and Mozart- -David Cameron- -Barak Obama- -Napoleon- -Thierry Henri- -Elie Kakou- -Charles Dickens and William Shakespeare- -Alfred Einstein- -Marylin Monroe- -François Mitterrand- -Bruce Willis- -Michael Jackson- -painter -emperor -president (of…) -Prime Minister -writer -navigator -actor / actress -singer -Physician -Comic -musician -composer -explorer -soccer player -dancer Le preterit de BE (classes de 5ème) 1-look at the list of people : say if they are DEAD or ALIVE 2-match the names with the jobs and make sentences. Mind the tense ! People Jobs -Christopher Columbus- -Winston Churchill- -Picasso, Gauguin and Monet- -Whitney Houston and Amy Winehouse- -Beethoven and Mozart- -David Cameron- -Barak Obama- -Napoleon- -Thierry Henri- -Elie Kakou- -Charles Dickens and William Shakespeare- -Alfred Einstein- -Marylin Monroe- -François Mitterrand- -Bruce Willis- -Michael Jackson- -painter -emperor -president (of…) -Prime Minister -writer -navigator -actor / actress -singer -Physician -Comic -musician -composer -explorer -soccer player -dancer Napoleon was an emperor
English Curriculum Writing Year 4 Vocabulary, Grammar & Punctuation Punctuation Conjunctions Sentences Fronted Adverbials Standard English Word Class Vocabulary As Year 3 plus: End punctuation (e.g. full stop or comma) in speech marks. New speaker+new line. Apostrophes (repeat Y3: contraction and singular possession) and plural possession ellipsis coordination: and, but, or, so, as subordination: because, when, if, although, Adverbs of time: then, simple time connectives after, while, as soon as, before, until, meanwhile, Complex sentences - Adverbs of time: then, simple time connectives (moving clauses) Compound (and, but, or, so) Relative clauses e.g. who, which, Who (+adjectives) Synonyms and pronouns in noun phrases (, dog, beast, creature, animal). When (prep phrases as, while, after, when) Where (prep adverbials) Question words/ question tags Y3: Was/were Seen/saw Th/f (phonics) Did/done Are/our Of/have Past progressive (was/were +ing) and future possibilities (will, might, would, could,) Irregular verbs Present perfect Verb phrases(v + adv including speech verbs +adverb) Noun phrases (adjective + prepositional phrases) Determiners (definite and indefinite articles & possessive pronouns such as my, your, his) Similes alliteration onomatopoeia travelling verbs colour words said verbs sensory words – sounds, smells, textures Noun synonyms (, dog, beast, creature, animal). Comparative & superlative Thesaurus for precise synonyms Composition: plan/draft & write, evaluate & edit Transcription Text Type Focus Cohesion Spelling
Non Narrative: Report: Formal/impersonal Recount: place (impersonal), Biography, autobiography Instructions & Explanation Persuasion & discussion Narrative: stories with non linear chronology e.g flashbacks Points of view The basic plots Audience & purpose Dialogue & atmosphere Level of formality, impersonal writing Full cohesion – between paragraphs and within paragraphs – opposites, reference chains, repetition, pronouns, synonyms, inference, adjuncts, ellipsis, adverbials Moving on – all senses, thoughts, feelings Direct & indirect speech Consistency with bullet points, numbers etc Repetition for effect Non-narrative: signpost sentence with several expansion sentences & summary sentence. Narrative: story hints or references at the start of the story to signal a change at the end of the story Revision/investigations: Nouns and adjectives can be turned into verbs by adding suffixes e.g. –ise, -ify. Formal & informal vocabulary e.g. ask for – request, go in – enter & using the subjunctive. Revision of spelling rules and features from Y3 to Y5 Homophones: nouns end –ce and verbs end –se. Use of the hyphen Endings spelt –cious or –tious Words ending in –able and –ible Words with the /i:/ sound spelt ei after c Words with ‘silent’ letters Use morphology (how a word is made up from root word, prefixes and suffixes) and etymology ( the word’s history and origins) to spell Dictionaries & Thesauruses: use these efficiently and independently in everyday situations.
Now, as we look through this you need to know that Paul is writing to a church that is having some problems and that is causing him some grief. And instead of turning his back on them…or sending their luggage to Mexico…or writing them off and saying, “the devil with you” he deals with them…and I want you to notice what he says in verse 3. He says: “I thank my God in all my remembrance of you.” Look at this. Paul says: “Every time I think of you…I thank God for you.” Paul is deliberately remembering the positive things about these people…the things he can be thankful to God for. Now, he didn’t just remember the positive things about them because there weren’t any negative things to focus on. There were some negative things to focus in on. In chapter 2:4 the indication is that some of these people were pretty selfish…”looking out for their own interests.” In chapter 4:2 the indication is that there were some women here that were threatening to split the church. This church was having problems. There were some difficult people here. There was some disunity here…and some friction. So there were some negative things he could have focussed on . But when Paul thought about these people he chose to remember the positive things…the things that he could give “thanks” for. Things that would bring him joy. In fact, look at verse 5, he specifically remembered “how they had been partners with him in the gospel from the very first day.” And over in chapter 4: 15, Paul remembered how they “shared with him in the matter of giving and receiving” when no one else did. He chose to remember what was good and noble about these people…instead of the bad. Now, every one of us in here this morning has some flaws. And one of those flaws that we all have is that every once in a while we say some things we might not should... Or we do or don’t do some things that we might not should. And those flaws can cause you to get your feelings hurt. It might be someone you have known for along time. Or maybe it is some one you don’t know very well…but still you have had your feelings hurt.
…………………/Page 4 Section C: Learner Details Personal Details Surname (Last Name) Previous Surname First Name Middle Name Title (Mr/Mrs, etc.) ID No. Learners must please submit a certified copy of their ID Alternative ID Type (please tick box) 521 – SAQA Member ID 527 – Passport 529 – Driver’s Licence 531 – Temporary ID 533 – None 535 – Unknown 537 – Student Number 538 – Work Permit 539 – Employee No. 540 – Birth Cert. 541 – HSRC Register 561 – ETQA Record Alternative ID No. Date Birth Nationality (please tick box) Unspecified – U South Africa – SA Namibia – NAM Botswana – BOT Angola – ANG Mozambique – MOZ Lesotho – LES Swaziland – SWA Zambia – ZAM Mauritius – MAU Tanzania – TAN Seychelles – SEY Europe – EUR Central and South America – SOU Australia and New Zealand – AUS Rest of Africa – ROA Citizen Resident Status (please tick box) Unknown – U South Africa – SA Other – O Dual (SA plus Other) – D Gender (please tick box) Male – M Female – F Equity (please tick box) BA – Black African BC – Black Coloured BI – Black Indian U – Unknown WH – White Home Language (please tick box) Afr – Afrikaans Ara – Arabic Bul – Bulgarian Chi – Chinese Dan – Danish Dut – Dutch Eng – English Fre – French Ger – German Gre – Greek Heb – Hebrew Hin – Hindi Ita – Italian Mas – Masai Nde – isiNdebele Oth – Other Pol – Polish Por – Portuguese Rus – Russian Sep – sePedi Ses – seSotho Set – seTswana Shl – Swahili Sho – Shona Spa – Spanish Swa – siSwati Swe – Swedish Tsh – tshiVenda U – Unknown Urd – Urdu Xho – isiXhosa Xit – xiTshonga Zul – isiZulu Disability Status (please tick box) N – None 01 – Sight 02 – Hearing 03 – Communication 04 – Physical 05 – Intellectual 06 – Emotional 07 – Multiple 08 – Unspecified U – Status Unknown Socio-Economic Status (please tick box) U – Unspecified 01 – Employed 02 – Unemployed 04 – Homemaker 06 – Student 07 – Retired 08 – Unemployed - Disabled …………………/Page 5
Learner Contact Details Tel No. (H) Tel No. (W) Cell No. Fax No. Email Physical Address Code Physical Address where the certificate must be couriered to Code Postal Address Code Centre / Municipality Province 0 – Undefined 1 – Western Cape 2 – Eastern Cape 3 – Northern Cape 4 – Free State 5 – Kwazulu-Natal 6 – North West 7 – Gauteng 8 – Mpumalanga 9 – Limpopo N – SA National (Province not specified) X – Outside SA School Qualifications Highest School Qualification School Attended Tertiary Qualifications Qualification 1 Year Institution Qualification 2 Year Institution Qualification 3 Year Institution Employment Details Company From - To Do you have any special needs we need to be aware of? Yes No Please give details: …………………/Page 6
(b) The constraint is redundant since also means that X1 cannot exceed 100. 5) Let X = number of Standard models to produce Y = number of Deluxe models to produce Maximize 60X + 40Y Subject to: 20X + 35Y 450 10X + 15Y 180 Y 6 X, Y0 Maximum profit is $780 by producing 9 Standard and 6 Deluxe models.
Table 5.9.23.A—Enoggera district neighbourhood plan: material change of use Use Categories of development and assessment Assessment benchmarks MCU, if assessable development No change Enoggera district neighbourhood plan code Table 5.9.23.B—Enoggera district neighbourhood plan: reconfiguring a lot Development Categories of development and assessment Assessment benchmarks ROL, if assessable development No change Enoggera district neighbourhood plan code Table 5.9.23.C—Enoggera district neighbourhood plan: building work Development Categories of development and assessment Assessment benchmarks Building work, if assessable development No change Enoggera district neighbourhood plan code Table 5.9.23.D—Enoggera district neighbourhood plan: operational work Development Categories of development and assessment Assessment benchmarks Operational work, if assessable development No change Enoggera district neighbourhood plan code
Appendix 3: List of parameters Parameters USI US/Imp Fuselage Height: HEIGHTfus Width: WIDTHfus Length: LENGTHfus Wing span: b Aspect Ratio: AR Gross Surface: S Exposed: S_exp Taper Ratio: Lambda Cord at root: Croot Cord at tip: Ctip Sweep angle at chord quarter: Lambda_quart Geometric twist: Eps_gtip Mean Aerodynamic Chord: MAC X coordinate of Aerodynamic center: Xac Y coordinate of Aerodynamic center: Yac Compressibility parameter: BETA Cruise Mach: M Average airfoil thickness: t_bar Fuel volume: V_fuel Wetted wing surface: S_wetted_w Wing lift coefficient in cruise: C_L_w Wing lift coefficient derivative: a
Day two Day three Day four Day five Name: _________________________________ A New America, Unit terms Monroe Doctrine- Andrew Jackson- Spoils System- Voting Requirements under Jackson’s term- Nullification Crisis-
Vernon, Canada 04/24/2015 - 04/26/2015 Sherri Morrish Sherri Morrish (778)468-2662 May 2015 Hanover, Canada 05/02/2015 - 05/03/2015 Anne-Marie Sweeney Anne-Marie Sweeney (416)364-8976 Red Deer, Canada 05/04/2015 - 05/06/2015 Laura Fowler Laura Fowler (403)309-2891 Strathmore, Canada 05/07/2015 - 05/08/2015 Sara D Phillips Sara D Phillips (403)934-0098 Cambridge, Canada 05/11/2015 - 05/12/2015 Anne-Marie Sweeney Anne-Marie Sweeney (416)364-8976 Surrey, Canada 05/22/2015 - 05/24/2015 Sharron M Lyons Cristina Follador 778-688-9572 June 2015 Toronto, Canada 06/23/2015 - 06/24/2015 Jane A. Stuart-Minaret Jane A. Stuart-Minaret (905)668-9151
Check digits Account no. These bank details are correct and the account holder is the individual or legal entity to whom the grant is payable Declarations The applicant, by participating to this public procedure, under its own responsibility DECLARES: that the project has not been presented publicly on a previous occasion; that the applicant has the licences required to use all the sources and products involved in the completion of the project; that applicant must not be described as any of the conditions in Article. 9 - "causes of exclusion "; that if the activity for which the grant is awarded involves the use of any items which may be subject to copyright, current regulations regarding intellectual property must be complied with; that the same individual cannot apply for more than one of the award types described in this regulation, neither upon types indicated in the pre-informative notice. If an applicant is to submit more than one application, all the applications he/she has submitted for this call will be rejected; these grants are incompatible with any other grant or award for the same purpose from the Municipality of Alghero, bodies associated with the Municipality or those in which it has holdings or from any other public or private organization; all materials produced and financed by the grant allocated, will include the logo of the I AM Project, that of the European Commission and that of the European Neighbourhood and Partnership Instrument's Mediterranean Sea Basin Programme (ENPI CBC MED) If the applicant does not normally reside in Italy, he/she declares explicitly that his/her country of residence for tax purposes is _______________________ Luogo e data Firma per esteso del candidato /legale rappresentante
Material should be delivered at Surgical Stores. Up to Rs.15,000/- signed quotation will be accepted by e-mail, fax or courier. Above Rs.15,000/- signed quotation will be accepted by hard copy only, received in sealed envelope. Signed quotation / offer of any item which is proprietary in nature will accepted by e-mail, fax or courier Yours faithfully, Asst. Purchase Officer
Newcastle Library permission email from Sarah Mulligan Bessie Surtees House CC BY-SA 2.0 Graham Robson post-fire Newcastle Library permission email from Sarah Mulligan old wall CC BY-SA 2.0 slums by Jacob Riis, now in public domain slums by Jacob Riis, now in public domain tightly packed housing by C Lodge, now in public domain
Media credits list Enquiry 2 – Ancient Baghdad/Mesopotamia THUMBNAIL CREDITS driving through Baghdad Video Defense Inc. video, Creative Commons attribution modern Baghdad airport CC (CC BY-NC-ND 2.0) by Ziggurat of Ur – use for temple? CC (CC BY-NC-ND 2.0) by dig CC (CC BY-NC-ND 2.0) by Allison NOTE: this is of a dig in Catalhoyuk, Turkey dig CC (BY 2.0 ATTRIBUTION) by Allyson Mathis/Grand Canyon National Parks Service NOTE: this is of a dig in the Grand Canyon, USA Airport doors public domain "DIA Train 1" by Sanibel sun at en.wikipedia - Own work (Original caption: “I created this work entirely by myself.”)Transferred from en.wikipedia to Commons by User:Jay8g using CommonsHelper.. Licensed under Public Domain via Commons - airport video made with by username landing in Dubai video made with by username Driving in Baghdad video made with by username of hanging gardens username Fantasy Art, CC BY-NC-ND 2.0 Ishtar Gate symbols on tiles username Renaat, CC BY-NC-ND 2.0
Heritage Trust Cogges Manor Farm Church Lane Witney OX28 3LA 01993 772602 Registered Charity Number: 1141906 Enquiry form for a Craft Market Stall Details Business/ Contact Name: Telephone Number/ Mobile: Email Address: Facebook- Instagram- Website: Should you not have any of the above social media or website please attach photos of your products (5 max) Stall overview- Please include a paragraph describing your business/ organisation / products (Handmade, ethically sourced etc) prices, anticipated audience, and any interactive element. Craft Market- Monday 7th May Space requirement: 1.8m table (1x13A single-phase supply plug) £30 3.6m table (2x 13A single-phase supply plug) £60 3mx3m gazebo outside (no available electric points) £25 Tuckers Feast Food Festival (Food and drink related stalls only)- Monday 27th August Space requirement: 3mx3m gazebo outside (no available electric points) £25 Christmas market- Saturday 8th and Sunday 9th December Space requirement: 1.8m table (1x13A single-phase supply plug) £60 3.6m table (2x 13A single-phase supply plug) £120 3mx3m gazebo outside (no available electric points) £50 Bookings for the Christmas Market are for both days only
Priority ATS - Access to Scripts consent (GCSE – Edexcel & OCR only) Prince Henrys High School: Centre 24080 Please tick only the relevant boxes below I am aware that if I request a copy of a script to be returned and would like to request any EAR service I need to ensure this is returned by the deadline of 30th August 2018. I would be happy for my script to be used in the classroom as an aid to teaching and learning. If my script is used in the classroom I do not wish anyone to know it is mine. My name and candidate number must be removed If any of my scripts are used in the classroom I have no objection to the other students knowing they are mine. Please sign and date below to consent to your choices above. Signed……………………………………………………….. Date……………………………………………..
First-line resources In-house past enquiries Relevant Medicines Q&As via Electronic Medicines Compendium UKMi Fridge Database Search by individual drug name. Provides stability information for medicines, intended for storage in the fridge, inadvertently stored outside recommended storage temperatures. Manufacturers’ Medical Information departments Bibliographic databases e.g. Medline, Embase The Cochrane Library Local resources Answering the enquiry The individual product’s Summaries of Product Characteristics should always be checked as formulations may change. Keywords: ROOM TEMPERATURE/FREEZING and relevant drug names. Enquiries about products in multi-compartment compliance aids (MCA), also known as monitored dosage systems (MDS) Background information The MCA What type of device is being used? How long will the product be stored in the device? Is the medicine being repackaged within a single MCA compartment? Does the device provide protection from water vapour and/or atmospheric gases i.e. sealed “blister” type or unsealed? Does the device provide protection from light? The medicine(s) Brand name(s) of medicine(s) to be stored in the MCA. Solid dose formulation: film coated or sugar coated (sugar coating provides a better barrier to moisture and light), hard or soft gelatin capsule shells (both have a high water content. Do not put with tablets, or put hard and soft gelatin capsules in the same compartment), effervescent/dispersible or hygroscopic (are sensitive to moisture), buccal/sublingual (may be swallowed by mistake). Cytotoxic medicines should not be put in an MCA. Type of packaging: foil packaging/desiccant (usually indicates moisture sensitivity), glass container (usually provided for a reason, so do not put in an MCA), dark coloured blister pack (indicates light sensitivity). Do(es) the medicine(s) have additional/complex instructions (some MCAs cannot accommodate additional instructions)? Does the patient take other medicines not in an MCA (PRN medicines and/or multiple methods can cause confusion for patients and/or carers)? Chemical structure: hydrolysis is most likely to occur in ester-containing drugs (RCOOR').
Number of cases Case rate per 100 000 population 1 2 3 4 5 6 7 8 9 Respiratory tract diseases 1 Influenza Yes No Yes No Yes No 2 Tuberculosis STIs, including HIV and blood-borne viruses 3 Chlamydia trachomatis inf. Yes No Yes No Yes No 4 Gonorrhoea Yes No Yes No Yes No 5 Hepatitis B Yes No Yes No Yes No 6 Hepatitis C Yes No Yes No Yes No 7 HIV Yes No Yes No Yes No 8 AIDS Yes No Yes No Yes No 9 Syphilis Yes No Yes No Yes No Food- and waterborne diseases and zoonoses 10 Anthrax Yes No Yes No Yes No 11 Botulism Yes No Yes No Yes No 12 Brucellosis Yes No Yes No Yes No 13 Campylobacteriosis Yes No Yes No Yes No 14 Cholera Yes No Yes No Yes No 15 Cryptosporidiosis Yes No Yes No Yes No 16 Echinococcosis Yes No Yes No Yes No 17 Escherichia coli (VTEC/STEC) Yes No Yes No Yes No 18 Giardiasis Yes No Yes No Yes No 19 Hepatitis A Yes No Yes No Yes No 20 Legionnaires’ disease Yes No Yes No Yes No 21 Leptospirosis Yes No Yes No Yes No 22 Listeriosis Yes No Yes No Yes No 23 Salmonellosis Yes No Yes No Yes No 24 Shigellosis Yes No Yes No Yes No 25 Toxoplasmosis Yes No Yes No Yes No 26 Trichinellosis Yes No Yes No Yes No 27 Tularaemia Yes No Yes No Yes No 28 Typhoid/paratyphoid fever Yes No Yes No Yes No 29 Variant Creutzfeldt-Jakob disease (TSE) Yes No Yes No Yes No
Questions How can we tell the time without clocks? What are the differences of teeth between carnivores and herbivores? Skills Asking relevant questions about enquiry. Recognise some questions can’t be answered practically. Use secondary sources; information books, people and ICT. Communicate and present findings and consider usefulness of source. Questions What are the effects of using two cells in a circuit? Skills Make systematic and accurate observations. Consider what changes they are expecting to see. Use correct scientific language. Use equipment accurately to take measures to scale. Know when readings need to be repeated. Present data using time graph. Questions How can we sort the different species of pond animals using a classification key? How can we create a food chain? Skills Plan simple tests to answer yes/no questions about properties and behaviours e.g. whether a rock is permeable or not. Ask a sequence of yes/no questions to sort and identify Use keys for identification Use formal classification criteria to group e.g. solid, liquid and gas; mammal, fish, bird etc. in addition to their own. Find patterns in their classified data e.g. only some metals are magnetic Questions Where’s the best place to place a rear view mirror? Why do objects look bent in water? Skills Comparative Test: recognise which questions can be answered scientifically. Identify ways to answer questions. Fair Test: With help, identify several variables and plan what will be changed, measured and controlled. Construct and record results in tables, scatter graphs, and bar charts. Interpret results from data loggers. Identify simple causal relationships from fair test data if a test was fair. Ask further questions. Use comparative test data to make recommendations Questions Do shadows get shorter or longer after mid-day? Skills Identify simple patterns between 2 sets of data or from a survey. Interpret data from a data-logger, table, bar chart or scatter graph. Use a prepared format or ICT to draw a scatter graph. Suggest improvements e.g. the size or composition of the sample. Suggest additional values within or beyond their data. With help, recognise when readings need to be repeated. Years 3 and 4 Science Enquiry
Enquiry Form Child's Full Name(s): Surname: Date of Birth Sex: Is the above child entitled to Government funding: Yes / No (delete as applicable) Mr/Mrs/Miss/Ms (delete as applicable) Parent’s Name: Mr/Mrs/Miss/Ms (delete as applicable) Parent’s Name: Email Address: Home Tel. No: Work Tel. No. Mobile Tel. No: Please tick one of the options below L’boro University Student Employee L’boro University Employee LSU L’boro Colleges Student Other Funded only Dates you wish your child to attend Start Date Finish Date Please tick sessions child is to attend nursery Monday Tuesday Wednesday Thursday Friday Full day (8am to 6pm) 9.00-4.00* 8.00-1.00 1.00-6.00* * only available to under 3s Free Early Educational Entitlement (FEEE) only – These are term-time only session and are dependent on availability. Please tick the sessions you would prefer Monday Tuesday Wednesday Thursday Friday 1.00-6.00
IELTS 考試成績複查申請說明 應繳文件： 欲複查之成績單正本 護照影本一份 繳費方式 ： □現金 □匯票 □信用卡 □銀聯卡 □ 轉帳 ( 轉帳銀行_________________戶名__________________ 轉帳帳號後五碼_________________________________ ) 注意事項： 澳洲總部通知複查結果後，考試中心將以電話跟考生確認寄送地址, 成績若有提高者，本中心將於複查結果信函中告知退費方式
Desired or mandatory size and weight of the system (if critical)? Applikationsspezifische Grenzen für Größe und Gewicht (gewünscht / erforderlich)? Size and Weight: Height / Höhe Length / Länge Width / Breite Weight / Gewicht (max) desired mandatory mm mm mm kg Interface requirements? Schnittstellen? RS232 RS422 analogue Ethernet UDP Ethernet TCP/IP USB CAN IEEE488 HDLC MIL-STD1553B ARINC429 FlashDisk Your available primary voltage and power? Spannungsversorgung / Leistung? (10-18 V, 18-34 V, 10-34 V, 235 V AC, 115 V AC...): V W Only for camera and antenna stabilization applications (iIPSC systemfamily): Nur für Kamera-und Antennen Stabilisierungsanwendungen (Baureihe iIPSC): ==> please fill additionally the Appendix of this sheet ==> Bitte zusätzlich die Fragen im Anhang auf der letzten Seite beantworten Customer's project schedule Estimated project start date, desired delivery date Zeitplan? Geschätzter Zeitpunkt der Auftragsvergabe, gewünschter Liefertermin Additional comments to the application and attachments (drawings etc.): Ergänzende Anmerkungen und Anlagen (z.B. Zeichnungen): During the project definition stages and any bid negotiation stages, prior to a commercial contract being signed, do you wish us to enter into a separate NDA (non-disclosure agreement)? All information is held securely and is "commercial in confidence" in all respects regardless of additional NDAs. Alle Angaben werden firmenvertraulich behandelt. Wünschen Sie bereits während der die Unterzeichnung einer Vertraulichkeitserklärung (NDA)? yes /ja no / nein Thank you for answering the above questions. Your answers will be used to prepare a detailed information package for you.
To be completed by the candidate Centre name: Centre number: Candidate name: Candidate number: Candidate’s address: Contact Number: Please circle the test/s to be Listening Reading Writing Speaking Candidate Email: Candidate signature: Date: / / Please ensure that the following checklist is filled in before submission: Duly Filled form Original TRF Proof of payment EOR Fee Information Service Baluchistan Punjab Islamabad & Gujrat Peshawar Sindh EOR Fee (IELTS) (Approx. 50% of fee) 12,075 14,010 14,010 12,075 13,645 EOR Fee (UKVI) (Approx. 50% of fee) - 15,750 15,750 - 15,750 EOR Fee (Life Skills) (Approx. 50% of fee) - 11,800 11,800 - 11,800
Joseph II of Austria The most radical royal reformer was Joseph II of Austria. The son and successor of Maria Theresa, Joseph II ruled Austria from 1780 to 1790 and began a wide-ranging program of social, economic, and religious reforms based on Enlightenment ideas. He introduced legal reforms and freedom of the press. He also supported freedom of worship, even for Protestant, Orthodox Christians, and Jews. He seized and sold many buildings and much land belonging to the church and established a civil service to run the government. Joseph wanted to break down the old feudal system of hereditary and clerical power and privilege. In his most radical reform, Joseph abolished serfdom and ordered that peasants be paid for their labor with cash. Not surprisingly, the nobles firmly resisted this change. Like many of Joseph’s reforms, it was undone after his death. Despot Reforms Enlightenment Thinker/Ideas Frederick II Catherine the Great Joseph II
Ensure every FE and HE student has the opportunity to take part and engage in high quality enrichment activities that cover breadth of topics and experiences. Ensure enrichment is inclusive of breadth of activities to encourage students to be involved, be active, be creative, be challenged and be safe. Engage and challenge students and extend the boundaries of their experiences and understanding of their community and beyond Ensure the programme is student led, takes into account learner feedback and is inclusive for all students. Seek feedback from students to measure impact of Enrichment activities Offer range of activities developed at curriculum, campus and college-wide level Provide opportunities for work experience, volunteering and contributing to local communities by developing community links across campus enabling students to be involved in local projects and events. Raise aspirations and foster personal and social development towards increasing employability and progression. Support the personal development, behaviour and welfare of students. Support the development of the spiritual, moral, social and cultural awareness of students and advance awareness of the importance of shared British Values. Ensure that all activities offered provide equal access for all students so any student can access range of opportunities Ensure where an enrichment activity is targeted at specific student cohort, e.g. female only sport sessions, opportunities must also available for all other student cohorts to undertake these activities (so there will be range of sporting activities that can be accessed by all students for example) Allow for the provision of Enrichment activities that may be tailored to specific cohort or group of students if specific need has been identified: for e.g. safe travel practices for students based on city centre site Ensure Enrichment activities do not cover only one specific set of values, beliefs or points of view including religious or cultural beliefs but will ensure all content is balanced and inclusive, for example enrichment activities with a faith focus will ensure content covers and includes all faiths and none equally and fairly and are
not only available to a cohort of students with one specific set of values, beliefs or points of view Promote healthier lifestyles and support student well-being by providing access to sports, fitness and activity programmes. Provide opportunities to develop leadership & employability skills, creative thinking and to support engagement and build resilience through workshops, seminars and guest speakers. a a A
‘A’ Level or Equivalent Other (please specify) 6. HIGHER EDUCATION Names and Addresses of University or College and/or University Education Department Dates From To Full or Part-time Courses/subjects taken and Passed Date of Examination and Qualifications Obtained 7. PROFESSIONAL TRAINING ATTENDED AND/ OR DELIVERED AND HOW IT HAS IMPACTED ON YOUR ROLES AND OUTCOMES: Please list relevant courses attended/delivered in the past 3 years.
Montesquieu believed that to prevent tyranny in government, there should be a separation of powers. Which of the following best illustrates this idea? Absolute power for the offense. Splitting power among three or more countries Total Power in the legislative branch Dividing power among three branches of government The major contribution of the Enlightenment philosophers we studied was the introduction of new ideas about: Government Economics Religion Science Use the following image to answer question 16: Actions taken by organizations such as those shown in the photo above helped bring about the 19th Amendment of the U.S. Constitution in 1920. The 19th Amendment granted women the right to vote. Which Enlightenment thinker helped inspire this idea? John Locke Jean-Jaques Rousseau Mary Wollstonecraft Thomas Hobbes In exploring the relationship between governments and people, Thomas Hobbes argued that governments resulted from a social contract to maintain an orderly society. John Locke, another philosopher of the Enlightenment, inspired the American revolutionaries by arguing that a new social contract could be instituted under what circumstances? If a government failed to compel obedience If a government violated people’s natural rights
Department Club Time Aimed at Day Room n/a Duke of Edinburgh 3.15 - 4.15 Y10 Thursday Various – see Mr Eason n/a Movies with meaning 1.30 – 2.05 KS3 Monday E3 CADD Homework 3.15 - 4.15 All Years Monday - Friday CADD Break Club 11 - 11:30 All Years Monday - Friday CADD Lunch Club 1.30 - 2.05 All Years Monday - Friday CADD Gardening Club 1.30 – 2.05 All Years Thursday - Friday Meet at CADD Science Science Club 3.15-4.15 Y7 students Wednesday G6 History History Club (using sources effectively) 1.30 – 2.05 Y7 and Y8 Week 1 Tuesday Week 2 Friday J1 Learning Literacy Through Horrible Histories 1.30 – 2.05 Year 7 and 8 (especially Pupil Premium pupils) Monday J7 MFL KS3 Languages Club 1.30 – 1.55 KS3 Friday C5 Y8 Spanish (catch up sessions) 3.15 – 4.15 Y8 Tuesday C2 and C3 French and Spanish Reading in Partnership 8.15 – 8.45 All years Thursday C3 and C5 PE Swimming 7.50-8.30 All years Monday Table Tennis 1.30 – 2.00 GCSE Invitation Monday Exam Support 3.15-4.30 KS4 and KS5 Monday Swimming 7.50-8.30 All Years Tuesday Basketball 7.50-8.30 All Years Tuesday Fitness 8.00 – 8.30 Invitation Tuesday Table Tennis 1.30 – 2.00 GCSE Invitation Tuesday Basketball 3.15-4.30 Y9-11 Invitation Tuesday Football 3.15-4.30 Y9 Tuesday Netball 3.15-4.30 Y7 - 8 Tuesday Table Tennis 1.30 – 2.00 GCSE Invitation Wednesday Fitness 8.00 – 8.30 Invitation Thursday Basketball 1.30 – 2.00 Y9-11 Thursday Table Tennis 1.30 – 2.00 GCSE Invitation Thursday Football 3.15-4.30 Y7 - 8 Thursday Netball 3.15-4.30 Y9 - 11 Thursday Badminton 3.15-4.30 All Years Thursday Table Tennis 3.15 – 4.30 All Years Thursday Table Tennis 1.30 – 2.00 GCSE Invitation Friday Basketball 1.30 – 2.00 Y7 - 8 Friday Futsal 3.15-4.30 Invitation Friday
Department Club Time Aimed at Day Room Performing Arts Gospel Choir 3.15 – 4.15 All Years Wednesday Dance Studio Street Dance with Benji Shugbolo Core Crew 3.30 – 4.15 Advanced Crew 4.15 – 5.30 All Years Tuesday Dance Studio Open Rehearsal Space 1.30 – 2.10 All Years Wednesday Dance Studio / Music Practice Rooms GCSE Support – Instrumental lessons 3.30 – 4.30 Y11 Wednesday KS4 Music Room Hairspray! School Production 2019 3.30 – 5.30 All Years Thursday Drama Studio / Dance Studio / M1 Concert Band 3.30-4.15 All Years Friday M1 Christmas Concert Drama Club 3.30-4.30 Y7-9 Mondays (after October half term – concert) Drama Studio Computer Science Coding Club 1.30 – 2.05 Y7 Thursday B22 Catch Up Club 3.20 – 4.20 All Years Tuesday B21 KS4 B22 KS3 DT Lego Engineering Club 1.30 – 2.05 Y7 Wednesday A4 Food Club (Health Snacks) 3.30 – 4.30 Y7 Monday A2 Geography GeoClub 3.30 – 4.15 Y7-9 Wednesday (after October half term onwards) J4 Art Art Club 3.20 – 4.20 Y7 Tuesday D10 Art Club 3.20 – 4.20 Y8 Wednesday D10 Life Drawing 3.45 – 5.45 Y12-13 Thursday (see Art Dept for dates) D10 UAL Saturday Arts Club various Y10 Saturday UAL English Creative Writing Club 11.00 – 11.30 All Years Tuesday B7 Chess Club 3.25 – 4.15 All Years Friday B7 English Ambassadors 1.30 – 2.05 All Years Friday B6
Europa School Enrichment Concert Friday 12 May 2017 12.30 – 15.30 Chapel Tirza Wilhelm – Old French Song (Tchaikovsky) Piano Manon Pang Ravinet – River Song (trad.) Cello Maé Pang Ravinet – Take Five (trad.) Violin Isaac Thomas – Moonlight Sonata (Beethoven) Piano Rosie Price-Nowak and Amelia Griffith – Minuet (J.S. Bach) Piano duet
61 Eastern Avenue, Ballston Spa, NY 12020 Enrichment Staff Voucher Staff Name: _______________________________________ Date Worked Time In/Out Hours Staff Signature Total Weekly Hours: Administrative Use Only Total Hours Rate of Pay Total Payment