zilongwang/ReadingBank huggingface dataset:
wie viele, wie lange etc. was für ein ... welcher ... Was für ein Auto ist das? reflexive mich, dich, sich, uns, euch, sich Ich wasche mich. Grammatical items Sub-elements Elaborations Sentence and phrase types word order: statements Morgen kaufe ich ein Kleid. Heute gehe ich in die Stadt. Ich heiße … questions Wie alt bist du? Wohnst du in Perth? Warum kommst du nicht mit? Bringst du Wurst oder Salat? commands Bleib hier! main clauses Am Dienstag spiele ich Fußball position of nicht Er hat seine Hausaufgaben nicht gemacht. position of adverbs and adverbial phrases: time, manner, place Er fährt jeden Tag mit dem Bus zur Arbeit. Ich fahre morgen mit Peter nach Perth. Er hat seine Hausaufgaben schon gemacht. position of the past participle and auxiliary verb Hast du eine Postkarte geschrieben? phrases expressing wishes and abilities Ich möchte gerne … Ich kann Tennis spielen. Verbs present tense of common regular and irregular verbs Ich lerne Deutsch. Bist du krank? using the present tense + an adverb to indicate the future Morgen fährt er nach Bamberg. separable verbs Morgen fängt die Schule an. modals: present mögen, können, müssen, wollen, dürfen, sollen past durfte, sollte perfect tense: common regular and common irregular verbs Gestern sind wir ins Kino gegangen. Er hat seine Hausaufgaben schon gemacht. Ich habe den Wagen gekauft. Hast du den Film gesehen? Wir sind nach Rom geflogen. future tense with werden Du wirst in den Ferien arbeiten. Ich werde in Paris wohnen. Wir werden die Wahl gewinnen.
Sequence of units/Communicative Functions Grammar Focus 1. der azubi: Michael is an AZUBI and lives in Hamburg Talk about the work place Talk about professions - Imperative forms of sein - Use of bitte, doch, mal in imparatives 2. der trick: Michael takes a tour of his company‘s Ships Talk about the Past Ask other people questions about themselves - Present perfect tense 3. zu viel salz: Michael’s Boss’s invites him over for Dinner Talk about food Talk about restaurants - wer, wen, wem - Definite articles and ein-words in the genitive case 4. am Wochenende: Weekend at the Schäfer and Cornelius families Discuss weekend activites and shopping Talk about breakfast Review of: - Two-way prepositions - stellen, legen, setzen, etc. 5. nach thüringen?: The Cornelius family ponders Mr. Cornelius’ job transfer to Thuringia Talk about the Bundesländer and their capitals Talk about legends, festivals, and customs Talk about the future - Future tense - Adjective endings 6. die lösung: Mr. And Ms. Cornelius find a Solution for Mr. Cornelius‘ job transfer Talk about German reunification Talk about the geography of Austria and Switzerland - Genitive case Prepositions - Negation with kein and nicht
triangles to solve problems and to prove relationships in geometric figures. (major)(fluency) form about geometric figures to set up a proportion that accurately models the situation G.SRT.6 Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles. (major) Ability to generalize that side ratios from similar triangles are equal and that these relationships lead to the definition of the six trigonometric ratios When creating lessons that address this standard you may want to also discuss the relationships that exist in Special Right Triangles. G.SRT.7 Explain and use the relationship between the sine and cosine of complementary angles. (major) In this standard, the idea is to use either Sine or Cosine to find the measure of one acute angle and then use the fact that the acute angles in a right triangle are complementary to find the measure of the other acute angle. G.SRT.8 Use trigonometric ratios
UNIT 2A: GERMANY 1918-1939 Early Weimar 1918-1923 Stresemann’s Recovery 1923-1929 1918 End of the War Weimar Constitution Retenmark 1923 Reichsbank 1923 Dawes Plan 1924 Locarno Pact 1925 League of Nations 1926 Kellogg-Briand Pact 1928 Stability in coalitions Berlin cultural capital Lack of censorship Young Plan 1929 Death of Stresemann 1929 Wall Street Crash 1929 Treaty of Versailles GARGLE 1919 Spartacist Putsch 1920 Kapp Putsch 1921 Reparations begin 1923 French invade the Ruhr Hyperinflation Munich Putsch Exam Questions Nazis in the 1920s 1a) What can you learn – x1 supported inference 1b) Describe – x2 developed statements 1c) Explain causes – x2 PEEL 1d) Explain effects – x2 PEEL 2a/b) Explain change – x2PEEL (same/different/better/worse) 3a/b) Explain x2 given factors and 1 more x4PEEL Hitler joins 1919 (no.555) 25-point programme Hitler leader 1921 Munich Putsch 1923 Success Failure Publicity Mein Kampf Gauleiters SS formed 1925 Power by LEGAL MEANS Imprisoned Banned from public speaking until 1927 1928 – 3% vote Hitler becomes Chancellor 1929-1933 Hitler becomes Fuhrer 1933-1934 WALL STREET CRASH 1929 NAZI PARTY ORGANISATION Reichstag Fire 02/33 Elections in March Enabling Act 03/33 Trade Unions banned 05/33 Political parties banned 07/33 Night of the Long Knives 06/34 Death of Hindenburg 08/34 Army oath 08/34 FEAR OF COMMUNISM NAZI PARTY PROPAGANDA WEAKNESS OF DEMOCRACY – VON PAPEN PUPPET! SUPPORTERS? WORKING CLASS, MIDDLE CLASS, BUSINESS, FARMERS. Life in Nazi Germany 1933-1939 Schools under the Nazis – BRAINWASH! Use of Propaganda - Goebbels Policies for young boys - HY Policies for young girls - BDM Policies for women KKK Dealing with the Church – Catholic and Protestant Police state – SS / Gestapo Economic policy – Recovery vs. Rearmament Economic policy – SUCCESSES KdF vs. FAILUIRES Working hours Treatment of the Jews BOYCOTT; NUREMBURG LAWS; KRISTALLNACHT Treatment of other minorities WHAT and WHY – Gypsies; Homosexual Opposition against the Nazis: Churches / Youth / Politics / Minor things
AF3b Interpretation and Significance AF2 Causation and Change Activity 2 : The strengths and weaknesses of the Weimar Republic system of government. The Weimar Constitution was intended to be a very fair system of representing the German people. However, some Historians argue that it had key weaknesses that contributed to its instability. In this activity you will try to analyse the strengths and weaknesses of the Weimar Constitution. You will be given a table. The first column contains description of different features of the Weimar Constitution. You will also be given a set of statements which suggest the strengths and weaknesses of each of these features. Features of Constitution Strengths Weaknesses The role of the President Elected by the people every 7 years with the power to appoint the Chancellor and the government. Represented the will of the people and reflected the political balances of power in the Reichstag. All adults over 20 could vote and participate in the political system and the laws would reflect their wishes. The President had too much power and might be tempted to make decisions based on their own interests rather than those of the views of the country. In the event of a crisis the President may use these emergency powers to undermine the democratic political system which it was supposed to defend. Proportional Representation All political parties were given a fair share of the seats in the Reichstag proportionate to their national support and ensured all political views were considered. Political parties supporting Weimar included SPD Socialists, Centre, Liberals DDP & DVP, It led to many small extremist political groups having influences eg the KPD and NSDAP, many coalition governments because no one party could get a majority in the Reichstag. The coalition governments were often weak and short lived because they could not agree to hide differences.
February 1920 1921 leadership contest AF2 Causation and Change Activity 3 : The Nazi Party ideas 1920! In September 1919 Hitler was sent by the army to investigate a small, extremist nationalist group called the German Workers’ Party. Hitler found that he agreed with many of the group’s ideas so he became a member. By February 1920 Hitler was helping to draft the party’s programme. In this activity, you will be analysing this programme to identify examples of the range of ideas and values that the Nazis put forward. Read over the Nazi Party Program and give two examples from the programme for each key idea. Values/ideology Evidence Nationalist- Pride in Nation and belief it should be powerful. 1 2 Racist/Anti-Semitic – Viewing Germans as superior/ Hatred of the Jews 1 2 Socialist/Anti-Capitalist – stressing the good of society as a whole, with an emphasis on collective 1 2
Gestapo also gave local bloc wardens the right to go and ask questions in the homes of their block. previously strong links to other political parties remained in part impervious to their attention. Guidance Interpretation 1 views the attitudes of X towards Y as……….. This is supported by the quotes “a” and “b”. On the other hand Interpretation 2 views the attitudes of X towards Y as…… …...This is supported by the quotes “a” and “b”. 3 (c) Suggest one reason why Interpretations 1 and 2 give different views about the effectiveness of the Gestapo as a secret police force. You may use Sources B and C to help explain your answer. 4 marks Guidance Note: There are 2 possible reasons why the Interpretations differ and you only need to explain 1! Use either of the following plans. p38 Reason 1 The interpretations differ because they have given different weight to two different sources. Identify the views given in the two sources and show how the views match the two interpretations. Reason 2 The interpretations may differ because the author emphasises and focuses on different aspects of the problem. Identify the different focuses and emphasis given and show how these match the two sources. 3 (d) How far do you agree with Interpretation 2 about the effectiveness of the Gestapo as a secret police force? Explain your answer, using both interpretations and your knowledge of the historical context. 20 marks Up to 4 marks of the total for part (d) will be awarded for spelling, punctuation, grammar and use of specialist terminology. Guidance I mainly agree/disagree with the view given in interpretation 2 which supports the view that Part 1 There is evidence to support Interpretation 2. Expand the paragraph using 3 main points from your own Knowledge. Part 2 However Interpretation 1 challenges this view because it suggests that….Expand the paragraph using 3 main points from Interpretation 1.
Events Date Event To / Between From / And Details 26 Aug 2009 Merger Sample u. Co GmbH Sample Gasservice GmbH - Date Event Details 31 Dec 2006 Previous registration number HRB1222, Lippstadt 59555 SHAREHOLDERS Share Holder Name Interest Type of Interest Birth date / Year of foundation Address G. + H. Sample GmbH & Co. 50.0% Partner / Shareholder 1982 59556 Lippstadt, GERMANY Burghard Sample 12.5% Partner / Shareholder - 59555 Lippstadt, GERMANY Georg Potthast 37.5% Partner / Shareholder 24 Aug 1953 59227 Ahlen, GERMANY SUBSIDARIES & AFFILIATED COMPANIES The following are related through financial interest(s): Company Name Address Operates As Interest Started % Shares owned FVG - Sample -GmbH Kranichborner Str. 11 13, 67190000 Holding 10 May 2011 50.0
Amy Gerstein John W. Gardner Center for Youth & Their Communities Stanford University 365 Lasuen Street Stanford, CA 94305-3084 650-736-2064 Education Stanford, University, Stanford, CA. Ph.D. in Education, 1995 Curriculum and Teacher Education: Design and Evaluation of Educational Programs Dissertation: “Teachers’ Roles in Two Coalition of Essential Schools Member High Schools.” Brown University, Providence, RI. B.A. in Geology-Biology, 1985 Teaching credential in high school science. Executive Director, John W. Gardner Center for Youth and Their Communities, Stanford University, Stanford, CA (2009-present) Provide leadership and strategic direction for research and policy center focused on community based research with youth development framework. Oversee professional staff and graduate students engaged in conducting rigorous research to catalyze community change. Establish partnerships within and outside of the university, engage grant makers and donors, inform policy makers, educators and youth advocates, and create collaborations among youth-serving organizations. Formative Evaluator, New Teacher Center, University of California, Santa Cruz, CA. (2005-2009) Design and conduct formative evaluation of comprehensive reform program provided by NTC in Ravenswood City School District. Theory-based evaluation of NTC strategy guides the research effort and reports. Collect and analyze data, provide periodic briefings, reports of findings and strategic consultation. Formative Evaluator, Hayward Unified School District, Hayward, CA. (2006-2009) Provide formative evaluation for district-wide reform effort. Design theory-based evaluation of the systemic reform work of the district. Collaborate with other researchers to help district create, design and use an evaluation framework to assist the district in their own evidence-based improvement effort. Provide frequent strategic consultation to district leadership using data to guide improvement effort. Researcher/Project Manager, Teaching and Learning Project: Foothill-De Anza Community College District, Los Altos Hills, CA. (2005-2009) Design and implement a study of professional development opportunities for at both college campuses in order to improve instruction. Consult to Chancellor, lead Steering Committee, report findings, and work to create strategies to move student achievement forward. Formative Evaluator, Partners in School Innovation, San Francisco, CA. (2006-2009) Design and conduct theory-based formative evaluation of intermediary reform strategy in two urban districts. Particular emphasis on the impact on English Language Learners and a partnership effort with an ELL intervention program.
10 Science Park Road Singapore 117684 Phone +65 (6779) 0933 E-mail Tan_surakanpinit@gerstel.com Company Headquarters Mülheim an der Ruhr, Germany GERSTEL GmbH & Co. KG Eberhard-Gerstel-Platz 1 45473 Mülheim an der Ruhr, Germany Phone +49 208 76503-0 E-mail gerstel@gerstel.de Web www.gerstel.com
Table 1 Race/Ethnicity and Age for Women and Men Age Caucasian Hispanic/ Latin American Asian/ Pacific Islander Black/ African American Other Women 18-30 M = 20.14 SD = 2.79 82.8% n = 24 6.9% n = 2 3.4% n = 1 6.9% n = 2 0% n = 0 Men 18-23 M = 19.56 SD = 1.34 86.1% n = 31 2.8% n = 1 2.8% n = 1 0% n = 0 8.3% n = 3 Note. M = mean, SD = standard deviation.
subscripts are significantly different, ps < .03. All values are milliseconds and higher scores indicate more attention. Degrees of freedom (2.58, 157.51). Appear = appearance-focus condition. Person = personality-focus condition. High = high ideal body shape condition. Average = average body shape condition. Low = low ideal body shape condition. Table 5 First Fixation Time Means (Standard Errors) as a Function of Body Part, Ideal Body Shape, and Focus Face Waist Appear High Women = 392.91 (56.31)a Men = 439.21 (42.14)a Women = 441.81 (71.86)ac Men = 335.18 (53.77)ac Average Women = 416.64 (58.21)a Men = 415.81 (43.56)a Women = 524.21 (78.31)ac Men = 408.80 (58.60)ac
objects. For more information when to use accusative, dative, or genitive prepositions go to: http://web.wm.edu/modlang/gasmit/grammar/nouns/accfunc.htm http://web.wm.edu/modlang/gasmit/grammar/nouns/datfunc.htm http://web.wm.edu/modlang/gasmit/grammar/nouns/genfunc.htm Gender There are three gender forms in German: masculine, feminine, and neuter. Der, die, das = definite article “the” Mein, meine, mein = indefinite article “a, an” Masculine Feminine Neuter People der die das Objects der die das Possessives mein meine mein Adjectives mein meine mein Taken from: http://web.wm.edu/modlang/gasmit/grammar/?svr=www http://www.germanlanguageguide.com/german/grammar/auxiliary-verb.asp http://www.lerc.educ.ubc.ca/LERC/courses/489/worldlang/german/frame_1.htm Greenfield, E.V. (1964). An Outline of German Grammar. New York: Barnes and Nobles. 26 Common English Pronunciation Errors made by German Speakers Information taken from http://www.btinternet.com/~ted.power/l1german.html FIX PROBLEM ENGLISH SOUND - COMMON ERROR - Tip of tongue behind top teeth. /d/ "made" /t/ "mate" Tongue low & back. Jaws together. Long. /ɔ:/ "nought" /ɒ/ "not" Fix tongue in central position. Long. /ɜ:/ "bird" Weak endings: e.g. "London" "England" /ə/ "the" (schwa) Tongue moves from front centre to front high. /eɪ/ "late" /e/ "let" From low front vowel to lips tightly rounded. /aʊ/ "cow" Tongue central. Then tightly round lips. /əʊ/ "bone" /ɔ:/ "born"
Voiced. Vibration. Trap air with lips. /b/ "bill" /p/ "pill" Voiced. Friction with top teeth & bottom lip. /v/ "of" /f/ "off" Voiced. Friction with top teeth & bottom lip. /v/ "vet" /w/ "wet" Voiceless. Friction. Tongue between teeth. /θ/ "thin" /d/ "din" Voiceless. Friction. Tongue between teeth. /θ/ "thin" /s/ "sin" Move tongue to a lower front position. /æ/ "man" /e/ "men" Voiced. Friction. Tongue between teeth. /ð/ "clothe" /z/ "close" /z/ Start with lips tightly rounded. Unround & glide. /w/ "west" /v/ "vest" Voiced: tip of tongue behind top teeth. Friction. /z/ "rise" /s/ "rice" Voiceless. Friction. Front of tongue to palate. /ʃ/ "sherry" /ʧ/ "cherry" Voiced: Front of tongue to palate. Friction. /ʒ/ "confusion" /ʃ/ "Confucian" Unvoiced: Tip to alveolar. Front to palate. /ʧ/ "cherry" /ʃ/ "sherry" Unvoiced: Tip to alveolar. Front to palate. /ʧ/ "chin" /ʤ/ "gin" Voiced: Tip to alveolar. Front to palate. /ʤ/ "Jerry" /ʃ/ "sherry" Voiced: Tip to alveolar. Front to palate. /ʤ/ "job" /j/ "yob" Voiced stop: back of tongue to back roof. /ŋ/ + /g/ "thing" /ŋ/ + /k/ "think" Back of tongue to back roof. Nasal. /ŋ/ + /k/ "think" /ŋ/ + /g/ "thin" + k or g British "r" is weaker & usually silent unless followed by a vowel. silent "survivor" /r/ "Sir Ivor" Glide /j/(i:) the tongue quickly to next sound /j/ "yam" /ʤ/ "jam" Voiced. Friction. Tongue /ð/ "they" /d/ "day"
III. This section was updated 14 October 2014 when the latest versions of the documents are uploaded on CIRCABC. Descriptor 1 Manual Document history Version Date File name Authors Description 1.0 15/05/2014 DG Environment, Milieu, JRC, ICES Draft manual to guide the technical review of the GES decision. 1.1 30/05/2014 DG ENV Environment, Milieu Approach and results from the Art.12 assessment filled up. 2.0 21/07/2014 JRC JRC Further developed and distributed to experts for comments and input. 2.1 13/10/2014 JRC, Member States experts Comments and input from experts incorporated in the current draft version. To be sent for a 2nd round of consultation after the GES meeting. Descriptor 2 Manual Document history Version Date File name Authors Description 1.0 10/03/2014 DG Environment, Milieu, JRC, ICES Draft manual to guide the technical review of the GES decision. 1.1 24/06/2014 DG ENV Environment, Milieu Approach and results from the Art.12 assessment filled up. 2.0 21/07/2014 JRC Further developed and distributed to experts for comments and input.
Descriptor 5 Manual Document history Version Date File name Authors Description 0.0 10/03/2014 Review_manual_v0.doc DG Environment, Milieu, JRC, ICES Draft manual to guide the technical review of the GES decision. 1.0 24/06/2014 Review_manual_v1.doc DG ENV Environment, Millieu Approach and results from the Art.12 assessment filled up. 2.0 21/07/2014 ComDecRev_D5_V2.docx JRC Amended and filled with results from the in-depth assessment. Version sent to expert’s network for comments. 2.1 13/10/2014 ComDecRev_D5_V2.1.doc JRC, Member States experts Comments and input from experts incorporated in the current draft version. To be sent for a 2nd round of consultation after the GES meeting. Descriptor 6 Manual Document history Version Date File name Authors Description 1.0 02/05/2014 Review_manual_v1.doc Milieu/Nature Bureau Draft manual to guide the technical review of the GES decision. 1.2 30/05/2014 Review_manual_v1.2doc European Commission Draft manual to guide the technical review of the GES decision commented by the EC 2.0 29/09/2014 Review_manual_v2.doc ICES Further developed and distributed to experts for comments and input
Network/iCES amended 4.0 01/09/2014 Review_manual_v4.doc MSFD Expert Network/iCES Template structure amended 5.0 27/09/2014 Review_manual_v5.doc MSFD Expert Network/iCES Template structure amended with comments from Germany, RD,MC, RL
I – PROJECT IDENTIFICATION SHEET Project title: (IN FRENCH) Principal Investigator Name: Tel.: Establishment: Email: Signatures and dates Signature Main academic Print Name and Signature Vice-rectorate or research office Industrial and academic partners or public research centre: Main activity Company University CCTT Public centre 1 2 3 4 5 Thematic focus (See Instruction Guide) Innovative materials Formulation of new materials and high performance end-products Additive manufacturing, surface treatment, scale-up New characterization or simulation techniques Application sectors (several possible choices) Transportation/Infrastructure Energy Environment Textile Chemistry Microelectronics/telecommunication Health Other (specify): TRL 4 5 6 Duration of the project: 12 months 24 months 36 months Non-confidential summary of the project, in lay terms. (IN FRENCH, 250 words maximum)
German response to the Treaty: Read the German Reply Memorandum Written by Germany Foreign Minister Count Brockdorff Bantzau Germany was allowed to fashion a reply to the treaty draft but its terms were summarily rejected by the allies What are the objections raised by the Germans? Do you think the terms are valid? Why or why not? Should the allies have addressed the complaints in the treaty? Now read Hitler’s April 17, 1923 Speech that denounced the treaty. It is important to note that the government who fought the war was the government who signed the treaty. The Kaiser had abdicated late in the war. A new government name the Weimar Republic took over. It was their representative who signed the cease fire and then the treaty. Many Germans felt betrayed by the outcome of the war and nicknamed these leaders “The November Criminals” What stands out in Hitler’s speech? What does he blame the government for? What imagery does he use? What actions does he allude to at the end of his speech? How did the treaty contribute to the rise of the Nazi party? Would Hitler have found such a receptive audience if the terms of the treaty had been different? Do you think the German response to the treaty was justified?
of how culture and identity are expressed through language. The changing world Students explore information and communication technologies and the effects of change and current issues in the global community. German speakers down under Students consider the contribution German speakers have made to Australia. Text types and textual conventions It is necessary for students to engage with a range of text types. In school-based assessments, students are expected to respond to, and to produce, a range of text types in German from the list below. account advertisement announcement article blog posting cartoon chart conversation description diary entry email film or TV program (excerpts) form image interview itinerary journal entry letter map message note review role-play script – speech, interview, dialogue sign table Refer to Appendix 2 for details of the features and conventions of the text types. Linguistic resources Vocabulary Vocabulary, phrases and expressions associated with the unit content. Grammar Students will be expected to recognise and use the following grammatical items: Grammatical items Sub-elements Adjectives attributive: • nominative • accusative • dative Adverbs positive and comparative forms Numbers ordinal Prepositions cases: • prepositions with the accusative • prepositions with the dative Pronouns personal:
BUSINESS CO-OPERATION PROPOSAL FORM Company Profile - Description of the company (All fields are mandatory - The fields in grey are confidential and for internal use only) Company: City: Country: Street: Postal Code: www-Address: Contact person: Position in the company: Telephone: Fax General e-mail address: E-mail contact person: Year established: . Turnover in million Euro: Type and number of employees: Up to 1 million Industry SME <= 10 1 to 10 Industry SME 11 – 49 10 to 20 20 to 50 50 to 100 100 to 250 250 to 500 Industry SME 50 – 249 Industry 250 – 500 Industry > 500 Industry > 500 MNE Inventor More than 500 Million R & D Institution University Other Company's current products/activities, particularly with regard to the co-operation request (main products, services, core activities): Additional Comments
Antworten Beschreibung der Geschichte Deutscher Titel Englischer Titel/Titel in Ihrer Sprache In diesem Märchen macht ein Mädchen Schnee, wenn es die Kissen schüttelt. Frau Holle Mother Hulda In dieser Geschichte haben die Einwohner einer Stadt ein großes Problem mit unerwünschten Kleintieren. Der Rattenfänger von Hameln The Pied Piper of Hamelin Hier haben wir es mit einer jungen Dame zu tun, die beim Schlafen äußerst empfindlich ist. Die Prinzessin auf der Erbse The Princess and the Pea Das Mädchen in dieser Geschichte möchte gern auf den Ball, aber die böse Stiefmutter ist dagegen. Aschenputtel Cinderella In diesem Märchen hören nicht gut auf ihre Mutter, was fast ein schlechtes Ende hat. Der Wolf und die sieben Geißlein The Wolf and the Seven Young Goats In dieser Geschichte versuchen Eltern ihre zwei Kinder im Wald zu verlieren. Hänsel und Gretel Hansel and Gretel Das Mädchen in diesem Märchen soll seine Großmutter besuchen, aber es kommt vom Weg ab. Rotkäppchen Little Red Riding Hood In dieser Geschichte holt ein verzauberter Prinz eine goldene Kugel aus einem Brunnen. Der Froschkönig The Frog Prince Mehrere Tiere wollen sich hier ihren Lebensunterhalt mit Musizieren verdienen. Die Bremer Stadtmusikanten The Bremen Town Musicians In diesem Märchen spricht eine böse Stiefmutter gern mit ihrem Spiegel. Schneewittchen Snow White In dieser Geschichte werden zwei Mädchen belohnt, die einem Bären helfen. Schneeweißchen und Rosenrot Snow-White and Rose-Red Dieses Märchen beweist, dass man beim Umgang mit Nadeln sehr vorsichtig sein muss. Dornröschen Sleeping Beauty
Sehen - to see ich sehe wir sehen du siehst ihr seht er sie es sieht man Sie sehen sie Fahren - to travel/go/drive ich fahre wir fahren du fährst ihr fahrt er sie es fährt man Sie fahren sie Geben - to give ich gebe wir geben du gibst ihr gebt er sie es gibt man Sie geben sie Helfen - to help (takes dative always!)
du musst er/sie/es muss wir müssen ihr müsst Sie/sie müssen du willst er/sie/es will wir wollen ihr wollt Sie/sie wollen du sollst er/sie/es soll wir sollen ihr sollt Sie/sie sollen mögen ich mag du magst er/sie/es mag wir mögen ihr mögt Sie/sie mögen dürfen ich darf du darfst er/sie /es darf wir dürfen ihr dürft Sie/sie dürfen können ich kann du kannst er/sie/es kann wir können ihr könnt Sie/sie können MEANINGS ich kann - I can ich darf - I may, I am allowed to ich darf nicht - I must not ich muss - I have to ich muss nicht - I do not have to,I need not ich mag - I like ich möchte - I would like ich will - I want to (not I will!) ich soll - I shall or I am supposed to, I ought Tips for Modal verbs in the Present Tense Unlike normal irregular verbs they are irregular in the ich, du and er/sie/es/man versions, ie the whole of the left side of the paradigm. The right side of the paradigm is totally normal. So the wir/Sie/sie forms are the same as the infinitive and the ihr form is the normal stem plus —t.
Estimated impact on expenditure [This section should be filled in using the (second document in annex to this financial statement) and uploaded to CISNET for interservice consultation purposes.] Summary of estimated impact on expenditure EUR million (to three decimal places) Heading of multiannual financial framework Number 3 Heading Security and Citizenship DG: EMPL Year 2015 Year 2016 Year 2017 Year 2018 Year 2019 Year 2020 TOTAL Operational appropriations Number of budget line 33 02 02 Commitments (1) 0 0 0 0.20 0.20 Payments (2) 0 0 0 0.20 0.20 Number of budget line Commitments (1a) Payments (2a) Appropriations of an administrative nature financed from the envelope of specific programmes Number of budget line (3) TOTAL appropriations for DG EMPL Commitments =1+1a +3 0.20 0.20 Payments =2+2a +3 0.20 0.20 According to Article 28 of the proposal a review will take place in year n+5. It is likely that such a review will be accompanied by an external assistance or study.
TOTAL operational appropriations Commitments (4) 0.20 0.20 Payments (5) 0.20 0.20 TOTAL appropriations of an administrative nature financed from the envelope for specific programmes (6) TOTAL appropriations for DG EMPL of the multiannual financial framework Commitments =4+ 6 0.20 0.20 Payments =5+ 6 0.20 0.20 Payments =5+ 6 Heading of multiannual financial framework 5 " Administrative expenditure " EUR million (to three decimal places) Year 2018 Year 2019 Year 2020 Year 2021 Enter as many years as necessary to show the duration of the impact (see point 1.6) TOTAL DG: EMPL Human resources Other administrative expenditure 0,014 0,028 0,028 0,028 0,028 0,028 0,028 0,182 TOTAL DG EMPL Appropriations 0,014 0,028 0,028 0,028 0,028 0,028 0,028 0,182
Estimated impact on appropriations of an administrative nature Summary The proposal/initiative does not require the use of appropriations of an administrative nature X The proposal/initiative requires the use of appropriations of an administrative nature, as explained below: EUR million (to three decimal places) Year N Year N+1 Year N+2 Year N+3 Enter as many years as necessary to show the duration of the impact (see point 1.6) TOTAL HEADING 5 of the multiannual financial framework Human resources Other administrative expenditure 0,014 0,028 0,028 0,028 0,028 0,028 0,028 0,182 Subtotal HEADING 5 of the multiannual financial framework 0,014 0,028 0,028 0,028 0,028 0,028 0,028 0,182 Outside HEADING 5 of the multiannual financial framework Human resources Other expenditure of an administrative nature Subtotal outside HEADING 5 of the multiannual financial framework TOTAL 0,014 0,028 0,028 0,028 0,028 0,028 0,028 0,182 The human resources appropriations required will be met by appropriations from the DG that are already assigned to management of the action and/or have been redeployed within the DG, together if necessary with any additional allocation which may be granted to the managing DG under the annual allocation procedure and in the light of budgetary constraints.
GESNER PRIORITY 2 – SMART Goal – Every teacher will use assessment for, as and of learning to improve student achievement in writing. By June 2017, student achievement in writing will increase by 5% (report card achievement indicators 3 and 4). Baseline Indicators of Success Targeted Research-Based Strategies / Actions Monitoring and Accountability Responsibility / Timeline Progress Notes follow the curriculum grade level common marking sessions 3 times a year send writing home with rubric 3 times a year (Grade 1 & 2) student self-assessment and reflection (Grade 2) review school developed writing continuum and include oral story telling Consistently daily writing time Students will identify where they have demonstrated their writing goal during conferencing with the teacher and peers track trait data using the Traits of Writing: Class Profile Sheet (Grade 1 & 2) monitor student engagement drawing as part of planning for writing peer observation implement more talk (speaking) during writing – author share, peer share flexible grouping review provincial standards and rubrics Using common editing strategies Developing common language School wide individualize word wall for students targeted authentic writing share resources across grade levels – ABC Boom; Talk, Draw, Write (purchase this resource for the staff) Kindergarten team will present this to the staff teacher modelling students establish writing goals teams review writing samples with exemplars SLP to provide Tier 1 support targeted strategies to be highlighted at monthly Team meeting Bringing Words to Life Book Study Monthly team meeting agendas will include professional learning on best practices for writing instruction Grade level writing marking sessions prior to each reporting period Walkthroughs will focus on identifying best writing practices in the classroom. • Classroom Teachers • EST -Resource EST- Literacy • School Administration Team marking session for writing happened in November Oral language PL with SLP November Read article – A Close Look at What a Difference Good Teaching Can Make Discuss best practices from article above Review Balanced Literacy Components; in particular the Look For document in Literacy *Items in red were added by the staff at PL in October.
No Effect on Other Agreements Nothing in this RFP or any Proposal in response hereto shall vary or modify the terms and conditions of any future agreement between Owner and any ESP. The terms and conditions of any future agreement will control the parties’ rights, obligations, and remedies arising thereunder. List of RFP Documents The following documents make up this RFP. Any difficulty locating or accessing the following documents should be immediately reported to the Issuing Officer. RFP (this document) Attachment A: Proposal Certification Form Attachment B: ESP Relevant Project History Attachment C: ESP Team Member Qualifications Attachment D: ESP’s Discipline Profile Attachment E: SPD-SP054 Immigration and Security Form Attachment F: Form of Audit Agreement Attachment G: Form of Guaranteed Energy Savings Performance Contract ATTACHMENT A Proposal Certification Form ________________________________ [Name of ESP] is interested in being selected as a qualified finalist ESP for further consideration in the prospective guaranteed energy savings project of Owner.
They are sent home with students at the end of Semester One to be shared among family. They (or selected pieces) are shared with parents during student-led conferencing to demonstrate learning and progress. They are sent home with students at the end of Semester Two. The portfolio format: Portfolios are compiled in sturdy binders. Each piece of work is inserted in plastic pocket sleeve. Additional pocket sleeves may be added at the discretion of the teachers. Storage: Portfolios are to be stored in the classrooms. Specialists are responsible for providing annotated pieces by specified deadlines to classroom teachers, each semester. Access: Students and teachers have access to portfolios at any time during the school year. Parents have access during the winter holiday, at the three-way conferences, or by request to the classroom teacher. Ownership: The portfolio is the property of the student and his parents. At the end of the school year, it goes home with the student to keep. Drafted by Sarah Thomas, 8 September, 2010, based on discussions among EuroSec Primary teachers over the course of the 2009-2010 academic year. This document has been reviewed and approved by the EuroSec Primary teachers on 15 September, 2010.
Part A – Definitions and Interpretation Definitions Unless the contrary intention appears a term in bold type has the meaning shown opposite it: Act the Electricity Industry Act 2000 (Vic) administrator an administrator appointed by the Commission under section 34 of the Act AEMO Australian Energy Market Operator (ACN 072 010 327) business day change of control a day other than a Saturday, Sunday or a public holiday in Victoria a change of control occurs if a shareholder of an entity, at the time it becomes a shareholder: (a) does not have the capacity to control the composition of the board of directors of the entity or a holding company of that entity; (b) is not in a position to cast or control the casting of more than 50% of the maximum number of votes that might be cast at a general meeting of that entity or a holding company of that entity; or (c) does not beneficially hold more than 50% of the issued share capital of the entity or a holding company of that entity, subsequently has the ability to do so, or does so, provided that no change of control will be deemed to have occurred where: (d) the ultimate holding company of that entity remains the same as its ultimate holding company (if any) on the date upon which the shareholder first became a shareholder; or (e) the change of control results from the acquisition or cancellation of, or dealing in, securities which are traded on a recognised financial market Commencement Date 08 August 2018 Commission control the Essential Services Commission established under the ESC Act in respect of an entity has the same meaning given in section 50AA of the Corporations Act Corporations Act means the Corporations Act 2001 (Cth) Electricity Distribution Code the code of that name certified by the Commission
aspirations, values, opinions, ideas, and relationships with others. They also study topics from the perspectives of other people. their connections with friends. The German-speaking communities Students explore topics from the perspectives of individuals and groups within those communities, or the communities as a whole, and develop an understanding of how culture and identity are expressed through language. Traditions and values in a contemporary society Students explore how the traditions and values of German-speaking communities are maintained. The changing world Students explore information and communication technologies and the effects of change and current issues in the global community. Our changing environment Students explore global environmental issues. Refer to Appendix 2 for a list of suggested sub-topics for delivery of the unit topics. Text types and kinds of writing It is necessary for students to engage with a range of text types and kinds of writing. In school-based assessments, students are expected to produce the following kinds of writing: informative, evaluative, persuasive and reflective. They are also expected to respond to, and to produce, a range of text types in German from the list below. account advertisement announcement article blog posting cartoon chart conversation description diary entry discussion email film or TV program (excerpts) form image interview journal entry letter map message note plan review script – speech, interview, dialogue sign summary table Refer to Appendix 3 for details of the features and conventions of the text types and characteristics of the kinds of writing. Linguistic resources Vocabulary Vocabulary, phrases and expressions associated with the unit content. Grammar Students will be expected to recognise and use the following grammatical items: Grammatical items Sub-elements Adjectives present participle used as adjective† Conjunctions coordinating:
Gwinnett Technical College Program of Study: General Studies Advanced Academic Pathways Term, Days, Time GTC Course Code GTC Course Name (Credits) High School Equivalent Prerequisite Fall, MW, 7:00am – 8:20am ENGL 1101 Composition and Rhetoric (3) 23.03400 Advanced Composition None Fall, TR, 7:00am – 8:20am MATH 1111 College Algebra (3) 27.0A624 Dual Enrollment Mathematics None Fall, MW 8:30am – 9:50am N/A N/A N/A Fall, TR, 8:30am – 9:50am N/A N/A N/A Spring, MW, 7:00am – 8:20am ENGL 1102 Literature and Composition (3) 23.05200 British Literature/Composition ENGL 1101 Spring, TR, 7:00am – 8:20am ECON 2105 Principles of Macroeconomics (3) 45.06100 Economics None Spring, MW 8:30am – 9:50am N/A N/A N/A Spring, TR, 8:30am – 9:50am N/A N/A N/A
Program Attendance Begin Date for this Award Year Date in this award year student began enrollment in the educational program. Format: CCYYMMDD Must be within the date range indicated by the Award Year field. Date Comma Comma Char. Program Attendance Status During Award Year The enrollment status of the student in the educational program. Values are: ‘G’ —Graduated (If student graduated from the educational program at any time during the award year.) ‘W’ —Withdrew (If student withdrew from the educational program at any time during the award year.) ‘E’ —Enrolled (If student was enrolled in the educational program on the last day of the award year, June 30.) Char. Comma Comma Char. Program Attendance Status Date The date of student’s graduation or withdrawal from the GE Program. Format: CCYYMMDD If Program Attendance Status During Award Year equals ‘G’ or ‘W’, provide the date. If Program Attendance Status During Award Year equals ‘E’, report zeros or June 30 of the award year being reported. Date Comma Comma Char.
126 133 Student Date of Birth Student’s Date of Birth. Report ‘19000101’ if student’s DOB is unknown. Format: CCYYMMDD Must provide DOB along with the identifiers SSN, First Name, and Last Name. Date 8 134 141 Institution Code (OPEID) The institution’s 8-digit Office of Postsecondary Education Identifier (OPEID). Num. 8 142 206 Institution Name Official name of the institution as included on the institution’s Department of Education’s ECAR. Char. 65 207 207 Filler Space Char. 1 208 287 Program Name Institutional name of the program the student was enrolled in during the award year. Char. 80 288 293 CIP Code Six-digit Classification of Instructional Programs code (without period) identifying a program’s academic content. Do not include the ‘-‘ or ‘.’ between the first 2 characters and the last 4 characters of the code. Must be a valid CIP Code from the 2010 list of available codes. Char. 6
347 352 Length of GE Program The length of the instructional program in weeks, months, or years as published by the school. Format “nnnnnn”, with an implied decimal point between the third and fourth digits. Thus, schools should report: “000100” to represent a value of one tenth “001000” to represent a value of one “010000” to represent a value of ten “100000” to represent a value of one hundred Value must be numeric and greater than zero. Num. 6 353 353 Length of GE Program Measurement The unit of measure for the length of the instructional program as published by the school. Values are: ‘W’ — Weeks ‘M’ — Months ‘Y’ — Years Char. 1 354 354 Student’s Enrollment Status as of the 1st Day of Enrollment in Program Code for the student’s enrollment status as of the 1st day in the GE program. Values are: ‘F’ — Full-Time ‘Q’ — Three-Quarter Time ‘H’ — Half-Time ‘L’ — Less Than Half-Time Char. 1 355 585 Filler Filler Char. 231
GE Submittal File Trailer Record Length = 585 POS FR POS TO Field Name Description Format Length 1 3 Record Type ‘999’ indicates trailer record. Num. 3 4 28 Filler Spaces Char. 25 29 36 Detail Record Count Number of detail records in the submittal file. Num. 8 37 133 Filler Spaces Char. 97 134 141 OPEID The institution’s 8-digit ED Office of Postsecondary Education (OPE) code used to identify the institution. Must be same value as reported in the header record. Num. 8 142 585 Filler Filler Char. 444
Course Name /Number High Impact Practice General Education Competencies GERO 101 - Introduction to Gerontology Collaborative/Assignments and Projects Diversity and Global Learning 2,5,11,14, GERO 102 – Therapeutic Recreation in L.T.C. Collaborative Assignments and Projects Diversity and Global Learning Community Based Learning Service Learning 2,4,6,11,12,18 GERO 103 – Health and Aging Writing Intensive Diversity/ Global Learning 2,3,4, 11, 12, 14, 17, 16 GERO 199 – Fieldwork with an Older Population Internship Community Based Learning Diversity/Global Learning 1,2, 4, 6,11,15,19 HLT 103 – Interpersonal Relations Collaborative Assignments and Projects Writing Intensive 1,2,3,4, 6,11,19 HLT 215 - Nutrition Writing Intensive Collaborative Assignments and Projects 1,11,13,19
Table 3: The mean (±SD) thermal comfort limits for each location during WALK and RUN, which corresponds to when locations no longer felt comfortable. No significant differences between WALK and RUN were found. WALK RUN w ∆GSC w ∆GSC Whole body 0.26 ± 0.11 2.4 ± 3.7 0.31 ±0.21 1.5 ± 3.7 Chest 0.27 ± 0.10 2.2 ± 5.9 0.39 ±0.32 2.6 ± 3.5 Upper back 0.30 ± 0.12 1.7 ± 3.6 0.36 ±0.10 1.6 ± 1.8 Upper arm 0.22± 0.11 2.3 ± 3.6 0.28 ±0.22 0.8 ± 0.7 Upper leg 0.22 ± 0.03 4.4 ± 4.1 0.22 ±0.10 2.0 ± 1.7 Table 4: The maximum discomfort score at the end of each test and the corresponding wlocal and ∆GSC values. Significant differences between WALK and RUN is donated by * (p<0.05) or ** (p<0.001). WALK RUN Discomfort score w ∆GSC Discomfort score w ∆GSC Whole body -2.2 ± 1.2 0.46 ± 0.09 4.4 ± 3.4 -4.3 ± 1.7** 0.68 ± 0.08** 15.6 ± 9.5** Chest -2.1 ±1.4 0.57 ± 0.19 5.6 ± 6.0 -4.0 ± 1.7** 0.85 ± 0.09** 19.6 ± 10.2** Upper back -2.1 ± 1.5 0.65 ± 0.21 3.7 ± 3.8 -3.8 ± 1.9* 0.83 ± 0.09* 18.2 ± 14.0*
Upper arm -1.9 ± 1.3 0.37 ± 0.14 4.7 ± 2.7 -4.1 ± 1.8** 0.79 ± 0.06** 15.7 ± 11.5* Upper leg -1.7 ± 1.1 0.32 ± 0.03 3.9 ± 4.5 -3.1 ± 1.8** 0.50 ± 0.09** 11.8 ± 4.7**
Gerry York, MD Medical School East Tennessee State University, Quillen College of Medicine, M.D. Internship Brooke Army Medical Center, San Antonio Uniformed Services Health Education Consortium, General Surgery Residency Brooke Army Medical Center, San Antonio Uniformed Services Health Education Consortium, Diagnostic Radiology Fellowship Duke University Medical Center, Neuroradiology Pediatric/Adult Board Certified Diagnostic Radiology, American Board of Radiology Neuroradiology, Certificate of Added Qualification, American Board of Radiology Specialty Diagnostic Neuroradiology, Pediatric/Adult Director of Traumatic Brain Injury and Research for Alaska Radiology Associates and Imaging Associates Affiliations American College of Radiology (ACR), Head Injury Institute Executive Committee Radiology Society of North America (RSNA) Society of Pediatric Radiology (SPR) American Society of Neuroradiology (ASNR), Senior Fellow Honors/Awards Alpha Omega Alpha, M.D. Chief Resident Top Graduating Resident, SAUSHEC Radiology Class of 2002 Bronze Star Medal, 228th Combat Support Hospital Staff of the Year, Diagnostic Radiology 2008 Staff of the Year, Transitional Internship 2010
empire] "operation" and more the character of ordinary hospital routine'. Through dozens of institutions the circle of direct complicity [participation], by doctors and nurses alike, grew ever wider. So too did the range of victims, as ailing imported workers and a whole variety of other 'aliens to the community' were added to the ranks of those at risk. There is some evidence of staff querying [questioning] a lack of clear legal authorization for certain killings, but little sign of deeper moral qualms [doubts]. By 1944 the process of routinization had reached the point where plans were emerging for every asylum to have its own crematorium. In such a system… 'no one was safe in the presence of the carers [caregivers]'. Close and Critical instructions: Underline the Article’s title and circle the author. Highlight where someone could find the full article if they wished to read further. When you find brackets […] in an article or something similar that has been edited, it indicates an insertion or alteration not found in the original work by the author, usually to help explain something. Go through the excerpt again and highlight each time something has been inserted in brackets. What do the following words mean? Compulsory – Progeny – Quantitatively – Euthanasia – Ecclesiastically – Choose 3 additional words that you didn’t understand and define in your own words – – – – What were the two largest groups of people put to death Sterilized? What other types of people received this mercy death Sterilization? About how many people total were euthanized in the pre-war years? In what ways were congenitally deformed children put to death? After reading this content, how would you describe a Eugenics Program in your own words?