zilongwang/ReadingBank huggingface dataset:
The (Aircraft Operator) shall review and update these lists as equipment and contents change. A copy of these lists will be kept with the (Responsible Person) and another one will be kept on board the aircraft. Prior to each international flight, the PIC shall ensure that current lists are on board the aircraft. For information see chapter 13 of this manual and reference material in Jeppesen Emergency Section (ICAO) and FAR AIM 6-3-4. Include considerations and associated procedures, for non-aviation accidents and incidents that are not covered in other company documents and that may be appropriate to the operation. Some of such consideration may include: Personnel injury or death not related to flight operations, Natural disasters, Evacuation plans, Major power outages, Bomb threats or similar acts, Vehicle accidents, or Hotel fires where employees are involved. International Operations Revise this section as appropriate to reflect your company procedures. Also ensure that the section meets the requirements of your civil aviation authority and ensure that this section is regularly updated as international procedures evolve. If operations are conducted in domestic airspace only this chapter may be omitted. Flight Rules The territory of a State is deemed to be the land area and territorial waters adjacent thereto under the sovereign protection of such State. The airspace above such land and water is sovereign airspace. For the purpose of this chapter, all airspace outside the territory of a State is referred to as international airspace, which includes the sovereign airspace of other contracting States and the airspace over the high seas. When operating in the sovereign airspace of a State other than the State of Registry, the pilots shall identify and apply the most restrictive requirements regarding the State of Registry and the State where UNLAWFUL
Request for Proposals FY2019-2020 and FY2020-2021 The Guilford County Partnership for Children, Inc. (GCPC) is seeking qualified organizations with expertise in early childhood to support our local community with evidence based or evidence informed services for children birth to five and their families. RFA Release Date: Month/Date/Year Bidders’ Conference: November 8, 2018 – 9:00 AM His Glory Child Care Development 3223 Yanceyville Street Greensboro, NC 27405 Submit Questions to: Susan Brady susanb@guilfordchildren.org Deadline to submit questions: December 11, 2018 – 5:00 p.m. Deadline for Proposals: Tuesday, December 18, 2018 – 5:00 p.m. Submit to: Attention: Patra Gorham Electronic Submission: patrag@guilfordchildren.org Mailed or Hand Delivered to: 500 W. Friendly Avenue Greensboro, NC 27401 Applicant presentations to grant review committee: January 24, 2019 Time and Location TBD Grant Award notices: After March 19, 2019 GCPC Board meeting, no later than March, 22, 2019 Applications should be submitted both in hard copy and electronic format no later than the time listed above. Late applications will not be accepted. Faxed applications will not be accepted. I. GENERAL INFORMATION Introduction Smart Start is North Carolina’s nationally recognized and award-winning early childhood initiative designed to ensure that every young child living in North Carolina enters school healthy and ready to succeed. The Guilford County Partnership for Children is the local non-profit organization that administers Smart Start funds in Guilford
Frequency of Paratransit Re-Certification in the State of Texas The Department of Transportation’s ADA regulations under permit transit entities to re-certify an individual for paratransit eligibility. The regulations do not specify a time-frame, instead it merely states “The entity may require recertification of the eligibility of ADA paratransit eligible individuals at reasonable intervals.” Figure 6 provides confirmatory evidence that transit agencies in Texas are varied in their approach to paratransit recertification. Figure 6: Paratransit Recertification in the State of Texas
times a week (40%) to every day (18.6%) when they made trips to the store, to a restaurant or to the doctor. Most of the time (according to 93% of the responses), this was because designated accessible parking spots were all filled. Third: Placard fraud and abuse is recognized as a prevalent problem in the world of accessible parking. Some perceive it as partly responsible for the accessible parking space shortage due to the “convenience” factor. Actions causing placard fraud and abuse may include: (1) someone without a disability parking in an accessible parking space fraudulently by using a vehicle displaying a specialty parking plate or disability parking placard belonging to a family member or friend; (2) illegally buying or selling disability placards (on Craig’s List or similar sites); and (3) illegally altering or manufacturing disability parking placards for use by persons without a disability. Conclusion After an extensive review of state and federal accessible parking laws and input from the public, the Committee finds opportunities exist to improve accessible parking laws, rules and policies affecting persons with disabilities. Suggested improvements will benefit not only current Texans with disabilities but those who may acquire them in the future. In our belief that continuing efforts must be made to ensure that persons with disabilities have the opportunity to enjoy full and equal access to lives of independence, productivity and the Committee offers 12 recommendations that we believe are practical solutions to accessible parking challenges in Texas.
Public Hearing The Texas Governor’s Committee on People with Disabilities held a public hearing on August 10, 2016 at 1:00 p.m. in Austin, Texas in the Capitol Extension, Room E1.016. The following Committee members and staff were in attendance at the meeting: Committee Members: Aaron Bangor, Austin Elizabeth Dickey, Austin Marilou Fowler, Katy Heather Griffith, Fort Worth Archer S. Hadley, Austin Faye Kuo, Austin Richard Martinez, San Antonio Linda Millstone, Austin Dylan Rafaty, Plano Diane Rose, Bellmead GCPD Staff: Ron Lucey, Executive Director Randi Turner, Accessibility & Disability Rights Coordinator Nancy Van Loan, Executive Assistant
McKee, K. L. (2011). “Biophysical controls on accretion and elevation change in Caribbean mangrove ecosystems.” Estuarine, Coastal and Shelf Science, 91(4), 475–483. Nyman, J. A., DeLaune, R. D., Roberts, H. H., and Patrick Jr, W. H. (1993). “Relationship between vegetation and soil formation in a rapidly submerging coastal marsh.” Marine ecology progress series. Oldendorf, 96(3), 269–279. Osland, M. J., Enwright, N., Day, R. H., and Doyle, T. W. (2013). “Winter climate change and coastal wetland foundation species: salt marshes vs. mangrove forests in the southeastern United States.” Global change biology, 19(5), 1482–1494. Smith, C. G., Osterman, L. E., and Poore, R. Z. (2013). “An Examination of Historical Inorganic Sedimentation and Organic Matter Accumulation in Several Marsh Types within the Mobile Bay and Mobile-Tensaw River Delta Region.” Journal of Coastal Research, 63(sp1), 68–83. White, W. A., Morton, R. A., and Holmes, C. W. (2002). “A comparison of factors controlling sedimentation rates and wetland loss in fluvial-deltaic systems, Texas Gulf coast.” Geomorphology, 44(1-2), 47–66.
Procedures to be taken in an emergency Contact information Name Daytime telephone no. Relationship to learner I would like my child to administer and/or carry their medicine. Signed parent/carer ………………………………… Date I agree to administer and/or carry my medicine. If I refuse to administer my medication as agreed, then this agreement will be reviewed. Learner’s signature...…………………………………. Date
Violence against women, domestic abuse and sexual violence can have a huge impact on children and young people. It can affect their safety, health and wellbeing, educational attainment, family and peer relationships, and their ability to enjoy healthy, happy, respectful relationships in the future. In your school there will be young people and staff who are experiencing or perpetrating violence against women, domestic abuse or sexual violence. (VAWDASV) Therefore every school is responsible for making sure its learners and staff are safe and healthy. What is a whole school education approach? A whole school approach means carrying out work in different spaces across the school - including within the curriculum, extra-curricular activities, teacher training and engaging the community. It also means doing this in a coordinated way that links to an overarching vision or purpose for your global citizenship work.’ The good practice guide aims to: outline the key elements of a whole education approach to violence against women, domestic abuse and sexual violence; provide a guide for schools and FEIs on how to develop, embed and successfully deliver a whole education approach to promoting gender equality and respect and to challenging violence against women, domestic abuse and sexual violence; and Identify examples of effective practice being delivered in Wales and the UK. The guide is based around the nine key elements of the Whole Education Approach, with each section exploring the types of activity which could be taken under each element. The guide suggests a range of practical ideas and is illustrated with case studies throughout. To ensure a comprehensive ‘whole education’ approach then all the key elements need to be in place. These are:- Children and young people learn about VAWDASV Staff learn about VAWDASV Parents, care-givers and family learn about VAWDASV Monitoring and evaluation systems are in place to measure impact of this work. Measures are in place to support people who experience forms of VAWDASV Active participation of children and young people, staff and parents/care-givers to prevent VAWDASV Taking action to prevent VAWDASV in the wider community. Working in partnership with relevant local experts. Embedding a comprehensive prevention programme For further information contact Debbie Evans, Cwm Taf Regional Adviser, Domestic Abuse and Sexual Violence 01685 353999 or email de@smt.org.uk Appendix 8 Guidance on transferring Child Protection documents
Gloucestershire Children’s Partnership Board Meeting Wednesday 9th November 2016 11:00 – 13:00pm, Cabinet Suite, Shire Hall Minutes of the meeting Present: Sarah Batten Service Director, CYPS, 2getherFT SBa Colin Belford Head Teacher and Chair of GASH CB Simon Bilous Joint Commissioner, Children and Families SB Tim Browne Head of Education TB Mike Dawson Chief Executive, Tewkesbury Borough Council MD Kim Forey Associate Director Partnerships, Joint Commissioning and Community Services KF DCI Chris Hanson Detective Chief Inspector, Gloucestershire Constabulary CH Gillian Hayward Chair, Gloucestershire Schools Forum GHa Dave McCallum Independent Chair, Gloucestershire Safeguarding Board DM Councillor Paul McLain (Chair) Cabinet Lead for Children and Families, GCC PMcL Linda Uren Commissioning Director, Children and Families, GCC LU Kathy O’Mahony Operations Director, Children’s Safeguarding & Care, GCC KO’M In Attendance: Mark Bone – Paper 4 Head of Service, Prospects Services MB Karen Goulding – CYPP Plan Service Leader, Children’s Safeguarding & Care, GCC KG Sally Hebbs Outcome Manager, GCC SH Sarah Hylton – CYPP Plan SEND Service Manager SHy Eugene O’Kane – CYPP Plan Programme Manager EO’K Julie Miles – CYPP Plan Service Leader, Children’s Safeguarding & Care, GCC JM Rachel Price (notes) Commissioning Manager, GCC RP Rachel Wyman – CYPP Plan Glos Care Services RW Apologies: Det. Sup. Simon Atkinson Detective Superintendent, Gloucestershire Constabulary SA Sarah Birmingham Glos Care Services Paul Byrne Divisional Director of Operations, GHNHSFT PBy Jane Cummins Headteacher, Battledown Centre for Children and Families and Headteacher, GASSH JC Mel Davis Head Teacher and Co-Chair, GAPH MeD Helen Ford Joint Commissioner, Children and Families HF Karen Lewis Head, Grangefield Primary School and Co-Chair GAPH KL Rachel Leslie Consultant in Public Health RL Jane Lloyd Davies Head of Education Performance, GCC JLD Hilary Lucas Divisional Director for the Division of Women's and Children's- NHS HL Stephanie McBride Area Manager, Community Rehabilitation Company Janet Mills General Manager, CYPS JM Katherine Rudd Principal, National Star College KR Sarah Scott Director of Public Health SS Richard Temple Community Rehabilitation Company RT Mark Walkingshaw Director of Commissioning Implementation MW Alison Williams Director of Children’s Services and Guidance, Prospects AW
Staff Directly Incurred Posts EFFORT ON PROJECT Role Name /Post Identifier Start Date Period on Project (months) % of Full Time Scale Increment Date Basic Starting Salary London Allowan ce (£) Super- annuation and NI (£) Total cost on grant (£) Total 0
Globalisation, Culture and Lifestyles (MHN809521) ASSIGNMENT 2 – 60% INDIVIDUAL CASE STUDY DUE: Monday 10th December 2012 Brief: Students must develop a detailed evaluative case study of a subject specific cultural form which explores the concepts of ‘cultural identity’ or ‘lifestyle’ and the impacts of globalisation upon the development of the cultural form. Length: The maximum word length for this assignment is 2500 words excluding references. Submission: The deadline for this assignment is 12noon on Monday 10th December. Students should submit one hard copy to the Programmes Office (W108) and submit one electronic copy via email to the module leader (Jenny.Flinn@gcu.ac.uk). Any student whose electronic copy is submitted after the deadline may be subject to a deduction from their final mark. Exemplar Topics: You should seek to develop a topic which relates to one or more lecture topic (concept) from the module and discuss this within the case of your example (cultural form). Essentially this is what you have been doing in your student led seminars, where you have taken a concept (the area of theory) and applied it to a specific case. It is up to you to decide what concept and case you wish to look at, we would advise you not to choose anything too similar to your dissertation topic to avoid self plagiarism. Additional Guidelines: All students are required to submit the attached proposal form to their seminar tutor, NO LATER THAN WEEK 10, to obtain approval for their topic. Students who do not do so run significant risk of failing the assignment. ALL STUDENTS ARE ADVISED THAT ANY WRITTEN SUBMISSION WHICH EXCEEDS THE MAXIMUM WORD COUNT FOR THE ASSIGNMENT WILL BE SUBJECT TO A 10% DEDUCTION FROM THE OVERALL MARK. 0-29% 30-39% 40-49% 50-59% 60-69% 70%+
GCS Internship Am I eligible? You’re eligible if you answer yes to both section 1 and 2 (you must also be a UK, Commonwealth or EEA national) with eligibility to work in the UK. 1. Are you in your final 2 years at university, a recent graduate or have you completed a degree equivalent qualification in a communications related subject (NVQ level 6)? 2. Does either A, B , C or D apply to you? A. I’m from one of the following backgrounds: Asian/Asian British Black/African/Caribbean/Black British Mixed/Multiple ethnic groups Other ethnic group B. I’m registered as disabled C. I’m a careleaver D. At age 14, my highest earning parent was: not self employed and not in senior management and employed in one of the following categories: Technical and craft occupations Such as: motor mechanic - fitter – inspector – plumber – printer – tool maker – electrician – gardener – train driver Semi-routine manual and service occupations Such as: postal worker – machine operative – security guard – caretaker - farm worker – catering assistant – receptionist – sales assistant Routine manual and service occupations Such as: HGV driver – van driver – cleaner – porter – packer – sewing machinist – messenger – labourer – waiter/waitress – bar staff Or unemployed, but seeking work GCS Internship Application Form Thank you for your interest in the GCS Internship.
GCS Internship Am I eligible? You’re eligible if you answer yes to both section 1 and 2 (you must also be a UK, Commonwealth or EEA national) with eligibility to work in the UK. 1. Are you in your final 2 years at university, a recent graduate or have you completed a degree equivalent qualification in a communications related subject (NVQ level 6)? 2. Does either A, B , C or D apply to you? A. I’m from one of the following backgrounds: Asian/Asian British Black/African/Caribbean/Black British Mixed/Multiple ethnic groups Other ethnic group B. I’m registered as disabled C. I’m a careleaver D. At age 14, my highest earning parent was: not self employed and not in senior management and employed in one of the following categories: Technical and craft occupations Such as: motor mechanic - fitter – inspector – plumber – printer – tool maker – electrician – gardener – train driver Semi-routine manual and service occupations Such as: postal worker – machine operative – security guard – caretaker - farm worker – catering assistant – receptionist – sales assistant Routine manual and service occupations Such as: HGV driver – van driver – cleaner – porter – packer – sewing machinist – messenger – labourer – waiter/waitress – bar staff Or unemployed, but seeking work GCS Internship Application Form
qualifications, personnel, and safety and well-being Housing Natcen Natcen research library Constantly updated International aid and development Law and the justice system ONS The Crime Survey for England and Wales is an important monitor of the extent of crime in England and Wales. It is used by the Government to evaluate and develop crime reduction policies as well as providing vital information about the changing levels of crime over the last 30 years. Also includes questions on eople’s attitudes to crime and the Criminal Justice System, including the police and the courts. Updated yearly Local government Media and communications Ofcom Ofcom's research, data and reports cover broadcast and digital communication sectors in detail, including use and access to the internet, TV, radio and telephone. Constantly updated National Readership Survey The National Readership Survey was established in 1956 and today provides the most authoritative and valued audience research in use for print and digital advertising trading in Britain. Constantly updated BARB Measurement of UK TV audience and additional research Constantly updated National Health Service NICE Improving health and social care through evidence-based guidance Constantly updated National security Northern Ireland NISRA Northern Ireland Statistics and Research Agency’s census data, viewable by theme, subset, geography or year. 2011 Northern Ireland Assembly The Northern Ireland Assembly Research and Information Service (RaISe) produces a number of Research publications each year. These cover a variety of topics which 2017
Transport Natcen Natcen research library Constantly updated UK economy ONS UK economic activity covering production, distribution, consumption and trade of goods and services. Individuals, businesses, organisations and governments all affect the development of the economy. Constantly updated What Works Centre for Local Economic Growth Analyse which policies are most effective in supporting and increasing local economic growth. Constantly updated Wales StatsWales StatsWales is a free-to-use service that allows you to view, manipulate, create and download tables from Welsh data. Constantly updated Data.gov.uk Two hundred and seventy eight datasets relating to Wales, including for example: education, government, business and economy and homelessness. Various Welfare Crisis Research about homelessness trends, the causes of homelessness and its impacts – both trend monitoring and specific projects. Constantly updated Shelter Research reports and evaluations relating to housing and homelessness. Constantly updated Citizens advice Welfare policy research from 2002 to present. Constantly updated Wildlife and animal welfare Categories taken from “Publications: Research and analysis” on gov.uk
Mosaic audience category (strongly recommended) Primary audience Include Mosaic sub-categories if further detail is required. More information is available at . Secondary audience Include Mosaic sub-categories if further detail is required. More information is available at . Additional audiences Use this space to define additional, non-standard Primary audience Male Female Other audiences: Secondary audience Male Female Other audiences:
Role of the channel (eg outputs, outcomes). Refer back to the Objectives and lessons learned section above Channel formats required Total OOH customer budget £ Inc. VAT Exc. VAT Campaign timings for OOH Targeting GCS audience (mandatory) Primary audience Secondary audience Mosaic audience category (strongly recommended) Primary audience Secondary audience
Include Mosaic sub-categories if further detail is required. More information is available at . Include Mosaic sub-categories if further detail is required. More information is available at . Additional audiences Use this space to define additional, non-standard audiences (eg Axiom, specific age groups, gender, professions etc) Primary audience Male Female Other audiences: Secondary audience Male Female Other audiences: Geographical area All UK England Wales
Additional audiences Use this space to define additional, non-standard audiences (eg Axiom, specific age groups, gender, professions etc) Primary audience Male Female Other audiences: Secondary audience Male Female Other audiences: Geographical area All UK England Wales Scotland N Ireland International Detailed local information For counties, cities and towns please attach a list. Previous channel learnings What does TouchPoints suggest for the deployment of messaging via this channel (eg relevant activity)? Press sector and mandatories titles
10. The gas of a reaction is captured over water at 25cC. If the total pressure in the tube is 760.0 torr, what is the pressure of the collected gas? 23.8 torr 760.0 torr 736.2 torr 793.8 torr 11. How much heat (in KJ) is required to raise the temperature of a 12.0g sample of aluminum from 15.50C to 35.50C? 0.216 kJ 0.0108 kJ 240 kJ 216 kJ 12. How many of the following processes are endothermic? Freezing Subliming Condensing Vaporizing Melting 1 3 4 2 13. How many moles of helium can occupy 30.0L at STP? 1.33 mol 0.75 mol 5.36 mol 1.15 mol 14. What is the IUPAC name for MgSO4? magnesium (II) sulfate magnesium sulfate magnesium sulfur tetraoxide magnesium tetrasulfate Answer Key Question Answer Standard 1 C NCES.9_12.SC.CH.2.1.5 2 D NCES.9_12.SC.CH.2.1.5
Galena City School District Board of Education Work Session Wednesday, October 11, 2017 at 6:00pm in the Charles Evans Library CALL TO ORDER COMMUNITY COMMENTS WORK SESSION DISCUSSION ITEMS GCSD Board Orientation – GCSD FY 18 General Fund Budget - Revenues GCSD Draft Strategic Plan – Review Stakeholder Comments/Feedback GCSD Contract with Cassidy and Associates for Federal Lobbying Support Work Session Agenda Items – Determining potential agenda items for upcoming work sessions BOARD COMMENTS ADJOURNMENT
GCSE Drama – Component 1: Devising Theatre This form (or a similar programme) should be submitted to the moderator, together with the DVD evidence of the performances. The portfolios of supporting evidence, the evaluations, declaration forms and centre mark sheets (for the sampled candidates only) and the centre approval form should also be submitted. If you wish to do so, please photo-copy this pro-forma for additional groups. Please ensure that all information is accurate. Centre Name: Centre Number: Telephone: Group number: Track number or time reference: Chosen stimulus: Name of practitioner / genre: No more than five candidates acting per group. No more than four design candidates. No.in group Candidate's Full Name BLOCK CAPITALS Acting applicable as applicable Character played or design skill selected 1 2 3 4 5 6 7 8 9 Group number: Track number or time reference: Chosen stimulus: Name of practitioner / genre: No more than five candidates acting per group. No more than four design candidates. No. in Candidate’s Full Name BLOCK CAPITALS Acting applicable as applicable Character played or design skill selected 1 2 3 4 5 6 7 8 9 Head of Drama: Date:
AO1 AO2 AO4 Create and develop ideas to communicate meaning for theatrical performance Apply theatrical skills to realise artistic intentions in live performance Analyse and evaluate their own work Supporting evidence Performance/design Evaluation Teacher Moderator Teacher Moderator Teacher Moderator /30 /30 /15 /15 /15 /15 Length of piece: Penalties (if applicable – see page 21 of specification) Total mark: (Teacher) /60 Teacher comment: (optional) Teacher Signature: Date: Total mark: (moderator) /60 Moderator Comment: Moderator Signature: Date:
GCSE Controlled assessment Mark Sheet Geographic Understanding Key term checking sheet Key term Defined in introduction? Explained how collected in method? Has a method of presentation for it? Is analysed using data crunching and reasons? Is explained in the conclusion? Is fully evaluated? Presentation methods Basic Tick if used Complex Tick if used Bar graphs Isolines Pie charts Choropleth Photos Proportional flow line map Maps (must have a north arrow and scale) Proportional symbols Table Scatter graphs with line of best fit Line graph Cross sections (must be to scale) Scatter graph without a line of best fit Well annotated field sketches or photographs Radar graph Overlays Column graph Spearman’s rank Compound bar graph Total Total
GCSE Examination Timetable Summer 2018 AQA Art & Design 8201/X – 24th and 26th April ALL DAY (10 hours total) AQA 3D Art & Design 8205/X - 24th and 26th April ALL DAY (10 hours total) AM 9.00am start unless stated Date PM 1.00pm start unless stated Monday 7.5.18 Pearson, CiDA, DA201 - Developing Web products (2hrs 30) Tuesday 8.5.18 Wednesday 9.5.18 Thursday 10.5.18 Pearson, CiDA, DA201 - Developing Web products (2hrs 30) Friday 11.5.18 GCSE Examination Timetable Summer 2018
AM 9.00am start unless stated Date PM 1.00pm start unless stated Monday 14.5.18 OCR Religious Studies: J625/1 Beliefs and Teachings & Practices: Christianity (60 mins) OCR Religious Studies: J625/3 Beliefs and Teachings & Practices: Judaism (60 mins) Tuesday 15.5.18 AQA 8461/1F Paper 1 Biology (105 mins) AQA 8461/1H Paper 1 Biology (105 mins) AQA 8464/B/1F Paper 1 Biology Combined Science (Trilogy) (75 mins) AQA 8464/B/1H Paper 1 Biology Combined Science (Trilogy) (75 mins) AQA 8582/1 GCSE Physical Education Paper 1 (75 mins) Wednesday 16.5.18 OCR Religious Studies: J625/6 Religion, Philosophy and Ethics in the Modern World: Christianity (120 mins) AQA 8462/1F Paper 1 Chemistry (105 mins) AQA 8462/1H Paper 1 Chemistry (105 mins) AQA 8464/C/1F Paper 1 Chemistry Combined Science (Trilogy) (75 mins) AQA 8464/C/1H Paper 1 Chemistry Combined Science (Trilogy) (75 mins) Thursday 17.5.18 OCR, J276/2 Computational thinking, algorithms and programming (90 mins) AQA 8582/2 GCSE Physical Education Paper 2 (75 mins) Friday 18.5.18 GCSE Examination Timetable Summer 2018 AM Date PM
The following generic Fieldwork Enquiry tasks are available for candidates who receive their award in 2017. Theme Generic task for the fieldwork Enquiry The tasks are linked to the following enquiry questions from the specification Page in specification 1 An investigation into the effects of river processes on the lives of people. 1.3 How do these landforms and processes affect the lives of people living along rivers? 14 4 An investigation of push-pull factors that produce rural to urban migration in a specified area. 1.2 What are the push / pull factors that produce rural – urban migration and urban-rural migration? 16 6 An investigation into patterns of quality of life in one urban area. 1.2 What are the regional patterns of economic and/or social development in one country? 17 7 An investigation into the processes associated with the sea along a defined stretch of coast which has depositional landforms. 1.1 What processes are associated with the sea? 18 8 An investigation into factors that create variations in weather/climate in a local area. 1.1 What factors create the variations in weather and climate experienced within and around the British Isles? 19 9 An investigation of a sand dune ecosystem. 1.1 How does the physical environment interact with living things to produce different large scale ecosystems? OR 2.1 In what ways do people use ecosystems? 2.2 How can ecosystems be managed sustainably? 19 10 An investigation of the impacts of tourism on an urban environment. 2.1 What are the impacts of the development of tourism on: people and the economy? the environment? 20 11 An investigation into the quality of the retail environment in the UK high street. 2.2 How is retailing changing, and what effects does this have upon people and the environment? 20
provides a simple carbon footprint calculator so your students can see how much carbon they could save by changing their lifestyles. All councils have a policy to encourage safe walking and cycling to their schools. This is the Tower Hamlets site. Search to see your own council's policy. This UK company promotes products that reduce carbon emission – including advice on low carbon emission flights. Developing a DME on the strategies for hazard reduction in earthquake zones (Theme 3) WJEC set task for 2017 Theme Generic task for the Decision-making Exercise / Problem solver The task is linked to the following enquiry question from the specification Page in specification 3 A report analysing how successful hazard reduction strategies may be in earthquake zones, which includes the candidates reasoned and justified decision. 2.2 How might the effects of volcanic eruptions and earthquakes be reduced in countries at different levels of development? 15 Contextualising the task The focus of the 2017 DME task is hazard reduction strategies in earthquake zones. As with all DMEs, candidates must be given the opportunity to demonstrate their decision making skills and should be discouraged from writing a descriptive essay. There is more than one way to go about contextualising the task. Below are two suggestions: 1. To ask candidates to make a yes / no decision based on the evidence presented by three or more stakeholder groups. So ask candidates to decide if the hazard reduction strategies used during a particular earthquake were successful or not, using evidence from different stakeholders. For example: Were the hazard reduction strategies used during the 2011 earthquake in Christchurch, New Zealand successful? 2. To ask candidates to decide which, of three options, would be the best hazard reduction strategy for a certain area. For example: What is the best strategy(ies) for earthquake hazard reduction in Japan?
SECTION A: EXERCISE and TRAINING A1 - Reasons for taking part in activity SOCIAL MENTAL PHYSICAL Develops friendships and social mixing Co-operation Competition Physical Challenge Aesthetic appreciation Helps relieves stress/tension Helps relieve stress related illness Helps individual to feel and look good Enhances body shape Contributes to good health and enjoyment of life
Diet We all need to eat a balanced diet to maintain good health. It is vital that athletes have all the nutrients they need to help them perform at their best. There are 7 components (food types) in a balanced diet: Food type How does it help? When do we need it in sport? Where do we get it? Carbohydrates Provides quick energy. 60% of our diet should comprise 'carbs'. Running. Athletes in training will eat more 'carbs'. Marathon runners will 'load' before the event. Pasta, cereals and potatoes Fats NB Unsaturated fats are healthy. Too much saturated fat from animal products can lead to heart disease. Provides slow energy. 25% of our diet should be fat. Walking and low impact exercise - it produces energy too slowly to be used when working hard. Oils, dairy products, nuts and fish Protein Builds and repairs muscle. We only need 15% of our diet to be protein. When training hard and recovering from injury. ‘Power’ athletes such as weight lifters will eat more protein. Meat, pulses and fish Vitamins eg A - for vision B - for energy production and stress reduction C - to keep skin healthy D - to help bones and teeth Helps the body work. Helps concentration. Staying calm, making quick decisions Fresh fruit and vegetables Minerals eg Calcium - to strengthen Helps release energy from food. Helps decision making When training hard and competing Fruit, vegetables and fish
Types of fractures: (a fracture is a broken or cracked bone caused by a blow or severe twisting) Compound: Broken bone that comes through the skin Greenstick: Break only part way across the bone Simple: Fracture in one line, no displacement Stress: Overuse injuries usually in weight bearing areas such as lower leg (shin splints) TYPES OF JOINT INJURIES DISLOCATION TENNIS ELBOW GOLFER’S ELBOW CARTILAGE TEAR Where the bone is moved out of normal position. Located at joints particularly shoulder, thumb and finger Symptoms: pain and distortion of natural shape. Wear and tear of the muscle and tendons in the forearm caused by poor technique or the wrong size grip. Symptoms: Pain on the outside of the arm and elbow. Stiffness at the elbow joint. This affects the muscles and tendons responsible for flexing the wrist and is caused through overuse. Symptoms: Pain around the elbow joint, normally on the inside of the joint. Cartilage at the end of bones can be damaged or can deteriorate with age. A torn piece of cartilage can wedge itself between the bones. Symptoms: Pain around the joint, swollen Knee and difficulty moving. The role of the skeletal system during physical activity: Function Explanation Sporting example
DATE TIME EXAMINATION LENGTH OF EXAM ROOM(S) Friday, 19 May 10.00 – 10.45 11.10 – 11.55 12.10 – 12.45 Spanish Listening Higher (A721/02) A - H Higher (A721/02) I - W Foundation (A721/01) 45mins 45mins 35mins Sports Hall Sports Hall Sports Hall 1.30 – 3.00 PE (5PE0101) Edexcel 2PE01 1hr 30mins Sports Hall Monday, 22 May 9.00 – 11.00 English Literature C72OU10-1 WJEC C720QS 2 hours Sports Hall 1.30 – 3.00 1.30 – 3.00 Geography Foundation (B561/01) Higher (B561/02) OCR J385 1hr 30mins 1hr 30mins Sports Hall Wednesday, 24 May 9.00 – 10.00 Engineering (48501) AQA 4852 1 hour Sports Hall 2.00 – 3.00 Science Module (A181/01 and A181/02) OCR J241 or J245 1hr Sports Hall Thursday, 25 May 9.00 – 10.30 9.00 - 10.30 Maths Paper 1 (no calculator) Foundation (1MA1 1F) Higher (1MA1 1H) Edexcel 1MA1 1hr 30mins 1hr 30mins Sports Hall Friday, 26 May 9.00 – 11.30 English Literature C72OU20-1 WJEC C720QS 2hrs 30mins Sports Hall HALF TERM HOLIDAY
DATE TIME EXAMINATION LENGTH OF EXAM ROOM(S) Monday, 5 June 9.00 – 11.00 History Paper 1 (A954/01) OCR J415 2hrs Sports Hall Tuesday, 6 June 9.00 – 10.45 English Language C700U10-1 WJEC C700QS 1hr 45mins Sports Hall 1.00 – 2.45 1.00 – 2.45 Geography Foundation (B563/01) Higher (B563/02) OCR J385 1hr 45mins 1hr 45mins Sports Hall Wednesday, 7 June 9.00 – 10.30 Computing (A451/01) OCR J275 1hr 30mins Sports Hall Thursday, 8 June 9.00 – 10.30 9.00 - 10.30 Maths Paper 2 (calculator) Foundation (1MA1 2F) Higher (1MA1 2H) Edexcel 1MA1 1hr 30mins 1hr 30mins Sports Hall Friday, 9 June 9.00 – 10.00 Science Module (A162/01 and A162/02) OCR J242 or J243 1hr Sports Hall 1.30 – 3.00 Music listening (B354/01) OCR J535 1 hr 30mins Music Room DATE TIME EXAMINATION LENGTH OF EXAM ROOM(S) Monday, 12 June 9.00 – 11.00 English Language C700U20-1 WJEC C700QS 2hrs Sports Hall Tuesday,13 June 9.00 – 10.30 9.00 - 10.30 Maths Paper 3 (calculator) Foundation (1MA1 3F) Higher (1MA1 3H) Edexcel 1MA1 1hr 30mins 1hr 30mins Sports Hall Wednesday, 14 June 9.00 – 10.00 Science Module (A172/01 and A172/02) OCR J242 or J244 1hr Sports Hall
parallelograms and trapezia; compound shapes; Recall and use the formulae for the area of a triangle and rectangle; Find the area of a trapezium and recall the formula; Find the area of a parallelogram; Calculate areas and perimeters of compound shapes made from triangles and rectangles; Estimate surface areas by rounding measurements to 1 significant figure; Find the surface area of a prism; Find surface area using rectangles and triangles; Identify and name common solids: cube, cuboid, cylinder, prism, pyramid, sphere and cone; Sketch nets of cuboids and prisms; Recall and use the formula for the volume of a cuboid; Find the volume of a prism, including a triangular prism, cube and cuboid; Calculate volumes of right prisms and shapes made from cubes and cuboids; Estimate volumes etc by rounding measurements to 1 significant figure; POSSIBLE SUCCESS CRITERIA Find the area/perimeter of a given shape, stating the correct units. Justify whether a certain number of small boxes fit inside a larger box. Calculate the volume of a triangular prism with correct units. OPPORTUNITIES FOR REASONING/PROBLEM SOLVING Given two 2D that shapes have equal areas, work out all the dimensions of the sides of the shapes. Problems involving straight-forward and compound shapes in a real-life context should be explored to reinforce the concept of area. For example, the floor plan of a garden linked to the purchase of grass seed. COMMON MISCONCEPTIONS Shapes involving missing lengths of sides often result in incorrect answers. Students often confuse perimeter and area. Volume often gets confused with surface area. NOTES Use questions that involve different metric measures that need converting. Measurement is essentially a practical activity: use a range of everyday shapes to bring reality to lessons. Ensure that students are clear about the difference between perimeter and area. Practical examples help to clarify the concepts, i.e. floor tiles, skirting board, etc. Discuss the correct use of units. Drawings should be done in pencil. Consider ‘how many small boxes fit in a larger box’-type questions. Practical examples should be used to enable students to understand the difference between perimeter, area and volume.
Further Maths Revision ANSWERS 1* Simplify by rationalising 2* Rationalise 3 Factorise x² - 64 (x+8)(x-8) 4 Factorise 3x² + 8x - 3 (3x-1)(x+3) 5 Factorise fully x³ - 4x X(x²-4) = x(x+2)(x-2) 6 Make h the subject A = πr²+2πrh h = 7 Make x the subject y = X = 8 Prove that (y+6)(y+3) - y² is a multiple of 9 When y 9y+18 = 9(y+2) 9 Simplify x 10 Find a and b such that x² + 8x + 10 ² + b (x+4)² - 6 a=4 b=-6 11 f(x) = x² + 5x -1 work out i) f(-3) ii)f(3x) iii)f(x-2) -7 9x²+15x-1 x²+x-7 12 Work out the Range, where Domain is
What would you say about the salt solution surrounding a potato strip in which no change was observed? Explain your answer to Q. 5. Results: Concentration of salt solution /M Start mass of potato /g Final mass of potato /g Change in mass of potato /%
(a) Write down the size of angle BAD. Give a reason for your answer. ...................................° (2) (b) Work out the size of angle ODC. Give reasons for your answer. ...................................° (4) [June 2012 NonCalc] *21 B, C and D are points on the circumference of a circle, centre O. AB and AD are tangents to the circle. Angle = 50° Work out the size of angle BCD. Give a reason for each stage in your working. [Nov 2011 NonCalc] 19. AB is a diameter of a circle. C is a point on the circle. D is the point inside the circle such that BD = BC and BD is parallel to CA. Find the size of angle CDB. You must give reasons for your answer. [June 2011 Calc] 21. A, B, C and D are points on the circumference of a circle. Angle ABD = 54. Angle BAC = 28.
PQ = TQ. Angle ATP = 58°. Calculate the size of angle OTQ. Give a reason for each stage in your working. ................................... ° (Total 5 marks) [Nov 2013] *28. AOC and BOD are diameters of a circle, centre O. Prove that triangle ABD and triangle DCA are congruent. [IGCSE May 2013] 13. A, B, C and D are points on a circle. PA is a tangent to the circle. Angle PAD = 39° Angle BCD = 103° Calculate the size of angle ADB. ................................° (Total for Question 13 is 3 marks) 14 The diagram shows a circle, centre O. TA is a tangent to the circle at A. Angle BAC = 58° and angle BAT = 74°. (i) Calculate angle BOC. (1)
Question Process Success Criteria Some useful phrases Timings Q5: Viewpoint Writing Write an article giving you viewpoint on… Work out the TAP of the question: Viewpoint/ perspective writing Type of writing: (letter, speech etc) Audience for your writing: (local community, school friends, broadsheet newspaper readers etc) Purpose of your writing: (persuade, argue, explain) Remember to use appropriate devices: Alliteration Facts Opinion Rhetorical questions/ repetition Emotive language Superlatives Threes Personal pronouns Exaggeration Rhetorical questions Statistics Undermine the other Anecdote Direct address Emotive language Repetition Content and Organisation Make sure that your writing is clear and appropriate. Use good vocabulary. Organise your writing into paragraphs. Link your paragraphs together i.e. link the ending back to the beginning, use time (chronological or flashback) Use a range of short and long paragraphs. Be original to make it interesting. SPAG Use a range of punctuation (. , ? ! ; : ‘ … -) Use a range of sentences for effect (simple, compound and complex) Use the same tense throughout Check your work when you have finished correcting any errors. Grades 1-4 Whilst snow is beautiful, I believe that it also causes disruption, mayhem and chaos. Don’t you agree? Grades 5-9 - Be more subtle with your viewpoint Whilst snow may be beautiful, the mayhem, disruption and chaos that it causes far outweighs any picture-postcard scenes of tranquillity and silence. 40 marks = 45 minutes Content and = 24 marks SPAG = 16 marks +
AO6 Technical Accuracy: 16 marks Level Skills Level 4 13-16 marks Sentence demarcation is consistently secure and consistently accurate Wide range of punctuation is used with a high level of accuracy Uses a full range of appropriate sentence forms for effect Uses Standard English consistently and appropriately with secure control of complex grammatical structures High level of accuracy in spelling, including ambitious vocabulary Extensive and ambitious use of vocabulary Level 3 9-12 marks Sentence demarcation is mostly secure and mostly accurate Range of punctuation is used, mostly with success Uses a variety of sentence forms for effect Mostly uses Standard English appropriately with mostly controlled grammatical structures Generally accurate spelling, including complex and irregular words Increasingly sophisticated use of vocabulary Level 2 5-8 marks Sentence demarcation is mostly secure and sometimes accurate Some control of a range of punctuation Attempts a variety of sentence forms Some use of Standard English with some control of agreement Some accurate spelling of more complex words Varied use of vocabulary Level 1 1-4 marks Occasional use of sentence demarcation Some evidence of conscious punctuation Simple range of sentence forms Occasional use of Standard English with limited control of agreement Accurate basic spelling Simple use of vocabulary Level 0 No marks Candidates’ spelling, punctuation etc. is sufficiently poor to prevent understanding or meaning.
St John Fisher Catholic High School – Centre number 48241 GCSE Post Results Services - Summer 2017 Enquiries About Results (EARs) and Access To Scripts (ATS) Date Candidate Number Candidate Name E-Mail Address Contact Telephone Number Awarding Body Qualification Exam Code (from result sheets) Exam Title Post Results Service Required Code (see reverse for code) Fee (see reverse for fee) e.g. Pearson GCSE 5GA1H Geography Unit 1H B £20.60 Please note: Some GCSE subjects have more than one paper but only show one result e.g. Maths - you will need to speak to a subject teacher to seek advice on which paper should be re-marked. Candidate Consent: I give my consent to the Examinations Manager to make an enquiry about the result of the examination(s) listed above. In giving consent, I understand that the final subject grade awarded to me following an enquiry about the result and any subsequent appeal, may be lower than, higher than, or the same as the grade which was originally awarded for this subject. Total Fee For Exam Office Use Only: Form received date Payment received £ Processed date Outcome date Candidate Signature: Date: Candidate informed (via telephone/e-mail/letter/other) Completed forms must be EMAILED to exams@sjfchs.org.uk
Interpretation Question Interpretation A How convincing is Interpretation A in showing life in a Norman village? Explain your answer using Interpretation A and your contextual knowledge. One way in which Interpretation A is convincing/unconvincing is because it shows/does not show… From my own subject knowledge, … A second way in which Interpretation A is convincing/unconvincing is because it shows/does not show… From my own subject knowledge, … A final way in which Interpretation A is convincing/unconvincing is because it shows/does not show… From my own subject knowledge, … Interpretation Question Interpretation A
GCSE Inequalities: Regions Starter Questions: 1. n is an integer such that –5  2n  6 (a) List all the possible values of n. …………………………….. (3) (b) Solve the inequality 5 + x > 5x – 11 ………………………… (2) (Total 5 marks) 2. Solve ……………………. (Total 2 marks) 3. Solve 4 < x – 2  7 …………………………… (Total 3 marks) [Nov 2012 1H] 4. The lines y = x – 2 and x + y = 10 are drawn on the grid. On the grid, mark with a cross (×) each of the points with integer coordinates that are in the region defined by (3 marks) 5(a) 4x + 3y < 12 x and y are both integers. Write down two possible pairs of values that satisfy this inequality. x = .............................., y = .............................. and x = ............................., y = .............................. (2) (b) 4x + 3y < 12, y < 3x, y > 0, x > 0 x and y are both integers. On the grid, mark with a cross (×), each of the three points which satisfy all these four inequalities. (3) (Total 5 marks)
6. (a) On the grid below, draw straight lines and use shading to show the region R that satisfies the inequalities x  2 y  x x + y  6 (3) The point P with coordinates (x, y) lies inside the region R. x and y are integers. (b) Write down the coordinates of all the points of R whose coordinates are both integers. ................................................................................................................................................ (2) (Total 5 marks) 7. –2 < x  1 y > –2 y < x + 1 x and y are integers. On the grid, mark with a cross (), each of the six points which satisfies all these 3 inequalities. (Total 3 marks) 8. The graphs of the straight lines with equations 3y + 2x = 12 and y = x – 1 have been drawn on the grid. (a) Use the graphs to solve the simultaneous equations 3y + 2x = 12 y = x –1 x = ..................................... y = ..................................... (1) (b) 3y + 2x > 12 y < x – 1 x < 6 x and y are integers. On the grid, mark with a cross (×) each of the four points which satisfies all these 3 inequalities. (3) (Total 4 marks)
Exercise 1 (Basic Addition/Subtraction) Write each vector in terms of and/or . a. b. c. d. Write each vector in terms of and/or . a. b. c. d. Write each vector in terms of and/or . is a regular hexagon with centre . and . Express in terms of and/or : a. b. c. d. Exercise 2 (Using Ratios) In the following diagram and . is a point such that What is: a. b. c. d. Again and . is a point such that What is: a. c. d. is a parallelogram. is a point such that . is a point such that . Determine: a. b. c. d. In the diagram, is the midpoint of , , , and and . Express these vectors in terms of , and . a. b. c. d. e. f. Exercise 3 (Finding More Complex Paths) is a parallelogram. is the midpoint of . is a point such that . Determine: a. b. c. d. e. f. g. is the midpoint of . Determine the vectors: a. b. c. d. Mark points on the diagram such that , and . Hence find: a. b. c. d. e. In the following diagram, is a point such that . a. b. c. Exercise 4 (Proof Questions) , and Express in terms of and . Prove that is parallel to . is the midpoint of . Express in terms of and . is the point on such that such that . Prove that , and lie on the same straight line. is a parallelogram. is the point on such that . Find the vector . Give your answer in terms of and . Given that the midpoint of is , prove that is a straight line. and and and . is the midpoint of . Prove that is a straight line. OLD ANSWERS (DO NOT PRINT) Exercise 1