zilongwang/ReadingBank huggingface dataset:
COMPANIES ACT 2006 COMPANY LIMITED BY GUARANTEE AND NOT HAVING A SHARE CAPITAL ARTICLES OF ASSOCIATION OF YOUNG LIVES BRADFORD CONSORTIUM 1. INTERPRETATION In these Articles: 1.1 ‘The 2006 Act’ means the Companies Act 2006 as amended 'AGM' means an annual general meeting of the Charity' 'these Articles' means these Articles of association 'authorised representative' means an individual who is authorised by a member organisation to act on its behalf at meetings of the Charity and whose name is given by the member organisation in writing to the Charity. Any such notice of the appointment (or removal) of an authorised representative constitutes conclusive evidence of that person’s appointment (or removal) 'Chairperson’ means the Chairperson of the Trustees 'the Charity' means the company governed by these Articles 'charity trustee' has the meaning prescribed by section 97(1) of the Charities Act 1993 'clear day' means 24 hours from midnight following the relevant event 'the Commission’ means the Charity Commissioners for England and Wales 'EGM' means an extraordinary general meeting of the Charity 'financial expert' means an individual, company or firm who is an authorised person or an exempted person within the meaning of the Financial Services Act 1986 'local advisory board’ means a panel consisting of private and public sector employers, and representatives of voluntary and community organisations and statutory agencies whose functions is to advise the trustees on local needs, priorities and trends ‘independent Trustee’ means a person whom has no connection with the members but who have an interest in the delivery of public sector services by the not for profit sector and who are elected or nominated by the members at each AGM 'material benefit’ means a benefit which may not be financial but has a monetary value 'member’ and 'membership' refer to membership of the Charity 'Memorandum' means the Charity's Memorandum of Association 'month’ means calendar month 'the Objects' means the Objects of the Charity as defined in Article 3 'Secretary’ means the person appointed to carry out the administrative functions on behalf of the Charity who may, but need not be, a person appointed under Article 8.1.1 'taxable trading’ means carrying on a trade or business on a continuing basis for the principal purpose of raising funds and not for the purpose of actually carrying out the Objects other than trading within the HMRC’s permissible limits for the time being
Recognize value of the floodplain Floodplain regulation, hazard maps Requires Zoning and Planning - delineate past floods or floods of a particular frequency (e.g., 100-year floodplain). Restrict development. Coastal Processes Longshore Current -Longshore Drift of Sediments Sources of Sediment Input and Output Coastal Features: Spit, Baymouth-Bar, River Mouth Coastal Management Structures: Jetties, Breakwater, Sea wall “Beach Nourishment” Planning and Zoning (Adjustment) Mass Wasting General term for mass movement of earth material at earth’s surface Driving and Resisting Forces Classification Causes: “Triggering Events” Prevention / Adjustment Driving and Resisting Forces *Safety Factor: Resisting/Driving S.F. >1 = stable slope S.F.>1 = unstable slope (failure) Driving Forces: Gravity (mass of material) weight of geologic material (grade of slope)
Animal Farm Chapter 1 Vocabulary Part One: Match the correct definition to each of the following terms. Vocab Term Definition Part of Speech knacker A. a small kitchen or room at the back of a house used for washing dishes and other dirty household work. Noun prosperity B. establish or settle (someone) in a comfortable, safe, or secret place. Noun dissentients C. believing that people are motivated by distrustful of human sincerity or integrity. Noun rations D. the state or quality of being worthy of honor or respect. Noun cynical E. a person who opposes a majority or official opinion. Adjective dignity F. a fixed amount of a commodity officially allowed to each person during a time of shortage, as in wartime. Noun scullery G. the state or feeling of being actively opposed or hostile to someone or something. Noun
5 Spa activities do not include ---------- A meditation B mountain climbing C driving lessons D yoga 6 Spas are not used to treat ------------- A X box consoles B muscles C joints D bones 7 Spas are useful for improving your quality of life A false B true C not given D I am not sure Total Marks
5 Stem cell tourism is travelling abroad for -------- A medical treatment B therapy C holiday D medical research 6 What is the only known cure for BTM? A heart surgery B stem cell transplant C blood transfusions D cell-based therapy 7 Why are some professionals concerned with stem cell treatments? A They cost a lot of money B They are very time-consuming C They are ineffective and some are dangerous D They are very difficult to perform Total Marks /7
SECTION A: SOURCE – BASED QUESTIONS QUESTION 1 DID THE PEOPLE OF RUSSIA BENEFIT FROM COMMUNISM UNDER LENIN’S RULE IN 1917 - 1924? Study Sources 1A, 1B, 1C, 1D and 1E and answer the following questions: 1.1 Refer to Source 1A. 1.1.1 What do you understand by the concept of a Revolution in the context of Source 1A? (3) 1.1.2 Which revolution is being referred to in Source 1A? (1x2) (2) 1.1.3 List the four causes that Lenin claims this revolution was being fought for. (4x1) (4) 1.1.4 Discuss whether this a reliable source to use for understanding the causes of the Communist Revolution in Russia in 1917? (4) 1.2 Refer to Source 1B. 1.2.1 Which group of people were, according to Source 1B, were regarded as the enemy of the revolution? (3x1) (3) 1.2.2 Why in your opinion did the young worker prefer that everyone should call each other ‘comrade’, instead of ‘Your Honour’ or ‘Master’? (2x2) (4) 1.2.3 Why would the people of Russia have felt more comfortable with armed workers patrolling the streets than ‘moustachioed policemen’? (2x2) (4) 1.2.4 What information in the source shows us that the young worker was passionate about his new status of ‘comrade’? (3x1) (3) 1.3 Refer to Sources 1C, 1D and 1E. 1.3.1 With reference to the figures in Source 1C, identify and explain
the period after the end of World War II? (2x2) (4) 2.1.5 Explain one similarity and one difference between the type of African Nationalism imagined by SANCC in 1912 (Source 2A) and Anton Lembede of the ANC Youth League in 1946 (Source 2B). (2x2) (4) 2.1.6 Discuss Lembede’s view of African Nationalism (Source 2B) and explain Lembede’s supporters within the ANC Youth League objected to the adoption of the Freedom Charter. (2x3) (6) 2.1.7 What do you understand by the term ‘a democratic state’? (3) 2.1.8 How does the information in Source 2D help us understand why Robert Sobukhwe called his party the Pan-Africanist Congress? (2x2) (4) 2.1.9 Who, according to Robert Sobukhwe in Source 2D, was an African? (2) 2.1.10 ‘In theory at least the Congress Alliance and PAC had the same ultimate goal, but adopted different strategies to achieve this goal’ Extract and explain information in Sources 2C and 2D to substantiate this statement. (2x3) (6) 2.2 Refer to Sources 2E and 2F. 2.2.1 Extract three pieces of information from Source 2E which illustrate the type of ‘African Nationalism’ which Nelson Mandela hoped for in South Africa after 1994. (3x1) (3) 2.2.2 Use information in Sources 2E, 2F and your own knowledge to write a paragraph of approximately 60-80 works discussing how national symbols have been used to build a new ‘imagined’ South African nationalism since 1994. (6) [50] QUESTION 3 WHAT WAS THE IMPACT OF THE SHARPEVILLE MASSACRE?
QUESTION 5 5.1 Given 5.1.1 Write down the equation of (1) 5.1.2 Using the axes on the diagram sheet, sketch the graph of , showing at least two points, which must include any intercepts with the axes. Any asymptotes must also be clearly shown. (3) 5.1.3 If the point G (4; a) lies on , determine the value of a. (1) 5.1.4 For which values of x is > 2? (2) 5.1.5 Give the equation of h(x), the reflection of g(x) in the line x = 0. (1) 5.2 The graph of is sketched below. Points K(0; –2) and R(1; –4) are on the curve. Determine the value(s) of a,b and q. (4) [12]
Candidate Number MEMO SET No. TEACHER BISHOPS GRADE 12 MATHEMATICS PAPER 2 ANSWER BOOKLET MAXIMUM MARK MARK OBTAINED QUESTION 1 13 QUESTION 2 9 QUESTION 3 22 QUESTION 4 15 QUESTION 5 20 QUESTION 6 15 QUESTION 7 14 QUESTION 8 17 QUESTION 9 7 QUESTION 10 18 TOTAL 150
1.4 (2) 1.5 max and min Q1and Q2 and Q3 and shape of box (3) 1.6 Skewed to the left or negatively skewed (1) [13] QUESTION 2 2.1 y = A + Bx = 4,1239 +0,7290 x for A for B for correct equation and rounding of B (3) 2.2 r = 0,7084 ( -1) if rounded off incorrectly) (2) 2.3 Moderate positive correlation (2) 2.4 Beam = x Floor = y = 4,1239 +0,7290 (14,5) = 14,6944 (2) [9]
5.2.2 Undefined when cos x =0 ( or tan x is undefined) or tan x = −1 or x =−45°+n.180 for 90° 45° for general solution (3) 5.3 (4) [20] Additional working space
QUESTION 6 6.1 Period (1) 6.2 range of (2) 6.3 shape and starting at (0;1) TP’s ( 90°; 2) and ( -270°;2) x intercepts (-90°;0) and ( 270°;0) (3) 6.4 (6)
8.2.3 ∴AB is a tangent to circle BDC converse tan chord theorem (3) 8.2.4 sum angles in ∆ BDC or sum angles in ∆ ABE/angles in same seg (2) [17] Additional working space
Grade 12 Unit 12 Lesson 6 Coursebook Page 55 Student Name Class Date 1 I put some fresh flowers in my room, and now my room has a nice __________. A stench B fragrance C odor D stink 2 Creating perfumes is not a/an ________ science. A orderly B correct C precise D exact 3 The word ‘blended’ means the same as _________. A combined B disconnected C separated D Isolated 4 The book was the culmination _____ all his research. A for B with C of D at
Name: Date: Lord of the Flies Chapter One Read the excerpt from chapter one and answer the following questions. Why is it necessary for the boys to elect a chief? Refer to lines 2-3 (“ ‘I ought to ... sing C sharp’”). In these lines Jack gives reasons why he should become chief. Do you consider these reasons to be acceptable? Discuss your views. Refer to line 11 “the conch.” What is a conch? Earlier in this chapter, what happened when Ralph blew the conch? In Chapter 1, what does the conch represent? Refer to line 25 “With dreary obedience the choir …” What do you think these words suggest about Jack as a leader? At the end of Chapter 1 Jack is not able to kill the pig, although he would like to do so. What does this inability (being unable) to act show about him at this point in the novel?
452107/004 Black Telstra mobile 451885/001 451885/001/001 Black Alcatel mobile Black Alcatel mobile 451821/001 Silver iPod 451791/001 Black HTC mobile 451703/001 451703/002 Silver HTC mobile Black HTC mobile 451711/001 451711/002 HP lap top Black lap top bag 451646/001 Black Telstra mobile 451645/005 451645/009 451645/015 451645/016 451645/017 451645/018 451645/019 451645/020 451645/022 451645/023 451645/024 451645/025 451645/029 451645/030 451645/031 451645/032 451645/033 451645/034 Black Amazon kindle 2 x NT MDL; 1 x NZ MDL Grey Samsung mobile Green iPod White Telstra USB WiFi Black Telstra mobile Black kindle in case Black kindle Black surface laptop Silver iPad in old black/grey leather case Black Toshiba Satellite A500 laptop Silver iPad in pink/blue checker case Silver Toshiba Satellite AS50T laptop UGEE USB pen graphic tablet Black ASUS CN1100 laptop Black Dell laptop in black Targus bag Black Alien ware laptop in black Alien Ware bag Black HP Laptop 451636/001 Yellow iPhone 451633/001 Silver Nokia mobile 451632/001 White Samsung mobile 451611/001 451611/002 451611/003 451611/004 Black LG mobile Red Telstra mobile White Samsung mobile Black Telstra mobile 451524/001 Army ID tags # AS8597140 451471/001 Black Telstra mobile 451419/001 451419/002 451419/003 451419/004 Silver iPad While Telstra mobile Black Samsung mobile Blue U/K make mobile 451369/001 White Alcatel mobile 451295/001 Black Telstra mobile 451245/001 Black iPhone 451222/001 Black iPhone 451164/001 Black Samsung mobile 451115/001 Brown wallet and contents
a collection exists for a particular language when there are at least 1,000 residents speaking that language as their major language at home, but for large LGAs (population over 100,000), a collection exists for a particular language when there are at least 2% of the resident population speaking that language as their major language at home. For LGAs with a very mixed population a higher percentage may be appropriate at the determination of the library manager. a language other than English (LOTE) collection should have at least 100 items. State Library bulk loans are used to provide access to LOTE collections where there is insufficient demand to warrant the establishment of a collection by the library Comments: An English as Second Language collection is established where the CALD population is greater than 1% of the total LGA population. Comments: Services and collections reflect community profiles and respond to needs identified in community consultations Comments: Collections are easily accessible by library users – for example, bilingual staff, cataloguing in first language, and signage Comments: A multicultural communications strategy, appropriate to area demographics, is integrated into the overall library or council communications program with a level of resources reflective of multicultural requirements Comments: To meet the needs of diverse customer groups, a range of formal and informal monitoring mechanisms is in place, the output from which is used to inform the ongoing planning process Comments: Formal audience research is carried out at least biennially to assess the relevant success of libraries in meeting customer needs Comments:
Notification of Subordinate Legislation Notice is given of the making of the following subordinate legislation, effective from the date specified: Subordinate Legislation Commencement details Empowering Act Advance Personal Planning Amendment Regulations 2016 No. 8 of 2016 Date of this Gazette Advance Personal Planning Act Motor Vehicles (Fees and Charges) Amendment Regulations 2016 No. 10 of 2016 These regulations commence on 1 July 2016. Motor Vehicles Act For copies of legislation please direct your request to the Print Management Unit, email or phone (08) 8999 6727 Northern Territory of Australia Place Names Act Revocation of Name of Place I, David William Tollner, Minister for Lands and Planning, under section 11(1)(a) of the Place Names Act and with reference to section 43 of the Interpretation Act, revoke the instrument entitled "Naming of Public Places" dated 29 September 1982 and published in Gazette No. G40 of 8 October 1982, to the extent it names Burton Park. Dated 7 April 2016 D. W. Tollner Minister for Lands and Planning
Name_________________________________________________ Per____ Date____________ Accelerated Math 7 – Chp. 2 Test Review Evaluate each expression 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. What is the value of
REVISION REGISTER Ed/Rev Number Clause Number Description of Revision Authorised By Date Ed 1 / Rev 0 All G1.2.1 G1.2.1 G1.2.2 G1.3 G1.4.2 G1.5.2 G1.5.4 G1.6.1 G1.6.4 G1.6.8 G1.7 G1.8.4 G1.9 G1.10 G1.12 G1.13 G1.15-G1.23 G1.15(viii) G1.15(viii) G1.15(ix) G1.17.1 G1.17.3 G1.18.2 G1.19 G1.20.1 G1.21 G1.22.1 G1.22.2 G1.23 G1.A G1.A G1.B ‘Department of State Growth’ replaces ‘DIER’ Wording added in (A) Distance in (K) changed to 0.6m Clause reworded Clause reworded Wording added Clause reworded Clause reworded Wording added (i. the relevant landowner) Wording added Wording added Clause reworded New clause Clause reworded RMS replaces old RTA reference Clause reworded Clause reworded Replaces previous Clauses Old item removed Replaces previous item (ix), word ‘Nominated’ removed Replaces previous item (x) Clause reworded Clause reworded Clause reworded, sub clause headings G1.18.2.1 & G1.18.2.2 removed Wording added Clause reworded “Superintendent” replaces “Project Manager” Wording added Clause reworded Hold Points updated Old Appendix referred to in G2 Replaces previous Appendix G1.B Replaces previous Appendix G1.C BM (MPS) 27.06.14
Page 2 BULIDING CONSTRUCTION Exterior Cladding Brick □ Block □ Weatherboard □ Applied Finish □ Other …………………………………………………………………………………………………………………... Foundation Walls Brick / Block □ Concrete □ Stone □ Timber □ Roof Steel Tray □ Tiles □ Other …………………………………………………………………………………………………………………... Floors Slab on Grade □ Suspended Slab □ Timber □ Other …………………………………………………………………………………………………………………... Support System ………………………………………………………………………………………………… Drainage Box / eaves gutters □ DP’s Steel / PVC □ Interior Walls P/Board □ Timber □ Brick / Block □ Hard Plaster / Render □ Other …………………………………………………………………………………………………………………... Ceilings Plasterboard □ Timber □ Hard Plaster / Render □
Woldgate School Maths Department Name: ______________________________ Linear Graphs Homework G1 (F) Due date:____________________________ No calculators 1. a) Write down the coordinates of i) point A (.........., ..........) ii) point B (.........., ..........) (2 Marks) b) On the grid, i) plot the point (1,0). Label the point C. ii) plot the point (-3, 1). Label the point D. (2 Marks) 2. a) Complete the table of values for y = 3x – 1 (2 Marks) b) On the grid, draw and label the graph. (2 Marks) 3. (a) Work out the gradient of the line (b) Write down the y-intercept of the line (c) Work out the equation of the line marks)
Friendly Fact Go Around: Make it Equal 9 + 1 = 10 + ☐ 9 + 3 = 10 + ☐ 9 + 5 = 10 + ☐ 9 + 4 = 10 + ☐ 9 + 7 = 10 + ☐ 9 + 6 = 10 + ☐ 3 + 9 = 10 + ☐ 2 + 9 = 10 + ☐ 8 + 9 = 10 + ☐ 5 + 9 = 10 + ☐ 4 + 9 = 10 + ☐ 9 + 9 = 10 + ☐ 9 + 4 = ☐ + 10 9 + 6 = ☐ + 10 9 + 5 = ☐ + 10 9 + 2 = ☐ + 10 9 + 7 = ☐ + 10 9 + 9 = ☐ + 10
to explain reasoning for part c 2 2.OA.2 2.NBT.5 The student correctly solves 1-3 out of the 8 parts. The student correctly solves 4-5 out of the 8 parts. The student correctly solves 6-7 out of the 8 parts. Student correctly: Draws a number bond to decompose 6 as 2 and 4 to solve 38 + 6 = 44 Draws a number bond to show 60-4 = 56 Draws a number bond to show 74 + 9 = 83 Draws a number bond to show 53 – 7 = 46 3 2.OA.1 2.NBT.5 The student correctly solves 1 out of the 4 parts. The student correctly solves 2 out of the 4 parts. The student correctly solves 3 out of the 4 parts. The student correctly: Uses words, pictures, or numbers to show 85 + 6 = 91 Answers 88 Answers Trevor 4 2.OA.1 The student correctly solves 1 out of the 4 parts. The student correctly solves 2 out of the 4 parts. The student correctly solves 3 out of the 4 parts. The student correctly: Used words, pictures, or numbers to show 18 books Used words, pictures, or numbers to show 66 books
Issue: The question of ghost towns in Asia Forum: Group of 20 (G20) Position: Deputy-President Name: Deniz Akduman Introduction Ghosts towns can be defined distinctly between individuals and between cultures. The term is sometimes used to express deserted settlements due to lack of economic feasibility, or T. Lindsay Baker, who is the author of Ghost Towns of Texas, defines it as “a town for which the reason for being no longer exists.” While some refuse to refer settlements with visible concrete remains as ghost towns, some argue that a ghost town should include the palpable remains of buildings. Another discussion about the description of ghost towns contains whether the settlement should be entirely deserted, or encompass a small population. Furthermore, there are various reasons behind the establishment of ghost towns, which consist of natural and man-made disasters, changes in access, disease and contamination, human intervention and the shift of economic activity. Even though there are only a few revived ghost towns across the globe such as Alexandria in Egypt, Oran in Algeria and the village Foncebadón in northwestern Spain, heritage tourism is a significant encouragement for the revival of abandoned settlements. In Asia, especially in China, there are many ghost cities where the properties have been essentially unoccupied since they were built. In addition, the abandoned settlements, such as the town Butugychag or also known as Lower Butugychag, in the former Soviet Union were constructed close to the concentration camps of Gulag, the government agency, to provide vital goods and services. As the camps were deserted in 1950s, residents also abandoned the region and thus caused the settlements to become ‘’ghost towns.’’ The most significant stimulators behind the deserted Asian towns were the decrease in the industrial capacity and the economic crises in the early 1990s, because of the political and ethnic conflicts occurring before the dissolution of the Soviet Union. Ordos, China’s Ghost City Definition of Key Terms Ghost Town A ghost town is a deserted village, town, or city because of weakened economic activity, natural or man-made disasters, human intervention and government activities. Ghost towns can be cities, towns, and neighborhoods, which may still hold concrete remains of buildings, hosting smaller sizes of inhabitants when compared to the populations of previous years.
Authorised and published by the Victorian Government, 1 Treasury Place, Melbourne Printed by Finsbury Green, Melbourne If you would like to receive this publication in an accessible format, please telephone 1300 366 356. This document is also available in Word format at Unless indicated otherwise, this work is made available under the terms of the Creative Commons Attribution 3.0 Australia licence. To view a copy of the licence, visit It is a condition of this Creative Commons Attribution 3.0 Licence that you must give credit to the original author who is the State of Victoria. Disclaimer This publication may be of assistance to you, but the State of Victoria and its employees do not guarantee that the publication is without flaw of any kind or is wholly appropriate for your particular purposes and therefore disclaims all liability for any error, loss or other consequence which may arise from you relying on any information in this publication. May 2014
Surveys are designed to obtain both qualitative and quantitative data, collected by a variety of methods Comments: Responses of library users to the question in S17 achieve the suggested target Comments: Library services are included in Council surveys of ratepayer/community satisfaction Comments:
Northern Territory of Australia Firearms Act Declaration of Amnesty I, Reece P Kershaw, the Commissioner of Police, in pursuance of Section 4(6) of the Firearms Act, declare that, during the amnesty period on and from 1 July 2017 to and including 30 September 2017, the provisions of the Act specified in the Schedule do not apply to a person who is in physical possession of a firearm if – the person is, in pursuance of the amnesty, transporting the firearm to a police station for surrender by as direct a route as is reasonably practicable; the person has made an arrangement with a member of the Police Force to collect the firearm on the person’s behalf for the purposes of the amnesty; or the person has made an arrangement with a member of the Police Force to surrender the firearm at a police station, the firearm is securely stored between the time of making the arrangement and the person commencing to transport the firearm to the police station and the firearm is not retained in the person’s possession for more than 24 hours after making the arrangement. Dated 16 June 2017 R. P. Kershaw, APM Commissioner of Police ____________________________________ Schedule Section 58(1) and (6) (so far as it relates to possession of a firearm) Section 59 (so far as it relates to possession of a firearm) Section 74 (so far as it relates to possession of a firearm) Section 76(1) (so far as it relates to possession of a firearm) Section 77(1) and (2) (so far as it relates to possession of a firearm) Section 88 __________________________________ __________________________
2016-10-04 Flight Controls - Elevator Assemblies and Skins - Maintenance / Inspection Program Revision [Life Limit] GULFSTREAM AEROSPACE CORPORATION GIV 2016-09-21 Landing Gear - Main Landing Gear Door Actuator End Cap Fitting - Replacement / Revision of the Maintenance / Inspection Program GULFSTREAM AEROSPACE CORPORATION GIV GV 2016-07-29 Engine Fuel and Control – Fuel Metering Unit – Replacement ROLLS-ROYCE DEUTSCHLAND BR700-710 2016-02-24 Engine – Low Pressure Turbine Fuel Shut-Off Pawl Carrier Pivot Pin – Replacement ROLLS-ROYCE DEUTSCHLAND BR700-710 2015-12-04 AFM Change / Brake Inlet Self-Sealing Couplings - Torque Checks GULFSTREAM AEROSPACE CORPORATION GVI 2015-11-18 Overwing Emergency Exit – Potential Interference Preventing Removal of an Exit Hatch (Gulfstream G280, G200 and G150 aeroplanes) Safety Information Bulletin Airworthiness 2015-11-13 Airplane Flight Manual GULFSTREAM AEROSPACE
1.belligerently 7.swastika 13.sabotage 19.tentatively 25.halte 2.conflict 8.sprawling 14.imprinted 20.urge 26.pose 3.disdainfully 9.holocaust 15.nazi 21.submerged 27.unfamiliar 4.exasperated 10.jewish (adj) 16.rabbi 22.hazy 28.pride 5.occupation 11.unwavering 17.lanky 23.synagogue 29.militar arrest 6.soothingly 12.jew(s) (n) 18.kroner 24.relocate 30.rationed CONTENT METHODOLOGY SUBTOPICS ACTIVITIES Background Knowledge Concept Apprehension Closure Vocabulary power 3hrs Students will read the passage “Natalie home alone” in practice and application and will review the narrative elements and the reading strategies. Students will be exposed to the power with the five word fields: definition, meaningful sentence, part of speech, context clue, and illustration, synonym or antonym. Students will consolidate by their knowledge by practicing the vocabulary fields on the erasable boards. Students will write a short composition using ten Vocabulary Power words. Homework: Students will skim and scan “Number the Stars” and will find the context clues for the vocabulary power. SUBTOPICS ACTIVITIES Background Knowledge Concept Apprehension Closure Historical Fiction and Setting 3hrs Students will read the context clues in a round table. Students will listen to an excerpt of a story. Students will identify the literary elements Historical Fiction and Setting. Students will report their findings in a round table discussion. Students will summarize in S.S.S.S (Sixty Seconds Synopsis Strategy) what they learned in class. Homework: Students will read “Number the Stars” and will send a summary to www.mr.mrtz08@hotmail.com
Part Three: Vocabulary Power Label the pictures by using the Vocabulary Power. Complete the sentences below. (Coding and decoding) occupation forces unwavering exasperated belligerently soothingly disdainfully A big dog barked __________ at Katy’s smaller dog. Now Kathy is petting her dog __________. The girl’s brother is teasing her __________. Mrs. Lee is __________with her neighbor’s dog, which always comes to her yard. She is__________ in her attempts to keep the dog out. The war is over, and __________ are leaving. Part Four: Symbolism (Using mental representation, identifying and coding and decoding)
Part three: Reading Comprehension Based on the selections “Poison” and “A Sound of Thunder”, answer the following questions in the notebook. 1- What are the main conflicts in the stories “Poison” and “A Sound of Thunder”? (Differentiating) 2- How does the narrator build the suspense in this passage? (Hypothetical Reasoning) 3- Why do none of the characters feel any better? (Hypothetical Reasoning) 4- At the end of the story, is Harry’s reaction expected or unexpected? Explain. (Hypothetical Reasoning) 5-What questions are you left with at the end of the story? (Divergent Thinking) 6- How do you interpret the story in the sense that human beings have poison in their hearts? (Hypothetical Reasoning) Part four: Asking Questions Read the biography of Roald Dahl and make five questions in your notebook. (Analyzing and synthesizing) Biography of Roald Dahl
What is the suffix on the word foolish? Fool is a noun, what part of speech is foolish? Ish Now with the “ish” it is an adjective or describing word. “I’ll go buy some,” Milton offered. Where is the contraction? How do you know? I’ll It puts together I and will= I”ll Questions Answers Read the italics (blurb). Who is this about? Dr. Bastian: a scientist 2 dolphins: Doris and Buzz The title is The Story of Doris and Buzz. What is the sub-title? The Dolphins Who Talked to Each Other Is this fiction or non-fiction? Probably non-fiction because it’s about real experiments on dolphins and it’s information In the first sentence, why kind of nouns are Doris and Buzz? What are they capitalized? Proper nouns (names) Always capitalize proper nouns In the phrase, “two amazing dolphins” what part of speech is amazing? How do you know? What is a synonym for amazing? It’s an adjective that describes a noun. Synonyms: incredible, fantastic, terrific, unbelievable, remarkable, wonderful In the word, wonderful, the suffix ful means full of what? In the word unbelievable, what does the prefix “un” mean? Full of wonder. Un means “not” believable Questions Answers What is the title of this article? Pack horse librarian Read the caption to this photo. What is the horse’s name? Chestnut
What do you think plantains are? Use the context. They are probably a vegetable because they are growing in a vegetable garden. Who do you think the other main character will be in this story? The Billy Goat Questions Answers 1. What genre is this writing? Probably fiction or narrative 2. Who is the selection about? Boy named Journey, his grandparents, sister (Cat) and baby Emmett. 3. What is the title? Journey 4. What is the main purpose of the first sentence? To create a mood or picture in the reader’s mind. 5. What is this writing technique called: lay like lace over the meadows? What is it used for? A simile. It compares two things using “like” or “as.” 6. How can you find out what the word peonies means? Look down below where there is a little 1. You’ll find the definition. 7. What part of speech is “smell” in the last sentence? The smell filled the house… How do you know? It’s a noun. It’s the subject of the sentence. 8. Where is another simile in the last sentence? The ants crisscrossed the house like sightseers. Questions Answers 1. What is the subject of this sentence? (what is it about?) The subject is farm chores. 2. Why are commas needed in this sentence? Commas are needed because there is a list.
Name of Teacher: _____________________________________ Date: ______________________ Directions: Read each statement and then choose one answer choice that you think fits best. There are no right or wrong answers. Your teacher will use your class’s answers to better understand what it’s like to be a student in this class. Your teacher will not see your individual answers. Strongly Agree Agree Disagree Strongly Disagree 1. In this class, students help each other learn. ○ ○ ○ ○ 2. When my class does not understand something, my teacher explains it another way. ○ ○ ○ ○ 3. My teacher encourages me even when my work is not my best. ○ ○ ○ ○ 4. I can show my learning in many ways (e.g., writing, graphs, pictures). ○ ○ ○ ○ 5. I can do more challenging work when I am waiting for other students to finish. ○ ○ ○ ○ 6. My teacher asks questions that help me learn more. ○ ○ ○ ○ 7. My teacher helps students make better choices when they are misbehaving. ○ ○ ○ ○ 8. My teacher asks us to share what we have learned in a lesson. ○ ○ ○ ○ 9. My teacher uses things that interest me to explain hard ideas. ○ ○ ○ ○ 10. In class, I teach other students how I solved a problem. ○ ○ ○ ○ 11. After I talk to my teacher, I know how to make my work better. ○ ○ ○ ○ 12. My teacher shows us how to respect different opinions in class. ○ ○ ○ ○
Name of teacher: _____________________________________ Date: ______________________ Directions: Read each statement and then choose one answer choice that you think fits best. There are no right or wrong answers. Your teacher will use your class’s answers to better understand what it’s like to be a student in this class. Your teacher will not see your individual answers. Strongly Agree Agree Disagree Strongly Disagree 1. In this class, students help each other to learn. ○ ○ ○ ○ 2. When we can't figure something out, my teacher gives us other activities to help us understand. ○ ○ ○ ○ 3. My teacher uses our mistakes as a chance for us all to learn. ○ ○ ○ ○ 4. When asked, I can explain what I am learning and why. ○ ○ ○ ○ 5. I use evidence to explain my thinking when I write, answer questions, and talk about my work. ○ ○ ○ ○ 6. My teacher makes me think first, before he or she answers my questions. ○ ○ ○ ○ 7. I can show my learning in many ways (e.g., writing, graphs, pictures). ○ ○ ○ ○ 8. I can do more challenging work when I am waiting for other students to finish. ○ ○ ○ ○ 9. My teacher shows us how to respect different opinions in class. ○ ○ ○ ○ 10. When we read in class, I can think of several possible answers to my teacher’s questions. ○ ○ ○ ○
Strongly Agree Agree Disagree Strongly Disagree 11. I look over my classmates' work and suggest ways to improve it. ○ ○ ○ ○ 12. My teacher's answers to questions are clear to me. ○ ○ ○ ○ 13. I use rubrics given by the teacher to judge how well I have done my work. ○ ○ ○ ○ 14. My teacher helps students make better choices when they are misbehaving. ○ ○ ○ ○ 15. Students encourage each other to do really good work in this class. ○ ○ ○ ○ 16. My teacher asks us to share what we have learned in a lesson. ○ ○ ○ ○ 17. In this teacher's class, I have learned not to give up, even when things get difficult. ○ ○ ○ ○ 18. My teacher uses things that interest me to explain hard ideas. ○ ○ ○ ○ 19. My teacher lets me teach other students how I solved a problem. ○ ○ ○ ○ 20. In this class, other students take the time to listen to my ideas. ○ ○ ○ ○ OPTIONAL: If you have any additional feedback for your teacher, please share it here.
IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson Place Value and Value Write the missing numbers in shapes below. Sing a song “ Ten Little Indians” Skip counting 1 -100. B. Establishing a purpose for the lesson Mix and Match Mix and Match How do we round –off numbers? How do we round –off numbers? C. Presenting Examples/instances of new lesson Show powerpoint or video clips about place value and value. Post the problem on the board. Show a video how to round numbers in nearest tens. Powerpoint about rounding –off numbers to the nearest hundreds. D. Discussing new concepts and practicing new skills #1 - What are the place value? Guide pupils in working on Activity 1 in LM. - What is the video all about? What do we do in numbers? E. Discussing new concepts and practicing new skills #2 F. Developing mastery (Leads to Formative Assessment) G. Finding Practical applications of concepts and skills Divide them into three. Guide pupils in doing Activity 2 in the LM. Give them activity sheets to perform. Give them activity sheets to perform. H. Making generalizations and abstractions about the lesson What are the place values in a number? How do we write numbers from 1001 to 10 000 in symbols?in words? What can we do if the numbers are nearest to 0 -4 ,and 5-9? How dp we round-off numbers to the nearest tens? What can we do if the numbers are nearest to 0 -4 ,and 5-9? How dp we round-off numbers to the nearest hundreds? I. Evaluating Learning Give an activity. Have pupils work on Activity 3. Round off the ff. numbers to the nearest tens. 1. 125 2. 2374 3. 15353 4. 658 5. 53 Round off the ff. numbers to the nearest hundreds. 1. 679 2. 2135 3. 67821 4. 4527 5. 100 J. Additional activities for application or remediation Write the place value and value of each number. 1. 23098 2. 67129 3. 87390 4-5.etc. Give Activity 4 in LM. Provide them an assignment to do at home. Provide them an assignment to do at home. V. REMARKS
5 3.NBT.2 3.MD.1 3.MD.2 Incorrect answer. Attempt shows the student may not understand the meaning of the question. Incorrect answer, reasonable attempt. Student: Misreads scale, but calculates other parts of the problem correctly based on mistake. Partially correct answer. Student: Accurately reads scale at 3 kg in Part (a). Estimates 21 kg in Part (b). Calculates 46 minutes in Part (d). Student correctly answers each part of the question: Accurately reads scale at 3 kg. Estimates 21 kg. Estimates 12 kg. Possible equation: 21 kg - 9 kg = 12 kg. Calculates 46 minutes.
Provide real time management for all job roles at the Station to ensure our service provision meets safety, performance, service and budgetary needs. Co-ordinate with Control, Fleet, Traincrew and any other part of the delivery chain, such as road replacement, as required to deliver the best possible service Provide assessment and coaching to staff at the station so that their performance is optimal. Ensure all records are up to date and that any training or development plans are being supported. Release staff, ensuring their role is covered in support of company training plans. Track train running via TRUST and other systems and update Bugle each day with reasons for delays caused at stations and challenging those that are caused by another department. Support the Station Manager in looking for ways to continually improve performance and supporting any local improvement plans, which may include active participation in the Station working group. Ensure facility and security checks are carried out in accordance with Company Procedures, including Fire Precautions and Evacuation checks. Review weekly rosters and make daily amendments to ensure coverage of all job roles in the most cost effective way. Ensure all working time meets legislation and company rules. Maintain any required records in support. In conjunction with Resources and Control staff, ensure traincrew are advised of any changes to work Work as directed by Station Manager This post may carry on call responsibilities 40% 15% 10% 5% 10% 15% 5 Safety data, bugle reports, customer correspondence, budget reports, return to work forms, accident forms, Control log items Staff competence and training records Bugle reports and customer correspondence data. Inspection records . Budget, rest day and Hidden reports Control Log items, Delay minutes logged to their station Measures determined as required
H. ARRIVA BEHAVIOURS Acting with care and respect Delivering successful results Putting people first Growing a sustainable business Deliver outstanding customer service Date: Signed (job holder): Appendix 1 SAFETY ROLE PROFILE Please enter Yes or No as applicable in each box. Safety Critical Post Key Safety Post Personal Track Safety Required Random Drug and Alcohol Testing CIRAS YES YES YES YES YES Please enter the relevant Medical Standard level as per the requirement of CP Medical Fitness Medical Standard 3255 Record of Briefing for Post Holder and Deputy Post Holder’s Signature: Deputy Signature: Briefed by: Date: First Briefing ________________ _________________ _______________ _______ Second Briefing
A Progression Toward Mastery Assessment Task Item and Standards Assessed STEP 1 Little evidence of reasoning without a correct answer. (1 Point) STEP 2 Evidence of some reasoning without a correct answer or with a partially correct answer in a multi-step question. (2 Points) STEP 3 Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer. (3 Points) STEP 4 Evidence of solid reasoning with a correct answer. (4 Points) 1 3.MD.7c 3.MD.7d Response demonstrates little or no evidence of reasoning without a correct answer. Student identifies that Sarah is correct, demonstrating evidence of limited reasoning to support the answer. Student identifies that Sarah is correct. Response shows evidence of accurate reasoning to support the answer using at least one representation. Student identifies that Sarah is correct. Explanation shows evidence of solid reasoning using multiple representations. 2 3.MD.5b 3.MD.6 3.MD.7a 3.MD.7b Student attempts, but is unable to draw any correct arrays with labels. Multiplication sentences are not shown. Student correctly draws and labels one array. Side lengths are labeled without units. A multiplication sentence is shown. Student correctly draws and labels two different arrays. Side lengths are labeled in inches. Multiplication sentences are shown for those two arrays. Student correctly draws and labels three different arrays. Side lengths are labeled in inches. Possible arrays: 1 × 36 2 × 18 3 × 12 4 × 9 6 × 6 Correct multiplication sentences are shown for each array drawn. 3 3.MD.7d 3.MD.7b Response demonstrates little or no evidence of reasoning without a correct answer. Student miscalculates one area. Student may identify that House A has the greater area with limited reasoning. Response demonstrates correct calculations and area. Student identifies that House A has the greater area. Student demonstrates correct area calculations with answers: House A = 102 sq meters House B = 84 sq meters Explanation identifies that House A has the greater area. Response provides evidence of solid reasoning.
4 3.MD.5 3.MD.7b 3.MD.7d Attempts, but is unable to answer any part of the question correctly. Student: Labels length and width correctly, but without units. Calculates at least two areas correctly. May miscalculate the total area. Student answers Parts (a) and (b) correctly, but may miscalculate the total area. Student correctly: Labels length and width of rectangles A and B, including units: A = 3 m × 7 m B = 3 m × 10 m Calculates the area of each rectangle as: A = 21 sq meters B = 30 sq meters C = 60 sq meters Calculates the total area as 111 sq meters.
Appendix 2 Hypothetical gas development scenario data Gas type Development Type Location/ Site Target Formation Target formation depth (m) Project area (km2) Tight/Shale (1) Prospect/field scale Trifon/North Seaspray/Gangell fields Strzelecki Group 1,400 8.6 Wombat field Strzelecki Group 1400 - 1800 18.1 Echidna prospect Strzelecki Group 1000-1500 10.8 Steele/Boundary Creek prospect Strzelecki Group 750-950 4.8 Carrs Creek prospect Strzelecki Group 1,600 5.7 (2) Sub-regional Seaspray Depression Strzelecki Group 1000-1800 1132 (3) Regional Seaspray Depression + Latrobe Valley Strzelecki Group 1000-2700 5374 Coal Seam Gas (brown coal) (1) Prospect/field scale Burong prospect Latrobe Group 692 8.4 (2) Sub-regional Seaspray Depression (restricted) Latrobe Group 400-800 438 (3) Regional Seaspray Depression (full T seam extent) Latrobe Group 200-1200 2793
mL 2 4.MD.1 The student identifies fewer than two conversions with no reasoning. The student correctly identifies two of the conversions with little evidence of reasoning. The student correctly identifies that Parts (a) and (b) are correct and Part (c) is incorrect, but does not provide clear reasoning. The student correctly reasons that Parts (a) and (b) are correct because 1,000 m equals 1 km and 1,000 mL equals 1 L, and Part (c) is incorrect because 1,000 g equals 1 kg, so 38 kg should equal 38,000 g. 3 4.MD.1 4.MD.2 The student incorrectly answers all parts. The student correctly answers one of the three parts and attempts to write a reasonable word problem. The student correctly answers two of the three parts and writes a reasonable word problem. The student correctly answers all three parts using conversions: 510 km 600m 1 kg 949 g 103 L 98 mL Writes a reasonable word problem for Part (a), (b), or (c).
Name Date Molly’s photo album has a total of 97 pictures. Each page of the album holds 6 pictures. How many pages can Molly fill? Will there be any pictures left? If so, how many? Use number disks to solve. Marti’s photo album has a total of 45 pictures. Each page holds 4 pictures. She said she can only fill 10 pages completely. Do you agree? Explain why or why not.
A Progression Toward Mastery Assessment Task Item and Standards Assessed STEP 1 Little evidence of reasoning without a correct answer. (1 Point) STEP 2 Evidence of some reasoning without a correct answer. (2 Points) STEP 3 Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer. (3 Points) STEP 4 Evidence of solid reasoning with a correct answer. (4 Points) 1 3.MD.5 3.MD.6 Response demonstrates little evidence of reasoning without a correct answer. Response shows limited reasoning with at least one correct answer. Response includes evidence of some reasoning with three correct answers, or evidence of solid reasoning with an incorrect answer. Student correctly answers: Jasmine’s array, giving strong evidence of understanding that tiling must have no gaps or overlaps. The area is 24 tiles. Provides appropriate explanation of the calculation including counting or strategies. Yes, there are 4 rows of 6 squares so it is possible to by six. 2 3.MD.7b Response demonstrates little evidence of reasoning without a correct answer. Response shows limited reasoning with at least one correct answer. Student identifies at least two of three rectangles correctly. Response includes evidence of accurate reasoning with pictures, numbers, or words. Student correctly identifies three rectangles: 1 × 12 or 12 × 1 2 × 6 or 6 × 2 3 × 4 or 4 × 3 Response shows evidence of solid reasoning using pictures, numbers, and words.
3 3.MD.7b Response demonstrates little evidence of reasoning without a correct answer. Response shows limited reasoning without a correct answer. Student finds the missing side length of 8 units but may not show enough work to clearly justify the answer. Student correctly finds the missing side length of 8 units. Response shows evidence of solid reasoning using pictures, numbers, and words. 4 3.MD.5 3.MD.6 3.MD.7a Response demonstrates little evidence of reasoning without a correct answer. Response shows evidence of some reasoning in attempt to write equations and complete the array, but work may not include a correct answer. Student accurately completes the array and finds the area of 48 sq cm, but may not accurately provide both addition and multiplication equations. Student correctly: Completes the array with 8 columns and 6 rows. Writes an addition equation (repeated addition of 8 sixes or 6 eights); writes a multiplication equation (6 × 8 or 8 × 6); and gives an area of 48 sq cm. 5 3.MD.5a 3.MD.5b 3.MD.7a 3.MD.7d Response demonstrates little evidence of reasoning without a correct answer to either part. Response shows limited reasoning with a correct answer in one part. Student slightly miscalculates the number of tiles needed to fill the remaining area, but the explanation shows evidence of solid reasoning. Part (b) is correct based on the student’s slight miscalculation but not the correct answer of 32 units. Student correctly: Identifies that 16 tiles are needed to fill the remaining area. Says the area of the large rectangle is 32 square units. Explanation gives evidence of solid reasoning to support answer.