zilongwang/ReadingBank huggingface dataset:
Immediate release Willis Towers Watson to seek new head of Australian investment team. MELBOURNE, Tuesday 5 April 2016 – Willis Towers Watson announced today that Graeme Miller, Director of Investment Services for Australia has resigned from his role and will be leaving the firm in May to join Telstra Super as Chief Investment Officer. Miller led Willis Towers Watson’s Australian investment team from 2007 and oversaw its growth to become one of Australia’s largest and best-resourced institutional investment consulting teams. Andrew Boal, Managing Director at Willis Towers Watson said, “It has been a great pleasure to work with Graeme over the past 16 years. While we will obviously miss Graeme, he leaves behind an incredibly strong team and his move is testament to the high quality of our people.” The team currently has 45 investment professionals based in Melbourne and Sydney, and consults to some of Australia’s largest and most respected superannuation funds and institutions. Boal observed, “Willis Towers Watson has consistently provided its clients with a competitive edge through the depth of our local and global resources, our passion for innovation and thought leadership, and our commitment to be strongly aligned with the goals and objectives of our clients. These values and principles remain central to our culture. “Our investment team, both in Australia and globally, is exceptionally With more than 800 investment professionals globally and funds under advice of more than $2 trillion, the depth and strength of the team uniquely positions us to continue to help our clients excel.” The process to appoint a replacement for Miller has commenced. Boal commented, “We will consider not only our deep pool of internal leaders, but this is also an opportunity to consider external candidates.”
states 7. report back from 7.1 Education And Training Committee Committee Chairperson Implementation plans - chairs will be expected to present one or two achievable activities for the respective committees 7.2 Committee on Technology and Illegal Gambling Committee Chairperson Implementation plans - chairs will be expected to present one or two achievable activities for the respective committees 7.3 Revised GRAF MOU Chairperson Presentation of the MOU as approved by the AGM 7.4 Revised GRAF TOR Chairperson Presentation of TOR’s as approved by the AGM PART D: NEW MATTERS 8.1 10th Graf Conference - Plans Mozambique and Secretariat Discussions 8.2 9th Draft Graf Secretariat Discussion and inputs from member states
Appendix A: Batteries and Bulbs Student Worksheet p.1 (from Constructing Physics Understanding****) 1 (No wires) Prediction: Y or N Observation: Y or N 2 (One wire) Prediction: Y or N Observation: Y or N 3 (One wire) Prediction: Y or N Observation: Y or N 4 (One wire) Prediction: Y or N Observation: Y or N 5 (One wire) Prediction: Y or N Observation: Y or N 6 (Two wires) Prediction: Y or N Observation: Y or N 7 (One wire) Prediction: Y or N Observation: Y or N 8 (Two wires) Prediction: Y or N Observation: Y or N 9 (Two wires) Prediction: Y or N Observation: Y or N 10 (Two wires) Prediction: Y or N Observation: Y or N
Plug in and test a 3-way bulb (keep the shade on, otherwise filaments are visible) 2000 Look at a 3 way switch (Attempted cut-away of inside the switch. Pieces were removed in an attempt to see inside the switch mechanism.) 2000 Using a multi-meter in conjunction with any other experiment. (appropriate for more advanced classes) 500 Plug in and test a 3-way lamp with a regular bulb installed (shade on) 2500 Plug in and test a regular lamp with a 3-way bulb installed (shade on) 2500 Payment for journal submissions 500 References Arons, A. B. (1997). Teaching Introductory Physics. New York: John Wiley & Sons, Inc. Borges, A. T., Tecnico, C., & Gilbert, J. (1999). Mental models of electricity. International Journal of Science Education, 21(1), 96-99. Burrowes, P. A. (2003). Lord's Constructivist Model Put to a Test. American Biology Teacher, 491-502. Burrowes, P. A. (2003). A Student-Centered Approach to Teaching General Biology That Really Works: Lord's Constructivist Model Put to a Test. The American Biology Teacher, 65(7), 491-502. DiCarlo, S. E. (2009). Too much content, not enough thinking, and too little FUN! Advances in Physiology Education, 33, 257-264.
Appendix A: Batteries and Bulbs Student Worksheet p.1 (from Constructing Physics Understanding****) 1 (No wires) Prediction: Y or N Observation: Y or N 2 (One wire) Prediction: Y or N Observation: Y or N 3 (One wire) Prediction: Y or N Observation: Y or N 4 (One wire) Prediction: Y or N Observation: Y or N 5 (One wire) Prediction: Y or N Observation: Y or N 6 (Two wires) Prediction: Y or N Observation: Y or N 7 (One wire) Prediction: Y or N Observation: Y or N 8 (Two wires) Prediction: Y or N Observation: Y or N 9 (Two wires) Prediction: Y or N Observation: Y or N 10 (Two wires) Prediction: Y or N Observation: Y or N
Graffiti Objectives: By the end of this unit, you should be able to… …Describe the symbolism in a tag. …Name the six elements of art …Identify the principles of art …Explain the evolution of graffiti through history. …Understand the importance of originality. Name: _____________________________________________________________________________ 7th Grade Art Period ________________________________________ GRAFFITI: LEGAL ART vs. ILLEGAL VANDALISM Lesson 1: What is Graffiti?
I refer to the answer I have given above. In my opinion it is important that in cases where a sex offender joins a family a proper assessment of need and risk needs to be undertaken. This will hopefully identify the nature of the concerns, the level of risk to children in the family and what work if any needs to be done. Whilst not all professionals agree, in my view, where there has been confirmation of past abuse and where there are concerns about ongoing or future risk, all children in the family will need to know about the past or current concerns about sexual risk and sexual offending. Many families are resistant to this. Sometimes this resistance is a sign of the success of the offender’s grooming of the family. Sometimes it is an understandable anxiety about exposing children to such delicate and potentially upsetting material. However sexual abuse thrives on secrecy and it is crucial that all children in a household are aware of the concerns and what they need to look for, what the safety rules are in the family and what to do if they experience inappropriate or abusive behaviours. This requires assessment and possibly intervention work with the offender; non-offending partner on the offenders offending patterns, what to look for and on protective parenting; assessment and intervention work with the children; family work and constructing of a Family Safety Plan. The work with the non-offending partner and child must include educational work on what constitutes abuse; how abuse happens and protective behaviours work. When faced with this prospect some offenders and partners do not wish to comply. Even if they do accessing appropriate services is not always easy. If you need information on local services I suggest you contact Stop it Now UK () for advice. Question - Why are sex offenders and paedophile sentences so short? Section 142 of the of the Criminal Justice Act 2003 sets out five purposes of sentencing, to which any court dealing with an offender must have regard: the punishment of offenders the reduction of crime (including its reduction by deterrence) the reform and rehabilitation of offenders the protection of the public the making of reparation by offenders to persons affected by their offences The Sentencing Council has stated that “the Criminal Justice Act 2003 does not indicate that any one purpose should be treated as more or less important as another. In an individual case, any or all of the purposes may be relevant to a certain degree and it will be for the judge or magistrate to decide how they apply. Question - Can an offender by 'cured'?
I hope it helps teenagers by saying it is okay not to fit in, to come out, or talk about depression – it’s cool to be different.” Asked if there will be more books, she says, “The characters have more life to live so I hope so.” Morrissey performs Spent the Day in Bed live in the studio. And finally, Graham pulls the lever on more foolhardy audience members brave enough to sit in the Big Red Chair. The Graham Norton Show, BBC One, Friday 27th October 10.35pm. Pictures are available from PA Notes to editors – All quotes in this release were said during the recording of the show but won’t necessarily appear in the final show. Next Friday (3rd November) Graham’s guests include Judi Dench, Kenneth Branagh, Michelle Pfeiffer, Josh Gad and St Vincent. For further information please contact Mary Collins 07769 670516 or at 27th October 2017
Asked if Jeff’s piano accompaniment was good, Gregory says, “Jeff has his own style… it’s the requirement of jazz.” Revealing that during his early musical theatre career he once had a major wardrobe malfunction, he says, “It was easier when there was a quick costume change to be completely naked underneath. But I realised after one change that my fly was open and all my ‘business’ was on display to the front row. Luckily they thought it was part of the act!” And finally, Graham pulls the lever on more foolhardy audience members brave enough to sit in the Big Red Chair. The Graham Norton Show, BBC One, Friday 20th October 10.35pm. *In an extended version of Hillary’s interview on BBC iPlayer from Saturday (evening) 21st October Graham chats to the former First Lady, senator and presidential nominee about her new book ‘What Happened’. They discuss everything from the bruising presidential campaign to the devastating election night and its consequences, both personal and political. Hillary talks frankly about her responsibility for the failed campaign, about misogyny and propaganda, about President Trump’s “diplomacy by tweet,” about his behaviour in the infamous TV debates, and about resilience, recovery, and her hopes and fears for the future. Pictures are available from PA Notes to editors – all quotes in this release were said during the recording but won’t necessarily appear in the final show. Next Friday (27th October) Graham’s guests include Emma Thompson, Adam Sandler, Clare Foy, Bryan Cranston, Cara Delavigne and Morrissey. For further information please contact Mary Collins 07769 670516 or at 20th October 2017
9. Recommendations Key recommendation 1: Pre-pack Pool 9.1 On a voluntary basis, connected parties approach a ‘pre-pack pool’ before the sale and disclose details of the deal, for the pool member to opine on. 9.2 As described above, one of the main criticisms of pre-packs from many of those who have engaged with my review is that there is a lack of transparency with pre-pack deals. Some stakeholders said that, in some cases, secrecy is a strength of the process. 9.3 Perceptions are that connected cases are inherently less fair to creditors. This may be the case, even where the deal offered by the connected is the best one available in all the circumstances. Often, the connected party is the party most likely to make the best offer to the administrator and therefore the creditors because they see the business as their own livelihood. As shown by the characteristics of a pre-pack data at Annex E, these companies may have been running for a number of years and an affinity with the business on the part of those controlling it cannot be dismissed. However, the data gathered by the researchers show that in many cases those negative perceptions of connected party pre-packs are well-founded. Such cases are less likely to deliver a return to creditors and the new companies are more likely to fail within their first three years. Accordingly, this recommendation is aimed solely at connected cases. Unconnected sales are not proposed to be affected. 9.4 In devising this proposal, I was very concerned that there be no loopholes that the unscrupulous could use to circumvent the measure. Accordingly I also recommend including an anti-avoidance measure to complement the creation of the pool. Rather than just covering the traditional understanding of the term ‘pre-pack’ – that is, a sale arranged prior to the administration for execution at or shortly after the appointment of an administrator - I would like to broaden it for this measure. As a result, a connected party will be able to approach the pool, if they choose to, for any sale of all or part of the business in all circumstances before creditors are made aware of the sale.
Insert Name Description/Notes Location Brown Arabic Letter Discovered outside the Grail Diary, but it is possible that it was inside the Diary while shooting. Blue Ticket = Blue Ticket no. 2; seen only on the LA photos. Insurance Company Envelope Pasted on the first page, with the 100 Frank Note. Signature 01 Page 00 October Sheet Not folded. Under the Frank note. Signature 01 Page 00 100 Franc Note Folded and pasted to the inside of the leather cover (photocopied, and colored in with watercolors). Signature 01 Page 00 Wolfram Notes It is Map with no names folded twice. Signature 01 Page 04 Small Arabia Map (Sinai) With blue markings, pasted on a page. Signature 01 Page 06a Map with no names A-prop version Signature 01 Page 14 Big Dead Sea Map Pasted on an inserted page. Signature 02 Page 02a September Sheet Signature 02 Page 07 War Time Sheet Signature 02 Page 08b/c Pinkerton Envelope According to Holt's diary (?) Signature 02 Page 13 (?) August Sheet Probably loose and moving Holt's
around the diary. location: Signature 03 Page 09. 1899 Silver Certificate Signature 04 Page 01 Roman Numbers Scrap Signature 04 Page 03 Eastern Telegram Envelope Signature 05 Page 11 Handmade Map Pasted between pages. Signature 06 Page 05 Map with no names Unknown version [Holt's location] Signature 06 Page 14 Leap of the Lion's Head (1 page version) Signature 08 Page 02b/c Two-Page Arabia Map Signature 09 Page 05 Indian Telegram Under the Gray Letter. Signature 09 Page 06 Gray Letter Signature 09 Page 06 Camel Pack Signature 10 Page 11 Gold Ticket Signature 11 Page 11 October Sheet Folded in the shape of letter "L". Signature 13 Page 11 Long Arabia Map Taped in a spread. Signature 13 Page 11 or 10a Cue cards Two separate sheets with the trials text. Signature 14 Page 12-13 Celestial Ticket = Blue Ticket no.1 Signature 14 Page 14b/c Grail Tablet Rubbing At the end of the diary. Signature 16 Page 16 Eastern Telegram Pasted on the last page of the diary. Signature 16 Page 16
EFFECTIVE OCTOBER 1, 2017 THROUGH SEPTEMBER 30, 2019 Group E Minimum Serving Size for Group E French toast 1 serving = 63 grams or 2.2 oz. ¾ serving = 47 grams or 1.7 oz. ½ serving = 31 grams or 1.1 oz. ¼ serving = 16 grams or 0.6 oz. Group F Minimum Serving Size for Group F None (grain-based desserts do not credit) Group G Minimum Serving Size for Group G None (grain-based desserts do not credit) Group H Minimum Serving Size for Group H Barley Breakfast cereals, cooked 2 Bulgur or cracked wheat Cereal grains, e.g., barley, quinoa 3 Macaroni, all shapes Noodles, all varieties Pasta, all shapes Ravioli, noodle only Rice, brown or enriched white 1 serving = ½ cup cooked (or 25 grams or 0.9 oz. dry) ½ serving = ¼ cup cooked (or 13 grams or 0.5 oz. dry) Group I Minimum Serving Size for Group I Ready-to-eat breakfast cereals (cold dry) 2 Rice cakes 1 serving = ¾ cup measure or 1 oz. weight, whichever is less
Name of product Indicators Permissible levels, mg/kg, no more Note Cereal cultivars (wheat, rye, triticale, oats, barley, millet, buckwheat, rice, corn, sorghum) Toxic elements Lead 0,5 Arsenic 0,2 Cadmium 0,1 Mercurous 0,03 Mycotoxins Aflatoxin B1 0,005 Desoxynivalenol 0,7 1,0 Wheat Barley T-2 toxin 0,1 Zearalenone 1,0 Wheat, barley, corn Ochratoxin A 0,005 Wheat, barley, rye, oats, rice Fumonisin 4,0 Corn (moist) Benz(a)pyrene 0,001 Pesticides Hexa chloro (alpha-, beta-, gamma-isomers) 0,5 0,2 Corn DDT and its metabolites 0,02 Hexachlorbenzene 0,01 Wheat Organomercuric Pesticides Not permitted 2,4-D acid, its salts, aethers Not permitted Pest infestation Not permitted except on mite infestation is not exceeding 20 ex./kg Dead pests infestation 15 ex./kg Radionuclides Caesium-137 60 Bq/kg Strontium-90 11 Bq/kg Pulseе cultivars (pea, bean, cheakpea, lentil, seedpods, moong dal, vetch) Toxic elements Lead 0,5 Arsenic 0,3 Cadmium 0,1 Mercurous 0,02 Mycotoxins Aflatoxin B1 0,005 Pesticides Hexa chloro (alpha-, beta-, gamma-isomers) 0,5 DDT and its metabolites 0,05 Organomercuric Pesticides Not permitted 2,4-D acid, its salts, aethers Not permitted Pest infestation Not permitted except on mite infestation is not exceeding 20 ex./kg except on bean, cheakpea, lentil
Name of product Indicators Permissible levels, mg/kg, no more Note Cereal cultivars (wheat, barley, oats, rye, triticale, millet, sorghum, corn) Toxic elements Mercurous 0,1 Cadmium 0,5 Lead 5,0 Arsenic 2,0 Mycotoxins Aflatoxin B 0,02 Ochratoxin A 0,05 T-2 toxin 0,1 Desoxynivalenol 1,0 Zearalenone 1,0 Fumonisin 5,0 Corn Amount of aflatoxins B1 2 1 2 B , G , G 0,02 Dioxins, dibenzofurans 0,4 Nanogram/kg Dioxin-like polychlorinated biphenyls 0,2 Nanogram/kg Pesticides Hexa chloro (alpha-, beta-, gamma-isomers) 0,02 0,01 0,2 Аlpha-isomer Beta-isomer Gamma-isomer DDT and its metabolites 0,05 2,4-D acid, its salts, aethers 0,6 Pest infestation Not permitted except on mite infestation is not exceeding 20 ex./kg
Pulseе cultivars (pea, lupine, broad beans, tare cheakpea, lentil, vetch) Toxic elements Mercurous 0,1 Cadmium 0,5 Lead 5,0 Arsenic 5,0 Mycotoxins Aflatoxin B1 0,02 Ochratoxin A 0,05 T-2 toxin 0,1 Desoxynivalenol 1,0 Zearalenone 1,0 Amount of aflatoxins B1 2 1 2 B , G , G 0,02 Dioxins, dibenzofurans 0,4 Nanogram/kg Dioxin-like polychlorinated biphenyls 0,2 Nanogram/kg Pesticides Hexa chloro (alpha-, beta-, gamma-isomers) 0,02 0,01 0,2 Аlpha-isomer Beta-isomer Gamma-isomer DDT and its metabolites 0,05 2,4-D acid, its salts, aethers 0,6 Pest infestation Not permitted except on mite infestation is not exceeding 20 ex./kg Oil (soybean, rape plant, sunflower) Toxic elements Mercurous 0,1 Cadmium 0,5
All Saints Community Centre / All Saints Church All Saints Road, Wolverhampton, WV2 2AW 01902 556680 All Saints Day Nursery The Work Space, All Saints Road, Wolverhampton, WV2 1EL 01902 877539 Aspiring Futures Cic 73 Dudley Road, Wolverhampton, WV2 3BY 01902 458770 Bob Jones Centre (Blakenhall Community And Healthy Living Centre) Bromley Street, Wolverhampton, WV2 3AS 01902 555460 Colton Hills Community School Jeremy Road, Wolverhampton WV4 5DG 01902 558420 Goldthorn Park Primary School Ward Road, WV4 5ET 01902 558730 Graiseley Primary School Graiseley Hill, WV2 4NE 01902 558745 Grove Primary School Caledonia Road, WV2 1HZ 01902 558851 Hill Avenue Primary School Hill Avenue, Lanesfield, WV4 6PY 01902 558750 Lanesfield Methodist Church Laburnum Road, Lanesfield, WV4 6PG 01902 662136 Lanesfield Primary School Newman Avenue, WV4 6BZ 01902 558950 Manor Primary School Ettingshall Road, Coseley, WV14 9UQ 01902 556460 Parkfield Advice Centre 125 Parkfield Road, WV4 6EP 01902 353477 Parkfield Primary School 01902 558627
N.B. In the negative form, the meaning changes. You mustn't tell George = it is important not to tell George = don't tell George. You don't have to tell George = you can tell George if you like, but it isn't necessary. It's your decision.
Examples: the chair; a table; an elephant *There is sometimes confusion about whether to use a or an. The sound of a word’s first letter helps us to know which to use: If a word begins with a vowel sound, you should use an; if a word begins with a consonant sound, you should use a. Features of sentences/Types of sentences Term Definition Declarative sentence (statement) These are sentences which state facts. e.g.: It is hot. The butter is in the fridge. Interrogative sentence (question) Interrogative sentences (questions) are sentences which ask for an answer. e.g.: Are you hot? Where is the butter? Imperative sentence (command) These are sentences which give orders or requests. e.g.: Play the movie. Give me a dinosaur for my birthday. Exclamatory sentence (exclamation) Exclamatory sentences (exclamations) are sentences which express a strong feeling of emotion. e.g.: My goodness, it’s hot! I absolutely love this movie! Clause A clause is a group of words which does contain a verb; it is part of a sentence. There are two kinds of clauses: A main clause (makes sense on its own) e.g.: Sue bought a new dress. A subordinate clause (does not make sense on its own; it depends on the main clause for its meaning) E.g.: Sue bought a new dress when she went shopping. *‘when she went shopping’ is the subordinate clause as it would not make sense without the main clause. Phrase A phrase is a group of words which does not make complete sense on its own and does not contain a verb; it is not a complete sentence: e.g.: up the mountain Vocabulary/language strategies
Week Lesson Book / Unit Pages Title Objectives Key Sentences Words Homework Aids 9th Lesson 17 SB pp. 66~69 Test Your Grammar WB pp. 33-34 Workbook Book 2 / Unit 16 Lesson 18 SB pp. 70~73 He is sleeping. - Present Continuous • Understanding the meaning of present continuous • Learning how to make –ing forms I am dancing. They are swimming. walking, riding, running, sleeping, dancing, swimming WB pp. 35-36 Workbook/ Vocabulary List/ Unit Test/ Grammar Cards Book 2 / Unit 17 10th Lesson 19 SB pp. 74~77 I’m not sleeping. - Present Continuous: Negative • Making negative sentences You aren’t studying. She isn’t running. They aren’t writing. eating, writing, skating, playing, reading, watching WB pp. 37-38 Workbook/ Vocabulary List/ Unit Test/ Grammar Cards Book 2 / Unit 18 Lesson 20 SB pp. 78~81 Are you studying? - Present Continuous: Questions • Making questions • Answering the questions with Yes/No Is he sleeping? Are you reading? sitting, making, drawing WB pp. 39-40 Workbook/ Vocabulary List/ Unit Test/ Grammar Cards Book 2 / Unit 19 11th Lesson 21 SB pp.82~85 Test Your Grammar WB pp. 41-42 Workbook Book 2 / Unit 20 Lesson 22 Final Test (Units 13~20)
a sentence must have one a sentence may consist only of one clause (all the sentence examples above are one clause long) Co-ordinated clauses: a sentence may consist of two main clauses that make sense on their own, linked by a conjunction – this is a compound sentence. Two separate sentences combine into one compound sentence: sentence and main clause sentence and main clause Just deliverer The results of the experiment were recorded. The data was put in a spreadsheet. The results of the experiment were recorded and the data was put in a spreadsheet. one main clause conjunction one main clause There are many words that can be used as conjunctions including ‘or’, ‘but’, and ‘so’. Other clauses: a sentence may consist of a main clause and one or more other clauses which would not make sense on their own; they may follow one another or one may be within another – this is a complex sentence. One sentence which is a main clause and one other non-main clause combine into a complex sentence: sentence and one main clause The results of the experiment were recorded. non–main clause that more sugar can be dissolved in water the higher the temperature of the liquid start of original sentence start of non-main clause The results of the experiment, that more sugar can be dissolved in water the higher the temperature of the liquid, were recorded.
Common mistakes - ‘Have’ NOT ‘of’ verb form When people speak they often say ‘of’ instead of the contraction of ‘have’ which is ‘ve’ because they sound so similar. Unfortunately, some students continue this grammatical mistake into their writing. This is your alarm call. It seems such a small thing to worry about but you want your marker to be focusing on your content not on your grammar. The following should read: I should have or should’ve put the bin out before I left home NOT I should of put the bin out before I left home So you know, there is no form of the verb that uses ‘of’. 2. Using appropriate word tenses for academic work English verb forms are not easy to master with even native speakers often making mistakes. The table below provides an overview of English verb tenses to show how the verb forms most often used for academic writing purposes (highlighted by italics) fit in. The third person has been used for the examples below as this is the pronoun you are most likely to use in your written work. SIMPLE CONTINUOUS PERFECT PERFECT CONTINUOUS PAST (one subject) It walked It was walking It had walked It had been walking PAST (plural subjects) They walked They were walking They had walked They had been walking PRESENT (one subject) It walks It is walking It has walked It has been walking PRESENT (plural subjects) They walk They are walking They have walked They have been walking FUTURE (one subject) It shall/will walk It shall/will be walking It shall/will have walked It shall/will have been walking FUTURE (plural subjects) They shall/will walk They shall/will be walking They shall/will have walked They shall/will have been walking Adapted extensively from Seely (2004: 133) To make this simpler, the verb forms you will use most frequently are below:
Qu. Quiz 1 Answers Notes 1 2 We visited the park near my house in Westbere. (Option 3) 3 We got changed _______before_________ swimming twenty lengths at the pool, _______however_______ I nearly gave up ________as________ I was so tired. Do not accept responses with any capital letters. 4 mis, re Also accept answers that are underlined. 5 under, into Also accept answers that are underlined. 6 7 The flower’s delicate petals gradually all fell off. 8 cleaned, tidied were Answers must be spelt correctly. Do not accept responses with any capital letters.
A Townsville workout in the (functional) grammar gym Developing grammar understandings for teaching the Australian Curriculum: English Purpose To assist attendees to develop their understandings of grammar in order to fully comprehend and to effectively teach the Australia Curriculum: English (AC:E). Also highly relevant to Years 11 & 12. Date Saturday 10 February 2018 Location JCU Education Central. Travel Parking is free. Park out on the road next to the green education building which is near the union building. Timings 9:00 – 10:30 Session 1 (1.5 hours) 10:30 – 11:00 morning tea break 11:00 – 12: 00 Session 2 (1 hour) 12:00 – 12.30 Lunch break 12.30– 2.00 Session 3 (1.5 hours) Format After an introductory segment on some general grammar issues, attendees will be guided in the analysis of a range of short texts and consideration of the effect of the language choices that have been made in their composition. On this occasion, most of the texts will be from, or about, Thomas Kenneally’s novel The Chant of Jimmie Blacksmith, i.e. they are authentic texts suitable for use in English classrooms. Presenter Garry Collins, a self-confessed (functional) grammar tragic, is a former president of both ETAQ and the national English-teacher body, AATE. After 35 years teaching English in state high schools, Garry has, for the last 5 years, been a part-time tutor in English curriculum courses at The University of Queensland. Catering Morning tea and lunch will be provided (Subway). Good Morning Coffee Trader will be available from 8.30-9.00am and during the morning tea break. Cost ETAQ members (Full, corporate or student) $30, non-members $50. Equipment While not necessary, it would be useful to bring 3 highlighters: a pink, a green, & a blue. Otherwise, all you need is a pen or pencil. Handouts There will be paper handouts for exercises on the day and the PowerPoint and Word files used will be subsequently available via email. People who bring their own USB could take away copies of the files on the day. Duration Certificates will be issued for 4 hours of CPD. Registration Register and pay via the ETAQ website at Closing date for registration is Monday 5 February. Don’t miss out!
Demonstrative: ____________________________________________________________________________
For younger generations, the content of the message is far more important than the structure. Employers have to ask: Does this represent shortcomings in skills and know-how? Certainly, some professions require a solid grasp of the rules of grammar. Those seeking careers in areas like journalism, corporate communications and publishing should be able to demonstrate above-average writing and verbal communication skills. And for the most part, it would behoove all job candidates to spend extra time proofing and reproofing their résumés and cover letters. However, there are many positions in which written communication is rare. Yet candidates for these positions are frequently eliminated based on their use of poor or nontraditional grammar. It is important to remember that younger generations, particularly the generation entering the work force today, grew up texting, sharing on Facebook and tweeting — using as few words as possible to get their messages across. For younger generations, the content of the message is far more important than the structure. They rely heavily on shortcuts and are quick to abandon the conventional rules of grammar and punctuation. Employers have to ask themselves whether these nontraditional forms of communication necessarily represent shortcomings in technical skills and know-how. Indeed, if a candidate can convey in 140 characters what took me 300 words – even if it means cutting some grammatical corners — I would say that person brings a useful talent to the table. “Consider the Candidate and the Position” Reader Comments
GRAMMAR EXERCISES PAST SIMPLE & PAST CONTINUOUS Complete the table. Infinitive Past simple Past continuous live 1lived 2was / were living be 3 4 go 5 6 have 7 8 clean 9 10 watch 11 12 study 13 14 buy 15 16 make 17 18 look 19 20 PAST SIMPLE & PAST CONTINUOUS Correct the sentences. Eddie was playing football a lot last year. Eddie played football a lot last year. It was rained this morning when I went to school. ____________________________________________________________ We have breakfast at seven o’clock this morning. ____________________________________________________________ Ewan and Morgan were watched TV after school. ____________________________________________________________ Mum didn’t seeing her friends yesterday. ____________________________________________________________ Emma and her friends were buy a present for me yesterday evening. ____________________________________________________________
VOCABULARY THE SENSES Complete the puzzle with the words below. THE SENSES Complete the sentences with the correct form of some of the verbs in exercise 2. This soup tastes delicious! I’ll have more, please. This perfume ____________ very nice. I love it! Martha’s hat ____________ really soft. Look! Can you _______________ Tom and Jack in the park? Please speak louder. I can’t ______________ you. Did you ______________ the new James Bond film at the weekend? THE SENSES Complete the headings (1 – 5) with the five senses. Then complete the table with the verbs in exercise 1. 1 Hearing 2 T_______ 3 S_______ 4 S_______ 5 T_______ PARTS OF THE BODY Look at the picture and write the parts of the body. eyebrows
18. Curriculum Skills Map Level Module Code Module Title Core (C), Compulsory (COMP) or Option (O) Programme Learning Outcomes Knowledge and Understanding A1 A2 A3 A4 A5 A6 A7 LEVEL 6 NU3280 Working with Common Mental health problems: Engagement and Assessment Comp LO6 LO1 LO3 NU3118 Guided Self Help for Anxiety and Depression Comp LO1 LO2 LO3 LO1 LO2 LO1 LO2 LO3 NU3056 Culture and Processes in Primary Care Mental Health Comp LO1 LO1 LO3 LO4 LO8 LO3 LO4 LO2 LO6 Level Module Code Module Title Core (C), Compulsory (COMP) or Option (O) Programme Learning Outcomes Subject-specific skills B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 LEVEL 6 NU3280 Working with Common Mental health problems: Engagement and Assessment Comp LO4 LO9 LO2 LO7 LO2 LO10 LO11 LO12 LO2 LO7 LO10 LO8 LO4 LO9 NU3118 Guided Self Help for Anxiety and Depression Comp LO3 LO8 LO4 LO5 LO6 LO5 LO6 LO4 LO5 LO3 LO4 LO3 LO6 LO7 NU3056 Culture and Processes in Primary Care Mental Health Comp LO7 LO1 LO3 LO4 LO8 LO5 LO4 LO8 LO7
Level Module Code Module Title Core (C), Compulsory (COMP) or Option (O) Programme Learning Outcomes Thinking skills Other skills relevant to employability and personal development C1 C2 C3 C4 C5 D1 D2 D3 D4 D5 D6 LEVEL 6 NU3280 Working with Common Mental health problems: Engagement and Assessment Comp LO2 LO1 LO5 LO1 LO5 LO4 LO5 LO1 LO5 LO7 LO8 LO10 LO11 LO12 LO1 LO5 LO2 NU3118 Guided Self Help for Anxiety and Depression Comp LO1 LO2 LO3 LO1 LO3 LO1 LO2 LO3 LO1 LO2 LO3 LO6 LO7 LO3 LO1 LO2 LO3 LO4 LO1 LO2 NU3056 Culture and Processes in Primary Care Mental Health Comp LO1 LO1 LO1 LO3 LO4 LO5 LO7 LO1 LO2 LO3 LO4 LO5 LO6 LO5 LO7
A. hadn’t forgotten to phone B. didn’t forget phoning C. wasn’t forgetting having phoned D. haven’t been forgetting that I had to phone Join us and you ________________! A. won’t let down B. won’t be let down. C. won’t be letting down. D. won’t have it let down The war on terrorism began, let’s say, in 2001, ______________ thousands of people have died. A. by when B. since then C. at which point D. from then A lot of her fans, ___________ weren’t even born when she started recording, cried at the news of her death. A. some of them B. some of whom C. somebody of them D. somebody whom It’s going to take a long time ______________ him around. A. to get used to not having B. to be used to not have C. that he won’t be D. before having been used to not having Don’t believe ___________ he says. He’s a hopeless liar! A. half of what B. all what C. everything which D. anything at all I go to rehearsals ________ Wednesdays and Fridays. A. on B. every C. each D. both I went to bed late last night ___________ I was tired. A. despite B. by the way C. though
Grammar questions based on Rooftoppers G1 – grammatical terms/word classes What does the word it refer to in the passage below ? The baby was found wrapped for warmth in the musical score of a Beethoven symphony. It had drifted almost a mile from the ship. Circle all the pronouns in the sentence below. His name was Charles Maxim and he determined, as he held her in his large hands – at arm’s length, as he would a leaky flowerpot – that he would keep her. Write a sentence using the word hooked as an adjective. Remember to punctuate your answer correctly. Write a sentence using the word hooked as a verb. Remember to punctuate your answer correctly. Circle all the determiners in the sentence below. There, floating in the ocean, was a baby, some dining-room chairs and an open cello. Circle the adverbs in the sentences below. He also gave her a name. Then he fetched his coat and folded her up in it. Unsurprisingly, Sophie did not answer. G2 – Functions of sentences Tick the sentences that must end with a question mark. “The child is either one year old, or she has come first in a competition.” Shall we therefore assume it is the former. You can be Mary, or Betty, or Sophie. “How does one go about acquiring carpets G3 – Combining words, phrases and clauses Underline the relative clause in the sentence below. During the carriage ride, which took four hours, Charles held Sophie on the very edge of his knee.
5.…………………………… (should / build) more roads a long time ago. The government, however, 6.…………………………… (not able to / keep up) with the growing number of vehicles bought every year by newly wealthy citizens. Without China’s recent economic boom, people 7.…………………………… (might / stay) on their bicycles and Beijing 8.…………………………… (could / be) free of congestion. So traffic jams, though annoying, are a sign that the Chinese are getting richer.
University of Minnesota - Animal Science Clothing Sale Graduate Club Fundraiser - Order Form – Due November 29th Name: Email (UMN preferred): Please indicate the desired quantity of each item by size in the boxes below. XS S M L XL 2XL (add $3) 3XL (add $4) Price per item: Total: Maroon Can Koozie one size: $2 Black Can Koozie one size: $2 Black Travel Mug one size: $12 Silver Travel Mug one size: $12 Water Bottle one size: $10 Black Unisex Tank $15 Grey Unisex Tank $15 White Unisex Tank $15 Beige T-Back Tank $15 Light Grey T-Back Tank $15 Dark Grey T-Back Tank $15 Black Short Sleeve $10 Grey Short Sleeve $10 Maroon Short Sleeve $10 Black Long Sleeve $12 Grey Long Sleeve $12 Maroon Long Sleeve $12 Black Hooded Sweatshirt $25 Dark Grey Hooded Sweatshirt $25 Light Grey Hooded Sweatshirt $25 Maroon Hooded Sweatshirt $25 Black Crew-Neck Sweatshirt $20 Dark Grey Crew-Neck Sweatshirt $20 Light Grey Crew-Neck Sweatshirt $20 Maroon Crew-Neck Sweatshirt $20 Black ¼ Zip Sweatshirt $30 Grey ¼ Zip Sweatshirt $30 Maroon ¼ Zip Sweatshirt $30 Black Sweatpants $25 Grey Sweatpants $25 Soft-Shell Jacket (men’s) $50 Soft-Shell Jacket (women’s) $50 Black Soft-Shell Vest (men’s) $40 Grey Soft-Shell Vest (men’s) $40 Black Soft-Shell Vest (women’s) $40 Grey Soft-Shell Vest (women’s) $40 Black Polo (men’s) $20 Maroon Polo (men’s) $20 Black Polo (women’s) $20 Maroon Polo (women’s) $20 Black Sport-Tek Polo (men’s) $20 Maroon Sport-Tek Polo (men’s) $20 Black Sport-Tek Polo (women’s) $20 Maroon Sport-Tek Polo (women’s) $20 Maroon Flexfit Baseball Cap $15 Black Flexfit Baseball Cap $15 Maroon Baseball Cap (one size fits all): $10 Black Baseball Cap (one size fits all): $10 Black Stocking Cap (one size fits all): $8 Grey Stocking Cap (one size fits all): $8 Maroon Stocking Cap (one size fits all): $8 Order Total:
elements. For example: The three nouns in this sentence (in bold) tell the reader who and what is involved in the action. Sometimes nouns are preceded the indefinite article (‘a’ or ‘an’) or the definite article (‘the’). The presence or absence of an article can change the meaning of a sentence – for example: Note the difference in meaning – the first sentence is generic, and implies any athlete is needed, whereas the second implies one particular person. English uses the definite or indefinite article a lot – more than in many other languages. For example: 1.5 Pronouns Pronouns are words used to replace nouns. Common pronouns are: I, me, you, he, him, her, they, them, mine, yours, his, hers and theirs. One of their functions is to save repeating nouns (which gets boring…). For example: Be careful with pronouns. It must be clear which noun is being replaced by the pronoun (technically known as the antecedent). Lack of clarity can lead to confusion - for example: Which is the antecedent in the second sentence? Does “it” refer to psychology or physics? Presumably, it is psychology - but we could be wrong! 1.3 Adjectives An adjective is a describing word – it tells you more about a noun. It often goes before the noun it describes, but it can stand alone after a verb. For example:
the verb (washing) is done to the subject – so it is passive Fashions – even in academic writing! – are changing. Traditionally, academic English tended to use the passive form frequently (mostly because it was felt to give a certain sense of detachment and objectivity). However, there are other ways of maintaining objectivity, and there is a marked swing these days towards greater use of the active. ALWAYS make sure that the sentences in your essays make sense! 1.5 Adverbs Adverbs and adjectives are often confused. An adjective tells you more about the noun. An adverb tells you more about the verb. An adverb describes how, when, or where something happened. For example: In English, many common adverbs take the form ‘-ly’ – slowly, quickly, meaningfully, etc. In fact, you can often form adverbs by taking an adjective and sticking ‘-ly’ on the end: so ‘beautiful’ (adjective) becomes ‘beautifully’ (adverb). BUT be careful: this doesn’t always work. In the sentences above, ‘fast’ and ‘here’ are independent forms. Many common adverbs have independent forms. Notoriously, the adjective ‘good’ takes the adverb ‘well’. So: Watch the difference between spoken and written English again. In spoken English, if someone is asked ‘how are you?’, it is increasingly common for them to answer ‘I’m good, thank you’. Technically, this means ‘I am a good (person)’, because ‘good’ is an adjective not an adverb. The grammatically correct answer is ‘I am well, thank you’.
Adverbs are words which you use to describe a verb, an adjective or another adverb To form French adverbs, you usually add –ment to the feminine form of the adjective: Normal > normale >> normalement Heureux > heureuse >> heureusement If the adjective ends in a vowel, add –ment to the masculine form: Timide >> timidement Vrai >> vraiment A few exceptions: - change the final –e to é before adding –ment Précis >> précisément - change final –ent/-ant to –emment/-amment Prudent >> prudemment Brilliant >> brillamment Adverbs usually follow the verb: Elle y va souvent Adverbs often come before an adjective or another adverb: C’est un très beau film. Je l’ai vraiment beaucoup aimé. Comparative and superlative with an adverb: Il parle plus lentement que le prof Il parle anglais moins couramment que Marc Il joue aussi mal que Delphine Mon frère conduit le moins prudemment 13. Negatives Ne…pas Ne… jamais Ne … rien Ne … personne Ne… plus Not Never Nothing, not anything Nobody, not anybody No longer, no more, not any more
Il ne parle jamais en Français Elle ne mange rien Je ne connais personne ici Nous n’y allons plus When you use ne + a negative with a noun, replace un/une/des with de/d’: Il n’y a plus de timbres Je n’ai jamais d’argent The second part of a negative form can be used without the ne in a short phrase with no verb: Tu as déjà travaillé? Non, jamais Qu’est-ce que vous voulez? Rien Qui est dans la salle? Personne Ne…aucun means “no…” or “not a single…”. Aucun is an adjective and agrees with the noun that follows it. singular plural Masc aucun aucuns Fem aucune aucunes Il n’a aucun ami Je n’ai aucune idée Ne…ni…ni means “neither…nor”; ne goes before the verb and ni goes (twice) before the words they relate to: Il n’a ni père ni mère Je ne connais ni Anne ni son frère Ne …que is one way to say “only”: On ne travaillera que le samedi matin We will only work on the Saturday morning Il n’avait qu’un ami He had only one friend In the perfect tense, ne goes before the part of avoir/être, and: - pas/plus/jamais/rien go before the past participle: On n’a rien mangé
Communication Disorders Program - Grad Sequence of Courses – Thesis Option Fall 3 Credits CSD 662 Articulation/Phonological Disorders 3 Credits CSD 668 Language Disorders – Preschool 3 Credits CSD 670 Fluency Disorders 3 Credits CSD 672 Language Disorders - Adults 3 Credits CSD 683 Clinical Practicum 15 Spring 3 Credits CSD 594 Cognitive Disorders 3 Credits CSD 677 Dysphagia 3 Credits CSD 642 Research in Communication Disorders 3 Credits CSD 630 Professional Issues in CSD 3 Credits CSD 683 Clinical Practicum 15 Summer 3 Credits CSD 683 Clinical Practicum 3 Fall 3 Credits CSD 673 Motor Speech Disorders 3 Credits CSD 640 Voice Disorders 3 Credits CSD 648 Language Disorders – School Age 3 Credits CSD 678 AAC/Assmt/Intervention 3 Credits CSD 683 Clinical Practicum 15 Spring 3 Credits CSD 620 Infant-Toddler Communication 3 Credits CSD 681 Master’s Project 3 Credits CSD 683 Clinical Practicum 6 Credits CSD 699 Thesis 15 Total 63 Credits (Revised 08/17/17) ** If needed for ASHA requirements – CSD 372 and/or CSD 472 can be taken during summer
Aberdeenshire North Community Healthcare Partnership (CHP) Name Contact details Area covered Availability Christine Collie 01779-822613 01346-585275 Aberdeenshire North CHP Fraserburgh - base Mon – Wed (all day) Thurs (am) Eileen High 01346-585275 Aberdeenshire North CHP Fraserburgh, , Turriff, and surrounding areas Mon-Thurs (all day) Fri 8.30-14.00 Aberdeenshire South Community Healthcare Partnership (CHP) Name Contact details Area covered Availability John Allan 01330 827264 01569 792023 01224 849471 Aberdeenshire Banchory Skene Medical Group Monday (all day) Wednesday and Thursday(am) Thursday (pm) Aberdeenshire Central Community Healthcare Partnership (CHP) Name Contact details Area covered Availability Mairi Ewen Podiatry Office 01467 672845 01466 765011 01358 725509 01467 - 627733 Aberdeenshire Central CHP Alternate Tues Domiciliary Wednesday Huntly/ Inverurie Thurs Ellon Health Centre Friday Inverurie Health Centre
Moray Community Health & Social Care Partnership (CHP): Name Contact details Area covered Availability David Fraser Podiatry Clinic, Dr Gray’s Hospital, 01343 567388 Diabetes Podiatrists Office, The Glassgreen Centre 01343 553076 Morayshire CHP Monday-Friday Marie Stirling Morayshire CHP Monday –Friday (am) Rachel Crichton Morayshire CHP Monday, Wednesday & Friday
18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed Level Module Code Module Title Core (C), or Option (O) Programme Learning Outcomes Knowledge and understanding Subject-specific Skills Thinking Skills Other skills relevant to employability and personal development A1 A2 A3 A4 A5 A6 A7 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 D1 D2 D3 D4 D5 D6 D7 D8 LEVEL 6 PS3107 Motivation, Sport, & Exercise O PS3208 Anti-Social Behaviour Among Young People O PS3209 Applying Psychology to the Educational Setting O PS3301 Clinical Neuropsychology O PS3310 Health Psychology in Practice O PS3311 Eating Behaviour & Disorders O PS3312 Exercise Psychology O PS3313 Profiling Offenders O PS3404 Psychology of Reading O PS3407 Control, Action and Sport O PS3501 Drugs and Behaviour O PS3506 Biological Treatments in Psychiatry O PS3900 Psychology Project COMP LEVEL 5 PS2010 Psychological Research 1: Design and Quantitative Methods COMP PS2015 Psychological Research 2: Qualitative Methods COMP PS2020 Social and Developmental Psychology COMP
The Lake Roosevelt Preschool program offers a variety of learning experiences which provide for the unique needs and abilities of our preschool and high school students. Our integrated program strives to promote a positive image of self and others. Multi-sensory play activities allow the children to learn about themselves and their environment at their own developmental level and within an appropriate preschool climate. The program philosophy consists of the following basic premises: 1. Young children learn by doing. Children learn about the physical and social worlds through playful interaction with objects and people. Play requires students to engage in tasks that develop thinking, language, small muscle, large muscle, problem-solving, social and pre-academic skills. 2. For children to understand and remember what they have learned the information must be meaningful to the child. Children are provided concrete learning activities with materials and people relevant to their own experiences. 3. The process, or how a child learns, is as important as the product, or what the child learns. 4. Children are encouraged to take responsibility for their own learning and discovery. Children choose many of their own activities from the variety of learning areas provided. Children are encouraged to make choices and then act upon those choices, with the preschool workers facilitating their learning. 5. No two children are at exactly the same developmental level. Different levels of ability and development are expected and accepted. The curriculum taught is called Creative Curriculum. New this year in addition to Creative Curriculum, is a reading curriculum called CKLA Preschool (Core Knowledge Language Arts). This is a comprehensive English language arts curriculum designed to give preschool age children foundational language and literacy skills. Engaging, developmentally appropriate lessons are taught daily integrating instruction into activities that are common in quality preschool classrooms. Preschool Retention Policy It is the belief of the Lake Roosevelt Preschool staff that students should start kindergarten when they are eligible. Children benefit from being around peers with age appropriate communication, social, and academic skills. The Preschool team would only consider having a child attend Lake Roosevelt preschool an extra year in very specific circumstances.
SFASU GRADUATE PROGRAM Orientation & Mobility Certification ONLY Summer Summer I & II SPE 500 – Blindfold SPE 516 – Eye Class Total: 9 hours Year One Fall Spring Summer SPE 515 – Foundations SPE 518 – Basic O&M *SPE 595 – Internship SPE 552 – MIVI SPE 519 – Low Vision *SPE 593 – Beginning Practicum *SPE 594 – Intermediate Practicum Total: 9 hours Total: 9 hours Total: 6 hours Total 4 semesters (2 summer) 33 Semester Hours