zilongwang/ReadingBank huggingface dataset:
2 1.1.1 1.1.2 2.5.3 Flowcharts and Boolean operators Introduce flowcharts and the flowchart symbols. (Activity 8.2.1) Show the YouTube video ‘The Big Bang Theory – The Friendship Algorithm’: Demonstrate how flowcharts can represent if (decision) problems. (Activity 8.2.2) Show students how to write program code from a flowchart. (Activities 8.2.3 and 8.2.4) Explain the concept of AND, OR and NOT (Boolean operators) to combine the results of two condition statements. condition_one and condition_two This condition is true only if condition_one and condition_two are both true. condition_one or condition_two This condition is true if condition_one or condition_two is true. not condition This creates a new condition, which is the reverse of the original, setting true to false and false to true. Homework: Ask students to draw flowchart for their activities that evening. How much iteration is involved? (Explain the term iteration.) Week 8 Lesson 2 activities The Big Bang Theory YouTube video
Week 12 Lesson Spec ref Lesson summary Lesson content Lesson resources 1 4.5.1 High and low level programming languages Explain to students that in the next two lessons they will be learning about how Programming languages run on computers by being translated into 0s and 1s. Use slides from low and high level languages slides. Show students images of early computers, e.g. Colossus, Manchester Baby, ENIAC. Explain how they were programmed in machine code. Go through the Autumn Year 10 Low and High level Languages slides. Students complete Activities 12.1.1 and 12.1.2. Homework: Complete Activity 12.1.3 to gather data about the popularity of current programming languages. Week 12 Lesson 1 Activities Autumn Year 10 slides
loading, etc.)? Explain that a binary code is used to represent the colour of a pixel. The number of bits used to store each pixel’s colour is known as the ‘colour depth’. The greater the colour depth, the more colours can be represented. Explain that all colours are combinations of red, green and blue. Give pupils the opportunity to see this for themselves by experimenting with the RGB Explorer: . Explain that any colour can be encoded as a set of three numbers. ‘True colour’ allocates 1 byte for red, 1 byte for green and 1 byte for blue (24-bit colour depth). Point out that a computer needs to know the image size in pixels and the colour depth in order to be able to read the binary data correctly and reproduce the image. This additional information is called ‘metadata’. Explain that it is impossible to produce an exact copy of an image as a bitmap. Bitmaps are representations of the original and some loss of detail is inevitable. Even if a pixel is very small, the colour is unlikely to be uniform across the whole pixel. The binary code represents an average for the whole pixel. The smaller the size of the pixels used, the closer the digital representation is to the original. Ask students to complete Activity 1.1.2. Homework: Ask students to complete Activity 1.1.3. 2 2.3.2 (extension) Dictionaries Ask students to explain what a dictionary does (as in a physical book type dictionary!). Week 1 Lesson 2 activities
Logging In At present there are still a number of students in year 11 who have not logged in an activated their GCSE Pod Account. This section will explain how to get these pupils logged in for the first time. First find the GCSE Pod website, you can do this by going direct to or you can search for “GCSE Pod” in google and click on the relevant link here. You will be in the right place if you land on a page that looks like this Ask the pupils to click on the login icon located in the top right corner of the screen, here. You will then be presented with a screen that looks like this Ask the pupils to click on the green button “new here, get started”, located here. You will now be presented with a screen that looks like this. Now ask the pupil to click on the student button, located here. Once this is clicked you will be presented with a screen that looks like this.
Line A has equation 2y = 3x + 8. Line B goes through the points (–1, 2) and (2, 8). Do lines A and B intersect? You must show all your working. (Total for Question 25 is 3 marks) [Nov 2012 NonCalc] 23. ABCD is a square. P and D are points on the y-axis. A is a point on the x-axis. PAB is a straight line. The equation of the line that passes through the points A and D is y = –2x + 6 Find the length of PD. ....................................................... (Total for Question 23 is 4 marks) [June 2013 Calc] 13. A is the point (–1, 2) B is the point (7, 5) (a) Find the coordinates of the midpoint of AB. (......................., .......................) (2)
.............................................. (Total for Question 25 is 3 marks) [June 2012 NonCalc] 12. Jane has a carton of orange juice. The carton is in the shape of a cuboid. The depth of the orange juice in the carton is 8 cm. Jane closes the carton. Then she turns the carton over so that it stands on the shaded face. Work out the depth, in cm, of the orange juice now. .............................................. cm (Total for Question 12 is 3 marks) [Nov 2011 Calc] 24. The diagram shows a solid hemisphere of radius 8 cm. Work out the total surface area of the hemisphere. Give your answer correct to 3 significant figures. ............................. cm2 (Total 3 marks) [June 2011 Calc] 9. Work out the total surface area of the triangular prism. ......................................... (Total 4 marks) [June 2011 NonCalc] 25. The diagram shows a solid cone and a solid hemisphere.
12 Table of values x = − 2 − 1 0 1 2 3 4 y = − 8 − 5 − 2 1 4 7 10 OR Using y = mx + c, gradient = 3, y intercept = –2 Line B3 for correct line between x = −2 and x = 4 (B2) OR (for a correct straight line segment through at least 3 of (−2,−8), (−1, −5), (0, −2), (1, 1), (2, 4), (3, 7), (4,10) or for all of these plotted but not joined or for a line drawn with a positive gradient through (0, −2) and clear intention to use a gradient of 3, e.g. line through (0, −2) and (0.5, 1) (B1) OR (for at least 2 correct points stated or plotted ) or for a line drawn with a positive gradient through (0, −2) or a line with gradient 3) 13 (a) Correct reflection B2 correct reflection – shape at (– 3, 2), (– 3, 5), (– 4, 5),(– 5, 1) (B1) (reflection in a different line parallel to x = – 1 or 3 vertices correct) (b) Enlargement, scale factor 2, centre P B2 enlargement, scale factor 2, centre P (B1) (for 2 correct aspects) NB score B0 for more than one transformation 14 (i) Explanation C1 e.g. has multiplied before squaring (ii) Explanation C1 e.g. evaluated (–4)2 incorrectly, or not correctly inserted brackets.
19 51 & 27 M1 42 ÷ 14 (= 3) M1 (dep M1) for “3” × 17 or “3” × 9 A1 51 and 27 correctly assigned 20 3.45 ≤ x < 3.55 B2 cao (B1) for 3.45 and 3.55 21 0.23 P1 for 45 ÷ 300 (= 0.15) for 0.62 × 300 (= 186) P1 (dep P1) for 1 – (0.62 + “0.15”) (dep P1) for 300 – (“186” + 45) A1 oe oe 22 11 P1 Process to find total cycling,, e.g. 100 – 52 – 35 (= 13) P1 Complete process to find female running, e.g. 45 – (30 + (“13” −9)) A1 cao OR P1 process to find male Gym (22) or male total (55) P1 complete process to find female running, e.g. 35 – (“55” – “22” – 9) A1 cao Note: the two-way table (or frequency tree) does not need to be fully complete
29 y = 3x – 1 M1 for y = 3x + c or a line drawn with gradient 3 passing through A A1 oe 30 (a) (x +13)(x – 13) B1 cao (b) 6x2 + x – 2 M1 for all 4 terms (and no additional terms) correct with or without signs or 3 out of no more than 4 terms correct with signs A1 6x2 + x – 2
2 39% P1 process to find proportion of group that are students , e.g. P1 complete process to find the % of girls , e.g. A1 for 39(.0625) OR P1 process to scale up the ratio of teachers : students, so that students can be divided by 7+5 (=12),, e.g. 1 × 12 : 15 × 12 = 12 : 180 or a process to divide the “180” in the ratio 7:5,, e.g. 180 ÷ 12 × 7 (=105) and 180 ÷ 12 × 5 (=75) P1 complete process to find the % of girls , e.g. (75 ÷ (12+105+75)) × 100 A1 for 39(.0625) 3 construction B2 correct construction showing all necessary arcs. (B1) (pair of intersecting arcs centred on A and B) 4 (a) –1.2 & 3.2 B2 for both roots correct (B1) (for one correct root) (b) (1, –5) B1 cao
A1 for CAD = 60° from correct working C2 C2 for all correct reasons stated (C1) (C1 for one appropriate reason linked to a circle theorem used) Alternate segment theorem. Opposite angles of a cyclic quadrilateral add up to 180. Angles in a triangle add up to 180 Angles on a straight line add up to 180 21 M1 gf(x) = or f(4) = 48 A1 oe 22 c = a2 + 8 d = 4a P1 process to expand (a + √8)2 given at least 3 terms correct A1 c = a2 + 8 A1 d = 4a
2 2 2 3 3 4 5 8 3 1 3 4 4 0 1 key 41 is 41 (B1) B1 for an ordered diagram with one error or omission or for an unordered diagram) for an appropriate key 12 15 B1 M1 A1 for a measurement given as 7.3 to 7.7 (cm) for “7.5” 105 where “7.5” is their measurement (dep M1) ft 13 a 0.97 P1 P1 A1 for start to process, e.g. 1000 129 oe or 7 packets (dep P1) for 10 − (“7” × 1.29) where “7” is their number of packets cao b Comment C1 Comment, e.g. 28 is not a multiple of 6 14 70 M1 M1 A1 for method to find 3.5% of 400 , e.g. 0.035×400 (=14) (dep M1) for “14” × 5 (=70) cao SCB2 for 470 or 330 if no other marks awarded 15 38 P1 for a process to begin the problem, e.g. 90% of 17 or number of bags per week (= 510)
P1 A1 (dep P1) for complete process “0.2” × (1 – 0.55) oe oe 21 (a) M1 A1 for correct substitution oe (b) 2 or 3 B1 for 2 or 3 (c) M1 M1 A1 M1 A1 for representing the equation as a single fraction for simplifying and rearranging to a quadratic equal to zero for for a complete method to solve their quadratic oe
2 Year 10 – Spring (1) Identity and culture Daily life Cultural life – use of 都 – use of菜(肉菜/青菜/蔬菜) – use of几；幾 – use of让；讓 – use of为；為 – use of从……来；從……來 – use of f完/好 Year 10 – Spring (2) Local area, holiday and travel Town, region and country – relative place words – measure words – talking about proximity – use of 极了；極了 – 你好! 您需要帮忙吗? – 请问, 您可以帮我......吗? – 你好! 您需要幫忙嗎? – 請問，您可以幫我......嗎? – 请问， 到......怎么走? – 請問， 到......怎麼走? – using the present, perfect and future phrases Term Theme Sub-theme(s) Grammar 3 Year 10 – Summer (1) Local area, holiday and travel Holidays Travel and tourist transactions – means of transport – use of 最好 – if…then…
Using languages beyond the classroom – 家 (scientist) – 校（Boys school） – adjectives and adverbs – reporting what someone said – 得+verb ‘ought to‘ – 要是……的话；要是……的話 – use of 到 – use of 是......的 – complex sentences with linking words Term Theme Sub-theme(s) Grammar 5 Year 11 – Spring (1) International and global dimension Environmental issues – use of linking words: 因为……所以…; 要是……的话…; 除了…….以外…; 虽然……但是 因為……所以…; 要是……的話…; 除了…….以外…; 雖然……但是 Year 11 – Spring (2) International and global dimension Bringing the world together – use of第...... 次 – use of ......得...... – using indirect object pronouns – 因为……所以…; 要是……的话…; 除了…….以外 虽然……但是…; 因為……所以…; 要是……的話…; 除了…….以外 雖然……但是 6 Year 11 Summer Revision
Topic 1: Problem solving 2013 specification 2016 specification Subject content: Students should: 1.1 Algorithms 1.1.1 understand what an algorithm is, what algorithms are used for and be able to interpret algorithms (flowcharts, structured English, written descriptions, program code) 1.1 Algorithms 1.1.1 understand what an algorithm is, what algorithms are used for and be able to interpret algorithms (flowcharts, pseudo- code, written descriptions, program code) 1.1.2 be able to create an algorithm to solve a particular problem, making use of programming constructs (sequence, selection, repetition) and using an appropriate notation (flowchart, written description, program code) 1.1.2 understand how to create an algorithm to solve a particular problem, making use of programming constructs (sequence, selection, iteration) and using appropriate conventions (flowchart, written description, draft program code) 1.1.3 be able to describe the purpose of a given algorithm and explain how a simple algorithm works 1.1.3 understand the purpose of a given algorithm and how an algorithm works 1.1.4 be able to identify the correct output of an algorithm for a given set of data 1.1.4 understand how to determine the correct output of an algorithm for a given set of data 1.1.5 be able to identify and correct errors in algorithms 1.1.5 understand how to identify and correct errors in algorithms 1.1.6 be able to code an algorithm into a high-level language 1.1.6 understand how to code an algorithm in a high-level language 1.1.7 understand how the choice of algorithm is influenced by the data structure and data values that need to be 1.1.7 understand how the choice of algorithm is influenced by the data structures and data values that need to be
7. However, whereas 4 2 allows 5 8 1 9 10 perfectly reconstructed from 5 compressed 1, 11 2 causes some 6 5 8 1 9 10 permanently lost. 0 1 2 3 most often 12 for media 7, i.e. music, pictures 13 videos. This type 6 1 3 intended 9 10 12 14 humans whose brains are capable 6 ‘filling in 5 gaps’ created 14 11 2. MP3 uses 11 1 2 9 compress audio 7 for use on portable media players where space 3 limited. PNG 13 GIF use 4 1 2 9 reduce 5 size 6 image 7. 0. Lossy 1. data 2. compression 3. is 4. lossless 5. the 6. of 7. files 8. original 9. to 10. be 11. lossy 12. used 13. and 14. by Decode the text.
Magnetic storage, e.g. hard disk drive ‘The basic approach to magnetic data storage, however, is very similar for the different types of media. A read-write head moves very close to the magnetic surface - the distance is often no more than tens of nanometers. The head is able to detect and modify the magnetization of the material. The magnetic surface is divided into very small regions, each of which has a mostly uniform magnetization. As the head moves relative to the surface, the changes in magnetization from region to region are detected and recorded as zeros and ones. Different technologies vary in how the head moves relative to the surface of the media and how the regions on the media are organized, but the basic principle is the same.’ (Source: Optical storage, e.g. CD/DVD drive Solid state storage, e.g. memory stick Week 8 Lesson 1 activities
PAPER: 1MA0_1H Question Modification Notes 22 Model provided for all candidates. Diagram enlarged and also provided for MLP. MLP only: x changed to y. M1 for finding an expression for a missing length eg 4y – 1 – y – y (=2y – 1) or y+ 2 – 2y (=2 – y) M1 for a correct eypression for one area from the cross-section, eg. y × 2y or (4y – 1)( y + 2 – 2y) or for one volume of cuboid(s), eg. y × 2y × (y + 1) M1 for a complete method to find the volume A1 for 9y2 + 7y – 2 or (9y – 2)(y + 1) oe 23 (i) Diagram enlarged. Distances have been changed to ‘30, 40, 30, 20, 20’. Wording added ‘There are two spaces to fill. M1 for evidence of frequency density calculation, eg 6 on the frequency density axis for the height of the first column or 5 is 1 cm² can be implied by 30 as the second missing frequency A1 for 40 and 30 (ii) ’ B1 for 30 – 50 bar of height 1 cm 24 Braille only: letter ‘I’ changed to ‘S’. Standard Mark scheme 25 Diagram enlarged. Standard Mark scheme 26 Diagram enlarged. Standard Mark scheme 27 Two models provided for all candidates. Diagrams enlarged and also provided for MLP. Standard Mark scheme
22 (a) −2 3 2 M1 correct length line or one correct end and line A1 cao (b) n > 4.8 2 M1 for subtracting 3 from both sides or dividing all terms by 5 as a first step (n = 4.8) A1 cao 23 (a) Correct diagram 3 B1 13 and 20 in correct positions M1 43 − 20 (= 23) or 60 − 43 − 13 (= 4) A1 correct diagram (b) 1 B1 oe or ft Venn diagram for
Mark scheme GCSE (9 – 1) Mathematics Mock Paper 1MA1: 2H Question Working Answer Mark Notes 1 (a) Correct diagram 3 B1 13 and 20 in correct positions M1 43 − 20 (= 23) or 60 − 43 − 13 (= 4) A1 correct diagram (b) 1 B1 oe or ft Venn diagram for 2 Rotation 90° anti-clockwise centre (0, -1) 2 M1 for 2 of: Rotation, 90° anti-clockwise (or 270 clockwise) (centre) (0, -1) A1 correct transformation No marks to be awarded if more than one transformation is given
19 y = −4x + 5 5 P1 for appropriate process to find gradient e.g. (=) P1 process to find y coordinate 7 + × 5 (= 9) or x coordinate − 9 + × 20 (= −1) P1 method to find gradient of line L (= −4) M1 substitution of found values for x, y and m into equation for straight line A1 y = – 4x + 5 20 45 4 B1 p = 5 M1 405 = 5q4 M1 q = (=3) A1 cao 21 5 M1 = a – 3b or = (a – 3b) M1 = b + (a – 3b) or = a + (a – 3b) or = 2a – 2b M1 two of = b + (a – 3b) or = a + (a – 3b) or = 2a – 2b
M1 simplification to enable comparison of 2 of , and e.g. 2 of (a – b) , (a – b) and 2(a – b) C1 completes proof with reference to 2 of , and parallel and a common point
Mark scheme GCSE (9 – 1) Mathematics Mock Paper 1MA1: 2H Question Working Answer Mark Notes 1 (a) Correct diagram 3 B1 13 and 20 in correct positions M1 43 − 20 (= 23) or 60 − 43 − 13 (= 4) A1 correct diagram (b) 1 B1 oe or ft Venn diagram for 2 Rotation 90° anti-clockwise centre (0, -1) 2 M1 for 2 of: Rotation, 90° anti-clockwise (or 270 clockwise) (centre) (0, -1) A1 correct transformation No marks to be awarded if more than one transformation is given
11 (a) 76.0 3 P1 for tan x = P1 for tan−1 (= 75.963..) A1 75.9 − 76 (b) Description 1 C1 ft e.g. decreases value of h 12 (a) n2 + 2n 3 M1 correct deduction from differences, e.g. 2nd difference of 2 implies 1n2 or 12, 22, 32 M1 12, 22, 32 linked with 2, 4, 6, A1 n2 + 2n oe (b) Explanation 1 C1 explanation that 31 is not a power of 2
19 y = −4x + 5 5 P1 for appropriate process to find gradient e.g. (=) P1 process to find y coordinate 7 + × 5 (= 9) or x coordinate − 9 + × 20 (= −1) P1 method to find gradient of line L (= −4) M1 substitution of found values for x, y and m into equation for straight line A1 y = – 4x + 5 20 45 4 B1 p = 5 M1 405 = 5q4 M1 q = (=3) A1 cao 21 5 M1 = a – 3b or = (a – 3b) M1 = b + (a – 3b) or = a + (a – 3b) or = 2a – 2b M1 two of = b + (a – 3b) or = a + (a – 3b) or = 2a – 2b
12 shown 4 M1 for a method leading to the evaluation of another angle in triangle ABC, e.g. ABC = 46 or BAC = 180 – 113 (= 67) A1 ACB = 67 C1 for all appropriate reasons related to method shown, e.g. vertically opposite angles are equal, angles on a straight line add to 180º, angles in a triangle add up to 180º C1 for concluding statement, e.g. ACB = BAC = 67° and isosceles triangle has two equal angles 13 No with comparison of correct values 3 P1 starts process of comparison, e.g. writes two appropriate fractions or finds a percentage or works out a multiplier P1 complete process to give values that can be used for comparison A1 No and comparison of correct comparable values (e.g. 80% and 76.7...% OR 44.8 (people) accept Yes with a suitable argument 14 y = 2x + 1 drawn 3 M1 at least 2 correct attempts to find points by substituting or line drawn with gradient of 2 or line drawn with y intercept at 1 M1 at least 2 correct points plotted or line segment of y = 2x + 1 drawn A1 correct line between x = – 2 and x = 3
13 (a) f(x) = x3 + 5x – 4 shown 2 M1 method to establish at least one root in 0 < x < 1, e.g. f(0) = –4 and f(1) = 2 C1 as there is a sign change there must be at least one root in 0 < x < 1 (as f is continuous) (b) x3 + 5x – 4 = 0 x3 + 5x = 4 x(x2 + 5) = 4 shown 2 C1 at least one correct step in rearrangement C1 fully correct chain of reasoning (c) 0.709(21985) or 3 B1 = 0.8 oe M1 = oe A1 0.709(21985) or oe 14 8.3 3 M1 0.5 = r8 or 0.5 = (1 – )8 M1 can be implied by 0.917(…) seen A1 8.29 – 8.3
DANGER Ask - am I in danger? ... Is the collapsed person in danger? Send for medical help RESPONSE Conscious Unconscious AIRWAY Make comfortable Check Airway, Breathing, Circulation Check for injury Put in recovery position Clear airway & tilt head Look, listen, feel for breathing BREATHING Breathing Keep in recovery position Check Airway, Breathing, Circulation Check for injury Not Breathing Put on back Start mouth to mouth ventilation Give 2 full breaths Check circulation CIRCULATION Pulse Present Keep on back Continue M.M.V Check pulse & breathing Pulse Absent Start cardiopulmonary resuscitation (CPR) Check pulse & breathing
When we breathe in – Inspiration – the following happens… When we breathe in – Expiration – the following happens… Our diaphragm pulls down Our intercostal muscles contract Air pressure is reduced Air is sucked through the tubes into lungs Our chest expands Our diaphragm relaxes Our intercostal muscles relax Our chest becomes smaller Pressure increases on the lungs Air is forced out
Draw attention to Action Utilize Conflict Depict Realism Bring to focus Excitement Create sense of Emotions (e.g. anger, fear, joy) Hints at Chaos Signify Character importance Connotes Suspense Bring together Urgency/ intensity Help to Atmosphere (hectic, fun, intense) Builds up Mood (scary, joyful, tense) Sympathy Question 3: Representation Representation is the way in which people, places and events are portrayed in the media and the message that this sends. It is difficult to provide an exhaustive list of representations, as it requires your knowledge of the word and society we live in. Use the list provided in the exam as guidance, with your main focus on the stereotypes of people. You must provide specific examples from the text which backs up your point. Focus on breaking down the representations, not characterisation (do not simply describe the characters). Which stereotypes have been conformed to (used) or subverted (gone against)? Explain which values and qualities of the character are celebrated. You must use the following words in your response: representation, stereotypes, conform, subvert Good vs. Evil Heroes Villains Hollywood films mostly cast American heroes. Usually younger than the villain to connote inexperience in comparison. Stereotypically men. Often seen as foreign (to the country producing the film). Less civilised and therefore more dangerous. Usually unattractive – given scars to connote experience. Usually older to connote being wise and experienced. Stereotypically men. Gender Men Women Traits such as strong, resourceful, attractive Help protect weak and venerable women Lacking emotion Aggressive and dominating Violent Damsel in distress Dependent on men Weak, powerless, passive Attractive, sex objects Easily seduced Easily frightened and emotional Victims to be saved putting the hero in danger What is seen to be valued within the extract?
Energy changes in chemistry Exothermic and endothermic reactions, including reaction profiles distinguish between endothermic and exothermic reactions on the basis of the temperature change of the surroundings draw and label a reaction profile for an exothermic and an endothermic reaction, identifying activation energy explain activation energy as the energy needed for a reaction to occur calculate energy changes in a chemical reaction by considering bond making and bond breaking energies. Carbon compounds both as fuels and feedstock recall that crude oil is a main source of hydrocarbons and is a feedstock for the petrochemical industry explain how modern life is crucially dependent upon hydrocarbons and recognise that crude oil is a finite resource. Chemical cells and fuel cells recall that a chemical cell produces a potential difference until the reactants are used up evaluate the advantages and disadvantages of hydrogen/oxygen and other fuel cells for given uses. Uses of mathematics arithmetic computation when calculating energy changes (1a) interpretation of charts and graphs when dealing with reaction profiles (4a). The rate and extent of chemical change Factors that influence the rate of reaction, including catalysts suggest practical methods for determining the rate of a given reaction interpret rate of reaction graphs describe the effect of changes in temperature, concentration, pressure, and surface area on rate of reaction explain the effects on rates of reaction of changes in temperature, concentration and pressure in terms of frequency and energy of collision between particles
GCSE History PLC Unit 2A: Germany 1918-39 TOPIC I can explain… Red Amber Green 1 The Weimar Republic 1918-29 The setting up of the Republic the Treaty of Versailles – effects and opposition Weaknesses in the Constitution The Freikorps (Free Corps) Attacks from the left - the Sparticist Rising Attacks from the right – the Kapp Putsch The Munich Putsch The French occupation of the Ruhr Hyperinflation Stresemann – policies: Rentenmark, Dawes and Young plans, US loans Stresemann – diplomatic policies: relations with the USA, Locarno Pact, League of Nations, Kellogg-Briand Pact Changes in society 1924-29 – Standard of living, society, changes in the role of women, work, politics and leisure. Cultural changes. 2 Hitler and the Rise of the Nazi Party 1919-33 Hitler’s career from 1919 Setting up and early features of the Nazi Party 1919-23 Aims and role of the SA Impact of the Munich Putsch on the Nazi Party Reasons for decline in support for the Nazis 1924-8 Party reorganisation Mein Kampf Growth in Nazi party support 1929-32 Effects of unemployment Failures of the Weimar government to tackle unemployment Appeal of Hitler and the Nazis Goebbels and propaganda and the SA Von Papen, von Schleicher and von Hindenburg 1932-3 3 The Nazi The Reichstag Fire The Enabling Act Banning of other parties and trade unions Threat from Rohm and the SA Night of the long knives Death of Hindenburg Role of Gestapo SS and concentration camps Persecution of Catholic and Protestant churches The Concordat The Reich church and Pastor Niemoller Goebbels and the ministry of propaganda Nazi use of radio, cinema, posters, newspapers, rallies, censorship, sport, culture and the arts 4 Nazi domestic policies 1933-39 Aims and policies towards the young – education, and youth movements Aims and changes in the role of women in the family and employment Policies to reduce unemployment – labour service, autobahns Rearmament and invisible unemployment Changes in the standard of living, especially German workers The Labour Front, Strength through Joy, Beauty of Labour, and the VW Racial beliefs and policies Persecution minorities - Jews, Slavs, ‘gypsies’, homosexuals & disabled The Nuremberg Laws Kristallnacht
DAY TWO- Thursday February 2, 2017 7:30 – 8:30 Complimentary Breakfast: Federal Reserve Room Sponsored by Peggy Lester of Pearson 8:30-9:15 Business Meeting #1 9:15-10:15 Martha Kaufeldt, Professional Development Specialist and Author Motivating the Brain with an Academic Mindset in Leading Mathematics Speaker sponsored by Carole Tilley of Learner’s Advantage and GCSM 10:15 – 10:30 Complimentary Break Break and coffee cups sponsored by Al Noyes of Walch Education 10:30 – 12:00 Martha Kaufeldt, continued 12:00 – 1:00 Complimentary Lunch: Main Dining Room Sponsored by Carole Tilley of Learners’ Advantage 1:15 – 2:15 Martha Kaufeldt, continued 2:15 – 2:30 Complimentary Break Sponsored by Tim Hemans of Carnegie Learning 2:30 – 4:00 Martha Kaufeldt, continued 6:00-8:00pm Open Bar-Main Dining Hall 6:30pm Complimentary Dinner Sponsored by Patrick McGuire of Curriculum Associates
The Garden Club of St Petersburg The Grounds Located on Boca Ciega Bay Over 1 acre of Tropical Plants and Native Trees Japanese Garden Butterfly Garden Courtyard Gardens Surround Covered Patio Available for: Weddings Receptions Anniversaries Reunions Seminars Plant & Craft Sales Birthdays Memorials Civic Affairs Meetings Bridal and Baby Showers Accommodates 50 - 200 The Facility Covered Entry and Large Foyer Stage with Audio/Visual Equipment Bride's Room Spacious Great Room Sliding Glass Doors to Covered Patio Kitchen with Microwave, 2 Ovens & 2 Refrigerators Handicap Accessible Fees Include: 200 Folding Chairs 25 - 60" Round Tables 25 - 8' Tables 12 - 6' Tables
In the box below, summarize the contents of the section on Thesis statements from the two sources listed below. Use your own words or give proper quotations/ citations when the word or phrase is not yours. The SOCACA* TEST for Great Thesis Statements: Thesis: S O C A C A
7 8 9 Score 4 of your Cohort members’ papers on the 6 + 1 Traits below. Use the 6 + 1 Rubric and be sure to give comments suggesting improvements in the box provided. Cut and paste the corresponding box unto the student’s paper. Student 1 Student 2 Student 3 Student 4 Ideas Organization Voice 0
Area of Weakness 2 Question(s) Your answer(s) Area of Weakness 3 Question(s) Your answer(s) Writing No-Nos from Strunk and White As if you were presenting to the other seminar classes, present in your own words the most useful rules of writing extracted from the Strunk and White reading. You should have 10 rules in total. Find (or create) your own examples in which you follow or violate these rules. Rule Sample
What is your country’s current population? In your explanation, be sure to include a current age structure diagram. Use a chart to explain the crude birth rate, crude death rate, infant mortality rate, and fertility rate for your country. Use a graph to show population over time including projector growth to the year 2050. Explain how many people do you think your country can support? Why? What have been the major drivers of population change (i.e. women’s education, infectious disease, family planning, access to clean water…). List these factors and include pictures to illustrate them. List and explain: How does your country’s population and population growth impact the environment? Is this a problem? Describe how. If it isn’t, will it become one given your future extrapolations? Include pictures to illustrate this. Does your country need a population policy? Answer and list key words If yes, how can you slow the human population growth rate in your country? If no, what policies are in place to control your country’s population size? 8. References Cited Examples – Nepal & Zimbabwe: Task 2: Know Your Population Grading Rubric Emerging Developing Proficient Advanced
Population/Age Structure Diagram ____/3 Country’s current population is included and accurate Correct and accurate age structure diagram is included Demographics Chart, Graph & Explain ____/6 Chart clearly and accurately explains the crude birth rate, crude death rate, infant mortality rate, and fertility rate for your country. Graph clearly and accurately shows population over time: past, present, and future. Correct calculations of growth rate and doubling time are included. Clear and correct explanation of how many people the country can support and why. List Drivers of Change ____/3 Correct and appropriate list of major drivers of change is included. Appropriate pictures to illustrate the drivers of change are included. Population growth and policy ____/4 Correct and appropriate list and explanations of the country’s population and population growth impact on the environment are included. Pictures appropriately illustrate population growth impact on the environment. Accurate and thorough explanation of country’s population policy is included. Spelling, Grammar, & Language ____/2 There are no spelling or grammar errors. Language used includes scientific vocabulary demonstrating thorough research and grasp of concepts learned. Citations ____/2 Citations are provided for all claims, data, and evidence. Citations are in proper MLA format. Total: ____/20 Comments:
1 Choking State key recognition features of children and infants who are choking – mild and severe obstructions Demonstrate correct treatment for a child and an infant who are choking in accordance with UK/ERC guidelines Explain the rationale for abdominal thrusts and chest thrusts PowerPoint Discussion Choking Vest Manikin Assessment 5 Q 1 Question and Answer Practical 1 External bleeding State key recognition features of severe bleeding, arteries, veins, capillaries Demonstrate control of bleeding using direct pressure and elevation Demonstrate control of bleeding by the use of appropriate dressings and bandages Explain the action to take if dressing(s) and/or bandage(s) are ineffective Demonstrate control of bleeding with associated complications; embedded objects, amputations, penetrating chest wounds. PowerPoint Discussion Dressings Assessment 6 Q 1 Question and Answer 1 Shock Define the term ‘shock’ in relation to first aid State the key recognition features of shock State possible causes of shock Describe ways to counter the effects of shock and Demonstrate correct positioning of casualty (with consideration to their injuries) State what can cause a faint PowerPoint Discussion Role play Blankets Assessment 7 Q 1 Observation of practice
2 Anaphylaxis Allergic reaction State the recognition features of allergic reaction Explain what an allergic reaction is Give examples of triggers Recognise and treat severe allergic reaction Establish a history of any previous allergic reactions Discuss law regarding medicine Demonstrate auto injectors PowerPoint Discussion Autoinjectors Assessment 9 Q 1,2,3 2 Heat and cold extremes State the recognition features of hypothermia Describe how hypothermia can develop over time State how to ‘re-warm’ a casualty State the recognition features of heat exhaustion and heatstroke Describe how heat exhaustion and heatstroke develop Explain how to manage a casualty with hypothermia, heat exhaustion or heatstroke Recognise when to call for medical assistance PowerPoint Discussion
Alzheimer’s Research UK - Global Clinical Trials Fund Expression of Interest form This Expression of Interest proforma should be completed in Word format and submitted electronically as a PDF email attachment to before 5pm on deadline day. Please attach applicant and co-applicant CVs (but not collaborator CVs) using the template at the end of this proforma. The document length (excluding CVs) should be no more than ten sides of A4 (Arial 11, single spacing). For more information visit or contact the Research Team (). Eligibility Applications are accepted from lead applicants based at established research institutions worldwide. The lead applicant is expected to have a contract with the host institution which covers the proposed duration of the project. Applications must include at least one clinician and either a basic or clinical researcher. Small and medium enterprises* are not permitted to apply as lead applicants but can be listed as co-applicants/collaborators on academic/not-for-profit-led projects. Large commercial organisations may only participate as collaborators on academic/not-for-profit-led projects, in particular if these add value to the trial – for example, access to expertise, technologies, medical devices, drug supply or funding. *We align with the European Commission’s current definitions of small and medium enterprises, which can be found . Enterprises whose figures exceed those listed for a SME will generally be considered as large commercial organisations. If you wish to discuss your eligibility with us before applying, please contact us: . Project Title Trial logistics and management Lead applicant Name Post held Department Institution Email address Telephone number Co-applicant(s) Name Affiliation Email address
Article in a Newspaper — Print Format: Author, A. A. (Year, Month Day). Article title. Newspaper Title, pp. xx, xx. Example: Schwartz, J. (1993, September 30). Obesity affects economic, social status. The Washington Post, pp. A1, A4. Article in Newspaper — Online Format: Author, A. A. (Year, Month Day). Article title. Newspaper Title. Retrieved from http://www.homepage.com Example: Brody, J. E. (2007, December 11). Mental reserves keep brain agile. The New York Times. Retrieved from http://www.nytimes.com/2007/12/11/health/11brod.html? pagewanted=all&_r=0 Electronic Resources Stand-Alone Online Document or Web Page, With Author and Date Format: Author, A. A. (Year). Title of document or page. Retrieved from URL Example: Landis, B. (1996). Carlisle Indian Industrial School history. Retrieved from http://home.epix.net/~landis/histry.html
Receiving notification from the Principal of any overseas trips by him/her, together with any necessary supporting information to assure the Chair that the trip is being undertaken in line with the established policies of the University and public probity. Representing the University at meetings of the Conference of Scottish Chairmen and Principals with the Principal, and at meetings of the Committee of Scottish Chairmen of Courts and of the Committee of University Chairmen (CUC). At meetings of Conference, the Chair will have delegated authority to speak for the University Court. 2.6 Vice-Chair The Vice-Chair assists and deputises for the Chairman and is expected to play an active part in helping to manage the business of the Court. The specific duties of the Vice-Chair of Court include: To deputise for the Chair of Court as required. To support the Chair of Court in his/her role and to act as a source of advice To act as an intermediary for other governors when necessary in the role of Senior Independent Director as set out in the Financial Reporting Council’s Guidance on Board Effectiveness (March 2011) To take the lead in appraising the performance of the Court on a regular basis. To serve on the Nominations Committee and other standing committees as required. To attend Graduation Ceremonies and other events of the University. To carry out special assignments as requested by the Chair of Court To participate in the induction programme for, and act as a mentor to, newly appointed governors 2.7 The Role of the Principal in Relation to Court The University’s Statutory Instrument requires Court to delegate to the Principal its functions relating to the organisation and management of the University (other than academic matters which are delegated to Senate). In discharging those functions, the Principal is subject to the general control and direction of Court. There is a fundamental and important difference between institutional governance, which is the primary concern of Court, and institutional management, which, except in exceptional circumstances is the responsibility of the Principal. Court has responsibility for developing and approving a plan to allow the University to meet its strategic objectives. In practice, the planning process will normally be led by the Principal. The Principal is appointed by Court as Chief Executive of the University and is accountable to Court for:
Hosted a variety of professional development workshops See Attached Report Northern Illinois University Chapter (NIUCA): Julia Dombrow, President Recent/Upcoming Presentations and Events Issues in Gerontology – Dr. Donna Kirkpatrick Pinson. One CEU was offered. Celebration of Academic Achievement (CAA) – Awards were given to commemorate outstanding students and professors. Recent/Upcoming Workshops February 14th & 15th – Colloquium: Addressing Trauma Through Physical Release: Trauma Topics and Trauma Releasing Exercises. Presented by David Berceli, Ph.D. A total of 7 CEUs were offered during the two-day workshop. May 2nd – LGBT Counselor Training. Presented by Dr. Jane Rheineck and Alan Boudreau. Six CEUs were offered. Elections were held for e-board positions Participated in NIU Cares Day See Attached Report Past Presidents Chapter: Kris Sandra Wheatley, President Donated to the Dr. Bea Wehrly scholarship fund at Western Illinois University. Continued ICA Past Presidents/Divisions connections Participated in the ICA Archives process See Attached Report West Central Illinois Professional Counseling Assn Chapter: Terri Shafer, President Held elections for incoming E-board Hosted a variety of presentations and workshops – the Education Committee is tasked with researching and identifying speakers and topics for presentations and workshops that will benefit members Monthly meetings consisting of time for business and a guest speaker Offers CEUs at many presentations See Attached Report Western Illinois University-Quad Cities: Lauren Brandt, President Sponsored, Manage Your Stress Week, the week before finals Job readiness panel of mental health and school counselors helped emerging counselors prepare for their job search Election and transition meeting held See Attached Report Respectfully Submitted, Erin Sherrill President, NIU Counseling Association (NIUCA)
control surface, Portable Three-Axis Motion Control System,MD-119 3 $1,850.00 $5,550.00 N Software and plugins 1 $5,500.00 $5,500.00 N Travel for annual conferences, trade shows and expos 1 $16,500.00 $16,500.00 N $0.00 TOTAL $77,020.00 Check all types of activities to be funded with CTE funds: Professional Development X Instructional Equipment Purchase/Replacement X Curriculum Development Program Marketing and Outreach X Instructional Materials Purchase/Replacement (including Software) X Program/Services for Special Populations Other( Please specify): PALOMAR COLLEGE PERKINS BUDGET SHEET 2017-2018 Program or Service Name: Top Code: Purchase Description Quantity Cost per unit Total Cost Previously funded by Perkins? (Y/N) Previously funded by general fund OR other funding sources? (Y/N) If yes, what year(s) (ie. Item included in Program Review and described in your Section II/III of Perkins Local Application? (Y/N) Comments/Additional Information (Include taxes, shipiing, installation fees, room # of where item will reside, estimate of
(indicate if the outcome is introduced [I], practiced [P], or reinforced [R]) L.O. 1 Demonstrate expertise in genetics and genomic analysis BIO 506(I), BIO 506L(P), BIO 561(I), BIO 561L(P), Bio 581, BIO586, BIO 587(I), BIO 609(I), BIO 609L(P), BIO 681, BIO 687 (I), BIO 688 (I), BIO 688L(P), BIO 692 (R) Term Paper Research Project BIO 561 BIO 692 100% of all students achieve satisfactory progress 3rd year after start of program. Program Director and Course instructors L.O. 2 Demonstrate interpersonal, psychosocial, and counseling skills. BIO 680 (I), COUN 533 (I), COUN 666 (I), COUN 738 (I), PSY 566 (I), PHIL 525 Presentations Term paper BIO 680 COUN 738 100% of all students achieve satisfactory progress 3rd year after start of program Program Director and Course instructors L.O.3 Demonstrate ability to effectively educate and inform patients about genetic and genomic testing. BIO 689 (P, R) Clinical Case Study Reviews BIO 689 100% of all students will complete their case studies. Two years after start of program. Program and Medical Directors L.O. 4 Demonstrate ethical and professional judgment and practice. BIO 689 (P, R) Clinical Case Study Reviews BIO 689 100% of all students will complete their case studies. Two years after start of program. Program and Medical Directors Licensure and Certification Graduates of this program will be prepared to earn the following: National Professional Certifications (including the bodies issuing the certification): Students who successfully pass the board examination will be certified as Genetic Counselors by the American Board of Genetic Counseling. Placement of Graduates According to data obtained by the National Society of Genetic Counselors, students entering the workforce have a variety of options open to them. These facilities include: private hospitals/medical facilities, public hospitals/medical facilities, university medical centers, health maintenance organizations, physician private practices, commercial diagnostic laboratories, not-for-profit organizations, universities or non-medical centers, and other government or public institutions. The
and time frame of complications was reported. Statistical analysis Statistical software (GraphPad Prism version 5.00 for Mac OS X, GraphPad Software, San Diego California USA, www.graphpad.com) was used to generate descriptive statistics and median survival time (MST). Survival time was defined as the time between pneumonectomy and death. The cause of death was classified as either disease‐related or non-disease related. Patients with an unknown cause of death were presumed to have died from disease‐related causes. Patients that died because of related causes or were lost to follow up were censored for the survival analysis. Kaplan–Meier survival plots as well as mean survival times and MSTs were calculated. RESULTS Signalment Seventeen dogs and ten cats met the inclusion criteria for this study (9 institutions participated to this study). The median age of the dogs was 86 months (range, 3-164
Case Breed Sex Weight (Kg) Age at surgery (Months) Side affected Approach Intra-operative and early complications Diagnosis Outcome 1 DSH MC 5.7 181 Left 6th ICS Tension pneumothorax Hemorrhage Anemia Papillary/Acinar Adenocarcinoma Euthanasia (2 days) 2 DSH MC 2.2 6 Left MS Anemia Pulmonary abscess Unknown 3 DSH MC 6.5 84 Left 6th ICS None Pulmonary abscess Accidental death (580 days) 4 Ragdoll FS 2.9 138 Right 5th ICS None Pulmonary adenocarcinoma Bronchopneumonia Died (345 days) 5 Main Coon MC 5.68 102 Right 5th ICS Hemorrhage Anorexia Diarrhea Pulmonary adenocarcinoma Unknown 6 DSH MC 3.8 12 Left MS Fever, Anemia Severe chronic pleuritis Unknown 7 DSH FS 3.3 161 Right 6th ICS Hypotension Ventilator dependent Anemia Pulmonary adenocarcinoma Euthanasia (1 day) 8 DSH MC 4.65 18 Right 6th ICS Persistent pleural effusion Increased RR Pneumonia and pleuritis Alive 9 DSH FS 3.89 84 Left MS Oxygen dependence Hypotension, anemia Granulomatous bronchiopneumonia Alive 10 Bengal MC 4.5 9 Right 5th ICS Anorexia, vomiting Bronchopneumonia Alive
Teacher: Nichols Subject: Video Game Design Week: 2 Day/ Date Objective Learning Activities Assessment Method/Strategies Best Practices/High Yield Strategies Mon 8-31 Learn the history of Video Games and explain why certain events were important. Divide into 4 groups. Each group will research 9 events in the history of video games. Students will make a keynote with the event date, description, people involved and significance of the event for each event. Resource: Tues 9-1 Learn the history of Video Games and explain why certain events were important Divide into 4 groups. Each group will research 9 events in the history of video games. Students will make a keynote with the event date, description, people involved and significance of the event for each event. Resource: Wed 9-2 Learn the history of Video Games and explain why certain events were important Students will present their Keynote. Presentation Rubric Resource: Thurs 9-3 Students will explore the role of a game designer and play testers Discussion on the Roles of the game designer and the play tester. Become the play tester exercise. Students will play games and take notes on their actions, experiences, and feelings as they are playing the game. Then observe a friend playing a game and compare notes. Play tester ticket out the door Resource: Fri 9-4 Students will explore the role of the game designer Discussion on the role of the game designer. D.O.A. exercise, students will think of a game they have played that was no fun at all. students will write about what they didn't like about the game, what the designers missed out on, and how the game be improved. DOA ticket out the door Resource:
Please describe (in no more than 200 words) any additional services you offer that demonstrates value for money I certify that the information provided above is accurate and complete to the best of my knowledge and belief. I understand that the provision of inaccurate or misleading information in this declaration may lead to my organisation being excluded from participation in future tenders. Signed: (Director) _________________________________________ Date: _________________________________________ Print Name: _________________________________________ Company Name: _________________________________________ Address: _________________________________________
of story Clues (in order) Who discovered it? 1. 2. of story 3. 4. End of story 5. 6. Red or false clues) What are the problems faced while trying to solve the mystery? What are the red herrings (distractions or false clues)? How was the mystery solved? What evidence helped solve the mystery?