zilongwang/ReadingBank huggingface dataset:
amenities, bathrobes and slippers, mini fridge with complimentary bottled water and a chocolate snack, comfortable sofa and a pinpad lockable safe. Bed and Breakfast packages are available; our Holiday Inn buffet breakfast has over 50 items available so there really is something for everyone. We cater for special dietary requirements too, please let us know prior to your arrival. Our groups reservations department can create you your very own booking link for you to pass on to your guests. This will make organising your rooms so much easier and give you one less thing to worry about. We are also delighted to offer you a preferential accommodation rate for you and your guests when attending a function. Please ask your coordinator for rates available. Here on business? Tell us about your corporate requirements and we can offer you rates to suit. Make My Party Extra Special Why not add on a glass of fizz for that special toast, save space for midnight bacon baps and keep the kids happy with something a little sweet. Optional Extras:
Date English name Chinese name (Simplified) Pinyin January 1 元旦 Yuándàn 1st day of 1st Moon 春节 Chūnjié 5th (April 4 or April 5) 清明节 Qīngmíng jié May 1 劳动节 Láodòng jié 5th day of 5th Moon 端午节 Duānwǔ jié 15th day of 8th Moon 中秋节 Zhōngqiū jié October 1 国庆节 Guóqìng jié Public Holidays in the United States Date *Official name Percentage of Americans celebrating Business offering paid time off Remarks
Date English name Chinese name (Simplified) Pinyin January 1 元旦 Yuándàn 1st day of 1st Moon 春节 Chūnjié 5th (April 4 or April 5) 清明节 Qīngmíng jié May 1 劳动节 Láodòng jié 5th day of 5th Moon 端午节 Duānwǔ jié 15th day of 8th Moon 中秋节 Zhōngqiū jié October 1 国庆节 Guóqìng jié Public Holidays in the United States Date Official Name Percentage of Americans celebrating Business offering paid time off Remarks
Wantagh Inn…3264 Railroad Avenue, Wantagh…. Phone (516) 785-0809 Via the Long Island Rail Road (LIRR) Right across the street from the waiting room of the LIRR Wantagh train station. Via the Southern State Parkway (SSP) or Northern State Parkway (NSP) Take SSP Exit 27S OR NSP Exit 33 for southbound Wantagh Parkway towards Jones Beach. Take southbound Wantagh Parkway to Exit W5 E: Route 27 East towards Montauk. Once on Route 27 East, quickly move over to the left. Take Route 27 East to the 1st traffic light (landmarks: Exxon gas station, Capital One bank) Turn left onto Wantagh Avenue. Proceed straight ahead. There will be a railroad trestle coming up very quickly. Just before this railroad trestle, make a right turn onto Railroad Avenue (landmark: Mulcahy’s Pub). The Wantagh Inn will soon be on your right...on the corner of Railroad Avenue and Grove Street. Via the Long Island Expressway (LIE, aka I-495) Eastbound: get off at Exit 44S for Route 135 South towards Seaford. Westbound: get off at Exit 44, and bear left on exit ramp for Route 135 South towards Seaford. Take Route 135 South to Exit 2W: Route 27 West towards New York. Take Route 27 West to the 4th traffic light (landmarks: Exxon gas station, Capital One bank) Turn right onto Wantagh Avenue. Proceed straight ahead. There will be a railroad trestle coming up very quickly. Just before this railroad trestle, make a right turn onto Railroad Avenue (landmark: Mulcahy’s Pub). The Wantagh Inn will soon be on your right…on the corner of Railroad Avenue and Grove Street. Via Sunrise Highway (aka Route 27) Take Sunrise Highway to its intersection with Wantagh Avenue in Wantagh. There will be a traffic light, an Exxon gas station and a Capital One bank at this intersection. Eastbound: Turn left onto Wantagh Avenue. Westbound: Turn right onto Wantagh Avenue. Proceed straight ahead. There will be a railroad trestle coming up very quickly. Just before this railroad trestle, make a right turn onto Railroad Avenue (landmark: Mulcahy’s Pub) The Wantagh Inn will soon be on your right…on the corner of Railroad Avenue and Grove Street.
WLOV EXPO Team: Jim Meyer, Chairperson Bill Russell Jack Hayes Barbara Phillips Donna Beard Dan Kinkaid Bill Pullen Barbara Miller Display Rooms: GA = General Arnold Room; GB = General Bradley Room; N/K = Admirals Nimitz/King (joint room) VISIT for all the latest from Writers League of The Villages A special thank you to our Non-Villages friends. Let’s make them feel welcome.
This Father’s Day, remember change is rarely easy – the roles of dads have been in flux for a long time. No matter where your dad fits on the spectrum of fatherhood responsibilities, thank him for all he’s done for you this Father’s Day. Happy Father’s Day! We value you and all you do for your family. Sources: 1 2 The above material was prepared by Carson Group Coaching. Another Version LPL Compliance Approval # 1-387641 [Subject line] What is a Father’s Role? Modern dads are a diverse bunch. They may go to work or stay at home with the kids. They may be single, married, or dating. They may be birth parents, adoptive parents, or step-parents.1 They may be expected to teach children morals and values, offer emotional support, enforce discipline, and/or provide financial support.2 The most important responsibility dads have, according to the American Psychological Association, is family involvement. “…Research across families from all ethnic backgrounds suggests that fathers' affection and increased family involvement help promote children's social and emotional development.”1 So, what helps fathers get involved and stay involved? As it turns out, paternity leave does! The Economist reported paternity leave has three key benefits:3 Fathers who take leave after a child is born take an active role in childcare. Early interactions with Dad have long-term learning benefits for children. It’s good for wives’ careers. While it may be too late to petition for paternity leave for your dad, there are other ways to celebrate the wonderful things he has brought into your life. Whatever you decide to do, he’s sure to appreciate the gesture. If you’re providing care for either or both of your parents, please let us know. Caregiving can play an important role in financial plans. Sources: 1 2 3 The above material was prepared by Carson Group Coaching.
No refunds will be granted after 11/26/17 Please remit one payment per team. No individual remittance. A $25 return check fee will be assessed. No credit card payments can be accepted. Please make checks payable to Oak Creek High School and mail to: Oak Creek High School 340 E. Puetz Rd. Oak Creek, WI 53154 Trophies Top 3 Performance Placements per Division Grand Champion (most points accumulated) All Star Division School Division Participation medals awarded for all stunt group and individual performances Rules Performance times: Cheer Teams / 2 minutes 30 seconds / 1 minute 30 seconds for music Cheer Dance / 2 minutes Stunt Group / 1 minute 30 seconds performed to music Individual / 1 minute 30 seconds NFHS rules will be followed. () Scoring Scoresheets will be available for pick up by team coach immediately following the awards ceremony UCA Style Scoresheets / 4 judges Deductions Sheet / 1 judge Divisions All Star Division Please Note: Non-Spring Floor Tiny Cheer – 5 yrs & younger (5-32 members) Level 1 Mini Cheer – 8 yrs & younger (5-32 members) Levels 1, 2, or 3 Youth Cheer – 11 yrs & younger (5-32 members) Levels 1, 2, 3, 4, or 5 Junior Cheer – 14 yrs & younger (5-36 members) Levels 1, 2, 3, 4, or 5 Senior Cheer – 18 yrs & younger (5-36 members) Levels 1, 2, 3, 4, 4.2 or 5 Special Needs Divisions Any Age Unlimited Number of Athletes Elementary School (Gr. 5 & under) Divisions dependent on
Topic: Holiday Wreath Making Rationale: Agricultural Education programs in local high schools frequently expend significant effort with high school students teaching hands-on skills of floral design, yet rarely offer opportunities to adult students in the community to learn even the most basic skills. This topic allows community members to learn basic floriculture skills in the construction of a project (a holiday wreath) to complete and take home. This topic is appropriate for any agricultural education program in Missouri, and for any time of the year. Consider hosting just before or after Thanksgiving, or a few weeks before Valentine’s Day. Other holidays/seasons/events (Fall, Easter, Apple Festival, etc.) may also work well for your community. Presenters: Frequently local florists are great resources in teaching a wreath making class. Other possible presenters could be extension horticulturalists, or nearby agriculture instructors. Advisory committee members may be able to give direction on possible presenters. Sample Press Release: The Agricultural Education Department of the Anytown High School will host a Holiday Wreath Making Class on Thursday November 19, 2015 in the Agricultural Education classroom. Irma Florist of “Irma’s Flowers and Bows” will be teaching the class. Ms. Florist has been making and selling Christmas Wreaths in her flower shop for over 30 years, and is well known for her beautiful Christmas wreaths. There is a $15 fee for this class to cover the cost of the materials. Everyone attending will be making their own wreath to take home at the end of the evening. Please RSVP to Amy Instructor at (123) by 3:00 pm Monday November 16 if you plan to attend.
unto him that sitteth upon the throne, and unto the Lamb for ever and ever. THE RIGORS OF HOLINESS Vss. unrelenting strictness or toughness in dealing with people or things and an unwillingness to make allowances 1 Peter 1:13-14 (King James Version) 13 Wherefore gird up the loins of your mind, be sober, and hope to the end for the grace that is to be brought unto you at the revelation of Jesus Christ; 14 As obedient children, not fashioning yourselves according to the former lusts in your ignorance: Salvation costs you nothing. Holy living will cost you everything. THE RIGHTEOUSNESS OF HOLINESS Vss 1 Peter 1:15-16 (King James Version) 15 But as he which hath called you is holy, so be ye holy in all manner of conversation; 16 Because it is written, Be ye holy; for I am holy. The standard is high - "Be ye holy, for I am Holy." THE REVERENCE OF HOLINESS
Holistic Assessment examples: Writing Experiences and Outcomes Holistic assessment task Social Studies Writing SOC 103 – I can use evidence to record the story of a place or individual of local historical interest I am learning to use my notes and other types of writing to help me understand information and ideas, explore problems, generate and develop ideas LIT 1-25a LIT 1-26a LIT 1-24a LIT 1-22 LIT 1-21 LIT 1-23 Following our visit to a local castle, create an information leaflet for tourists. Your purpose is to inform them of the history, location and points of interest. You should include pictures, diagrams and interesting language to engage the reader.
Holistic Assessment Practice Assessment Report Template SECTION 1: Summary of assessment and supporting evidence 1.1 Placement details Student Practice educator On-site Supervisor (if applicable) Placement details (delete as applicable) First placement (70 days) Final placement (100 days) Team name/Agency and Service User Group Dates of placement and total number of placement days HEI practice tutor Final assessment for this placement See Section 2 for holistic assessment report Decision – indicate Pass or Fail Pass Fail Practice educator’s signature Supervisor’s signature Student’s signature Practice Tutor’s signature Date Summary of assessments and other evidence informing this decision Assessment Date Previous practice assessment report Practice learning agreement Interim review(s) On-site supervisor’s report and feedback
*Grade Level Meetings/Discussion about implementation Higher Level Questioning/Essential Question August 2012 Essential Questions posted in the classroom and Gifted Unit Checklist Differentiation Workshops October 2012 PDD Tiers I-III are in student maps and three tiers of vocabulary are accounted for in Gifted Units CELLA GOAL Anticipated Barrier Strategy 2012 Current Percent of Students Proficient in Listening/ Speaking: 2012 Current Percent of Students Proficient in Reading: Identifying Learning Gaps Closing Learning Gaps Use Learning Today an online prescriptive Reading Program to supplement core curriculum. Pretest/Posttest Analyze quarterly reports 2012 Current Percent of Students Proficient in Writing: Mathematics Goal(s): 1. All teachers at Holland Elementary will implement a more rigorous curriculum by integrating higher order reading processes into the mathematics content area. 2012 Current Level of Performance (Enter percentage information and the number of students that percentage reflects) 2013 Expected Level of Performance (Enter percentage information and the number of students that percentage reflects) Anticipated Barrier(s): 1. 21 % Black students scored below proficient on FCAT Math 2012. 2. 30 % Hispanic students scored below proficient on FCAT Math 2012. 3. 57 % ESE students scored below proficient on FCAT Math 2012 4. 0 % ELL students are proficient in Math on FCAT
Strategy(s): 1. Ambitious but Achievable Annual Measurable Objectives (AMOs). In six years school will reduce their Achievement Gap by 50%: Baseline Data 2010-11: 83%=187 85% 88%=198 Student subgroups by ethnicity NOT making satisfactory progress in reading : White: Black: Hispanic: Asian: American Indian: 16%=25 21%=3 30%=6 20%=1 NA 10%=16 14%=2 20%=4 0%=0 NA English Language Learners (ELL) not making satisfactory progress in Mathematics 100%= 1 student 0%= 0 students Students with Disabilities (SWD) not making satisfactory progress in Mathematics Barrier(s): Not attending the academic support program Strategy (s): Use an online program for the Academic Support Program. Monitor progress through weekly tests. Use decision trees to diagnose and implement strategies. Use diagnostic test to identify and fill in learning gaps. 76%= 19 students 65%= 16 students Economically Disadvantaged Students not making satisfactory progress in Mathematics 8%= 6 students 3% 2 students Mathematics Professional Development PD Content/Topic/Focus Target Dates/Schedule Strategy(s) for follow-up/monitoring “Going deeper with Common Core” and “Fun math activities and strategies for improving FCAT” scores Oct. 12, 2012 Develop tiered lessons and share at grade level meetings Number operations, problems and statistics Feb. 18, 2012 Student math journals as evidence Writing 2012 Current Level of Performance (Enter percentage information and the number of students that percentage reflects) 2013 Expected Level of Performance (Enter percentage information and the number of students that percentage reflects)
Figure 1. Table 2. Comparison of Means Report Expenditure and income Inequality in the United States Dependent Variable: Lead Income Inequality Explanatory Variable: Expenditure per student (%GDP) Mean N Std. Deviation Low .3590 5 .01773 High .3742 4 .00591 Total .3658 9 .01533
privacy to residences. If in the Hillside Character precinct (Holland Park—Tarragindi district neighbourhood plan/NPP-008) Development pattern and form PO17 Development for residential uses is: compatible with traditional character house scale; designed and sited to retain and reinforce the predominant development pattern and form of: separate allotments, whether or not the site area exceeds predominant lot sizes in the area or the site is an amalgamation of allotments; buildings of a traditional character house scale uniformly spaced and consistently stepped across hillsides when viewed from the visual catchment. AO17.1 Development ensures the , boundary and siting in relation to adjoining development reflect the predominant development pattern and form of development in the area. AO17.2 Development ensures buildings feature orthogonal plan forms with outside walls aligned with those on adjoining allotments or within the development. Building height, scale and proportions PO18 Development for residential uses achieves height, scale and proportions that are compatible with traditional character houses when viewed from the visual catchment. AO18.1 Development of large buildings is designed to appear as a series of separate blocks, each of a size and scale similar to that of a traditional character house, using: physical separation; significant recesses and projections of the exterior wall plane; articulation through steps in the horizontal plane of the roof; roof geometry incorporating significant variety such as pitched roofs of a minimum 27.5 degree pitch; elevational and roof treatment in a variety of materials, colours and finishes compatible with traditional character houses to achieve the appearance of separate blocks. AO18.2 Development only excludes in where: using traditional character elements or site-responsive construction methods has resulted in non-compliance with the maximum ; any additional building height or are incorporated into a building form appearing to comply with maximum building height such as through additional storeys being incorporated into a roof-space area. Note—Site–responsive construction methods, such as posts or piers, minimise the amount of alteration to site
Table 5.9.29.A——Tarragindi district neighbourhood plan: material change of use Use Categories of development and assessment Assessment benchmarks If in the neighbourhood plan area MCU, if assessable development No change Holland Park—Tarragindi district neighbourhood plan code Table 5.9.29.B—Holland Park—Tarragindi district neighbourhood plan: reconfiguring a lot Development Categories of development and assessment Assessment benchmarks ROL, if assessable development No change Holland Park—Tarragindi district neighbourhood plan code Table 5.9.29.C—Holland Park—Tarragindi district neighbourhood plan: building work Development Categories of development and assessment Assessment benchmarks Building work, if assessable development No change Holland Park—Tarragindi district neighbourhood plan code Table 5.9.29.D—Holland Park—Tarragindi district neighbourhood plan: operational work Development Categories of development and assessment Assessment benchmarks Operational work, if assessable development No change Holland Park—Tarragindi district neighbourhood plan code
Orientation Personality Descriptions Environmental Descriptions Conventional Prefers structures numerical and verbal activities, subordinate roles, identifies with power and status Stimulates conventional activities, rewards people for conventional values, reinforces conscientiousness, obedience, control, efficiency, & orderliness Artistic Antisocial, avoids problems that are highly structured or physically intensive, need for individualistic expression Stimulates artistic activities, rewards people for artistic values, reinforces emotionality, independence, nonconformity, & originality Realistic Materialistic, unsociable, aggressive, insightful, practical, persistent Stimulates realistic activities, rewards others for conventional values, reinforces conformity, shyness, & pragmatic Investigative Task oriented, social, prefers to think rather than act out, needs to understand Stimulates investigative activities, rewards others for investigative values, reinforces precision, introspective, & pessimistic Enterprising Verbal skills for dominating others; verbally aggressive Stimulates enterprising activities, rewards people for enterprising values, reinforces ambition, confident in self, & argumentative Socal Sociable, responsible, feminine, needs attention, avoids intellectual problem solving, dependent Stimulates social activities, rewards people for social values and reinforces friendliness, responsibility. Tact, kindness, & insight Holland’s classification of Personalities & Environments
11.3 I/We have read and understood the Information Document applicable to the Hollard Linked Endowment. This is available from your Financial Services Provider, the Hollard Investments Client Service Centre or on our website Signed at on this day of (Place) (Day) (Month & Year) Policyholder Signature: Policyholder Signature: Official Capacity: Official Capacity: Policyholder Signature: Official Capacity:
N.A. (2015, May 3). Multidimensional Scaling in Marketing. Retrieved from Econonomic Expert.com: www.economicexpert.com/a/Multi:dimensional:scaling:in:marketing.htm Vohra, G. (2011, February 23). Cluster Analysis for Business. Retrieved from ezinearticles.com › Business Walmart Stores Inc. (2008, March 24). Wal-Mart Stores, Inc. Case Study by Rao. Retrieved from www.academon.com › Case Study
The primary reason most manufacturers of high-end luxury goods produce in Italy is their global notoriety of being the second largest exporter in the world. Italy is also known around the world for producing top quality, high-end products, and their products are highly prized and sought after, from markets around the world. Since the competitive strategy is based on the quality of production, and the fact that Italian produced products are so highly prized by consumer around the world, the lack of natural resources does not affect the demand for Italian made products, and therefore does not affect the competitive strategy. The biggest concern with manufacturing in Italy is their lack of natural resources, but their extensive seaport, railway, and roadway networks, provide an easily accessible transportation system for shipping throughout the EU, the Middle East, and Asia through the Suez Canal, and enhances the competitive strategy. References Lynch, R. (2014). Five key resources for building a global strategy. Retrieved from Global Strategy: www.global-strategy.net/five-key-resources-for-building-a-global... N.A. (2016, January 7). Italian Economy. Retrieved from The Economist: www.economist.com/topics/italian-economy N.A. (2016, May 3). Italy Economic Outlook. Retrieved from FOCUS ECONOMICS: www.focus-economics.com/countries/italy N.A. (2016). Western Europe. Retrieved from Maps of Western Europe: bing.com/images
is undertaking. This is a step into the future to be proud of, raises the bar for cellular product manufacturing, and creates the benchmark for all other cellphone manufacturers to follow. REFERENCES Pearson Education Inc. . (2015, May 30). Live Chat 4. Retrieved from www.ctuonline.edu/5.30MKTG630_03_215_6_3_0_2 Pearson Education Inc. (2015, may 23). Live Chat 2. Retrieved from www.ctuonline.edu/5.23MKTG_630_03_215_6_3_0_1
Ms. Sauerbraun started with an engaging hook into the topic. She used an anticipation guide. She fully addressed the state standard, but did not relate the learning to the students' lives. She did not post language objectives. Her activity was meaningful and she invited students to work in pairs. 4 3 2 1 0 Content objectives clearly defined, displayed, and reviewed with students Content objectives for students implied No clearly defined content objectives for students Language objectives clearly defined, displayed, and reviewed with students Language objectives for students implied No clearly defined language objectives for students Content concepts appropriate for age and educational background level of students Content concepts somewhat appropriate for age and educational backgrounds Content concepts inappropriate for age and educational backgrounds Supplementary materials used to a high degree, making the lesson clear and meaningful Some use of supplementary materials No use of supplementary materials Adaptation of content (text, assignments) to all levels of student proficiency Some adaptation of content to all levels of student proficiency No significant adaptation of content to all levels of student proficiency Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening, and/or speaking Meaningful activities that integrate lesson concepts, but provide few language practice opportunities No meaningful activities that integrate lesson concepts with language practice
Task 6 – Scale Syllabus outcomes/content Teaching, learning and assessment Resources Outcome: MA3-10MG Selects and uses the appropriate unit to calculate areas, including areas of squares, rectangles and triangles Using the designs and plans from the architect the students will be divided into small groups to complete activities related to mathematical scale. Students will convert measurements on the architect’s plans to scale and mark out the area for construction of the chicken coop in the playground using builder’s string. Solve problems involving the comparison of area and perimeter using appropriate scale. understanding scale information guidelines Maths is fun website — page on scale Maths is fun website — page on ratio A YouTube video on drawing to scale builder’s string Task 7 – Practical work Syllabus outcomes/content Teaching, learning and assessment Resources Communicating, MA3-1WM Describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions Problem Solving, MA3-2WM Selects and applies appropriate strategies, including the use of digital technologies, in undertaking investigations During week 7 of term 3 students in stage 3 class will begin construction of the chicken coop. Working closely with a ‘Site Foreman’ and ‘Builder’ and under close supervision of the ‘STEM/science’ teacher, students will apply the skills and knowledge that they have learnt in class to physically construct the chicken coop. The processes will include but not limited to the following: measuring, working with angles, using appropriate tools to assist with construction, calculating the amount of materials needed. Community and parent volunteers will also be rostered to assist with the building of the chicken coop. Prior to construction week all works must be authorised by the Department of Education Assets Management Unit. A ‘risk assessment’ must also be completed and included with the architect’s plans, running sheet of materials and ‘parent helper’ roster and copies of this forwarded to AMU and the local Work Health and Safety consultant. ‘Working With Children Checks’ are also a Department of Education requirement for all volunteers. All volunteers must be briefed regarding site safety and familiarised with the risk assessment. (Please note: The zincalume roof will be constructed by the builder – not the students.) A digital record of the build will be recorded by the students using digital/flip cameras. These risk assessment volunteers working with children check tape measures student safety wear, glasses, leather boots, gloves post hole digger (manual) shovels cordless drills hammers nails hand saws
Ways that students and I will know the extent to which objectives have been met: In the STAR class, students will document their vocabulary knowledge by doing the following: Filling out knowledge rating charts to document their learning process Filling out quadrant charts or using index cards and/or notebooks to keep records of word meanings and word usage examples Completing fill-in-the blanks exercise work sheets Completing “Read and Respond” exercises orally and in writing Completing “Yes, No, Why” question sheets orally and in writing During their writing class: Students will write /discuss how prejudice and stereotyping has affected their lives and will write their thoughts in their writing journal. Students will read their entries to the class The class will discuss their entries. STAGE 3 -- ACTION Materials: Number the Stars by Lois Lowry The House on Mango Street by Sandra Cisneros, “Those Who Don’t” INTRODUCTION Students will explore why they automatically consider someone who is different to be dangerous. Students will learn to question stereotypes and learned prejudices. STAR Classes Day 1: Students will be introduced to the words and respond to prompts so they can hear the word used in different contexts. Day 2: Fill in the blanks exercise and review Day 3: Read and Respond (using material from Survivor accounts) Day 4: Yes, No, Why Each STAR class will cover Vocabulary, Fluency, Comprehension and Alphabetics as needed. Vocabulary (30 min): Students will learn the following Tier II words: Stereotype, Prejudice, Trait, Instinct, Compassion, Empathy Words will be defined and used in context using prompts. Fluency (20 min): (Collaborative Oral Reading) Students will read Number the Stars collaboratively throughout the unit for 20 minutes each session. Students will read Number the Stars out loud practicing fluency, prosody and accuracy to increase comprehension. Comprehension (30 min): (Questioning) Students will read “Those Who Don’t” from The House on Mango Street. They will use the questions, Who, Why, What, Where, and How to unearth the prejudice and stereotyping that Esperanza senses both from the people who pass through her neighborhood and from the people who live in her neighborhood. We will then discuss how we tend to believe the stereotypes that we’ve been taught and what we can do to escape them.
Nesse Godin n June 1941 the Germans occupied Shauliai. SS killing units and Lithuanian collaborators shot about 1,000 people in the nearby for- est. In August we were forced into the ghetto. In November 1943 my father, along with countless others, was taken away to the Auschwitz concen- tration camp where they all were killed in the gas chambers. In 1944 the Germans deported us to the Stutthof concentration camp. From there, I went to four labor camps. In January 1945, I was sent on a death march. In March of that year, I was liber- ated by the Soviet Army in Chinow. I spent five years in the displaced persons camp in Feldafing, Germany. I came to the U.S. in 1950, where my husband and I raised three wonderful children and dedicated our lives to teach what hatred can do. I hope that my sharing memories will teach everyone to make a better world for all the people of the world. Born March 28, 1928, Shauliai, Lithuania Photo by Susan Maldon Stregack Photo by Rollin Fraser Photo by Rollin Fraser
Eugene Miller n 1940 the Nazis expelled my family from our home and sent us to the ghetto. Two years later, my parents died of starvation. I was a forced laborer until 1944, when the ghetto was liquidated and we were sent to Auschwitz and eventually to Dachau. I arrived in the U.S. in 1949, and earned a Ph.D. in neuropharmacology, which brought me to the Food and Drug Administration in Washington, D.C. I was active in the Jewish community and elected president of my B’nai B’rith Lodge, one of the happiest periods of my life. I believe we must be sensitive to the upsurge of global anti- Semitism, to remember, and to witness so that others may remember. Born October 16, 1923, Merkinia, Lithuania but raised in Lodz, Poland Julia Miller n June 1941 all the Jews of Dubno were forced into a ghetto. Armed with the false papers of a deceased Polish girl, I was smuggled out to a hiding place, only to be thrown out soon afterwards. I found my way to a former maid’s house, where I lived under false papers until January 1944, when the Russian army returned to liberate Eastern Poland. I came to the U.S. with my husband Eugene, raised our sons while working at the National Institutes of Health, and actively participated in Jewish community life. I believe that hatred and prejudice are evil. We must remember the past so that such evil can never happen again. Born February 5, 1928, Dubno, Poland Photos by Susan Maldon Stregack
Unit Seven Project Menu 1. Create picture flashcards for some very important Holocaust figures and locations. Your cards will include a photo or drawing of the person/place and important statistics and facts about their role in the Holocaust. See instructions for further details. 2. Write a letter from a prisoner in a concentration camp. Imagine that you are writing from a concentration camp describing your life, location, and experiences as a prisoner. See instructions for further details. 3. Pretend that you are a news reporter who is given the task of revealing the truth about the Holocaust to the public. Write an article to inform readers about some aspect of the Holocaust that’s been revealed since the end of the war. Be descriptive and make sure your reader knows all the details. See instructions for further details. 4. Design a memorial to honor a Holocaust historical figure or event. You will illustrate your memorial, create the plaque that explains your memorial to visitors, explain your memorials location and construction, and more. See instructions for further details. 5. Create a timeline of ten significant events of Holocaust. Your timeline should include the dates of each event and captions that explain their significance. See instructions for further details. 7. Become an expert on a topic related to Holocaust and prepare a 5-minute lesson that you can teach your classmates. You will give a brief report to your teacher and share what you know with the class. See instructions for further details. 8. Create a Holocaust alphabet book in which you use the letters of the alphabet and illustrations to give information about important places, people, and events. See instructions for further details. 9. Write a poem that explores facts and emotions related to Holocaust. You may choose between several types of poems and will include both facts and emotions in your poem. See instructions for further details. Must Do: # _4_ + Choose _1__ more = Total Items: __2__ Due: Monday/Tuesday, April 18 and 19th
Name: ____________________________ World War II The Holocaust In this WebQuest, you will learn more about what the Holocaust was, why and how it targeted certain people. Go to http://www.calvin.edu/academic/cas/gpa/catech.htm. This is a pamphlet used in many German schools. Answer the following questions about this. What was taught as the characteristics of a German person? How is a Jewish person painted in this pamphlet? What types of behavior does a Jew exhibit? If you were a student in a German school, what affect would this pamphlet have on you? Google: “How A Holocaust Happens, Freedom Writers.” Click on the link from www.wingclips.com. How does Mrs. Gruwell refer to the Nazis? What does she compare them to? According to her, how was the Holocaust able to happen? Go to http://www.history.co.uk/explore-history/ww2/genocide/photo-gallery.html. Look through the pictures and read the captions. Stop on the one captioned “Kristallnacht.” What happened on the night of November 9, 1938?
Cut out the four joined trapezoids along the straight lines of the large circle (left). Fold along the long edges and tape the two free long edges together, to create a pyramid like shape. Open YouTube on your device and play the hologram illusion video on the QuestaconNSTC channel. Place the small end of your pyramid in the middle of your smart phone and check out the holograms (you can use Blu-tac to keep it in place). Investigate the difference between viewing your hologram in sunlight vs. a darkened room. What happens if you changed the size of the pyramid? What about the size of your screen. Further Investigation Euclidian geometry can be used to further mathematical understanding of the illusion. Check out the app (available for both Android and Apple) for a hands-on exploration. Real-world examples of this kind of optical illusion include: Pepper’s ghost illusion Teleprompters Periscopes Kaleidoscopes Mirror mazes Curriculum Links Our resources provide a framework for classroom activities and lesson plans that link to the Australian Curriculum in both the Science, and Design and Technology streams. Some of these curriculum links are highlighted below. Science Inquiry Skills Science as a Human Endeavour Science Understanding Science Inquiry Skills are incorporated across all year levels by encouraging questioning and planning, planning and conducting, processing and analysing data and information, evaluating, and communicating. If this activity is extended to research and discuss the applications of illusions and geometry, where and how they are used in society (e.g. film production, teleprompters, periscopes), it links to the Science as a Human Endeavour Strand. ACSHE158, ACSHE161, ACSHE228, ACSHE195 This activity explores mathematics, especially geometry, and can be extended to include refraction, reflection and the physics of light.
Design and Technology Processes and Production Skills Design and Technology Knowledge and Understanding This activity provides hands-on engagement and skills and aligns with project management, design, and production with a strong emphasis on safety. ACTDEP036 Facilitating discussion surrounding real life applications of technology, and the impact of cultural, financial, ethical and social factors on design can extend the scope of this activity to incorporate additional curriculum links. ACTDEK046 If you have any questions regarding this teacher resource, contact the Smart Skills team at , and connect with us on Twitter and Facebook. If you would like to know more about our teacher professional development opportunities, contact the teacher professional development team at .
one is, everything in the universe is alive, the other is, we are all relatives"….and that is wisdom. (Willis Harman, Institute of Noetic Sciences) So here it is: effulgent coherence. This is why three ways of our knowing must now be detailed, debated and understood: physical, mental and spiritual are aspects of our holographic universe. They operate as beams of energy teaching us in separate ways about wholeness. Our wholeness. Indigenous world-views will thus survive. Tides come in and they go out again. Nouns have always been verbs. It has been like this for a long time. The Big Three exist: See the science in it, think it through carefully, and then inspire the world with the quality of your participation. Please, most of all ulu ka le’ale’a – create joy in the process. Amama ua noa. Manulani Aluli Meyer August 13, 2011 Te Wananga o Aotearoa References Cajete, Gregory (2000). Native Science: Natural Laws of Interdependence. New York: Clear Light Publishers. de Chardin, Teilhard (1959). The Phenomenon of Man. New York: Perennial. Deloria, Vine (1999). Spirit and Reason. Colorado: Fulcrum Publishing. Fremantle, Francesca (2001). Luminous Emptiness. Boston: Shambhala. Hartranft, Chip (2003). The Yoga Sutra of Patanjali. Boston: Shambhala. Lama, Dalai (2005). The Universe in a Single Atom: The Convergence of Science and Spirituality. New York: Broadway. Laszlo, Ervin (2007). Science and the Akashic Field: An Integral Theory of Everything. Vermont: Inner Traditions Macy, Joanna (1991). Mutual Causality in Buddhism and General Systems Theory. New York: SUNY Press. Marsden, Maori (2003). The Woven Universe. Te Wananga o Raukawa. Mead, Hirini Moko & Grove, Neil (2001). Nga Pepeha a nga Tipuna: The Sayings of the Ancestors. Victoria University Press. Mead, Hirini Moko (2003). Tikanga Maori: Living by Maori Values. Wellington: Huia.
Analysis According to the data in Table 1, which vertebrate is most closely related to humans? ____________________________ According to the data in Table 1, which vertebrate is least closely related to humans? _______________________ According to the data in Table 2, which vertebrate is most closely related to humans? ___________________________ According to the data in Table 2, which vertebrate is least closely related to humans? _____________________________ If the amino-acid sequences in gorillas and humans are similar, are the nucleotide sequences of their DNA also similar? _______________ Can you deduce from the data in Table 1 that the chicken and the horse are closely related to each other? A. No, the data was comparing chickens and horses to humans. B. Yes, we can use the data to compare chickens and horses to each other. 7. According to the data listed in Table 2, what conclusion can you make about how closely the three primates – chimpanzee, gorilla, and monkey – are related to each other? ________________________________ In what way do proteins behave like molecular clocks? Proteins behave like molecular clocks in that they change rapidly over time due to mutations. Proteins behave like molecular clocks in that they change gradually over time due to mutations. The greater the number of changes, the more time has passed. The fewer the number of changes, the more time has passed.
frustrations drove Cromwell to disband the Rump Parliament in 1653 by force and dissolve the First Protectorate Parliament in 1655. Cromwell made attempts to reconcile the godly cause and parliamentary cause, hence the experimental Nominated Assembly in 1653. The inclusion of a group of Fifth Monarchists in the assembly fuelled the fear of social subversion; some favoured the abolition of the Court of Chancery and tithes, which were perceived as an attack on property rights. Cromwell’s political judgement was clouded by his overwhelming desire for religious toleration, and fears of radicalisation from the public were foreseeable. When Cromwell was offered the crown in 1657, he rejected it. While Cromwell may have done so to protect the godly cause and to keep the allegiance of the army, he lost the chance to create a true constitutional monarchy. In hindsight, Cromwell was not unsuccessful in pushing for religious reform. Barry Coward cites his ‘major legacy’ as ‘an indelible religious imprint on the development of his country’. However, stability and democracy came under threat - on occasion - in Cromwell’s bid to achieve his idealistic aims. Cromwell was progressive in other respects which substantiate a statue outside of the Houses of Parliament. Today, our Parliament in Westminster rules across England, Wales, Northern Ireland and Scotland, a reality on which Cromwell was influential. The appointment of men who shared the Cromwellian philosophy to positions of influence north of the border - General Monk as commander-in-chief of the army and Lord Broghill to president of the Council of Scotland in 1656 - allowed Cromwell to rehabilitate English-Scottish relations and pre-empt the Act of Union in 1707 to the extent that ‘a united British Republic had become a temporary reality’. Furthermore, it is conceivable that the Republic gave Parliament the confidence to assure themselves thirty years after the restoration - in the Glorious Revolution - when Parliament truly became an institution of permanence. The Republic collapsed a matter of months after Cromwell’s death. The execution of the King was not achieved without problematic tactics, and the morality of this will never fail to be controversial. While Cromwell’s methods in Ireland 1649-50 were uncivilized, he secured the
What are Laurie’s mother’s expectations of Charles’s mother? Reference page 302 and cite evidence to support your conclusion. Laurie’s mom expects Charles’ mom to be worn out and exhausted, ready to apologize for her son. Readers know this because the text says this—“At the meeting I sat restlessly, scanning each comfortable matronly face, trying to determine which one hid the secret of Charles. None of them looked to me haggard enough. No one stood up in the meeting and apologized for the way her son had been acting. No one mentioned Charles.” According to the teacher, how is Laurie doing in kindergarten? (page 302) “’We had a little trouble adjusting, the first week or so,’ she said primly, ‘but now he’s a fine little helper. With lapses, of course.”’ On page 302, what is Laurie’s mother’s response? How does this response reveal that Laurie’s mother does not immediately see the similarity between Laurie and Charles’ behavior pattern? “Laurie usually adjusts very quickly,…I suppose this time it’s Charles’s influence.” Laurie’s mother is still blaming Charles for Laurie’s bad behavior. What is the last sentence in the text? How does it reveal that Laurie has manipulated his parents? “Charles?” she said. “We don’t have any Charles in the kindergarten.” The manipulation that is revealed is that Charles doesn’t exist. If there isn’t “any Charles in the kindergarten" (page 303), then who is he? The reader can infer that Laurie invented Charles, an imaginary character, in order to be able to discuss at home his bad behavior at school. Tier II Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts)
Meaning can be learned from context p. 297—renounced* p. 297—raucous* p. 297—insolently* p. 301—warily* p. 302—haggard* p. 298—deprived p. 298—privileges p. 299—reassuringly p. 300—simultaneously p. 300—scornfully p. 301—grimly p. 301—reformation p. 301—cynically p. 301—plotting p. 301—abandoned p. 302—scanning p. 302—matronly p. 302—maneuvered Meaning needs to be provided p. 297—swaggering p. 297 & 300—elaborately p. 298—insanely p. 300—solemnly p. 297—vain p. 299—anxiously p. 300—passionately p. 300—heartily p. 300—institution p. 301—incredulously p. 301—awed p. 302—primly *definitions given in text Culminating Task Prompt
During Teaching Students read the entire selection independently. Teacher reads the text aloud while students follow along, reading in their head. Depending on the text length and student need, the teacher may choose to read the full text or a passage aloud. For a particularly complex text, the teacher may choose to reverse the order of steps 1 and 2. Students and teacher re-read the text while stopping to respond to and discuss the questions, continually returning to the text. Use think-pair-share to discuss and develop the meanings of “Words that require more time to learn.” Text Dependent Questions Text-dependent Questions Evidence-based Answers Reread paragraphs 1-5. What is meant by the sentence in paragraph 5, “His father’s words, like the distant thunder that now echoed through the streets of Harlem, still rumbled softly in his ears”? Greg is recalling the argument he had with his father two nights before. He uses a simile to compare his father’s words to “distant thunder” meaning that his father’s voice still resonates in his head; Greg cannot forget his father’s lecture about his poor efforts in math. On the top of page ___, what does it mean that, “Greg had heard the story too many times to be interested now”? The story was about how his father had worked hard to pass the test to be a postal worker and was proud of his accomplishment. Greg wasn’t interested in the story because all he could think of was playing basketball for the Scorpions and was angry he had to study and couldn’t play with them. Since Greg heard the story so many times, it lost meaning or importance for him. On the bottom of page ___, who does Greg meet that tells him, “Don’t try nothin’ ‘cause I got a razor sharp enough to cut a week into nine days!” Use details from the selection to describe the person Greg meets. Greg meets Lemon Brown. He was an old man, with a black wrinkled face surrounded by a “halo of crinkly white hair and whiskers.” He wore a layer of dirty coats, baggy pants that went to his knees, and a rope around his middle. He had dirty
Meaning can be learned from context knitted rumbled ajar vaulted halo crinkly danced stoop lecturing grim echoed filtered intently brilliance tremor shuffling commence probing slurred eerier Meaning needs to be provided tenement graffiti neon musty parlor squinting bodega banister octave scalawags reflected impromptu tentatively tensing beckoned gnarled throb ominous scoundrels Culminating Writing Task Prompt