zilongwang/ReadingBank huggingface dataset:
Grace period is 30 days Make sure to review and update your profile as the information is a year old will ensure that ACP Central AZ chapter meeting information and emails Reminder in the newsletter to update the profile If you struggle with updates notify national of your issues Past President – Carol Novak No updates President – Ed Simko No updates 7 Get Connected National’s site www.acp-international.com AZ’s site LinkedIn Arizona ACP Chapter Continuity Counts newsletter Arizona Chapter Email address Arizona@acp-chapters.com 8 Today’s Event Speaker Victor Escoto, Sr. Director of Emergency Preparedness and Tragedy Support, Centerpoint, a subsidiary of the Crisis Response Network Topic Crisis Response Network Disaster and tragedy support 24/7 Crisis Hotline 24/7 Nurse Navigator Line Police & Fire Crisis/Support line Provides training Reduce stress
Calculating Mass and Weight: Weight (N) = Mass (mg or g or kg) x Gravity (10 N) Example: If Susan’s mass was 60 kg., this is how I would calculate her weight: Write down formula Make sure mass is in kg Put numbers into formula Solve for weight Always units! W= M x G W= 60 kg x 10 N W= 600 N Example: If a penguin has a weight of 310 N… this is how I would calculate its mass: Write down formula Put numbers into formula Solve for mass Always write units W= M x G 310 N= M X 10 N 310N/ 10 N = M M= 31 kg Questions: Rose has a weight of 215 N . What is her mass? Jack has a mass of 85000g. What is his weight?
Group 1 Group 2 Group 3 Group 4 Group 5 Student: 8:30 Warm up 8:45 Singing Audition 9:30 Theory Evaluation 9:45 Finished Student: 9:15 Warm up 9:30 Singing Audition 10:15 Theory Evaluation 10:30 Finished Student: 10:00 Warm up 10:15 Singing Audition 11:00 Theory Evaluation 11:15 Finished Student: 10:45 Warm up 11:00 Singing Audition 11:45 Theory Evaluation 12:00 Finished Student: 11:30 Warm up 11:45 Singing Audition 12:30 Theory Evaluation 12:45 Finished Parent: MEDICAL FORM DUE 8:30 Parent medical with Lark Ann Waltimyer AND Parent meeting 9:45 Parent & Student Finished Parent: MEDICAL FORM DUE 9:15 Parent medical with Lark Ann Waltimyer 10:00 Parent meeting 10:30 Parent & Student Finished Parent: MEDICAL FORM DUE 10:00 Parent medical one-on-one with Lark Ann Waltimyer 10:45 Parent meeting 11:15 Parent & Student Finished Parent: MEDICAL FORM DUE 10:45 Parent medical one-on-one with Lark Ann Waltimyer 11:30 Parent meeting 12:00 Parent & Student Finished Parent: MEDICAL FORM DUE 11:30 Parent medical one-on-one with Lark Ann Waltimyer 12:00 Parent meeting 12:45 Parent & Student Finished
Activity Core 1-2 Research & Hook Core 3 & 4 Research Due at end of class Complete your three body paragraphs by the end of class today. Write your conclusion paragraph. Listen to chapters 3-4 taking guided notes on the characters. Work in a group to create a life sized character Summary Activity/Journal Share out intro paragraphs you wrote. Share out interesting finds in your research. Share out a well-written paragraph you are proud of Share out some conclusions Journal entries Chapters 1-4 Present Characters Homework To do/Materials Needed Computers Organizer for Research Computers Graphic Organizers Paper Computers Graphic Organizers Paper Romiette and Julio Journals Romiette and Julio
Mon Jan 1 2 3 4 5 BB PRAC 2:30-4:00(Aux) RED SHIRT or Team TANK /Black Shorts 6 Basketball Leesville DRESSED AND READY AT 5:30 7 8 9 Basketball Sanderson (JV) DRESSED AND READY AT 5:00 10 11 12 BB PRAC 2:30-4:00 BLUE Team Shirt/Black Shorts 13 Basketball Enloe-Quad Game DRESSED AND READY AT 5:30 for Varsity Only Games 14 15 16 HOLIDAY No Practice 17 NO PRACTICE STUDY!!!!!!! 18 Exams NCFE/Teacher Made /CTE 1st /3rd Period Team Pictures 2:15-3:15 STUDY!!!!!!! 19 NCFE/Teacher Made /CTE 2nd/4th Period STUDY!!!!!!! 20 Exams Eng II EOC Early Release Basketball Brougthton(JV) DRESSED AND READY AT 5:00 21 2016-2017 Wake Forest High School Basketball Schedule Day Date Opponent JV Girls JV Boys V Girls V Boys Monday Sanderson H(5:30PM) H(7PM)
sources). Vansina’s methods were his reaction to his understanding of European historical practices in the 1950s, while his critics’ responses were a result of their understanding of African oral practices in the 1970s and 1980s. If Vansina revolutionized his own field with the publication of De la Tradition Orale, then he has generated noticeable contributions to other fields. Social anthropology, once a decidedly contemporary in its research, now utilizes history to a far greater degree. Vansina’s use of Malcolm Guthrie’s four-volume lexicon of Comparative Bantu as a guide for Paths in the Rainforests, as well as his use of linguistic reconstruction via “words and things” in How Societies are Born, reveal the viability of linguistics in historical study. Vansina will always be recognized for his groundbreaking work in methodology, but he has always been, at heart, a theorist who conducted primary research and who reached for a larger audience beyond the ivory tower. Antecedents to Modern Rwanda and Being Colonized are narrative in their approach and designed to be accessible to students and laymen alike. Much like Antecedents to Modern Rwanda, Vansina targeted his early works, specifically Les tribus Ba-Kuba et les peuplades apparentées, to the African academy. Vansina’s later works also show an active self-critique: his theories take a far less positivist stance and recognize the flaws of the liberal school while maintaining his belief in the value of oral traditions as historical sources and the power of a multidisciplinary approach to African history. In addition to his passion for research, Vansina was also a dedicated professor of history at the University of Wisconsin-Madison. Vansina has also held positions at Northwestern University, University of Pennsylvania, University of Paris, and Lovanium
The Banking & Finance Recruitment Company of the Year This award is open to recruiters who have achieved impressive results in the banking & finance sectors in the country over the past 3 years. When talking about results, this means more than billings, it includes showing how your company has built a solid rapport with its clients, how strong its future prospects are and what really sets it apart from the competition. How has your company innovated in a competitive marketplace? Then show through your financial performance that your business is growing and successful. Demonstrate to the judges that you have a clear and proven strategy that includes a career development plan for your own employees with an ongoing commitment to their training and development. What are your retention levels and what makes you an employer of choice? Back up your submission with a strong testimonial from your clients and let us know why you should win this accolade. Convince the judges that your business is the best Banking & Finance recruiter in the business. The IT & Technology Recruitment Company of the Year This award is open to recruiters who have achieved impressive results in the IT & Technology sectors in the country over the past 3 years. When talking about results, this means more than billings, it includes showing how your company has built a solid rapport with its clients, how strong its future prospects are and what really sets it apart from the competition. How has your company innovated in a competitive marketplace? Then show through your financial performance that your business is growing and successful. Show the judges that you have a clear and proven strategy that includes a career development plan for your own employees with an ongoing commitment to their training and development. What are your retention levels and what makes you an employer of choice? Back up your submission with two strong testimonials from clients and let us know why you should win this accolade. Convince the judges that your business is the best IT & Technology recruiter in the business. The Healthcare & Life Sciences Recruitment Company of the Year This award is open to recruiters who have achieved impressive results in the Healthcare and Life Sciences sectors in the country over the past 3 years. When talking about results, this means more than billings, it includes showing how your company has built a solid rapport with its clients, how strong its future prospects are and what really sets it apart from the competition. How has your company innovated in a competitive marketplace? Then show through your financial performance that your business is growing and successful.
students, and new fall admits STAR Sessions (New Admits, New Transfer Students - Fall 2016) Monday, June 13, 2016 - Friday, July 8, 2016 (Mon-Fri 6/13 - 7/01; Tue-Fri 7/5 - 7/8) Open for Fall 2016 New Students and New Transfer Students Only Monday, July 11, 2016 - Wednesday, July 13, 2016 Open for All Students, including Students Monday, July 18, 2016 - Monday, August 29, 2016 Next meeting will be… Tues 2-Feb 9:00 AM 9:50 AM LWSN 1142 100) Fri 4-Mar 10:00 AM 10:50 AM WHTR 320 (seats 91) Mon 4-Apr 4:00 PM 4:50 PM ME 1061 174) Thurs 5-May 10:00 AM 10:50 AM LWSN 1142 (seats 100)
as if he needed anything. And he is not served by human hands, is the Lord of heaven and earth and does not live in temples built by human hands. Rather, he himself gives everyone life and breath and everything else.” “The God who made the world and everything in it
with two fluttering banners, whereon were depicted the chrysanthemum and water crest of the Kusunoki house, and advanced quietly toward the enemy, urging their horses forward in the swirling mist. Their enemies hesitated doubtfully. “Are they enemies or friends?” they thought. Then suddenly from both sides the three-hundred attacked, shouting, in wedge-shaped formations. They hit the center of the three hundred thousand horsemen spread out like clouds or mist, broke into them in all directions, and cut them down on every side. Found in The Human Record, p.277. What were the number of samurai on each side of the battle? What strategy did Wadao Goro use to defeat his enemy? How does this source allow us to answer the lesson question? Lesson Conclusion: Describe what daily life was like for the samurai of Japan. What did they do? What did they value? Who did they serve? What were their roles on society? Write a response using evidence from the sources.
Literally: if three people gather, Monju's wisdom Meaning: When three people get together they have the wisdom of Monju; or ``Two heads are better than one'' Notes: (1) Monju is a buddhist god of wisdom (2) `yoreba' is a conditional form of `yoru' (to visit), meaning `whenever [three people] get together' (He to kaji wa moto kara sawagu) Literally: Fart and fire, from the origin, make a fuss Meaning: With farts and fires, it is often the originator who kicks up a fuss (ie: complains loudest)
Stage 3B Tutor: Chieko Fry Course dates: The week of 16/Jan – 20/Mar 2017 Course book title: Minna no Nihongo Book 2 Week Unit Topic Objectives and language functions Grammar and vocabulary Additional activities 1/2 31 I am thinking to take cooking class 1. To be able to express what you are thinking of doing, your intention using 2. To be able to inform people of schedule using Volitional form Volitional V-Dic form / V + V-Dic form / 3/4 32 1. To be able to make suggestions or to give advice using 2. To be able to express your inference using V Plain form N V Plain form N
Alexandra Munroe. “Japanese Artists in the American 1945–1970.” In Contemporary Japanese Art in America I: Arita, Nakagawa, Sugimoto, pp. 12–20. Exh. cat. New York: Japan Society, 1987. Notes
Sample course outline Japanese: First Language – ATAR Year 12 Unit 3 and Unit 4 Semester 1 Week Key teaching points 1–7 Introduction Overview of the Japanese: First Language course and assessment requirements Theme: The individual and the community Students examine the relationship between individuals and groups, exploring changing attitudes towards family and gender groups. Contemporary issues the family in contemporary society (Week 1–2) the impact of a changing society on the individual (Week 3–5) gender roles in today’s society (Week 6–7) and text types: spoken, written and visual texts Grammar read and write kyoiku kanji and recognise joyo kanji in texts grammar appropriate to the theme and contemporary issues Dictionaries use monolingual and/or bilingual dictionaries Task 1: Response: Viewing and reading – Read two texts in Japanese and respond in Japanese or English. Task 2: Writing in Japanese – a letter of approximately 700 ji in Japanese. 8–15 Theme: Youth culture Students examine the role of young people in society, taking into account social and educational perspectives. Contemporary issues pressures on young people today (Week 8–10) the place of education in young people’s lives (Week 11–13) the role of leisure in a young person’s world (Week 14–15) Texts and text types: spoken, written and visual texts Grammar read and write kyoiku kanji and recognise joyo kanji in texts grammar appropriate to the theme and contemporary issues Dictionaries use monolingual and/or bilingual dictionaries Task 3: Response: Listening – Listen to one text in Japanese of approximately three minutes in length and respond in English. Then listen to two texts and write an article of approximately 300 ji in Japanese. 16 Examination week Task 4: Semester 1 examination – A representative sample of the syllabus content, reflecting the ATAR Year 12 examination design brief Semester 2
Sample course outline Japanese: First Language – ATAR Year 11 Semester 1 Week Key teaching points 1–7 Theme: Relationships Contemporary issues individual and (weeks 1–2) family ties (weeks 3–5) young people and technology (weeks 6–7). Texts and text types: spoken, written and visual texts. Grammar read and kyoiku kanji and recognise joyo kanji in texts grammar appropriate to the theme and contemporary issues. Dictionaries: use a monolingual and/or a bilingual dictionary. Task 1: Spoken exchanges Task 2: Listening and responding 8–15 Theme: Youth culture Contemporary issues cultural identity of young people (weeks 8–10) the place of education in young people’s lives (weeks 11–13) young people and technology (weeks 14–15). Texts and text types: spoken, written and visual texts. Grammar read and write kyoiku kanji and recognise joyo kanji in texts grammar appropriate to the theme and contemporary issues. Dictionaries: use a monolingual and/or a bilingual dictionary. Task 3: Reading and responding Task 4: Writing in Japanese 16 Examination week Task 5: Semester 1 examination – A representative sample of the syllabus content reflecting the ATAR Year 12 examination design brief. Semester 2
Murdoch: UA3 – Internal (UA3 = 27/2/2017 – 14/4/2017) JPN202 Japanese 4 – 3 pts Murdoch: AU1 – Internal (AU1 = 17/04/2017 – 16/6/2017) JPN203 Japanese 5 – 3 pts Murdoch: Murdoch: S2 - Internal EDN375 Teaching Second/Foreign Languages - 3 pts Murdoch: Murdoch: S1 – Internal, S1 - External ** Please note that the following Minor structures are proposed and pending approval.
Written communication 15% 5% Term 2 Week 2 Task 3 Part B: Home Write an email. 5% Term 2 Week 4 Task 4 Part B: Daily life Write an article. 5% Term 4 Week 2 Task 9: Seasonal activities and celebrations Write an article. Written examination 25% 12.5% Examination week Task 6: Semester 1 – Written examination A representative sample of the syllabus content reflecting the ATAR Year 12 examination design brief. 12.5% Examination week Task 12: Semester 2 – Written examination A representative sample of the syllabus content reflecting the ATAR Year 12 examination design brief. Total 100% 100%
Sample assessment outline Japanese: Second Language – ATAR Year 12 Unit 3 and Unit 4 Assessment component Assessment type (from syllabus) Assessment type weighting (from syllabus) Assessment task weighting Weighting for combined mark When Assessment task Practical Oral communication 50% 25% 7.5% Semester 1 Week 7 Task 2: Participate in an 8–9 minute conversation with your teacher. 25% 7.5% Semester 2 Week 15 Task 10: Future plans Participate in an 8–9 minute conversation with your teacher. Practical examination 50% 25% 7.5% Semester 1 Week 16 Task 5: Semester 1 practical (oral) examination A representative sample of the syllabus content, reflecting the ATAR syllabus examination design brief. 25% 7.5% Semester 2 Week 16 Task 11: Semester 2 practical (oral) examination A representative sample of the syllabus content, reflecting the ATAR syllabus examination design brief. 100% 100% 30% Written Response: Listening 15% 7.5% 5.25% Semester 1 Week 4 Task 1: Listen to three texts and respond in English to questions in English. 7.5% 5.25% Semester 2 Week 5 Task 7: This year and beyond Listen to three texts and respond in English to questions in English. Response: Viewing and reading 20% 10% 7% Semester 1 Week 15 Task 4: Read/view Japanese texts and respond in English to questions in English. 10% 7% Semester 2 Week 10 Task 9: Youth events and pathways Read two emails and respond in English to questions in English. Written communication 15% 7.5% 5.25% Semester 1 Week 11 Task 3: Part-time jobs and Write an article of approximately 350–400 ji in polite form. 7.5% 5.25% Semester 2 Week 5 Task 8: This year and beyond Write an account of approximately 350–400 ji in polite form. Written examination 50% 25% 17.5% Semester 1 Week 16 Task 6: Semester 1 written examination A representative sample of the syllabus content, reflecting the ATAR syllabus examination design brief. 25% 17.5% Semester 2 Week 16 Task 12: Semester 2 written examination A representative sample of the syllabus content, reflecting the ATAR syllabus examination design brief. 100% 100% 70%
Sample course outline Japanese: Second Language – General Year 11 Unit 1 and Unit 2 Semester 1 – (Teenagers) Week Key teaching points 1–6 Introduction Overview of the Japanese: Second Language course, unit and assessment requirements. Learning contexts and topics The individual – About Students reflect on activities and events associated with their life, including sharing and obtaining basic information from others related to personal identity, physical descriptions, family, friends, school routines and leisure time. Text types and textual conventions oral conventions associated with greetings and forms of address description, email, film/TV program (excerpts), interview, note, role-play, table. Linguistic resources Vocabulary introduce vocabulary related to the topic: About Grammar polite forms (verbs, adjectives and copula ‘to be’) topic marker, contrast existence, expressing abilities, expressing likes, dislikes, physical characteristics possessive (of, ‘s), adjectival destination (to, into, onto), indirect object, point of time, purpose direct object place of action, by means of (and so on) (and), with person marker linking (and) (and then, after that). and writing systems Intercultural understandings common behaviours and practices related to interpersonal relationships e.g.greeting conventions, terms of address discuss traditional hobbies and interests school and friends e.g.politeness conventions, ways of showing affection, respect, turn-taking, gender relationships, friendship groups. Language learning and communication strategies discuss word order and sentence structure of Japanese use strategies for remembering kanji numbers, dates and times practise phrases use strategies to consolidate learning e.g.open-book concept, rote learning listen for gist. Dictionaries use a bilingual dictionary. Task 1: Response: Listening (Week 6) Task 2: Oral communication (Week 6)
Sample assessment outline Japanese: Second Language – General Year 12 Unit 3 and Unit 4 Assessment type (from syllabus) Assessment type weighting (from syllabus) Assessment task weighting When Assessment task Oral communication 25% 5% Semester 1 Week 5 Task 2: My Participate in a 4–5 minute conversation with a Japanese exchange student. 10% Semester 1 Week 16 Task 6: Daily life Participate in a 6–7 minute role-play. 10% Semester 2 Week 12 Task 10: Seasonal activities and celebrations Interview a Japanese exchange student about seasonal activities and celebrations in Japan. Response: Listening 25% 10% Semester 1 Week 5 Task 1: My Listen to a conversation in Japanese and respond in English to questions in English. 5% Semester 2 Week 11 Task 9: Seasonal activities and celebrations Listen to an announcement and two conversations in spoken Japanese and respond in English to questions in English. 10% Semester 2 Week 16 Task 11: Healthy lifestyles Listen to two conversations and one message in spoken Japanese and respond in English to questions in English. Response: Viewing and reading 20% 10% Semester 1 Week 9 Task 3: Home Read four emails in Japanese and respond in English to questions in English. 10% Semester 2 Week 5 Task 7: Welcoming a Read an article and two blog postings in Japanese and respond in English to questions in English. Written communication 15% 5% Semester 1 Week 10 Task 4: Home Write an article of approximately 250–300 ji in polite form for your sister school magazine. 10% Semester 2 Week 6 Task 8: Welcoming a Write a letter of approximately 350–400 ji in polite form. Externally set task 15% 15% Semester 1 Week 13 Task 5: Externally set task A written task or item or set of items of one hour duration developed by the School Curriculum and Standards Authority and administered by the school. Total 100% 100%
Marking key for sample assessment Task 3 Email 1 Email 2 Email 3 4 Name Tomoko /Yuko Takeshi Yoshiaki Akiko 1 mark each /4 Interests and hobbies Japanese drama films/movies comic computer sports tennis cycling 1 mark each /7 Travel Australia next year Perth months ago next year China this year in March 1 mark each /8 What we have in common same age as the author Takeshi lives in Tokyo where the author has visited both like manga Yoshiaki lives in Osaka where the author intends to study both Akiko and the author like sport both have been to China 1 mark each /6 Total /25 Sample assessment task Japanese: Second Language – General Year 12
8TH FEB JACKET POATO TIVERTON FARM MINCED BEEF FILLING (V) CHEESE FILLING BAKED BEANS & SWEETCORN APPLE CAKES OVEN SAUSAGES (V)VEG BAKE ROAST POTATO BROCCOLI FLORETS GRAVY ICE CREAM & CHOCOLATE SAUCE FISH CAKES (V)CHEESE PASTY CREAMED POTATO SALAD BAR HOMEMADE COLESLAW STRAWBERRY JELLY ROAST GAMMON & PINEAPPLE (V)LENTIL LOAF ROAST POTATO GREEN BEANS CARROTS GRAVY FUDGE YOGURT FISH FINGERS (V)CHEESE SALAD CHIPPED POTATO GARDEN PEAS TOMATO SAUCE CHOCOLATE FINGERS
account advertisement announcement article blog posting cartoon chart conversation description diary entry email film or TV program (excerpts) form image interview invitation itinerary journal entry letter map message note postcard review role-play script – speech, interview, dialogue sign table Refer to Appendix 2 for details of the features and conventions of the text types. Linguistic resources Vocabulary Vocabulary, phrases and expressions associated with the unit content. Grammar Students will be expected to recognise and use the following grammatical items: 1. Plain forms Adjectives Copula ‘to be’ 2. Stem of Masu form structures Form Function/use Stem + expressing desire Stem + expressing strong desire 3. Te form structures
September 3, 2013: Notification of Acceptance October 17-20, 2013: Attend STARTALK Conference March – June, 2014: Trainings, Professional Development, Ordering of Materials , Program Planning and Set-up June 5 & 6, 2014: Program Set-up at Guyandotte Elementary School – Huntington, WV June 9 - 20, 2014: WV Japanese Immersion Summer Camp - Huntington, WV West Virginia Japanese Immersion Summer Camp: Japanese Language Lead Instructor Candidate Information
linking (and then, after that) Unit 2 1. Stem of Masu form structures Form Function/use Elaborations Stem + expressing what you want to do Stem + expressing what something looks like Stem + indicating that something is excessive 2. Te form structures Form Function/use Elaborations linking of adjectives expressing what you try to do 3. Noun + structures Form Function/use Elaborations Noun asking for opinions 4. Particles Particle Function/use Elaborations possessive pronoun locational place of existence asking for something place of motion (pass by, along, through) expressing neither stating alternatives (or) 5. Words indicating extent
Japan G.R.A.P.E.S. Project Due: Friday, December 2nd Using the G.R.A.P.E.S. format, create visual display that depicts Japan. The directions are below: Using a poster board, fold it in half – creating a book that can open. On the outside, write ‘JAPAN’ either along the side or the top. In the middle of the now folded poster board, hand draw the islands of Japan. The islands must take up most of the front. Hint: Search the internet for ‘outline map of Japan’ to find a blank one Label each of the four main islands – for their names use page 221 in your textbook. must be the Flag of Japan on the Outside On the inside – Create six spots for each of the G.R.A.P.E.S. sections: Geography, Religion, Achievements, Politics, Economics and Social Structure. Write three facts about each letter and included at least one picture for each section You will be graded on the following items: Map of Japan included on the front with labels (15 points) Each of the six sections include THREE FACTS and a PICTURE for each section (10 points for each section = 60 points) Accuracy of the information included (10 points) Neatness (15 points) TOTAL: 100 points The project is due on Friday, December 2nd – each school day that the project is late, there will be a 10-point deduction. If your project is turned in by Wednesday, November 30th – you will get 25 bonus points
Rubric: Criteria 0 - 59 60 - 69 70 - 79 80 - 89 90 - 100 Lists the groups of the feudal System All 4 groups are not identified and in incorrect All 4 groups are identified but 3 classes/groups are not in correct order All 4 classes/groups are identified but 2 groups/classes are not in correct order All 4 classes/ groups are identified but 1 groups/classes are not in correct order All 4 classes/groups are identified and in the correct order Illustration And Conventions Each group/class does not have an accurate illustration (Drawings or Pictures) and paragraph contains more than 17 errors Missing 2 or more illustration (Drawings or Pictures) of a group/class and paragraph contains 13- 16 errors Missing one illustration of a group/class (Drawings or Pictures) and paragraph contains 9 – 12 errors Provides all 4 illustrations (Drawings or Pictures) but the paragraph contains 5-8 errors Provides all 4 illustrations (Drawings or Pictures) and the paragraph contains only 0 errors Paper Components: 0 - 59 60 - 69 70 - 79 80 - 89 90 - 100 Paragraph Explanation of Feudalism Student created a few sentences that does not define feudalism and did not accurately explain the roles of all 4 groups/ classes. Student composed a few sentences defining feudalism but did not accurately explain 3 of the 4 group/class roles. Student composed a paragraph defining feudalism but did not accurately explain 2 of the 4 group/class roles. Student composed a well written paragraph defining feudalism and the role of each group/class. Student composed a well written and detailed paragraph defining feudalism and the role of each class. Paragraph Explanation of Societal Ranking Student composed a brief paragraph explaining only 1 similarity & 1 difference between European & Japanese feudalism and did not state why member of certain groups in Japan were valued more. Student composed a brief paragraph explaining only 1 similarity & 1 difference between European & Japanese feudalism and why member of certain groups in Japan were valued more. Student composed a paragraph explaining some similarities and differences between European and Japanese feudalism and why member of certain groups were valued more. Student composed a well written paragraph explaining 2 similarities and 2 differences between European and Japanese feudalism and why member of certain groups in Japan were valued more. Student composed a well written and detailed paragraph explaining 3 similarities and 3 differences between European and Japanese feudalism & why member of certain groups in were valued more. 2% point Bonus for above and beyond creativity and effort. Teacher Comments: 10% reduction if late. Points: /400
-e. JR (Japan Railway) Network Map (Tokyo) -f. Kyoto Subway Map -g. Useful Japanese Phrases Tasukete! – Help! Eigo Hanasemasuka? – Can you speak English? Hai – yes Iie - No Ohayo – Good morning Kon(g)-nichiwa – / Good afternoon Kon(g)-banwa – Good evening Oyasumi-(nasai) – Good night Genki-desuka? – How are you? Arigato – you Kekko-desu – No, thank you Sumimasen(g) – I’m sorry / Excuse me Ikura-desuka? – How much? Kawaii! (Accentuate “i”) – Cute! (You can use it to compliment a girl especially about her appearance, behavior etc, too) Kakkoii! (Accentuate “i”) – Cool! (You can use it to compliment a guy especially about his appearance, behavior, etc, too) Subarashii! – Excellent! Setto – “Set” in English and you can use it when you order “meal” at McDonalds. They don’t understand you by “meal” and pronounce “set” like “Setto”.
2NC/1NR China Relations Disadvantage AT: #3 LINK TURN – “Plan is a Win-Win” They say PLAN is the kind of win-win China is looking for, but [GIVE :05 SUMMARY OF OPPONENT’S SINGLE ARGUMENT] 1. Extend our evidence. [PUT IN YOUR AUTHOR’S NAME] It’s much better than their evidence because: [PUT IN THEIR AUTHOR’S NAME] [CIRCLE ONE OR MORE OF THE FOLLOWING OPTIONS]: (it’s newer) (the author is more qualified) (it has more facts) (their evidence is not logical/contradicts itself) (history proves it to be true) evidence has no facts) (Their author is biased) (it takes into account their argument) ( ) (their evidence supports our argument) [WRITE IN YOUR OWN!] [EXPLAIN HOW YOUR OPTION IS TRUE BELOW] [EXPLAIN WHY YOUR OPTION MATTERS BELOW] and this reason matters because: 2. The AFF’s claim of a “win-win” is the exact kind of deal-making that China hates about Trump and would damage relations worse than ever before TIME Magazine, December 15th, 2016 [Charlie Campbell (Beijing Correspondent) “Why Donald Trump Really Shouldn’t Play Games With China Over Taiwan.” MYY] “Trump’s taking a more realpolitik approach, saying there are no sacred cows, we won’t be pushed around and everything is on the table,” says Professor Nick Bisley, an Asia expert at Australia’s La Trobe University. But Trump should be wary of wielding realpolitik in this land of fictions. Beijing regularly cites the “Taiwan question” as one of its “core interests,” and the topic is toxic even among otherwise politically inert Chinese. On Wednesday, An Fengshan, a spokesman for China’s policymaking Taiwan Affairs Office, said that “peace and stability in the Taiwan Strait will be seriously impacted” if the U.S. wavers on “one China.” For Taiwan, the “one China” policy is partly a millstone, precluding the island from a seat at the U.N. or from joining potentially lucrative free trade groupings. But conversely, the agreement — otherwise known as the “1992 Consensus” — has allowed peaceful ties to flourish across a previously truculent Strait. Today, tourists and exchange students flock in both directions and 40% of Taiwan’s
There was a farmer had a dog, And Bingo was his name-O! *-*-N-G-O, *-*-N-G-O, *-*-N-G-O, And Bingo was his name-O! There was a farmer had a dog, And Bingo was his name-O! *-*-*-G-O, *-*-*-G-O, *-*-*-G-O, And Bingo was his name-O! There was a farmer had a dog, And Bingo was his name-O! *-*-*-*-O, *-*-*-*-O, *-*-*-*-O, And Bingo was his name-O! There was a farmer had a dog, And Bingo was his name-O! *-*-*-*-*, *-*-*-*-*, *-*-*-*-*, And Bingo was his name-O! Pop Goes the Weasel and round the cobbler's bench, The monkey chased the weasel. The monkey thought it was all in fun. Pop! Goes the weasel. A penny for a spool of thread, A penny for a needle. That's the way the money goes. Pop! Goes the weasel. ……………………………………. Link: /////////////////////////////////////////////////////////////// Kindergarten ► Unit 2
Sung to: "Oh My Darlin" Beat a drum, March along give a cheer-hip hip hooray Wave a flag Sing a song It's July Fourth today See the fireworks, in the sky give a cheer-hip hip hooray Happy Birthday to America How we love the USA! ///////////////////////////////////////////////////////// “Statue of Liberty “ Sung to: "I'm a Little Teapot" I'm a statue, see my torch, Symbol of freedom and peace for all. See me in the harbor So straight and tall, Welcoming the people, one and all. …………………………………………… >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Kindergarten ► Unit 5 The Great Big World In this fifth six-week unit of Kindergarten, students compare and contrast fairy tales while focusing on the difference a setting can make in the creation of a story. How do we use literature and informational texts to learn about the world?
Application Part 3: 13) List the current inventory of vehicles in the table below CURRENT VEHICLE INVENTORY (Please List Each Vehicle Separately and use as many sheets as needed) Type Vehicle Identification Number Model Year Current Mileage Seating Capacity Special Equipment (Lift or Ramp) Funding Source For Purchase Spare Vehicle (Yes/No)
Section 5316 - Job Access & Reverse Commute (JARC) Application of Contents Applicant: County/Region: Contact Person: ________________________ Phone Number: _______________________ Table of Contents: Page (s) Checklist (Return Applicable Items to Caltrans) COMPLETE THE REQUIRED SECTIONS Application Checklist/Table of Contents 2 PART I – Coordinated Plan Certification 3 PART II – Private Nonprofit-Corporation Status Inquiry and Certification 4 PART III – General Certification and Assurances 5 PART IV – Lawsuits/Complaints 8 PART V – Labor Union Information (JARC Only) 9 PART VI – Applicant Profile 10 PART VII – Applicant’s Annual Budget 11 COMPLETE THE APPLICABLE SECTION(S) PART VIII – Funding Request – Small Urban 13 PART IX – Funding Request – Non Urban (Rural) 14 ATTACHMENT A – Operating Assistance 15-20 ATTACHMENT B – Mobility Management 21-26 ATTACHMENT C – Capital-Vehicle & Other Equipment 27-36 Application Prepared By: Phone:
Emergency Planning and Preparedness (maximum 10 points) Describe the emergency planning and drill activities within your agency and in cooperation with the county. Provide proof your agency is included in the response plan with the County Office of Emergency Services. Indicate the drill(s) you have participated in, or are scheduled to participate in. Vehicle Inventory – Please include all active fleet. (For condition, please use P for poor, F for fair, and E for excellent.) Make/Model Year Mileage VIN Ambulatory Capacity Wheelchair Spaces Condition Original Source of Funding Estimated Replacement Date Do you participate in transportation infrastructure security/emergency planning, drills/exercises, and/or decision making activities? ___Yes PLEASE COPY AND USE ADDITIONAL PAGES FOR EACH YEAR’S PURCHASES (if applicable) Capital Equipment on State Procurement Contract Number Unit Cost ** Cost Vehicles - (cost shown includes accessibility equipment); standard seating capacity examples by vehicle type Minivan - 5 Ambulatory Passenger (AP) - Gas $46,000
(707) 565-1152 (707) 526-5555 fax​ Sutter County Office of Emergency Services 1130 Civic Center Blvd Yuba City, CA 95993 (530) 822-7400 (530) 822-7109 fax After-Hours Emergency Only Contact Number: (530) 822-7307​ Tehama County Office of Emergency Services 502 Oak Street Red Bluff, CA 96080 (530) 529-7950 (530) 529-7933 fax​ Trinity County Office of Emergency Services 101 Memorial Dr. Weaverville, CA Mailing Address: P.O. Box 228 Weaverville, CA 96093 (539) 623-8180 (530) 623-2614 fax Tulare County Office of Emergency Services 5957 S. Mooney Boulevard Visalia, CA (559) 737-4660 ext. 2311 (559) 737-4693 fax After-Hours Emergency Contact Number: (559) 733-6218​ Tuolumne County Office of Emergency Services 2 Green Street Sonora, CA 95370 (209) 533-5511 ext. 4 (209) 533-5510 fax After-Hours Emergency Contact Number: (209) 533-5815​ County Office of Emergency Services 800 South Victoria Avenue Ventura, CA 93009 (805) 654-2551 (805) 648-9258 fax After-Hours Emergency Contact Number: (805) 947-8210 Yolo County Office of Emergency Services 120 W. Main St., Suite E Woodland, CA 95695 (530) 406-4930 (530) 661-6705 fax After-Hours Emergency Contact Number: (530) 666-8920 Yuba County Office of Emergency Services 915 Eighth St., Suite 117 Marysville, CA 95901 (530) 749-7520 (530) 749-7524 fax After-Hours Emergency Contact Number: (530) 749-7777
Stan COG (SCOG) YES 2/22/2012 to SCOG Rosa Park 1111 I St., Ste. 308, Modesto, CA 95354 (209) 525-4642, email: rpark@stancog.org Tulare CAG (TCAG) YES 2/22/2012 to TCAG Christine Chavez 5955 S. Mooney, (559) 624-7270, email: mdemmers@co.tulare.ca.us
Master of Science in Viticulture & Enology Joint diploma “EuroMaster Vinifera” awarded by: Institut National d'etudes superieures agronomiques de Montpellier and Turin University Master thesis Role of gallic and ellagic tannins on composition and consumption kinetics of wine Jasmina UROSEVIC 2015-2017 Supervisor 1: Antonio Giovanni, TIRELLI, Università degli Studi di Milano Supervisor 2: Daniela, FRACASSETTI, Università Studi di Milano Asti, September 18th, 2017 Abstract
The students will be required to read a number of different pieces of literature throughout the unit. Students will be required to an essay as the final assignment of the unit, so be sure to tell them to highlight quotes that stick out to them that relate to the themes of identity, acceptance and/or loneliness. The central novel of the unit will be: The Catcher in the Rye by J.D. Salinger. This is an American classic that deals with the themes of loneliness, acceptance and identity. It is a perfect novel to introduce the students to all three of these themes. This novel will be introduced following the introduction to the course and will be used as the first piece of literature for the unit. The students will also read another novel after Catcher in the Rye, this time they will be able to choose from a selection of books. These books include: The Perks of Being a Wallflower by Stephen Chbosky It’s Kind of a Funny Story by Ned Vizzini Whale Talk by Chris Crutcher by Laurie Halse Anderson Life of Pi by Yann Martel Students will be placed into book groups with fellow students who choose the same book as them. They will meet every other day for twenty minutes of class time to discuss the book in groups and help each other better understand the novel. This will help students work together, speak to one another and possibly make new friends. In between the two novels will be a collection of poetry which include famous poems such as: “Diving Into the Wreck” by Adrienne Rich “A Far Cry from Africa” by Walcott “Crossing Brooklyn Ferry” by Walt Whitman
Abstract BACKGROUND: The U.S. National Library of Medicine has had a presence on YouTube since January of 2011. There are 105 videos posted on YouTube and the page currently has approximately 640 subscribers and over 31, 000 views. Out of these videos, one video that is not currently available is a video with staff talking about their careers at NLM. The request for this type of video initially came from a 2009 report on Workforce for the Future and was later pursued by staff from the Public Services Division. They intended for this video to be added to the Careers @ NLM Web page. METHODS: The process for making the video roughly encompassed the following Phases: Phase 1- Identify and select interview candidates Phase 2- Develop the visual layout of the series of interviews Phase 3- Meet with staff in different areas of the Library and interview them about their work, and experiences at NLM, etc. Phase 4- Capture the interviews on camera in HD Edit video using software provided by NLM Ensure that the video is 508 compliant RESULTS: Four videos featuring staff members from across NLM were created. They address the following topics: Why staff members chose to work at NLM Why staff members chose their career field and how NLM fits into that choice The culture of NLM The impact of NLM CONCLUSIONS: The four videos will enhance the presence that NLM has on YouTube. They will also make the Careers @ NLM Web page more dynamic and interactive. The videos will answer several questions that aspiring NLM employees may have. Currently, the Careers @NLM Page does not address: the impact NLM has on the world, the organizational culture of NLM or explain why current NLM employees decided to work here. These new videos will fill these voids and answer these questions.
Jasper County United Way Agencies Providing Programs/Services To Jasper County Residents: American Red Cross, Central Georgia Chapter Big Brothers Big Sisters of the Heart of Georgia Central Georgia Council, Boy Scouts of America Consumer Credit Counseling Service of Middle Georgia Girl Scouts of Historic Georgia Middle Georgia Community Food Bank United Way 2-1-1 United Way of Central Georgia provides results you can see. Here are just a few examples of the services provided to your community: 1 child was matched one-on-one with a positive adult role model who is their friend and mentor through Big Brothers Big Sisters Heart of Georgia. 85 youth participated in programs that build character, citizenship, and develop personal fitness through Boy Scout programs. 178 girls and young women gained courage, confidence and character through Girl Scout programs. 37 individuals were either trained in disaster prevention and preparedness or received direct assistance including; meeting basic needs, counseling and referral by the American Red Cross. 6 Armed Forces members and their families received emergency communications or referrals to Financial assistance provided by military aid society, referrals and counseling services through the American Red Cross. 72 callers obtained social service information and referral assistance from United Way 2-1-1. 2 individuals participated in community education and outreach programs as well as individualized counseling relating to money and credit management through Consumer Credit Counseling Service. 4 food pantries obtained 199,560 lbs of food from the Middle Georgia Community Food Bank for distribution to needy families. This was a savings of $400,117.80 in food costs.
The plaintiff’s cause of action is the actio iniuria. The infringed interests of personality which feature most prominently with regard to adultery are feelings (particularly feelings of piety) and dignity. The plaintiff generally will base his or her action on two grounds namely iniuria and loss of consortium. The plaintiff draws the onus to prove the infringement of his or her personality rights. Held that the plaintiff's claim for damages must be strictly confined to the contumelia. Claim for loss of consortium not proven. Held further that the factors which influence the assessment damages for contumelia appear to be the following: (a) Where the plaintiff has condoned his/her spouse's adultery, the claim is not viewed sympathetically; and damages are for contumelia only. (b) What it is that the plaintiff has lost, is relevant (i) if the spouse that has strayed was in any event a poor bargain, plaintiff cannot expect substantial damages; (ii) a wife suffers more through losing a husband than vice versa. Despite the altered mores, a woman in South Africa remains the hunted rather than the huntress. A man can go out and find a replacement for an adulterous wife whereas a woman must wait to be invited out for even an evening at the cinema. The position of a divorced woman is less enviable than that of her male counterpart. (c) The economic and social circumstances of the parties are relevant. (d) That the adulterous is grossly impudent and unrepented will aggravate damages. (e) Courts apparently regard the loss of a modern "liberated" woman less seriously than that of her predecessor. Held further that in all the circumstances defendant is ordered to compensate the plaintiff in damages in the amount of Ten Thousand Namibian Dollars (N$10 000). ORDER
“It seems so infinitely sad to me...but Jasper Jones has to keep that poker face. He has to throw that cloak over his heart. I wonder how much of Jasper’s life is spent pretending he doesn’t give a shit.” Chapter 5: Charlie thinks how sad Jasper’s life is. "Jasper is normally so reliably forthright. It's unnerving to see him wavering." Chapter 7: Charlie and Jasper visit Mad Jack Lionel “I don’t know who this man is, but he didn’t kill anybody...Mad Jack Lionel isn’t a criminal. He’s probably not even mad. He’s just old and sad and poor and lonely.” Chapter 7: Charlie and Jasper confront Mad Jack Lionel “I don’t understand a thing about this world: about people, and why they do the things they do. The more I find out, the more I uncover, the more I know, the less I understand.” Chapter 7: Charlie witnesses his mother’s betrayal “It’s awful, it’s mystifying and it’s tragic…Her father started it, Laura ended it and now Eliza is fielding the blame because she saw it happen.” Chapter 7: Charlie thinks about Eliza’s revelation “You can either learn about things and be sad and restless, or you can put your head in the sand and be afraid.” Chapter 7: Charlie thinks about his experience with Jasper
6 Mixture of crops Limited scope for cultivating all the requirements for the household or for the family of five. However, vegetables and fruits required for the family of five or household can be produced in this model. Multi storied cropping system; In each tier different crops are shown. In this model vegetables and fruits required for the family is cultivated, not the pulses and cereals. Mixture of crops in each bed as mentioned in the layout. Inter crops and mixture crops will be cultivated on every soil bed. This model provides required vegetables, fruits, cereals and pulses for the family of five or to the household and also some surplus can be sold in the market to get some income. In this model, on the each bed there different crops are grown; Border crops and trap crops will be available on both sides of soil bed; This model provides, for the family of five or to the house hold required vegetables, fruits, cereals, pulses and oil seeds; From this model surplus can be sold in the local sandies. 7 Inter cultivation No scope because of the layout design and space availability; Limited scope for ; This will lead reduction in yield. Scope exists for ; Not planned; This will lead reduction in yield. In this possibility is high for doing inter-cultivation; Because in each bed different crops being sown, using the SRI method...will lead to improving the yield. 8 Crop rotation and Crops Possibilities for crop rotation is difficult, due to the design and the space available; Limited possibilities for crop rotation , because of the space; Limited scope for 2nd crop germination possibilities limited; Because the scope for crop rotation is limited. In this model, crop rotation is possible, the crop grown in different beds; Crop rotation is possible, it will control the pest and diseases; Will also help to get more yield; In this model sowing is easy and the germination percentage is high compare to other models. 9 Creepers There is a not much of scope, but it disturbs other plants. There is a possibility to put in edges. But disturbance to other crops which are on beds. Available on the fencing. There is no disturbance to crop plants in the layout. Available on the fencing. There is no disturbance to crop plants in the layout.
13 Additional Income Not much, only vegetables and fruits required to the family met. Some income, only vegetables and fruits required to the family met. Household able to get additional income and also meet the family needs of fruits, vegetables, pulses and cereals Households able to get regular additional income and also meet their needs.