zilongwang/ReadingBank huggingface dataset:
12–14 The story of an event in the history of a religion choose an in the history of a religion research who was involved, when, and what happened Task 4 due Week 14 The story of an event in the history of a religion How to recognise and use key words in self-expression Ways to use relevant information and/or ideas How to work on own (with or without assistance) and/or with others on set How to self-manage behaviour Formats to express understandings 15–16 Current issues for religion examples of issues that concern a religion some details about an issue that concerns a religion Task 5 due Week 16 Examples of issues that concern a religion How to recognise and use key words in self-expression How to work on own (with or without assistance) and/or with others on set tasks Ways to use relevant information and/or ideas Unit 4 (notional timeframe only – may take up to whole year) Week Key teaching points of unit content Content 1–2 Ways in which a particular person contributes to a religion examples of people who contribute to a particular religion name a particular person who contributes to a religion how this person contributes to a religion Ways in a particular person contributes to a religion How to recognise and use key words in self-expression 3–4 An important religious belief the meaning of the word belief examples of important religious beliefs some features of a religious belief Task 6 due Week 3 An important religious belief How to work appropriately in different social settings How to self-manage behaviour 5–7 Ways in which communities celebrate their religion together examples of ways in which communities celebrate their religion together what happens during some of these celebrations Task 7 due Week 7 Ways in which communities celebrate their religion together How to recognise and use key words in self-expression Ways to use relevant information and/or ideas How to work on own (with or without assistance) and/or with others on set tasks How to work appropriately in different social settings
Readings: Nov. 17 Ruth Nov. 17: Guest Lecture, Edward L. Greenstein, Bar Ilan University, “The Book of Ruth: A Story On Many Levels.” Personal Ritual: Vows Readings Nov. 29: Jacques Berlinerblau, The Vow and “Popular Religious Groups” in Ancient Israel (Sheffield: Sheffield Academic, 1996) (buy online at Amazon). Michael L. Satlow, “Giving for a Return: Jewish Votive Offerings in late Antiquity,” Religion and the Self in Antiquity (Bloomington: Indiana University Press, 2005) 91-108 (buy). Tony W. Cartledge, “Conditional Vows in the Psalms of Lament: A New Approach to an Old Problem,” in The Listening Heart. Essays in Wisdom and the Psalms in honor of Roland E. Murphy, O. Carm., eds. Kenneth G. Hoglund, et al. (JSOT Supp. 58. Sheffield, England: JSOT Press, 1987) 77-94 (Ereserve). Tony W. Cartledge, “Were Nazirite Vows Unconditional?” The Catholic Biblical Quarterly 51 (1989):409-422, (Ereserve). Numbers 6 and 30 Visions: The Changing Role of the Seer Readings: Dec. 1, 6: Peter T. Struck, “The Self in Artemidorus’ Interpretation of Dreams,” Religion and the Self in Antiquity (Bloomington: Indiana University Press, 2005) 109-120 (buy). Passages Susan Niditch, “Experiencing the Divine: Heavenly Visits, Earthly Encounters, and the Land of the Dead” in Religious Diversity in Ancient Israel and Judah, eds. F. Stavrakopoulou and John Barton, 11-22 (buy). Angelology and Demonology Readings: Dec. 8: A few examples from Zechariah, Job, Daniel, and 1 Enoch Dec. 13: Guest Lecture, Charles E. Carter, Seton Hall University, 8:00 p.m., 101 Chapin Hall. Dec. 13, 15: Summing up. Report on final Essay #6. A set of topics will be provided.
Religion and Life Assessment Checklist Value of human life Sanctity of life Status of human life Quality of life Moment of conception Development of the foetus Abortion Definition of abortion UK laws on abortion Pro-life arguments Pro-choice arguments Christian Other religious views Own opinion Euthanasia Definition of euthanasia UK laws on euthanasia Tony Nicklinson/Britany Maynard Pro-life arguments Pro-choice arguments Christian views Hospice movement How life began: religion Genesis creation story - What happened on each day? - Creation was planned, had a purpose etc. Ex nihilo - Shows God’s omnipotence Bible How life began: science Big Bang theory - Red shift Evolution - Charles Darwin - Origin of species - Fossils - Natural selection - Survival of the fittest Religious Absolute Bible Answers ‘why’ questions’ - Examples Scientific truth Conditional Observations and experiments Answers ‘how’ questions - Examples Can religion and science be compatible? Creationist view Scientist view Liberal Christian view Own opinion Stewardship Definition Why should Christians be stewards? Examples of stewardship Dominion Definition Why do Christians have dominion? Examples of dominion The environment Definition Environmental issues - Pollution - Deforestation - Abuse of natural resources - Global warming and climate change.
And the eyes look east Toward Zion. Our hope is not lost, Our hope of two thousand years, To be a free nation in our land, In the land of Zion and Jerusalem Accessed from: Supporting Question 4 Featured Source Source A: Rabbi Shira Stern, article, “Passover: A Celebration of Freedom,” in Celebrate Passover: With Matzah, Maror and Memories, 2010. Why is this holiday different from other holidays? On every Jewish holiday we remember the story associated with the holiday. On Passover, however, we use our five senses to recreate the experience of the Israelites’ passage from slavery to freedom, so that the words “when we were freed from Egypt” become real to us. We do this at the ritual service of prayers, stories, and special foods known as the seder, which means “order,” as in order of events. The seder usually has 15 parts as set forth in the Hagaddah. Hagaddah means “telling,” and the seder is the telling of the Exodus story (Exodus 1: 8-15:21). It is important for each generation to pass down the story to the next. Many families pass down special traditions as well, both serious
Religions of Southern and Eastern Asia SS7G12 The student will analyze the diverse cultures of the people who live in Southern and Eastern Asia. b. Compare and contrast the prominent religions in Southern and Eastern Asia: Buddhism, Hinduism, Islam, Shintoism and the philosophy of Confucianism. 1. A religious group is a group of people who share cultural ideas and beliefs that have been a part of their community for generations. 2. An ethnic group shares a belief system in a god or gods, with a specific set of rituals and literature. 3. What is a polytheistic religion? Belief in more than one god Religion and Symbol Poly or Monotheistic Founder When did is start? Where did it start and where are believers found today? Sacred Texts Where do they worship? Religious Figures Main beliefs Hinduism Monotheistic Unknown 1500 BC The Book of Knowledge which contains the Vedas In their home or in a temple called a Mandir Brahman, but there are many gods and goddesses as an expression of one supreme god. Karma – the idea that a person’s actions determine what will happen after their death Reincarnation – a rebirth after death – into a different body Caste System- social class is inherited and is determined by karma Buddhism Neither Siddhartha Gautama- (Buddha) 500 BC India Has spread throughout SE Asia, most believers found in China, Mongolia, Collection of Buddha’s teachings called Sutras In their home or in a Buddhist Temple Buddha Karma and Reincarnation Nirvana (a state of perfect peace) To reach Nirvana you need to follow the Eightfold Path and the Four Nobel Truths Shintoism Polytheistic No real founder 500 BC Japan No written scriptures Place of worship is a Shinto shrine that house the kami. Usually a Kami A system that expresses love and respect of nature. Kami- Divine spirits that live in nature. It is a general term for
Means “the way of the gods” small garden or place that is quiet- “an area of reflection in a crowded world” Shinto deities (gods) Many don’t think of Shintoism as a religion, but more of as aspect of human life and “rules to live by” Confucianism Neither It is a philosophy Kong Qiu (Confucius) 550 AD Collection of Confucius’ teachings called Analects No real place of worship since it is philosophy and a way of life The key to peace and social order was to behave with character and to do good deeds Golden Rule: “What you do not like when done unto yourself, do not unto others” 5 basic relationships Monotheistic Prophet Muhammad 7th Century AD Started on the Arabian Peninsula, has spread throughout the world, most found in the ME and North Africa Quran Mosque 5 pillars of faith Religions of Southern and Eastern Asia SS7G12 The student will analyze the diverse cultures of the people who live in Southern and Eastern Asia. b. Compare and contrast the prominent religions in Southern and Eastern Asia: Buddhism, Hinduism, Islam, Shintoism and the philosophy of Confucianism. 1. A _______________ group is a group of people who share cultural ideas and beliefs that have been a part of their community for generations. 2. An _____________ group shares a belief system in a god or gods, with a specific set of rituals and literature.
Religions of the Middle East KEY SS7G8 The student will describe the diverse cultures of the people who live in Southwest Asia (Middle East). c. Compare and contrast the prominent religions in Southwest Asia (Middle East): Judaism, Islam, and Christianity. Religion Origin Deity/God & Symbol Holy Text Building of Worship Major Beliefs Holy Days Holy Cities Judaism Oldest Monotheistic religion Began 3700 years ago in what is now Iraq. Abraham considered father of the Jewish people. Yahweh Torah (First books of the old testament) Synagogue (Often on Saturdays) Worship One God. Descendants of Abraham. Jews are the chosen people of God. They have a covenant or agreement with Yahweh. The 10 commandments are a guide to ethical behavior. Moses is an important prophet. Do Not believe in Jesus. Passover, Rosh Hashanah, and Yom Kippur are Holy Days. Country of Israel and city of Jerusalem are holy places. Christianity 2nd Oldest monotheistic religion Began in first century Middle East-actually began as a sect of Judaism God/Jesus Bible (Old and New Testaments) Church on Sundays) Worship One God. Anyone who believes in and teachings will have eternal life in heaven. 10 commandments are a guide to ethical behavior. Moses and Abraham are important prophets. Easter and Christmas are Holy Days. City of Jerusalem is Holy place. Islam Newest monotheistic religion Began in 7th Century AD. In what is now Saudi Arabia by the prophet Muhammad. Allah (Parts of Old testament and parts of New Testament) Mosque (Often on Fridays) Worship one God. The 5 pillars of faith and the 10 commandments are a guide to ethical behavior. Pray 5 times a day facing Mecca. Take pilgrimage to Mecca. Jesus, Moses and Abraham are important prophets. Holy month of Ramadan is important holiday for Muslims. Cities of Jerusalem and Mecca are holy places.
February 25, 2016 MEDIA CONTACT Jayne Labes FOR IMMEDIATE RELEASE 502 435-5235 RENTAL HOUSING TAX CREDITS AWARDED IN BRAZIL, IN; 48 TOTAL APARTMENT HOMES Jeffersonville, IN – Lt. Governor Sue Ellspermann announced Thursday that the state of Indiana awarded rental housing tax credits to the multi-family housing development in Brazil known as Davis Zeller Place. The project creates 48 units of high quality, energy efficient affordable senior housing by adaptively reusing the historic, junior high and Davis buildings into 36 units. An additional 12 new construction units are constructed on sites identified through the Blight Elimination Program. The magnitude of this development fundamentally enhances the character of the neighborhood, further contributing to the infrastructure and streetscape improvements already made. A team, led by New Hope Services, Inc., and consisting of City leaders, consultants, attorneys, private investors and the Indiana Housing and Community Development Authority (IHCDA), worked closely in creating the $9.95 million dollar project and fulfilling a need for senior housing. Davis Zeller Place endeavors to continue the preservation and revitalization of these historic landmarks while also replacing blighted structures with high quality new construction. Units located in historic structures preserve the historical elements of the buildings with modern day amenities. All units incorporate design features allowing residents to more easily age in place. Apartment units will range in size from one bedroom to two bedrooms and have rent levels that will meet 30% - 60% of the Area Median Income. Davis Zeller Place supports the economic progress already made in Brazil by creating jobs during the construction phase and in the operation of the building, while adding quality units to the tax base, creating more income for the city's future endeavors. Construction will begin in 2017 and the first apartment units will be available in early 2018. ### About New Hope Services Founded in 1958 by a group of parents of children with special needs, New Hope Services is based in Jeffersonville, Indiana. It is one of the largest and most successful nonprofit organizations in the Louisville region and has been publicly recognized as a model in the delivery of developmental services. Continued next page… Today New Hope’s focus is in three primary divisions: Adult Services, Family Services, and Housing & Community Development. Clients include families and seniors, and adults with developmental disabilities. With about 150 employees, the organization meets the human services needs of people in 14 counties across Southern Indiana. Annually, New Hope touches
Example chart showing connections between beliefs Categories of Belief Ultimate reality The nature and purpose of human life The meaning of suffering Death and the afterlife The relationship between ultimate reality and humanity The relationship between humans The relationship between human life and the rest of the natural world Relevant beliefs God the Creator The Holy Trinity Created in the image and likeness of God To know, love and serve God The redemptive nature of suffering Ultimate reality God the Creator Connections between beliefs The human person is made by the creator in the image and likeness of God, to know, love and serve God. Christians are able to participate in own redemption by uniting their suffering with those of Christ. The Holy Trinity The nature and purpose of life Created in the image and likeness of God Christians are able to participate in their own redemption by uniting their sufferings to the one in whose image they have been created. To know love and God The meaning of suffering The redemptive nature of suffering and the afterlife The relationship between ultimate reality and humanity The relationship between humans The relationship between life and the rest of the natural world
SEMESTER ONE – Term 2: Unit 3 Unit 3: Area of Study 3 Unit 4 commences Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Connections between these expressions for each belief (continued) How the selected beliefs and expression in the other aspects engender and nurture meaning Relationship between significant life experiences and religious beliefs generally A significant life experience of a member of a religious tradition The member’s adherence to relevant religious beliefs and expressions before, during and after the significant life experience Influence of the religious beliefs on the member’s interpretation of their significant life experience Challenges to religion generally SEMESTER TWO – Term 3: Unit 4 Unit 4: Area of Study 1 Unit 4: Area of Study 2 REVISION Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Sources of challenges Stances adopted by religious traditions Overview of at least four significant challenges faced by one or more than one religious tradition/s or denomination/s A significant challenge by a religious tradition or denomination Aspects of religion involved Stances and supporting responses adopted by the religious tradition Reasons and intended outcomes for the stances and supporting responses Influence of stances and supporting responses on the challenge itself and on wider society Revision SEMESTER TWO – Term 4: Unit 4 REVISION PROGRAM Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Revision
RELIGION/BELIEF SYSTEM areas practiced, Founding Date, Founder(S) Major Doctrine, Beliefs, Practices, Holy Books Method of Expansion (Trade, conquest, political support ect) Social, Political, or Culture Influence Example of Diffusion or Syncretism HINDSUISM BUDDHISM JUDIASM CONFUCIANISM DAOISM
Religion Origin Deity/ God Holy Text Building of Worship Major Beliefs Holy Days/cities Judaism Oldest Monotheistic religion Began 3700 years ago in what is now Iraq. Abraham considered father of the Jewish people. Yahweh - First books of the old testament Synagogue-Often on Saturdays Jews worship One God. Descendants of Abraham. Jews are the chosen people of God. They have a covenant or agreement with Yahweh. The 10 commandments are a guide to ethical behavior. Moses is an important prophet. Do Not believe in Jesus. Passover, Rosh Hashanah, and Yom Kippur are Holy Days. Country of Israel and city of Jerusalem are holy places. Christianity 2nd Oldest monotheistic religion Began in first century Middle East-actually began as a sect of Judaism God/Jesus Bible- Old and New Testaments Church-Often on Sundays Christians worship One God. Anyone who believes in Jesus and teachings will have eternal life in heaven. 10 commandments are a guide to ethical behavior. Moses and Abraham are important prophets. Easter and Christmas are Holy Days. City of Jerusalem is Holy place. Islam Newest monotheistic religion Began in 7th Century AD. What is now Saudi Arabia by the prophet Muhammad. Allah Quran-Parts of Old testament and parts of New Testament Mosque-Often on Fridays Muslims worship one God. The 5 pillars of faith and the 10 commandments are a guide to ethical behavior. Pray 5 times a day facing Mecca. Take pilgrimage to Mecca. Jesus, Moses and Abraham are important prophets. Holy month of Ramadan is important holiday for Muslims. Cities of Jerusalem and Mecca are holy places.
Judaism Christianity Islam Hinduism Buddhism Founder Abraham 2000 BCE Followers of Jesus (Jesus) – 32 CE Bethlehem, Jerusalem – Middle East country of Israel Prophet Mohammed or Muhammed – 610 – 632 CE Makkah – Middle East country of Saudi Arabia people of India Siddhartha Gautama, or "The Buddha." Symbol Jewish Christian Muslim Hindu Buddhist House of Worship Synagogue Religious leaders: Rabbi Church, Cathedral, Temple Religious leaders: Priest, Minister, Pope (Catholic) Mosque Religious leaders: Imam Temple Temple Holy Book Torah or Tanakh Holy Day: Saturday Key Beliefs: 10 Commandments Bible (Old and New Testament) Holy Day: Sunday Key Beliefs: 10 Commandments, that Jesus is the son of God Qur'an (also spelled Koran) Holy Day: Friday Key Beliefs: 5 Pillars Vedas Tipitaka
TERTIARY EDUCATION (including current incomplete courses): Name and Location of Institution Year/s of Attendance Degree/Diploma/Certificate Conferred Please provide certified copies of official academic transcripts with this application. SIGNIFICANT, RECENT AND RELEVANT PROFESSIONAL DEVELOPMENT (within last 10 years): Details Years SECTION C - EMPLOYMENT PRESENT EMPLOYMENT: Name of school/place of employment: Address of of employment: Postcode: Name of principal/employer: Current school enrolment (if applicable): Current employment - starting date: Current position: Other position/s held in present employment: Current salary: PAST EMPLOYMENT (in reverse from most recent employer – no further back than 15 years): From To Name and address of employment Position/s held (incl. Classes taught) Reason for resignation/ termination
hang on to all your money while your fellow people suffer from hunger or disease. Sawm (Fasting) Sawm (or saum) is fasting. year Muslims fast during the month of Ramadan. They do not eat or drink anything from sunrise to sunset. The Muslims follow a lunar calendar so the month of Ramadan can take place any time during the year. Some years it falls during the summer when days are longer and therefore the hours of fasting are longer. Imagine what it must be like for Muslims who are fasting during the summer but still doing a full day’s working or going to school!! Hajj (Pilgrimage) The Hajj is an important pilgrimage that Muslim must undertake once in their lifetime. Muslims have to go to Mecca for this journey. Christianity and Islam: Similarities and differences Christians and Muslims believe in….. Christians and Muslims disagree on…. One God God as Father, Son and Holy Spirit
including schools, hospitals, aged care and social welfare programmes, amongst others. They argued that alternative regimes ― seeking authorisation to become an ADI, register as an RFC or operate a registered MIS ― would be administratively burdensome and the associated costs would impede the religious and charitable works of RCDFs. Some submissions suggested they be allowed to continue to accept funds from retail investors but with additional conditions on the RCDF Exemption Order, such as requiring an investor to provide a signed declaration stating that they understand that their investment is not equivalent to a deposit with an ADI and does not enjoy the benefit of depositor protection. APRA decided to revise its original proposal, in a way that would materially reduce the administrative and lost interest income costs for RCDFs without compromising APRA’s objective. Under the revised proposal, APRA would not require RCDFs wishing to offer products to retail investors to operate under an alternative regulatory regime. APRA also modified its proposal such that RCDFs will continue to be able to raise funds from retail investors, but on a term or minimum call basis. The proposed additional conditions would require that any account offered to a retail investor lacking a stated maturity date have at least a 31-day notice period prior to any withdrawal. Any term investment would need to commence with a stated term of at least 31
BPAY to transact between affiliates of the RCDF. Currently, RCDFs must ensure that advertising and marketing material of the RCDF contains clear and prominent disclosures to the effect that: • neither the controlling entity or the Fund is prudentially supervised by APRA; • contributions to the RCDF do not obtain the benefit of the depositor protection provisions of the Banking Act; and • the Fund is designed for investors who wish to promote the charitable purposes of the Fund. As part of its review of the RCDF Exemption Order, APRA has noted instances where RCDFs are putting such disclosures in the fine print of documents or in other places where it is No submissions raised concerns with this proposal. Proposed to seek to expand disclosures to include reference to the Financial Claims Scheme.
conditions on exemption Compliance costs and indirect costs (indicative) No change Low to significant for individual RCDFs. Moderate costs across the sector Significant costs Leads to improved protection for retail investors Does not meet this criteria Partially meets this criteria this criteria Consistent with IMF recommendations and Australia’s G20 commitments Does not meet this criteria Partially meets this criteria Meets this criteria Summary: Compliance and indirect costs Nil Moderate Significant Prudential benefit Nil Moderate Strong Overall No change Moderate net benefit Marginal net benefit
Religious Studies Key Stage 3 Assessment Overview Assessment Marks Weighting % 7 Religious festivals– Understanding and comparing many of the religious festivals 27 marks 33.3% 100% Sikhism – In depth study of the early history, key beliefs and main practices of Sikhism 27 marks 33.3% End of year exam – Knowledge, understanding and evaluation from topics studied this year; religious festivals, Islam, Sikhism, Christianity, religious leaders. 27 marks 33.3% 8 Themes- In study of the key themes in religion. 27 marks 33.3% 100% in Religion- Understanding and comparing the roles of women in the main religions. 27 marks 33.3% End of year exam – Knowledge, understanding and evaluation from the topics studied this year; themes, Buddhism, Women in religion, Hinduism, Judaism. 27 33.3% 9 GCSE Religious Studies Specification A: Students study crime and punishment and the religious attitudes towards it. 27 marks 33.3% 100% Religion GCSE Specification A: Students study peace and conflict and the religious attitudes towards it. 27 marks 33.3% End of year exam – Students will answer exam questions on both religion crime and punishment and religion peace and conflict. 27 marks 33.3%
This document should be read in conjunction with the Religious Instruction guidelines. POLICY Section 86 of the (the Act) enables the Chief Executive of the department to make general provision for Religious Instruction under certain conditions. The Chief Executive has delegated the approval, or otherwise, of Religious Instruction in schools to the principal. Religious Instruction is not part of the curriculum for Northern Territory government schools but, if requested in writing by a parent, may be delivered at the discretion of the principal. The decision-making process undertaken by the principal when determining the practicability of delivering Religious Instruction must include engagement with the School Representative Body, where one functions within a school community. Religious instructors must, at no cost to the department, obtain a valid Working with Children Clearance Notice (Ochre Card). The principal must sight and retain a copy of the clearance prior to the instructor engaging with students. All teaching and learning programs and resources, including for Religious Instruction, delivered at Northern Territory government schools must be age appropriate and consistent with the developmental expectations of the targeted student group. Where a principal decides to proceed with delivery of Religious Instruction, it will be timetabled for a minimum of half an hour per session in every school week. The total time allocated for religious instruction in a school shall not exceed five hours per term.
George’s Coptic church in Tanta and 17 people lost their lives in St Mark’s Coptic church in Alexandria. Over a hundred people were injured in both attacks. A few hours after the attacks, Daesh claimed responsibility for the unleashed terror. The attacks in Egypt add to the legacy of international terror with which we have become so familiar in Syria and Iraq. It also adds to the legacy of the terrorist attacks specifically targeting Christian communities worldwide – to which I will return. Last month in Egypt there as a new report of yet more young Christian women being abducted and forced to convert to Islam. At least seven Coptic Christian women and girls disappeared in Egypt last month, in what is becoming a recurring phenomenon. The stories of Christine Lamie, 26, a mother-of-two; Briskam; Meray, a second-year student; sixteen-year-old Hoda Atef Ghali Girgis; Mary Adly Milad, 40, a mother-of three from Minya Governorate, who disappeared on 5 April – bring shame of those who abducted them and tragedy into the lives of every woman and their families. In each case, the family of the woman says she was abducted by a Muslim who wished to convert her to Islam and marry her. All the disappearances have been reported to the police. However, their families allege that they have often been met with inaction or indifference. Some have even claimed that
Function Apps Functionality Formative Assessments Kahoot Curriculet Used to quickly assess students’ knowledge; may also be used as a study guide, and as a presentation tool Embed formative assessments, quizzes and media annotations into any reading assignment or create your own book Interactive Whiteboard Express SMART Notebook is a paid mobile app that creates SMART Board lessons with high interactivity A flash-based version of SMART notebook for displaying and editing SMART notebook files in a web browser Brainstorming Questions/Concept Map BrainPop* Padlet Lucid Chart Used for research and creating concept maps Students share ideas and thinking with the group with this brainstorming tool Gr 6-8 brainstorming tool, process mapping for science/coding Curate, Annotate, Note Taking and Citation Evernote Easy Bib Noodletools Google Keep Subtext Note taking app with extensive tagging, embedding and sharing capabilities Used to cite resources to create works consulted; Google apps integration is available Primary tool for formal research Quick note taking and sharing app Teachers embed comments directly into digital text to encourage close reading, support claims and cite text evidence. Code for Problem Solving Tinkercad Scratch 3D design tool Science students create interactive simulations of science concepts Asterisk (*) indicates subscription tool. Function Apps Functionality
The projections on the surface of this virus allow the virus to — A move inside a host cell B attach to a host cell C control a host cell’s DNA D signal other viruses to infect a host cell Student Expectation (SE) 4C – compare the structures of viruses to cells, describe viral reproduction, and describe the role of viruses in causing diseases such as human immunodeficiency virus (HIV) and influenza 45 Cold sores are caused by the herpes simplex virus type 1. A company that wants to develop antiviral drugs would ask a research immunologist to study — A the mechanism used by the virus to infect cells B how closely related the virus is to cold viruses C the metabolism of the virus D meiosis in the virus B.8A – (Supporting) Student Expectation (SE) 8A – define taxonomy and recognize the importance of a standardized taxonomic system to the scientific community 3 Having a standard taxonomic system benefits the scientific community by allowing scientists from all over the world to do which of the following? A Have a common system for the classification of locations containing fossils B Use a similar system to classify the impact of removing species from ecosystems C Have a common understanding in the classification of organisms D Understand how other scientists classify predator–prey relationships B.8B – (Readiness) Student Expectation (SE) 8B – categorize organisms using a hierarchical classification system based on similarities and differences shared among groups 19 A student collected the animal shown below on a field trip. The student used a dichotomous
170729-80-3 9087-70-1 88495-63-0 71963-77-4 123492-25-1 51025-85-5 131707-23-8 74863-84-6 129979-57-3 129722-12-9 11011-38-4 85650-56-2 229975-97-7 104075-48-1 82248-59-7 90779-69-4 95233-18-4 319460-85-0 320-67-2 79307-93-0 123524-52-7 78110-38-0 1134-47-0 11015-37 -5 104757-53-1 2438-72-4 2438-72-4 86541-74-4 3543-75-7 23642-66-2 132-69-4 190786-44-8 405165-61- 9 5579-84-0
(benzyloxymethyl)-1,2,3,4- cyclohexanetetrol;Tetra-Benzyl Voglibose;TBV Voglibose 115250-39-0 Valiolamine Voglibose 83465-22-9 Voglibose (2R, 3S/2S, 3R)-2-(2,4-difluorophenyl)-3-(5-fluoro-4-pyrimidinyl)-1-(1H-1, (N-1 step) Voriconazole 182230-43-9 (2R,3S/2S,3R)-3-(4-Chloro-5-fluoro-6-pyrimidinyl)-2-(2,4-difluorophenyl)-1- (1H-1,2,4-triazol-1-yl)-2-butanol hydrochloride ( N-2 step) Voriconazole 188416-35-5 Triethyl Silane Ziprasidone 5-chloroethyl-6-chloro-1,3-dihydro-2H-indole-2-one Ziprasidone 118289-55-7 (s)-4-(4-hydrazinobenzyl)-1,3-oxazolidin-2-one Zolmitriptan 171550-12-2 trione Trametinib 871700-24-2 Trametinib Intermediate Trametinib 871700-22-0
Relationships and Families Sexual Relationships Catholic and Church of England views Purpose of sexual relationships Views on casual sex, fornication and cohabitation teachings Your opinion Contraception Artificial and natural contraception Examples of different types of contraception Catholic and Church of England views Bible Teachings Your opinion Abstinence and Celibacy Priests/nuns Marriage How might Christians prepare for a marriage? Order of service (parts of the ceremony) How do these reflect Christian belief? Purpose/importance of marriage Your opinion Homosexuality and same sex marriage Catholic, Church of England and other Christian views Bible teachings Difference between civil partnership and marriage Your opinion Divorce and remarriage Catholic and Church of England views (on divorce and remarriage) Difference between divorce and annulments Bible teachings Examples to illustrate when divorce might be necessary Your opinion Roles of men and women in the family and home Traditional roles for men and women Value of each role Bible teachings Your opinion Roles of men and women in the church family Differences between the Catholic Church and Church of England Men’s roles versus women’s roles within church Monks and nuns Your opinion
13. The study outlined above uses the phrase “inductive content analysis”. Explain the advantages and disadvantages of this research strategy in the context of this specific study. 14. Just ten elite swimmers were used in this research. To what extent could the findings of the research be generalized from this study? 15. Interviews are a major research factor in this study. Discuss ways in which you, as a researcher in this study, would prepare for the interviews and the post interview information that you would give to each of the ten participants. Distinguish between qualitative and quantitative data with reference to this study. Explain strengths and limitations of a qualitative approach to research in this study. To what extent can findings be generalized from this qualitative study. Discuss ethical considerations in context of this study. Discuss sampling technique appropriate to this study (for example, purposive sampling, snowball sampling). Explain effects of participant expectations and researcher bias in relation to this study. Explain the importance of credibility in the context of this study. Explain the effect of triangulation on the credibility/trustworthiness of qualitative research in reference to this study. Explain the use of reflexivity in this context of this study.
Sharing Hope and Help How can stepfamilies get support? One definition of fellowship is “a bunch of fellows (and gals) in the same ship.” That, in a nutshell, is one of the benefits of Christianity. We’re all seeking to serve God while we are here on earth. And since we know earth is not a perfect place, we’re going to face trials, pain, temptations, and heartbreak along the way. That’s why Christians need other Christians. God uses us to help each other learn, survive, and grow more in the image of Christ. How can we accomplish this goal? How can our stepfamilies be part of a caring community of believers? This study will explore these issues. Lesson #6 Scripture: Psalm 46, 51; Romans 15:1–7; 1 Corinthians 12:4–28 Based on: CT Classic: “Becoming a Healing Community,” by Margaret Josephson Rinck, Christianity Today, December 14, 1992 PART 1 Identify the Current Issue Note to leader: Before class, give each person the article “Becoming a Healing Community” from Christianity Today magazine (included at the end of this study). In the 1970s, Ray Hildebrand (Paul of the 1960s’ Paul and Paula singing fame) penned a song with a title that agelessly sums up Christian fellowship: “We Really Do Need Each Other.” God doesn’t call us to live our lives alone. Instead, we’re to live in conjunction with other believers in the good times, bad times, and in-between times. Even Jesus had his 12 pals to not only teach, but to be his friends. As we live in community with other believers, they offer us hope, help, and prayer. And in turn, God uses our experiences to help us help others who are going through waters we’ve already survived.
Project Title. Description of the project: Please give a brief description of your project – up to 300 words. This should include the reason you wish to carry out the conservation, how it relates to your overall collection. Please describe the object’s current condition and explain why it was chosen for conservation. Urgency of the conservation required and the stability of the object. Is the object unstable or deteriorating rapidly? Is it required for the exhibition? Let us know the deadlines. Description of Museum: In up to 50 words please give a brief description of your museum, including what you are a museum of, when you were founded, whether you are volunteer or staff run etc. Heritage importance and significance of the object: In no more than 300 words Please describe the heritage importance and significance of the object/s and its/their place within the conservation plan. If you have any evidence of its heritage merits from outside your organisation, please provide it. That the object(s) will be on display for an appropriate time (dependent on object type). Please describe how the object will be displayed, exhibited or stored, post conservation, give details of how the object will be accessed/viewed by the public over the next five years. You will need to provide details on the post conservation conditions and how you will achieve them. If the object is not going to be on permanent display indicate the length of the time it will be on display or its rotation period. Please give the environmental conditions in terms of temperature, relative humidity, light, and security of the area where the object will be exhibited/stored in the future. That the project is appropriate to achieve the aim of preserving or restoring the object Details of the planned conservation work with quote for cost: please include/attach the proposed treatment plan and quotation.
Appendix 1: Information collection on Tsatse and Garikayi, Guruve - Zimbabwe Where possible, copy and/or photograph documentation and impact to attach with the information obtained through this form. Date of interview (record all dates electronically) Interviewer (insert additional interviewers if relevant) PAP ID# (assigned) Location (location & plot) GIS location Head of household (full name) Age Names of other eligible household members (spouse(s) – identify person interviewed with *) Age Other members of household (residing at property, children, other family members and tenants. Identify tenants) Age Total number of household members (residing at property) Contact details (cellphone or other) How was information received about project? (record approximate time, source of information and what information was provided)
7 6 5 11 Soak away for greywater system had to go. The water considers the current water discharge a health hazard. Homeowner has inside ablutions and is connected to existing water system borne sewerage connection and compensation for cost incurred (ZINWA credit). 8 3 0 3 Pit latrine demolished, paid $5 for labor Water borne sewerage connection and compensation for cost incurred (ZINWA credit). 9 6 0 6 Pit latrine not removed, but in the way Water borne sewerage connection. 10 2 2 4 Pit latrine not removed, but in the way Water borne sewerage connection. Garikayi
20 6 0 6 Pit latrine was removed Blair toilet. 21 6 0 6 Pit latrine with the help of workers. Paid $10. The homeowner has paid $45 for workers to build a new toilet structure. Compensation for cost incurred (ZINWA credit) and provision of blair toilet. 22 6 0 6 Pit latrine was removed toilet. 23 0 3 3 Pit latrine not removed, but in the way Blair toilet. 24 0 4 4 Pit latrine was removed Blair toilet. 25 0 5 5 Pit latrine not removed, but in the way Blair toilet. 26 0 4 4 Pit latrine not removed, but in the way Blair toilet. 27 0 4 4 Pit latrine was removed toilet. 28 6 0 6 Pit latrine not toilet.
B) Do as shown between brackets: 1- You have to wear a uniform at school. (Make negative) ………………………………………………………………………………………………… 2- “I will the house all by myself” said Tom. (Change into reported speech) ………………………………………………………………………………………………… 3- If I were a billionaire, I………………………………………… (Complete) 4- Someone stole a painting from the museum last night. (Make passive) ………………………………………………………………………………………………… 5- She was chosen for the job because of her high qualifications. (Ask a question) ………………………………………………………………………………………………… B) Do as between brackets: 1 - I will take four English courses next semester. ( Form a question ) ………………………………………………………………………………………………… 2 - There are some common mistakes in that book . ……………………………………………………………… (change into negative ) 3 - If you learn foreign languages , …………………………………………….. ( Complete ) 4 - Scientists invented many important devices for humanity . ……………………………………………………………… change into passive ) 5 - When you more, you will be happier. ……………………………………………………………… ( Start with: The more ) 6 - The driver forgot to fasten the seat belt. ( Complete ) I wish he………………………………………………………………
a. my friend b. my cousin c. my uncle d. my parent 3. The word "Traditionally" in paragraph 3 means..................................................... a. habitually done b. happily done c. recently done d. always done 4. A celebration in a family gives ………………………to all the members of the family a. sadness b. worry c. happiness d. disappointment Answer the following questions: 5. What types of celebrations does a family have? ………………………………………………………………………………………………… 6. Why was the marriage of the writer's cousin celebrated with great enthusiasm? ………………………………………………………………………………………………… SUMMARY MAKING In four sentences of your own, summarize paragraph ( 3) in answer to the following question: What were the preparations for the wedding TRANSLATION A) With the reference to paragraph (1) in the passage, translate the following into good Arabic: A family celebration is a time to celebrate and enjoy the surrounding of your family, enjoying everyone you love and miss. It is filled with pictures and wonderful memories that you will never forget or even want to forget. We will and have had celebrations that will pass on to other family members from generation to generation. B- Translate into good English: 1- يستطيع الإنسان الاعتناء بمنزلك وأنت خارج المنزل ويمكنه أيضا حراسة المنزل والاتصال بك إذا تعدى عليه أحد.
4- That advertisement ……………targets children. Both the music and colours are catchy. a- specifically b- approximately c- exceptionally d- roughly From a, b, c and d choose the word that best completes the following: 1-The suspect denied the ……………..of having accepted a bribe. a- season b-accusation c-nomination d-reactor 2- Symptoms usually …………..doctors to diagnose diseases. a- assist b- agonise c-acquire d-repudiate 3- Our Schools cater for the needs of………………students through different activities. 4-He expressed his full satisfaction with the ………………… achievement by our team. a- aligned b- precocious c-non-invasive d- unprecedented Fill in the spaces with suitable words from the list: came across - afflicted - arson - highlight – grueling -austere 1- I think the report should ……………………..the need for improved safety. 2- He eventually won the match after five ……………………sets. 3- A cinema was burnt out in north London. The police suspect……………….. 4- Anne is ……………………. with asthma. She goes to the hospital regularly. 5- I ……………………….an old school friend in the mall last night. Fill in the spaces with suitable words from the list: frontier - conducive - scrutinize - abhorrent – specifically – mission 1- Unnecessary violence in films is totally ……………………….to me. 2-We are aiming our campaign ……………………. to young people. 3-The delegation completed its……………………….successfully.
Remediation & Restoration Fee Matrix Registration and Access Agreement (Division 82 & 125) Access Authorization with minimal impacts (Division 145) Access Authorization with moderate or significant impacts (Division 145) Easement or Lease with minimal Impacts (Division 145) Easement or Lease with moderate significant impacts (Division 145) $0/$0 $750/$0 $750/3.5% to 7%* $1250/1% $1250/50% to 100% Grab sampling Monitored natural recovery Monitored natural recovery Sediment cap Sediment cap Occasional sediment sampling Environmental dredging for less than 14 days Environmental dredging for more than 14 days Site Monitoring Enhanced monitored natural recovery Occasional water sampling Site monitoring Site monitoring Monitored natural recovery Conservation Easement (50%) Voluntary habitat restoration (ex. large wood placement) Enhanced monitored natural recovery Enhanced monitored natural recovery Enhanced monitored natural recovery Surveying term scientific testing ($0/$0 = Application fee/Compensation) *Subject to a $1,000 minimum compensation Note: Orphaned sites are subject to the appropriate application fee and $500 compensation. An applicant may choose the non-marine use flat rate (currently $0.5793/sqft) Instead of using the compensation formula in OAR 141-145-0060(3).
situation (where and how users will engage with the product). is not engaging is not accessible is not usable by a diverse range of abilities uses basic production tools (PP, Facebook) considers rhetorical situation only to a fair degree is somewhat engaging is partially accessible not all portions are usable; not all links and widgets function as indicated. Production does not engage with technology beyond basic workplace / social tools but does demonstrate author’s fluency with said technology tools. considers audience accessibility including access to technology and mobile or web formatting considers rhetorical situation is usable; all links and widgets function as indicated. is navigable and engaging. process involved engagement with technology beyond basic workplace/social tools and demonstrates author’s thoughtful use of tech. tools. Design Remediation is cluttered or whitespace unncessarily separates releveant information. Author makes somewhat efficient use of whitespace to establish relationship. Author uses typography to a fair extent create hierarchies and organize content. Author partially brands the document based on consistent and specific typography, color palette, and scale guidelines. Color somewhat supports central argument and appeals to appropriate audience. Resolution, contrast, and element size present some content clearly (there is no pixelation and words are legible). Author makes efficient use of whitespace to establish relationship. Author uses typography to create hierarchies and organize content. Author brands the document based on consistent and specific typography, color palette, and scale guidelines. Color supports central argument and appeals to appropriate audience. Resolution, contrast, and element size present content clearly is no pixelation and words are legible). Score: ________________/16 Percentage:
Try not to overstate the case because it will seem greedy – you just want to inform the jury Loth v. Truck–A–Way Corp. (Cal. Ct. App. 1998) – In her personal injury suit filed after an automobile accident with defendants, a truck owner and its employee driver, the jury awarded plaintiff motorist general damages of $ 890,000. The trial court issued separate instructions on pain and suffering and on loss of life’s enjoyment. Holding – Reversed; loss of enjoyment was a component of pain and suffering damages, and the two instructions could have resulted in an award of double damages. It was also error to admit the expert testimony, because the loss of enjoyment damages was within the jury’s ken and because the expert’s baseline figure was arbitrary. McDougald v. Garber (N.Y. Ct. App. 1989) – Plaintiff undergoes a caesarean section and tubal ligation. During the surgery, the plaintiff suffered oxygen deprivation, which resulted in severe brain damage and left her in a permanent comatose condition. Rule – Cognitive awareness is required for an award for loss of enjoyment of life and pain and suffering. It does not serve any compensatory purpose otherwise. Analysis – There are no separate awards for loss of enjoyment and pain and suffering—this would be double recovery. In determining damages for conscious pain and suffering experienced in the interval between injury and death, the degree of consciousness, severity of the pain, apprehension of impending death, along with duration are all elements to be considered. § 4 – Limitations on Damages Recovery INTRODUCTION These are doctrines to assure that we are not going past the putting the person in their rightful position Plaintiff has a “duty” to mitigate damages No dispute that person should take reasonable steps to minimize damages to the extent practicable Offsetting benefits If the plaintiff received a benefit as a consequence of the breach, the defendant should be able to offset this Very fact specific AVOIDABLE CONSEQUENCES Trial Trial