zilongwang/ReadingBank huggingface dataset:
innovation on products and services. Innovations are usually generated from projects. E.g. 1. Gabriel targets its product development at around 50 selected key account customers accounting for around 55% of the total revenue (Annual report 2009/10). 2. “Gabriel needs to input a lot of money when cultivating a supplier. For example, we need time to let them be familiar with Gabriel’s quality system. Their engineers may have different experiences and levels of skills, so we have to train them to be qualified for Gabriel’s working pace, e.g. production, and plan, and all steps should be synchronized and coordinated. All these need time.” projects, such as visiting key accounts regularly, ensuring each key account and supplier’s benefits; developing potential for future cooperation. E.g. 1. “We need to or contact our partners now and then.” 2. “Not only the owner of the supplier, but also the employees such as engineers, workers, salesmen. You know, sometimes engineers or workers may not care about your order, so the personal relationships may determine whose order has the prioritization.” 3. “I will bring some invisible gifts. For example, the dialogue between the engineer from our supplier and me can be regarded as an informal training time,
3. Gabriel and Pera (a leading innovation advisor), have jointly developed projects targeted at improving Gabriel’s business performance and innovation potential. In relation to agreement, InnovationMaster was established in Gabriel (Annual report 2006/07, pp: 15; Annual report 2007/08, pp: 14). experience....What I say (to the design companies in China) may bring some new ideas and concepts on design or their products or even broaden their horizons.” 4. “Gabriel must have market insight into and be in close contact with the entire value chain to produce solutions adding value for customers and users (Annual report, 2005/06, pp: 43).” Wide Ties (exploration) C. Seeking new competent partners, and cooperating on identifying new business opportunities and possibilities on innovation. E.g. 1. “We with our engineer and team from Denmark from here. We inspected the facility, and looked and evaluated the machines, and say what is good and what is not good D. Engaging in various communication opportunities and searching knowledge from various resources, such as forums, exhibitions, research collaboration with universities, etc. E.g. 1. “We go to exhibitions and searching online.” 2. “Gabriel’s designers are constantly on the discuss
to a proper problem solver as long as it fits with Gabriel’s overall strategic mission, vision and strategy. “FurnMaster, in other words, handle everything from concept and design development for textile processing, purchasing, production and logistics. FurnMaster is intended as a One Stop Shop for furniture production in abroad. When customers choose to outsource to us, we can take care of entire process from start to finish. (Annual report, 2010/11, pp:20)” Network Stability 1. Long-term contracts and agreements 1. Long-term contracts and agreements core competencies
Exemplar nelson spelling planning sheet Forward Plan: Spelling Skills Development Session: Teacher: Class: Group: SKILLS DEVELOPMENT NELSON SPELLING BK A UNIT & PAGES, PCM ADDITIONAL RESOURCES/ACTIVITIES EVALUATION CVC a 1. –at, -ad, -ap, -and. 2. Rhyme. 3. –and, -ack. have/was. 1. Unit 1 page 2. pcm 3. Extension pcm ORT Big Book: Scat Cat. CVC e 1. –eg, -et, -en, -ed, -ent. 2. Rhyme. 3. –ent, -end. he/me/we. 1. Unit 2 page 2. Focus pcm 3. Extension pcm ORT Big Book: Supersonic Engine Juice CVC 1 1. –id, -it, -in, -ig, -ill. 2. Rhyme. 3. –ill. give/live. 1. Unit 3 page 2. Focus pcm 3. Extension pcm ORT Big Book: Supersonic Engine CVC o 1. ot, -og, -op, -ox, -ock. 2. Rhyme 3. –ock. to/do/no/go/so. 1. Unit 4 page 10-11 2. Focus pcm 3. Extension pcm ORT Big Book: The King’s Socks ORT Big Book: Scat Cat CVC u 1. –un, -ug, -ut, -up, -uck. 2. Rhyme. 3. –uck, -ust. put/upon. 1. Unit 5 pages 12 - 13 2. Focus pcm 3. Extension pcm
PRIMARY SCHOOL Spelling / Phonics linked to Writing pathways To guide when assessing writing. Class Skills Pathway/Benchmark Spelling / phonics Common set Primary 1 E Jolly Phonics Set 1 1st 75 Primary 2 1.1 Jolly Phonics Set 2 1st 75-100 2nd 50 Primary 3 1.2 Nelson Spelling Book A 2nd 50-100 3rd 100 Primary 4 1.3 Nelson Spelling Book 1 4th & 5th 100 Primary 5 2.1 Nelson Spelling Book 2 6th &7th 100 Primary 6 2.2 Nelson Spelling Book 3 8th & 9th 100 Primary 7 2.3 Nelson Spelling Book 4 10th 100
Name ____________________________________________________ Period_______ Lewis Spelling List A absence acceptable accidentally accommodate achieve acquaintance apparent argument B believe bureaucracy C calendar category cemetery changeable chief column committed conscience D definite dilemma E eighth embarrass especially existence F February foreign forfeit fulfill G genius government grammar grieve guarantee H hassle height heroes hierarchy hygiene hypocrisy I ignorance immediately incidentally independent J jewelry judgment L leisure
Ms. Cowles’ ELA 6 Spelling Words Quarter 2 Spelling 2-1 fierce weird piece perceive perfume preserve soldier model multiple Challenge Words: Spelling 2-2 country’s countries’ countries its ours theirs hers library’s libraries’ libraries Challenge Words: congress’s congresses communities’ communities Fool’s Day Spelling 2-3: possibility linear ridiculous
escalator encounter shoulder skeleton Challenge Words interpreter bachelor accelerator acquittal misdemeanor Spelling 2-6 different sentence American brilliant substitute opinion complete material jewelry Challenge Words inhabitant ferocious orangutan sympathetic infinity Spelling 2-7 musician politician novelist scientist historian tenant student
AusVELS LEVEL 1&2 - Spelling and Word Study continue Children are engaged in daily, sustained reading and writing experiences Skills and Knowledge Investigations/Activities Assessment Strategies Consonant blends (3 letters) Phonological , Visual Include 3 letter consonant blends eg – spr, spl, scr Consonant trigraph ‘tch’ can be introduced when discovered by the students Able to use all the above strategies Sort words (with a single vowel and one syllable) by numbers of sounds Able to make a good attempt at an unknown word that is similar in pattern to a known word e.g. if you know crash, now write flash and try splash – blend of 2 consonants, then 3 Students should be able to combine the use of all the strategies covered so far – single vowels/ consonant digraphs, plus 2 and 3 letter blends High Frequency Words Visual Continue to learn words that are irregular and to make links when possible Learn Oxford words 1-307 e.g. friend, because could, should, would, where, there Recognise within words Card –memory, bingo, word building, magnetic letters/ thrass tiles Word of the day Read Oxford Words Write the Oxford words Spell most common words in writing Reminders, mnemonics, Work out which bit is ‘tricky’ Have words accessible in the classroom for reference
Dear Parents, Words to practice attack traffic complex prefix ticket freckle electric limerick Here is our word study pattern this week: Students should complete the homework sheet stapled to this sheet and practice the words above for this skill. In addition, each student has 5 high frequency words to learn taken from their individualized lists for the spelling test on Friday. They will need to write down their high frequency words and write their sentence. Reminder: On our Jackson Third Grade website page, there are additional word cards and category cards to practice this pattern. High Frequency Words are my weekly high frequency words used in a sentence.
Spelling Week Ten Suffix focus -ance, -ence: quality, action, state, process distance fragrance insurance dominance tolerance appliance hesitance assurance compliance variance evidence intelligence conference innocence residence indulgence interference preference inference negligence ENDS IN -ANCE IF: The word is formed from a verb that ends in -y, or -ear Ex: appliance variance (vary) The word is related to a verb that ends in -ate Ex: dominance (dominate), hesitance (hesitate) ENDS IN -ENCE IF: The word is formed from a verb ending in -ere Ex: coherence (cohere), interference (interference) The word contains syllables -cid, -fid, -vid, immediately before the ending Ex: evidence (evident), residence (resident)
Crossacres Medium Term Spelling Plan Year 3 Blue = National Curriculum expectations Term Week Expectation Autumn 1 (Units 1-5) 1 Unit 1: sp, spr 2 Unit 2: all, al: using the al prefix Spell words that are often misspelt (Appendix 1) 3 Unit 3: soft c 4 Unit 4: silent letters b and k Spell words that are often misspelt (Appendix 1) 5 Unit 5: le, el, al and il endings Adding suffixes beginning with vowel letters to words of more than one syllable 6-8 Revisit/extend expectations based on assessment information. Autumn 2 6-10) 1 Unit 6: some y endings 2 Unit 7: making plurals Spell words that are often misspelt (Appendix 1) 3 Unit 8: y + er, y + est Adding suffixes beginning with vowel letters to words of more than one syllable 4 Unit 9: ing, ed 5 Unit 10: soft g, ge, dge 6 Revisit/extend expectations based on assessment information.
Mr Greenwood’s prouder, neater, colder, smoother, smarter, sharper, darker, calmer, door, floor, poor, because Mrs Hawthorne’s group Where Who Thought When What Out Instead Feather Bread Mrs George’s group Enjoy Bird Blue Value Lawn Yawn Made Make Mrs Smith’s group Sandpit Lunchbox Treetop Train You Are Me My Miss Holmes’ quack quit ship chop me be them thick Mrs Garvey’s group Yap Yum Yes Zigzag Buzz To Mrs Crompton’s group Fried Pie Bead Meat Me My Miss Hateley/Miss Yate’s group
JOLLY PHONICS WORD LISTS FOR WORD OF THE DAY Week 1: Spelling words “s, a, t, i, p” at pat spit it tap pits sap sip tips sat tip taps pit spat pats Week 2: Spelling “n, c, k, e, h, r” an cap cats in pet kits can net pink sit hit stink hen kit strap tin kin pants set ink epic pat ant tactic pan snap antics pin tent static hip rest hectic
Week 3: Spelling words “m, d, o, u, g” up cup smog on dad grump am get stomp us rag humps men peg strum him gap slump mop hot clumps man mop clunk dip sun sandpit hid dug humbug pad not humdrum Week 4: Spelling words “l, f, b, ai, j” if fan just aim big jump leg but help
er and est (teach with superlatives and comparatives) double the consonant a short vowel (bigger, fittest) on words that end with e, remove the e before adding the suffix (nicer, largest) words that end with y, change the y to i before adding suffix (happiest, angrier) harder - hardest fitter - fittest angrier - angriest smaller - smallest - nicest easier - easiest longer - longest softer - softest happier - happiest fuller - fullest larger - largest noisier - noisiest louder - loudest floppier - floppiest nosier - nosiest bigger- biggest sincerer - sincerest cosier - cosiest homophones court - caught bored – board groan – grown night – knight wail wood – would their – there – they’re ate – eight aloud – allowed your – you’re wait – weight disgust – discussed you - ewe waist – waste lessen - lesson suffixes tion, ful, sive, less, ous, tive, ate nation relate interpretation ration relation respectful bashful successful imperative
passive intrusive reiterate harmless bottomless conversation native enormous colourfully porous gorgeous cautiously jealous responsive interpretively Vowels after w /or/ spelt with ar or al (walk, wart) /o/ spelt with a (want, wash) /u/ spelt with o (worry, wonder) /er/ spelt with or (worthwhile, worm) walk worry wonderful wart wonder worrying want worthwhile unwanted wash warmer washable won washing wanderer work wanted waddling worm wander swaddling s for /sh/ sound(sugar, sure) sure pressure insurance sugar surely assurance
Spelling Words List Sort 9 Rule : Adding –ion (with predictable changes in consonants) persuasion decision division erosion invasion collision conclusion intrusion emission omission permission transmission submission persuade decide divide invade collide conclude intrude emit omit Permit transmit submit Spelling Words List Sort 9 Rule : Adding –ion (with predictable changes in consonants) persuasion decision division erosion invasion collision conclusion intrusion emission omission permission transmission submission persuade decide divide erode invade collide conclude intrude emit omit Permit transmit submit
but only if the root word has more than one syllable. Contractions In contractions, the apostrophe shows where a letter or letters would be if the words were written in full (e.g. can’t – cannot). It’s means it is (e.g. It’s raining) or sometimes it has (e.g. It’s been raining), but it’s is never used for the possessive. can’t, didn’t, hasn’t, couldn’t, it’s, I’ll The possessive apostrophe (singular nouns) Megan’s, Ravi’s, the girl’s, the child’s, the man’s Words ending in –tion station, fiction, motion, national, section Other spelling patterns and words Homophones and It is important to know the difference in meaning between homophones. there/their/they’re, here/hear, quite/quiet, see/sea, bare/bear, one/won, sun/son, to/too/two, be/bee, blue/blew, night/knight Common exception Some words are exceptions in some accents but not in others e.g. past, last, fast, path and bath are not exceptions in accents where the a in these words is pronounced /æ/, as in cat. Great, break and steak are the only common words where the /eɪ/ sound is spelt ea. door, floor, poor, because, find, kind, mind, behind, child, children*, wild, climb, most, only, both, old, cold, gold, hold, told, every, everybody, even, great, break, steak, pretty, beautiful, after, fast, last, past, father, class, grass, pass, plant, path, bath, hour, move, prove, improve, sure, sugar, eye, could, should, would, who, whole, any, many, clothes, busy, people, water, again, half, money, Mr, Mrs, parents, Christmas – and/or others according to programme used e.g. HF words. Note: ‘children’ is not an exception to what has been taught so far but is included because of its relationship with ‘child’. Bridlewood/S.E.Parsons/Oct.2014
New curriculum Year 3 Summer Term 2 Spellings Do you know the meaning of all of these words? Could you say each word in an appropriate sentence? GROUP 7 GROUP 8 9 GROUP 10 GROUP 11 GROUP 12 Spelling: Dictionary words letter order vowel search meaning second between Spelling: Topic vocabulary river mountain coast mouth tributary waterfall estuary rapid Spelling: Homophones fair fare grate great grown groan here hear Spelling: Homophones there their they’re sum some right write Spelling: Homophones by bye buy been bean bored Grand Spell: Please revise all the week’s spellings from this term. Spelling: Dictionary words dictionary thesaurus spelling alphabet accurate synonym Spelling: Topic vocabulary human physical basin current downstream erosion flood Spelling: Homophones heel heal he’ll accept except brake break Spelling: Homophones where wear meet meat scene seen weather whether Spelling: Homophones waist waste piece aloud allowed flower
Mr Newlands’ phonics 10/11/17 shouldn’t couldn’t wouldn’t can’t I’ve I’ll Topic: Thames London terrified Mr Newlands’ phonics group 10/11/17 shouldn’t couldn’t wouldn’t can’t I’ve I’ll Topic: Thames London terrified Mr Newlands’ phonics group 10/11/17 shouldn’t couldn’t wouldn’t can’t I’ve I’ll Thames London terrified
Mr Newlands’ phonics group 10/11/17 shouldn’t couldn’t wouldn’t can’t I’ve I’ll Topic: Thames London terrified Mr Newlands’ phonics group 10/11/17 shouldn’t couldn’t wouldn’t can’t I’ve I’ll Topic: Thames London terrified Mr Newlands’ phonics group 10/11/17 shouldn’t couldn’t wouldn’t can’t I’ve I’ll Topic: Thames London terrified Miss Lang’s phonics group 10/11/17 play stray clay sound found loud CHALLENGE: steak sure
Done at ………….., ../../.. Name and first name: …………………………… On behalf of: ………………… Signature: …………….. [Stamp of the body providing the guarantee]
Mr Newlands’ phonics group 17/11/17 boxes churches tables babies teddies parts Topic: fire eventful belongings Mr Newlands’ phonics group 17/11/17 boxes churches tables babies teddies parts Topic: fire eventful belongings Mr Newlands’ phonics group 17/11/17 boxes churches tables babies teddies parts Topic: fire eventful belongings
Mr Newlands’ phonics group 17/11/17 boxes churches tables babies teddies parts fire eventful belongings Mr Newlands’ phonics group 17/11/17 boxes churches tables babies teddies parts Topic: fire eventful belongings Mr Newlands’ phonics group 17/11/17 boxes churches tables babies teddies parts fire eventful belongings Miss Laing’s phonics group 17/11/17 girl bird royal enjoy crawl shawl Topic: fire eventful belongings
Mr Newlands’ phonics group 24/11/17 word worship worm suddenly quietly safely Topic: water conclusion prediction Mr Newlands’ phonics group 24/11/17 word worship worm suddenly quietly safely Topic: water conclusion prediction Mr Newlands’ phonics group 24/11/17 word worship worm suddenly quietly safely Topic: water conclusion prediction
Mr Newlands’ phonics group 27/4/18 copying copied happiest trying tried emptied Challenge: decided enormous eventually Mr Newlands’ phonics group 27/4/18 copying copied happiest trying tried emptied Challenge: decided enormous eventually Mr Newlands’ phonics group 27/4/18 copying copied happiest trying tried emptied Challenge: decided enormous
eventually Mrs Capons’ phonics group 27/4/18 huge change jar jog cell city Challenge: village jacket fancy Mrs Capons’ phonics group 27/4/18 huge change jar jog cell city Challenge: village jacket fancy Mrs Capons’ phonics group 27/4/18 huge change jar jog cell city Challenge: village jacket fancy
Mr Newlands’ phonics group 18/5/18 enjoyment sadness careful hopeless happiness penniless Challenge: accomplishment disappointment encouragement Mr Newlands’ phonics group 18/5/18 enjoyment sadness careful hopeless happiness penniless Challenge: accomplishment disappointment encouragement Mr Newlands’ phonics group 18/5/18 enjoyment sadness careful hopeless happiness penniless Challenge: accomplishment disappointment encouragement
encouragement Mrs Capons’ phonics 18/5/18 first after then when were where Challenge: suddenly because while Mrs Capons’ phonics group 18/5/18 first after then when were where Challenge: suddenly because while Mrs Capons’ phonics group 18/5/18 first after then when were where Challenge: suddenly because while
Mr Newlands’ phonics group 8/6/18 suddenly terrifying lighthouse lightening seagull disaster Challenge: meanwhile catastrophe petrifying Mr Newlands’ phonics group 8/6/18 suddenly terrifying lighthouse lightening seagull disaster Challenge: meanwhile catastrophe petrifying Mr Newlands’ phonics 8/6/18 suddenly terrifying lighthouse lightening seagull disaster Challenge: meanwhile catastrophe petrifying
petrifying Mrs Capons’ phonics group 8/6/18 lifeboat frisbee sandcastle lighthouse seagull beach Challenge: inflatable lifeguard sunglasses Mrs Capons’ phonics group 8/6/18 lifeboat frisbee sandcastle lighthouse seagull beach Challenge: inflatable lifeguard sunglasses Mrs Capons’ phonics group 8/6/18 lifeboat frisbee sandcastle lighthouse seagull beach Challenge: inflatable lifeguard sunglasses
Monday: Appetite Either Waste Favourite Conspiracy Handful Savour Especially Generous Dreadful Sixth Class Tuesday: Determined Menace Particularly Excitement Collection Gazing Suddenly Protect Wonderful Reason Wednesday: Faintly Childhood Understand Arrangement Village Respectful Replace Manners Profit Meek Thursday: Scurrying Decided Chief Pester Gaze Watchful Poach Evict Courage Sunrise
23rd March 2017 Group 3 accommodation actually alcohol although analyse analysis argument assessment atmosphere audible 23rd 2017 Group 2 enterprise improvise summarise symbolise turquoise uprise utilise vandalise classify classification 23rd March 2017 Group 1 competition conscience conscious convenience convenient cconveniently correspond correspondence critic criticise 23rd March 2017 Cued Spelling Group there their they’re to too two are our hour people
Times Tables & Multiple Intelligence From the table below, choose one or two activities to learn a times table that you find challenging. Use a soft ball to toss from hand to hand. Each time you throw say a table and its answer. Go forward, backward and randomly Use a grid to mark in the answers to your table set. What pattern can you see to help you to learn? Close your eyes and say them forwards and backwards
For each group of words you need to do three of these activities in your spelling book. You can then move onto the next group of words. There are ten groups! Will you complete them all by the end of the year? Make a perfect spiral with your spelling words. Can you find words which rhyme with your spelling words? Write out your words with the rhyme underneath. The neatest spellings ever? Write your words as carefully and beautifully as you can! Copy your spelling words out forwards, then see what each one looks like backwards! Draw ten different shapes in your book, as accurately as you can. Now write your spelling words inside them. Put your spelling words into a funny sentence. Make somebody laugh! Rainbow words – write the words in different colours Put your words into alphabetical order. Use a variety of objects to spell the words – cotton buds, buttons, Smarties. Take a photo! Chalk words – write them outside on the pavement and then take a photo! Make the words from plasticine or dough and remember to take a photo! Use bubble writing. Write the words in white crayon, then paint over in a darker colour to make the words magically appear! Cut out the letters you need from a newspaper, magazine or flyers that come through the door and then make the words! Draw a flower for each word, making sure there are enough petals for each letter. Write the words in glue, then sprinkle with glitter! Hide your spellings in a grid to make a wordsearch for your friend! Can you fit all of the in the group into one very long sentence (it has to make sense!)? Write the word in the smallest letters you can, then the biggest! big big Can you camouflage your spellings in a picture?
Spelling assessment to begin differentiated weekly spelling Notes: To give you an idea what word types students have difficulty with - and also which they’re fine with, so you can skip these. To give you an idea of what ‘tracks’ students should begin in Say the words down, but mark across Use the class grids to show correct, incorrect – then you have a visual map of your students’ spelling ‘status’: Just an approximate one - this assessment is not perfect! R-Controlled Vowels – ar warm necessary party R-Controlled Vowels – er number very R-Controlled Vowels – ir thirsty R-Controlled Vowels – or explore normal R-Controlled Vowels – ur Other Common Long Vowel Patterns – Long a afraid pray Other Common Long Vowel Patterns – Long e easy greedy compete Other Common Long Vowel Patterns – Long i ninety fright reply Other Common Long Vowel Patterns – Long o alone toast Other Common Long Vowel Patterns – Long u true grew Complex Consonant Patterns – qu, squ squeeze quiz Complex Consonant Patterns – triple letter blends strap splash Complex Consonant Patterns – shr, thr shrink throw Complex Consonant Patterns – final consonant k sound wink topic Complex Consonant Patterns – soft consonants bridge place Sounds for the ED inflectional ending dropped filled Contractions isn’t we’ve Compound words footprint runway outside downstairs
We will also be examining urine and stool specimens for pathogenic bacteria. Methods and Materials Materials Blood agar plates MSA plates MAC agar plates EMB plates B-G plates Bile-esculin agar plates Optochin disks Bacitracin disks Sterile saline Sterile swabs Oxidase reagent Microscope slides Gram stain reagents Inoculating loop Bunsen burner Hydrogen peroxide Commercial identification kits Sterile pipettes Pipettor Test tube rack Parafilm Toothpicks Wooden tongue depressors GasPak Chamber and CO2 Protocol - Day One Throat and Nasal Swabs Using the tongue depressor to hold down your lab partner’s tongue, take the sterile swab and gently swab the back of their throat. Be careful not to probe too deeply, as this will elicit a gag response. Immediately after swabbing the throat, roll the swab over the edge of the blood agar plate, contacting no more than a centimeter or so of the medium. the inoculating loop, streak the plate for isolation. Repeat steps 1 through 3 using a MSA plate. Place the blood agar and MSA plates into the incubator. To perform the nasal swab, carefully place a sterile swab into the nostril and gently swab. Repeat steps 2 and 3 using blood agar and MSA. Place the blood agar and MSA plates into the incubator. Be sure to properly label each plate Urine Specimens Obtain a prepared urine specimen from the instructor. Prepare Gram stains of the prepared urine specimen. Be sure to note the typical morphology of each organism and its staining characteristics. Record your results in Table 2. Inoculate a sample of the prepared urine specimen onto the appropriate media: MAC, Blood agar, Bile-esculin agar. The instructor will demonstrate the proper inoculation techniques. Incubate the plates at 37oC overnight. Stool Specimens Obtain a prepared stool specimen from the instructor. Inoculate the enteric media: EMB agar MAC agar, and B-G agar, as directed by the instructor.
One can call the southern half of the planet the Southern ________________________________. That would include the southern parts of South America and Africa, Australia and New Zealand, and Antarctica. 2. equator, the imaginary line dividing the Northern and Southern Hemispheres. Notice that this is a line of latitude running east to west. 3. prime meridian, the imaginary line dividing the Western and Eastern Hemispheres. Notice that this longitudinal line crosses western Europe and western Africa.
Spelling Review List 4 Excerpt Paraphrase claim account influence perspective/perception/POV conclusion contribute Multiplying Decimals Decimal ÷ Decimal KCF Unit fraction ÷ number Whole number ÷ unit fraction Unit fraction Producer Consumer Decomposer Herbivore Omnivore Carnivore Competition Evaporation Condensation Transpiration Run-off Spelling Review List 4 Excerpt Paraphrase claim account influence perspective/perception/POV conclusion contribute Multiplying Decimals Decimal ÷ Decimal KCF Unit fraction ÷ whole number Whole number ÷ unit fraction Unit fraction Producer Consumer Decomposer Herbivore Omnivore Carnivore Competition Evaporation Condensation Transpiration Run-off
discussion distance distributed earliest echoes edition educate electricity element elevator emergency employer emptiness encouragement encyclopaedia entire entrance envelope equator especially establish example excellent excitement exercise experience exterior familiar faucet fierce fireproof following forgetting forgiveness fossil freight frighten fuel further gall gaze gesture govern graduation grateful grief halves hamburger hangar hanger happiness headache heroes history honourable horizon hunger hyphen ignore imagination immediate importance improvement independence ingredient injury inquire instead instruction intermission interview invisible invitation involve jealous junior knowledge lawyer league legal liberty liquid listening loaves location luggage manager manner manor marriage meant mechanic medicine mention minus minute mistaken misunderstand mixture mourn multiple muscle museum musician mute myth nationally negative noisy noticeable novel numerator obtain occur official operate original outline partial passenger patient penalty penguin percent performance personal persuade physical piano plumber poem poet policy pollute pollution positive potatoes predict prefer pressure prevent principal private project pumpkin purchase purse quote radius rapid ration realise recently recycle reduce referred regardless regular rehearse relief relieve remarkable remind remote replacement replied reply requirement rescue resident resources respectful review roam routine rumour rural safety sailor salute satisfy scarcely scientific scissors selection senior sentence separately serious session shampoo shelves
Spelling List- Week 6 High frequency/ root-cent (one hundred) too two those direction subject cent century centipede percent 10. centennial Spelling List- Week 6 High frequency/ root-cent (one hundred) too two those direction subject cent century centipede percent 10. centennial
Link – Space – Deficit Spending programs cause huge deficit spending Hsu 9 (Feng, Ph.D. and Senior Fellow – Aerospace Technology Working Group, and Ken Cox, Ph.D. and Founder & Director – Aerospace Technology Working Group, “Sustainable Space Exploration and Space Development - A Unified Strategic Vision”, 2-20, http://www.spaceref.com/news/viewsr.html?pid=30702) There are limited financial resources from the U.S. government, which is now struggling with unprecedented high budget deficit and is confronted with extremely costly ongoing wars. So it is nearly irresponsible to impose on the nation and its people an Apollo-like, huge spending lunar-based space exploration program. There is neither significant (or short-term) science value nor space exploration and operation value in revisiting an earth-orbit destination that was explored by mankind four decades ago. Given today's decimated American economic condition, we must adapt a concurrent and comprehensive space exploration and space development strategy that is not only affordable but can be mutually supported.
Will this proposal require to be identified and/or authenticated? Please refer to the Service Manual guidance () to ensure that the proposed approach is compliant. If there has already been contact with the GDS Identity Assurance Programme (IDAP) team please give brief details. Yes/No (if Yes - who?) Does this proposal deliver a digital service? If so, you will need to demonstrate that you have appropriate, funded support in for assisted digital users. This proposal needs to comply with the from the Service Manual. Please give brief details of your proposal for assisted digital support to support the costs outlined in the high level finances. This may outline consideration on delivering the services through the Front Office Counter Services framework. i.e the assisted digital relate to face by face support for our outreach centre.. How is the technology purchased? Please provide the details of all the procurements being run and the procurement routes. e.g. GCloud, Digital Services Framework, OJEU
COLOUR WORDS Write your spelling words 3 times using three different colours. hello hello hello WORDSEARCH Make a wordfind using your spelling words. BEAT THE CLOCK Time yourself and see how many spelling words you can write in a minute MAGNETIC LETTERS Use magnetic letters to write your spelling words. COMPUTER WORDS Type each spelling word out on the computer 3 times using different fonts. word word word WORD CHAINS Write each word onto a strip of paper. Close it to make a link and then join each new word onto the chain. RHYMING WORDS Write down your spelling word and then think of all the rhyming words that you can. Make—-take, brake, shake, lake SPELLING STORY Try and write a story using all of your spelling words. WORD HUNT Find your spelling words in a book. Write your spelling word and the page number of the book. WORD SHAPES Draw a box to the shape of each spelling word. Get a friend to fill in your word shape. WORD PYRAMIDS Write each spelling word in a pyramid by adding one letter at a time. w w h w h o DISAPPEARING WORDS Make your spelling words disappear by deleting one letter at a time. W h a t W h a W h A B C ORDER Write your spelling words into alphabetical order. April February July June October ACROSTIC POEM Create an acrostic poem with each word. w—we h—hear a—animals t—talking FANCY WORDS Write your spelling words using a fancy style or bubble writing. fancy fancy fancy RAINBOW DICE Roll a die. Write the word that many times. dice dice dice dice dice dice SILLY SENTENCES Write a silly sentence for each spelling word. e.g. A chimp and a chicken went to lunch and had a bunch of chillies. POEM / RAP SONG Make a poem or a song using all or some of your spelling words. CAPITAL LETTERS WRITE ALL YOUR WORDS 3 TIMES USING CAPITAL LETTERS. NEWSPAPER SPELLING Look for your spelling words in a magazine or newspaper and circle them. Make a list/tally of all the words you found.
PART 2 - MEMBERSHIP Clause 4. Membership Membership of SPEVI will be available to any individual interested in the education of persons with vision impairment who agrees to abide by this constitution. Membership may be gained through the following process: Completion of an application for SPEVI membership/renewal form (available on the SPEVI website), and submission to the national Secretary or Membership Secretary; agreement to the conditions set out in this Constitution; payment of a biennial fee determined by the Committee of Management; and membership approval by the Committee of Management. The Applicant’s details are to be entered in the register of members that is held by the national Secretary or Membership Secretary and, upon the name being so entered, the Applicant shall become a member of SPEVI. Member information will be stored and used in accordance with the SPEVI Privacy Policy (see Appendix E). Clause 5. Membership Categories Category 1: Full Membership – General This category is open to educators and other professionals who have an interest in education of persons with vision impairment. This category of membership includes discounted registration at SPEVI biennial conferences, a single vote at meetings, and a copy of SPEVI’s annual journal. 5.2 Category 2: Full Membership – Qualified Specialist Teacher (VI) plus Professional Learning This category is open to specialist teachers with tertiary qualifications in education of persons with vision impairment, who complete a mandatory minimum requirement of 15 hours of professional learning in vision impairment every two years. Applicants are required to complete the relevant SPEVI documentation for professional learning in vision impairment. Professional learning may include face-to-face or online lectures, workshops and courses, and engagement in accredited professional learning events. This category of membership includes discounted registration at SPEVI biennial conferences, a single vote at meetings, and a copy of SPEVI’s annual journal. This category of membership is open to Honorary Life members who meet the tertiary qualification requirements and wish to complete the mandatory professional learning requirements. For information about mandatory professional learning requirements, members are referred to the Australian Charter for the Professional Learning of Teachers and School Leaders, and the Australian Professional Standards for Teachers (Australian Institute for Teaching and School Leadership 2012; 2014). Category 3: Associate Membership
Yellowhammer 11 Loch Spynie BA Blair Atholl BG Boat of Garten CB Carrbridge CC Coire Cas DB Dulnain Bridge DH Dalnahaltnach FV Findhorn Valley IM Insh Marshes IS Inshriach KC Kincraig LD Lochindorb LG Loch Garten Lma Loch Mallachie Lmo Loch Morlich LS Loch Spynie ML Milton Loch
Press information To download a 300dpi print quality image, go to To download a Word file of the text, go to To view all Verotec press information, go to Verotec helps keep the global network infrastructure expanding Released January 08, 2018 Some 98% of all intercontinental telephone calls, internet traffic, emails, messaging and private data traffic are carried as digital data by fiber optic cables laid by specialist ships across the world’s oceans. Today’s cables, typically 1 inch in diameter and weighing some 4800 pounds/mile, are a far cry from the first working cables, laid in 1853 and linking Great Britain with Ireland, Belgium and the Netherlands. manufactures ship-borne power feed equipment, PFE, used to power submarine fiber optic cable repeaters. A typical PFE system provides for 20kW capability with constant power performance between 8 and 10kV. Spellman systems are installed on many of the major cable laying ships around the world; they are the preferred choice of cable shipbuilders and owners for power feed equipment. Spellman has selected as the enclosure of choice for its PFE because of its versatility and configurability, the range of standard sizes available and its strength and rigidity. Verotec supply a mix of 12, 17, 22 and 37U high, 600 wide and 800 deep racks to house the various elements of the PFE system. The cabinets are fitted with lifting eyes to assist installation on board ship; bolting down brackets are also fitted to secure the units to the ship. Cable gland plates are provided in the base of each rack and custom fixing brackets enable two smaller units to be assembled one on top of the other to create a segregated but contiguous assembly. *** Ends: body copy 245 words *** Notes to editors. For further information: Marc Harvey Verotec Inc 150 Zachary Road, suite 6 Manchester, NH 03109 Ph 603.821.9921 Fax 603.821.9923 Agency contact: Nigel May Parkfield Communications Limited Parkfield Damerham SP6 3HQ tel: + 44 (0)1725 518321 fax: + 44 (0)1725 518378
11. Incentivising electric vehicles and hybrid vehicles through differential taxation and preferential depreciation rates. Central Government C. Sustainable water use in Cities 1. Increasing water use efficiency in agriculture and industry to make room for expanding urban water demand Central and State Governments 2. Reducing wastage and leakage from existing water utilities by improving efficiency in the system including by introducing private sector concessionaires State Governments and city authorities 3. Increasing local availability of water in surface water reservoirs and through ground water recharge and water harvesting State Governments and city authorities 4. Treating “grey (sullage) to acceptable levels and recycling for some purposes City authorities 5. Promoting use of water saving devices (low flush toilets, taps with aerators, etc.) by setting standards Central Government 6. Comprehensive treatment of sewage City authorities and State Pollution Control Boards 7. Appropriate pricing to cover cost of delivering fresh water and treating sewage City authorities and State Water Regulator 8. Establishment of a Water Regulatory Authority to establish equitable and financially viable user charges for water State Government D. Waste Management 1. Municipalities to make arrangements for collecting 100 percent of the waste segregating at source if possible, and processing to extract value. City authorities to be enforced by State Pollution Control Boards 2. Organising different ways of extracting value from waste including sale of recyclable waste (plastic and metal) and processing of bio-degradable waste to produce compost/energy City authorities in consultation with technical consultants 3. Promoting establishment of waste-to-energy plants with suitable incentivisation of private public partnerships including payment of an incentive tariff for electricity generated. City authorities and State Distribution Companies supported by State Electricity Distribution Commissions 4. Organising scientific landfills for disposal of residential inert waste City authorities 5. Organising citizen involvement in solid waste management by empowering citizens groups to register complaints which can be tracked through imaginative use of IT. City authorities in partnership with resident welfare authorities and civil societies Bibliography
RESIDENCE INFORMATION Do you plan to live on campus dormitory (BK International house)? Yes No Please check(√) type of room (ONLY for students plan to live at BK International House) Studio room Family room *Studio room is for one person or married student living with spouse. If you have children, you are not allowed to live at the studio room. *Family room is for a family consists of your spouse and children. Living with other members (parents, siblings and relatives) of your family is strictly restricted. EDUCATION INFORMATION UNDERGRADUATE (Bachelor’s) ◦ School Name: ◦ Website Address: ◦ E-mail Address: ◦ Fax Number: ◦ Major (and/or Option, Minor): ◦ GPA: out of ◦ Dates Attended: From (DD/MM/YY) ~ To (DD/MM/YY): GRADUATE (Master’s) ◦ School Name: ◦ Website Address: ◦ E-mail Address: ◦ Fax Number: ◦ Major (and/or Option, Minor): ◦ GPA: out of ◦ Dates Attended: From (DD/MM/YY) ~ To (DD/MM/YY): A Statement of the Applicant’s Study Plan Please describe in detail what you plan to study and why you want to further your education. (More than 1 page)
b) Please identify the access that the research team will have to participants’ identity: Anonymous The information provided had identifiers associated with it, and the risk of identification of individuals is low, or very low. Anonymous results, but identify who participated The information provided had identifiers associated with it. The research team knows participants’ identity, but it would be impossible to link the information provided to link the participant’s identity. Pseudonym Information provided will be linked to an individual, but that individual will only provide a fictitious name. The research team will not know the real identity of the participant. Direct identifiers will be removed and replaced with a code on the information provided. Only specific individuals have access to the code, meaning that they can re-identify the participant if necessary. Indirectly identified The information provided is not associated with direct indentifiers (such as the participant’s name), but it is associated with information that can reasonably be expected to identify an individual through a combination of indirect identifiers (such as place of residence, or unique personal characteristics). Confidential The research team will know the participants’ real identity, but it will not be disclosed. Disclosed The research team will know the participants’ real identity, and it will be revealed in accordance with consent. Participant Choice Participants will be able to choose which level of disclosure they wish for their real identity. (please describe) Please describe what access research participants will have to results, and any debriefing information that will be provided to participants post-participation. d) Would the revelation of participants’ identity be particularly sensitive, for example, because they belong to a stigmatized group? If so, please describe any special measures that you will take to respect the wishes of your participants regarding the disclosure of their identity. e) In some research traditions, such as action research, and research of a nature, there can be concerns about giving participant groups a “voice”. This is especially the case with groups that have been oppressed or whose views have been suppressed in their cultural location. If
following information may be supplied to banks and/or other financial institutions for purposes of verification of identity and activities of the Client described below, and the nature and origin of the funds which are to be utilized. The foregoing is subject to agreement by all parties to whom this information is provided that they are obligated to respect the privacy rights of the Client and all individuals described herein, as well as the generally accepted professional standards relating to the maintenance of confidential information, and to take all appropriate precautions to protect the confidentiality of the information contained herein, This legal obligation shall remain in full force indefinitely without restriction. Corporate Full Name of Institution : Registration Number : Date of Registration : Domicile /Jurisdiction : Postal Address : Registration Address : Physical Address : (if different from Registration Address) Business Telephone Number : Business Facsimile Number : E-mail Address : Website : Corporate Officer 1 and Title : Corporate Officer 2 and Title : Business Trading Type / Description : Insert Client Letterhead Here Details of Signatory to Contract – Corporate & Individual First Name : Last Name : Date and Place of Birth : Nationality :
ANY ASSESSED BY THE GOVERNMENT, OR ANY POLITICAL SUBDIVISION OF AUTHORITY THEREOF OR THEREIN. WE ALSO CONFIRM THAT THIS BANK INSTRUMENT HAS BEEN ISSUED WITH FULL BANK RESPONSIBILITY THAT THIS BLOCKED FUND DEMAND GUARANTEE IS FREELY AVAILABLE TO THE NAMED BENEFICIARY HERE IN XXXXXXXXX AND ASSIGNS, TO OBTAIN A CREDIT FOR THEIR USE AND BENEFIT. THIS BLOCKED FUND DEMAND GUARANTEE IS A CASH BACKED, IRREVOCABLE, NEGOTIABLE, DIVISIBLE, ASSIGNABLE, FREE TRANSFERABLE WITHOUT PRESENTATION TO US AND WITHOUT THE PAYMENT OF ANY TRANSFER FEES. THIS GUARANTEE IS SUBJECT TO THE UNIFORM RULES FOR DEMAND GUARANTEES, PUBLICATION NO.758. THIS IS AN OPERATIVE INSTRUMENT AND NO MAIL CONFIRMATION WILL FOLLOW. _____________________ ______________________ Authorized Officer Authorized Officer (Name and Title) (Name and Title) ID Code and Signature ID Code and Signature I, (INSERT YOUR NAME), hereby declare with full personal and corporate responsibility under penalty of perjury that my bank has approved they will send the above Brussels Authenticated MT760 Blocked Funds Confirmation when requested a by me. By: (INSERT YOUR NAME) Signed____________________________________________ Date_____/_____/_____ Title_________________________________ Passport Number ___________________ Insert Client Letterhead Here PASSPORT
(Explain:____________________________) Yes No Please describe any current or previous speech-language, reading, or developmental evaluations or therapy: keeping your child’s current age in mind, please rate the following: Motor coordination and balance (e.g. walking, skipping, hopping, running) Excellent Good Fair Poor Unknown Hand/eye coordination (e.g. stacking blocks, coloring, writing,) Excellent Good Fair Poor Unknown Which hand does the child prefer to use? Right Left Either Vision Excellent Good Fair Poor Unknown Does the child use glasses? Yes No General behavior at home Excellent Good Fair Poor Unknown General behavior at school/ Excellent Good Fair Poor Unknown Ability to play with other children Excellent Good Fair Poor Unknown Ability to play appropriately with toys/games Excellent Good Fair Poor Unknown Excellent Good Fair Poor Unknown Ability to solve problems/puzzles Excellent Good Fair Poor Unknown Ability to respond appropriately to discipline Excellent Good Fair Poor Unknown Ability to control frustration Excellent Good Fair Poor Unknown Ability to keep attention on an activity Excellent Good Fair Poor Unknown Ability to maintain an appropriate activity Excellent Good Fair Poor Unknown Ability to not become distracted Excellent Good Fair Poor Unknown Ability to think before acting (e.g. doesn’t behave impulsively) Excellent Good Fair Poor Unknown Ability to sit still (e.g. is not “fidgety” or restless) Excellent Good Fair Poor Unknown
Details of Signatory to Contract – Corporate & Individual First Name : Last Name : Date and Place of Birth : Nationality : Passport Number : Date of Issue of the Passport : Expiry Date of the Passport : Title in the Corporation : Mobile Number : Home Address : Home Telephone Number : Home Facsimile Number : E-mail Address : Legal Advisor Name : Legal Advisor Address : Legal Advisor Telephone Number : Legal Advisor Facsimile Number : Do you speak English? : If no, what language? : If English is not listed, please provide the name and co-ordinates of a person you designate to translate from English to your preferred language. Translator Name : Translator Address : Translator Telephone Number : Translator Facsimile Number : Translator E-mail Address : Details of the Bank Account – Where your Deposit Funds are held Bank Name : Bank Address : Bank Swift Code : Account Name : Account Number : Account Signatory Name and Title : Bank Officer Name and Title : Bank Officer Telephone Number : Bank Officer Facsimile Number : Bank Officer E-mail Address : Describe the Origin of Deposit Funds : Insert Client Letterhead Here