zilongwang/ReadingBank huggingface dataset:
50,000 feet [15,200 meters], then starts to rise.” “Burdened by heavy clothes and gear, I begin to pay the physical toll for my altitude. Every move demands a high cost in energy. My eyes smart from the fierce glare of the sun. When it beams in the gondola door on my left side, I feel the effect of strong radiation and begin to sweat. On my right side, mostly in shadow, heat escaping from my garments makes a vapor like steam.” I know that… INFER: At this point in the ascent, the temperature was -36 degrees Fahrenheit, yet Kittinger is sweating. Why? TIME: JUMP AND DESCENT Text Excerpt (Kittinger’s personal account) My Background Knowledge My Inference “At zero I step into space. No wind whistles or billows my clothing. I have absolutely no sensation of the increasing speed with which I fall…When the 6-foot [180-centimeter] stabilization canopy pops out, I already have dropped to about 96,000 feet [29,300 meters]. I am delighted to find myself perfectly anchored against the dreaded flat spin. I turn with ease by sticking out an arm and leg.” I know that… Why doesn’t Kittinger hear anything? Why does he dread the flat spin? “At 21,000 feet [6,400 meters] the thick blanket envelops me. Some 3,500 feet [1,000 meters] lower, and 4 minutes, 38 seconds after my fall began, my main canopy pops open. I can see neither sky nor ground, but I know the worst is over.” I know that… What is the “thick blanket” to which Kittinger refers? Excerpts retrieved from (Kittenger, Capt.Joseph W., December, 1960). Engineering Design Process Starting Date: __________ Completion Date: __________
From this perspective, I will argue that, like any other spaces, the border has a symbolic and material dimension, and that the specific features of this space shape the collective actions of social movements mobilizing for the rights of migrants. More precisely, my central argument relates with the changing features of this space. As it is shown by Lefebvre (1991), the material and symbolic dimensions of space vary in time and place. This is the case with European borders in the last decades: in the ways they are organised and conceived, they transform into a diffuse space regulated by control policies (Bigo, 2002; Walters, 2006). I will thus argue that the recent changes in the border spaces (specifically at the European level) have significant consequences on the strategies of protest for the rights of migrants. Relying on the concept of “spatial claim making” (Tilly, 2000), I will show that the transformation of borders has led social movements to launch collective actions which aim to demonstrate the multi-faceted material and symbolic existence of borders and to challenge their construction as exceptional spaces. I propose thus to bridge border studies – and more precisely those related with immigration – with a recent interest in the “spatialities of contentious politics” (Leitner, Sheppard and Sziarto, 2008; Sewell, 2001). For that, I focus on the activities of a set of European groups and networks which mobilize against border controls, and which strategically locate their protest ‘at the border’. The next part of the article will present the methods and data that have been used for this study. I will then show how the spatial dimension of contention can be related with a analysis of the border. I will then present the specificities and recent changes of the border spaces. Finally, developing on the example of the groups and networks mobilizing against EU border controls, I will show how these specificities and changes affect the strategies of protest for the rights of migrants. In particular, relying on Barry (1999) and
Mission operators: NASA Mission duration: 10 months Instruments: Mid-IR Operating Temperature: 2 K Mirror diameter: 0.7m satellite mass: 800 kg Launch site: Vandenberg Airforce Base, California, USA Launch vehicle: Delta rocket Orbit: Low-Earth orbit (900km altitude) Approximate cost: £400 million Mission operators: ESA Mission duration: 2.5 years Instruments: Near-IR, Mid-IR Operating Temperature: 2K Mirror diameter: 0.6m Satellite mass: 2400kg Launch site: Korou, French Guiana Launch vehicle: Ariane 4 Orbit: High-Earth orbit (elliptical, ranging from 1000 – 70,000 km) Approximate cost: £300 million Spitzer Space Telescope Akari Launched: 2003 Mission operators: NASA Mission duration: 5.5 years* Instruments: Near-IR, Mid-IR Operating Temperature: 5 K Mirror diameter: 0.85m Satellite mass: 860 kg Launch site: Cape Canaveral, Florida, USA Launch vehicle: II rocket Orbit: Earth-trailing orbit Approximate cost: £800 million Launched: 2006 Mission operators: JAXA (Japan) Mission duration: 1.5 years Instruments: Near-IR, Mid-IR, Far-IR Operating Temperature: 2 K Mirror diameter: 0.7m Maximum resolution: 44 arcseconds at 140 microns Satellite mass: 950 kg Launch site: Uchinoura Space Center, Japan Launch vehicle: M-V rocket Low-Earth orbit (700 km altitude) Approximate cost: £200 million (exc. launch cost)
The light from objects in the distant Universe is stretched by a phenomenon called redshift. This means that a given wavelength is sensitive to different objects in the nearby and distant Universe. Type Wavelength Our Galaxy and nearby galaxies Distant Universe Sub-mm 300–1000 m of stars Very cold dust Birth of stars Cool dust Far-IR 30–300 m Cool dust Birth of stars Outermost regions of the solar system (Uranus, Neptune, Kuiper Belt, comets) Birth of stars Warm dust around young stars Mid-IR 3–30 m Warm dust around stars Formation of planets Solar System (Mars, Jupiter, Saturn, Asteroids) The first stars (100 million years after Big Bang) Near-IR 0.8 – 3 m Cool stars (red dwarfs, red giants) Near-Earth objects The first galaxies in the Universe (400 million years after the Big Bang) Optical 0.4–0.8 m Most Nearby galaxies Hot, young stars UV 0.1–0.4 m Hot, young stars Very hot regions Your choices Some instruments need to operate at low temperatures. In general, the instrument must be cooler than the objects it is looking at. The temperature requirements of the different instruments are given below. Instrument wavelength Temperature requirement Sub-mm 0.4 K Far-infrared 0.4 K Mid-infrared 40 K Near-infrared 4 K Optical 300 K Ultraviolet 400 K
Infrared Astronomy Satellite (IRAS) Infrared Space Observatory (ISO) Launched: 1983 Mission operators: NASA Mission duration: 10 months Instruments: Mid-IR (Camera), Mid-IR (Spectrometer) Cooling: Passive + Cryogenic Operating Temperature: 2 K Coolant: 600 litres liquid helium Mirror diameter: 0.7m Total satellite mass: 800 kg Launch site: Vandenberg Airforce Base, California, USA Launch vehicle: Delta rocket Orbit: Low-Earth orbit (900km altitude) Approximate cost: £400 million Launched: 1995 Mission operators: ESA Mission duration: 2.5 years Instruments: Near-IR (Camera), Mid-IR (Camera) Mid-IR (Spectrometer) Cooling: Passive & Cryogenic Operating Temperature: 2K Coolant: 2300 litres of liquid helium Mirror diameter: 0.6m Satellite mass: 2400kg Launch site: Korou, French Guiana Launch vehicle: Ariane 4 Orbit: High-Earth orbit (elliptical, ranging from 1000 – 70,000 km) Approximate cost: £300 million Spitzer Space Telescope Akari Launched: 2003 Mission operators: NASA Mission duration: 5.5 years* Instruments: Near-IR (Camera), Mid-IR (Spectrometer), Mid-IR (Camera) Cooling: Passive & Cryogenic Operating Temperature: 5 K Launched: 2006 Mission operators: JAXA Mission duration: 1.5 years Instruments: Near-IR (Camera), Mid-IR (Camera), Far-IR (Camera) Cooling: Passive & Cryogenic Operating Temperature: 2 K
Emergency measures are activated and personal are evacuated to a secure location. Space Mining Equipment and personnel are launched to mine an M-type asteroid. The raw ore is sent to Earth to be cleaned and sold on the market. Lunar Hotel with Space Materials A habit is constructed utilizing materials from space. The habitat is sustainable and requires minimal support from Earth. During operation, a micrometeorite causes equipment failure. Redundancy in the system prevents total system failure, and no evacuation is required. In order to better illustrate the increasing of complexity of each of these scenarios, a table (Figure 19) is shown. The table identifies the key business, max distance, and expected human duration for each of the scenarios. Scenario Business Environmental Risk Launch Location Max Distance Product Expected Duration 1 Tourism None Earth Moon None 10 days 2 Insurance/ Recycling/ Governments None Earth GEO Recycled materials, reduced risk 3 days 3 Energy None Earth GEO Energy None 4 Tourism/ Manufacturing None Earth/ Moon Moon Hotel Long Term 5 Tourism/ Manufacturing Solar Flare Earth/ Moon Moon Hotel Long Term 6 Mining None Earth/ Asteroid 1.3 AU Ore 3 years 7 Tourism/ Mining/ Manufacturing Micro meteorite All 1.3 AU Hotel/Ore Long term Figure : Scenario Breakdown Functional Scenario Models With written descriptions of the scenarios established, the process of creating functional representation begins. Using Vitech CORE software, each scenario was broken down into its functional elements. In order to provide a visual representation of the functionality of the scenario, an Enhanced Function Flow Block
…found the activities interesting …enjoyed learning space …were inspired by space science …felt more positive about space science (and careers) …value the diverse contributions from different cultures to space science …value the contributions made by both women and men to space science …value European & Global citizenship …appreciate that space science contributes to everyday life e.g. the uses of satellites and also technologies that were first used in space but are now in standard use …appreciate that school science is relevant to current space science …appreciate that people who work in space science are ‘real people’ …understand the impact of space science on society and everyday life …understand that space science career opportunities are diverse, rewarding and highly accessible (particularly to girls and ethnic minorities) …understand that space science needs an interdisciplinary approach …understand that space science is a European/global endeavour …want to learn more about space science …are considering choosing to study and pursue careers in space science and engineering or science and engineering more widely, especially girls and ethnic minorities …shared their understanding of space science and technology with learners, peers, family and/or their community …learned how to carry out scientific or technical activities themselves …developed inquiry-based skills for learning about space science …learned how to use IT to about space science …developed skills involved in careers Q8. What did you do? Please describe how you used the Space Awareness resources to achieve the outcomes mentioned in Q7. For example, what was the structure of the session(s); did you make any adaptations? (maximum 200 words) Q9. Evidence of what was achieved? Open response, maximum 1000 words. Please tell us about anything that supports your case for the changes mentioned in Q7. For example, student comments, photographs, student work, or any other evidence that illustrates and records the benefits and impact of your use of the Space Awareness resource. You can also include weblinks (for example to external files of photographs, digital copies of student work or videos).
Date: Inspector: Building Number: Building Name: Method of Measurement: Tape Wheel Department: Room No. Room Type Room Usage CIP Dim 1 (L) Dim 2 (W) Alcove 1 Dim 3 (L) Alcove 1 Dim 4 (W) Alcove 2 Dim 5 (W) Alcove 2 Dim 6 (W) Area (Sq. Ft.) Describe Room
Room No. listed on official Floor Plan Room No. is same as floor plan (Yes/No) If no. has changed list here Correct Room No. is visible on outside of room (Yes/No) CIP Dim 1 (L) Dim 2 (W) Alcove 1 Dim 3 (L) Alcove 1 Dim 4 (W) Alcove 2 Dim 5 (W) Alcove 2 Dim 6 (W) Total Area (Sq. Ft.) Describe Room
Space Race Timeline VUS.15c USSR? Year & Event USA? 1926 Robert Goddard 1944-1945 V-2 Program & Operation Paperclip 1957 Sputnik 1 Sputnik 2 Laika 1958 Explorer I Creation of NASA National Defense Education Act AM-13 Gordo 1961 Vostok 1 Yuri Gagarin Freedom 7 Alan Shepard 1962 Friendship 7 John Glenn JFK at Rice University 1963 Vostok 6 Valentina Tereshkova 1968 Apollo 8 1969 Apollo 11 (Armstrong, Aldrin & Collins) 1975
This concept of what constitutes an export under ITAR thus includes not only selling controlled items into foreign countries, but embraces the disclosure of information related to controlled technology, regardless of how such disclosure is made.35 Of particular concern to Bigelow Aerospace, Virgin Galactic, and the other human spaceflight companies is the fact that the disclosure of any “technical data” relating to their spacecraft to a foreign customer would constitute an export, as would the performance of defense services (such as safety training), even if the disclosure or the training takes place in the United States.36 As explained above, “technical data” includes information related to the “operation” of the spacecraft, which could be broadly interpreted to include safety information provided to passengers regarding the operation of hatches and other on-board safety equipment. Disclosure of such technical data without DDTC approval is prohibited regardless of the form in which such data is displayed or stored (whether in documents, models, or other items) and regardless of how the data is communicated (whether by the sharing of documents, email, conversation, or by visual inspection).37 Therefore, the mere presence of a foreign national on a Bigelow space station or a spaceplane could be deemed to be an “export” of technical data on the grounds that the passenger was provided with the opportunity for a visual inspection of the design of the equipment. As a result, a license from the DDTC would be required before any foreign passengers could set foot on the space station or spaceplane.
Space Weaponization Space Weaponization 1 ***Uniqueness 4 No Space Weaponization now 5 No Weaponization – Obama Arms Control 7 Weaponization Now 10 Space Weapons Inevitable 12 ***Space Weapons Bad 14 Link – Generic 15 Link – Dual Use 16 Link – SMD 17 Link – SPS 18 Link – Mining 20 Link – Asteriod Detection 21 Link – SETI 22 Impact – Arms Races 24 Impact – Prolif 25 Impact – Preemptive Strike 26 Impact – Accidents/CBW 27 Impact – Russia China Alliance / Relations 29 Missile Defense Fails 30 A2 Space Weapons Key to Heg 31 Weapons Kill Soft Power 34 Space Weapons Asymmetric Competition 35 A2 Space Weapons Key to Deterrence 36 A2 Weapons Solve War 39 A2 Weapons Solve Terrorism 40 A2 Space Weapons Key to Defend Satellites 41 A2 Chinese ASATs 42 A2 Enemy Space Weapons Threaten the US 43 A2 US China War 45 ***Space Weapons Good 47 Impact – Economy/Military 49 Key to Military Operations 50 Key to Deterrence/Heg 51 Deterrence Works 54 Heg Solves War 55 Key to the Economy 56 Key to Counter China 57 Key to Counter Russia/China 59 US Space Assets Vulnerable 60 A2 Space Weapons Arms Races 61 A2 Space Weapons Asymmetric Warfare 63 A2 Not Technically Feasible 64 Treaties Fail 66
A2 SMD Link No link-SMD doesn’t result in the deployment of offensive space weaponry Gruselle, 07 (Research Fellow at the Fondation pour la Recherche Stratégique, served in the policy department of the French Ministry of Defence for more than 10 years. Bruno, “The final frontier: missile defence in space?” UN Institute for Disarmament Research, http://www.unidir.org/pdf/articles/pdf-art2600.pdf) Space-based assets could clearly play a role in both responses. Space-based sensors could give the necessary alert and tracking data to the interception network that land-based sensors would not be able to obtain. More important, space-based interceptors could be the most appropriate means to target long-range missiles fired from deep within a country’s territory or to rapidly destroy the launch capabilities of a rogue state set on defeating limited land-based interception system inventories. The latter clearly lies at the core of the debate on the nonweaponization of space as it means the deployment of a space-to- Earth strike capability. However, it is doubtful that weapon platforms will be deployed in space in the near future. Orbiting weapons capable of striking land-based systems are neither economically nor technically interesting for the moment, and other means to conduct anti-launcher operations already exist, such as piloted or unmanned airborne systems. Indeed, the proponents of missile defence are not asking for strike systems. Rather, they are advocating the development of space-based interception capabilities,23 which would have only a very marginal—and probably no—offensive potential against Earth targets.
Durlak JA, Weissberg RP, Dymnicki AB, Taylor RD, Schellinger KB (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of universal interventions. Child Development, 82, 405-432. Flisher C (2010). Getting plugged. In: An overview of Internet addiction. Journal of Paediatrics and Child Health, 46, 557-559. Fox HC, Axelrod SR, Paliwal P, Sleeper J, Sinha R (2007). Difficulties in emotion regulation and impulse control during cocaine abstinence. Drug and Alcohol Dependence, 89, 298-301. Fox HC, Hong KA, Sinha R (2008). Difficulties in emotion regulation and impulse control in recently abstinent alcoholics compared with social drinkers. Addictive Behaviors, 33, 388-394. Furlong MJ, You S, Renshaw TL, O’Malley MD, Rebelez J (2013). Preliminary development of the Positive Experiences at School Scale for elementary school children. Child Indicators Research, 6, 753-775. KL, Roemer L (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the difficulties Journal of Psychopathology and Behavioral Assessment, 26, 41-54. Hormes JM, Kearns B, Timko A (2014). Craving Facebook? Behavioral addiction to online social networking and its association with emotion regulation deficits. Addiction, 109, 2079-2088. Kaltiala-Heino R, Lintonen T, Rimpela A (2004). Internet addiction? Potentially problematic use of the Internet in a population of 12–18 year-old adolescents. Addiction Research & Theory, 12, 89-96. LaRose R, Lin CA, Eastin MS (2003). Unregulated Internet usage: addiction, habit, or deficient self-regulation? Media Psychology, 5
Spalding Phonogram Rules and Cue Words In OPR Step 2, cue words and initially ask knowledge questions. In OPR Step 2, ask application questions when students understand the rule. In WPR Step 2, give only cues after students say sound(s) of the phonogram. Apply rules that govern phonogram placement/usage in the writing lesson. Cues 1-26 Single Letters none none 27-34 sh, ee, th, ow, ou, oo, ch, ar none none 35 ay "used at the end of a word" say sound only 36 ai "not used at the end of a word because English words do not end in "i" not used 37 oy "used at the end of a word" say sound only 38 oi "not used at the end of a word because English do not end in "i" not used 39-43 er, ir, ur, wor, ear " word" (her, first, nurse, early) her, first, nurse, early ("wor" does not need cue.) 44-45 ng, ea none none 46 aw "used at the end of a word" say only 47 au "not used at the end of a word because English not used
words do not end in "u" 48 or none none 49 ck 2 letter "used after a single vowel that says its first sound" 2 letter 50-51 wh, ed none none 52 ew "used at the end of a word" say sound only 53 ui "not used at the end of a word because English words do not end in "i" not used 54 oa "word" (boat) boat 55 gu none none 56 ph 2 letters 2 letters 57 ough none none 58 oe "word" (initially toe) none 59 ey none none 60 igh 3 letters (initially) none 61 kn 2 letters "used only at the beginning of a word" 2 letters - beginning 62 gn 2 letters "used at the beginning or end of a word" 2 letters 63 wr 2 letters 2 letters 64 ie none none 65 dge 3 letters "used after 3 letters
a single vowel that says its first sound" 66 ei none none 67 eigh 4 letters 4 letters 68 ti tall tall 69 si none none 70 ci short Additional Phonograms Rules and Cue Words In OPR Step 2, teach cue words and initially ask knowledge questions. In OPR Step 2, ask application questions when students understand the rule. In WPR Step 2, give only cues after students say sound(s) of the phonogram. Apply rules that govern phonogram placement/usage in the writing lesson. WPR Cues 71 tch 3 letters "used after a single vowel that says its first sound in a word" say sound only 72 eo "word" (people) people 73 eau 3 letters 3 letters 74 augh 4 letters 4 letters 75 ce "word" ocean 76 gh "word" (ghost) ghost 77 gi "word" (region) region 78 our "word" (journey) journey 79 di "word" (soldier) soldier 80 cu "word" (biscuit) biscuit 81 aigh "word" (straight) straight 82 sc "word" (scene) scene 83 ge "word" (pigeon) pigeon 84 rh "word" (rhyme) rhyme 85 eu none none syllable
FALL 2012 College of Arts and Sciences Department of Humanities Elementary Spanish I (SPAN 1001) CRN 86586, Section 03 T, TR, 5:00 – 6:15 (G-129) Instructor: Dr. Roberto E. Gibráltarik Office: Arts and Sciences, G-210 E Office Phone: (678) 466-4732 Email: robertogibraltarik@clayton.edu Office T/R, 11:15 – 12:15p.m., and T/R 6:20-6:50 WED 10:00 – 1:00 p.m. or by appointment ******Individuals with disabilities who need to request accommodations should contact the Disability Services Coordinator, Student Center 255, 678-466-5445, Required Texts: * Philip R. Donley, et al. Vistas: Introducción a la lengua española, 4th ed. (Boston: Vista Higher Learning, 2008). Student textbook ISBN: WEBSAM (On-line Student Activities Manual: http: vistas.vhlcentral.com) Recommended Texts: Dozier, Eleanor, and Zulma Iguina. Manual de gramática: Grammar Reference for Students of Spanish. 2a edición. Heinle & Heinle, 1999. Langer de Ramirez, et al. 601 Spanish Verbs. Berlitz Publishing , 2009. La Rousse. The American Heritage La Rousse Spanish Dictionary: English/Spanish, Español/Inglés. Spinelli, English Grammar for Students of Spanish: The Study Guide for Those Learning Spanish. Olivia and Hill Press, 1998.
Semana#2 Martes Agosto 21 – Lección 1 (Fotonovela/Expresiones útiles/Spanish alphabet) Tarea: p.8 #1, 3 Jueves Agosto 23 – Lección 1 (Cultura/Nouns and Articles)Tarea: p.15 #1,2 and WEBSAM Semana#3 Martes Agosto 28 – Lección 1 QUIZ #1 (Vocabulario/Nouns and Articles) (Numbers 0-30) Tarea: p.17 #1, 2, 3 Jueves Agosto 30 – Lección 1 (Review quiz results/Comunicación p.18) Websam excersises. Semana#4 Martes Septiembre 4 – Faculty Development Day (No hay clases) Jueves Septiembre 6 – Lección 1 (Present tense of ser/subject pronouns) Tarea: Inténtalo p.21 Semana#5 Martes Septiembre 11- Lección 1 (Practica y Comunicación) Jueves Septiembre 13 – Lección 1 (Telling Time/Recapitulación) Tarea: Inténtalo p. 25 Semana#6 Martes Septiembre 18 – Lección 1 QUIZ#2 (Numbers/Telling Time/Present tense of ser) (Panorama: Estados Unidos) Jueves Septiembre 20 – Lección 2 (Vocabulario) Tarea: pp.41-42 #’s 4, 5, 6, 7 WEBSAM ACTIVITIES Semana#7 Martes Septiembre 25 – Lección 2 (Fotonovela/Expresiones útiles) Tarea: p46 #1,3. Jueves Septiembre 27- (Cultura- una carrera universitaria/Present tense of “ar” verbs/the verb gustar) Tarea: p. 53 #’s 1,2,3 Semana#8
Semana 15 24-28 abril 24/4 Avanzando pp. 222-224 Mandatos: formal / informal Hacer para el 24: Hagan 7-24, 7-25 y 7-26 Estar preparados para entregar el 24: 1. Imperativo preparación 2. Estudiar: pp. 224-227 26/4 Avanzando pp. 224-227 Mandatos con pronombres Entrega la Composición 2 por Turnitin antes del 26 de abril. Estudiar para el 28: pp. 240-243 28/2 Avanzando pp. 240-243 Pronombres de complemento Directo / indirecto Pruebita 12 Hacer para el 28: 8-9, 8-11, 8-13 y 8-14 Estar preparados para entregar el 28: 1. Complementos preparación 2. Complementos dobles preparación 3. Estudiar: pp. 241-242 Semana 16 1-5 mayo Last Class Day is May 4 1º /5 Avanzando pp. 244-245 Pronombres reflexivos Hacer para el 1º: 8-17 y 8-18 3/5 Repasar 5/5 No classes – Reading Day Semana de exámenes: 6-12 de mayo, 2017
Course Objectives By the end of the semester, students should be able to: 1. Analyze the connections between fashion, design and art in contemporary culture. 2. Explain how fashion, design and art are related to politics, society and culture at large in Spain. 3. Make connections between the concepts of fashion, modernity, democratization, and globalization in the Spanish context. 4. Evaluate images and representations of Spain and investigate the evolution in time of those images and representations. 5. Identify Spanish urban subcultures in democracy and establish a connection to Spanish music, fashion and art. 6. Connect the life and work of Spanish film director Pedro Almodóvar with the cultural and social aspects of the transition to democracy. 7. Compare and contrast a number of important artworks and identify just how these particular works connect with fashion, design and art. 8. Discuss how design is integrated in our daily life and defines our social persona. Course Outline (and Calendar if Applicable) December 27: Presentation and Introduction to Spain. December 28&29: Module 1. Spanish Fashion and National Identity. December 30&January 2nd: Module 2. Images of Spain: Branding a country. January 3&4: Module 3. La Movida Madrileña: Urban Contraculture in the 80s. January 5&6: Module 4. Pedro Almodovar: Film and Design. January 9&10: Module 5. Spanish Architecture and Design: From to Calatrava. January 11&12: Module 6. Art and Materiality from Pablo Picasso to Joan Miro. January 13: Wrap-up. Course Requirements and Grading Summary of Course Grading: Course Components Weight Journal Entries (6) 20% Discussions (6) 20% Pinterest Assignments 20% Quizzes (5) 20% Essays (4) 20% Grading Scale: Undergrad Grade Letter Grade GPA 93-100 A 4.0 90-92 A- 3.7 87-89 B+ 3.3 83-86 B 3.0 80-82 B- 2.7 77-79 C+ 2.3
court, submits the plaintiff. The plaintiff submits that there is no merit in the submission that there was a tacit agreement between the parties. [17] In conclusion, the plaintiff submits that the defendant should bear the costs of these proceedings as the plaintiff was brought to court on the defendant’s request, such costs to include the costs of one instructing and one instructed counsel. Discussion Variation of the court order: [18] In effect, what I have before me is a request to vary the court order dated 01 November 2017 in the following terms: ‘That the cost order of 1 November 2017 is not limited to N$ 20 000.00;...’ [19] It is trite that once a court has duly pronounced a final judgment or order, it has in itself no authority to correct, alter or supplement such judgment or order and by reason of that the court thereupon becomes functus officio: its jurisdiction in the case having been fully and finally exercised. There are however a few exceptions to this general rule where the court may vary or rescind its orders or judgments, which have been codified in Rule 103 of the Rules of Court. Rule 103 deals with variation and rescission of court orders and judgments in general and reads as follows: In addition to the powers it may have, the court may of its own initiative or on the application of any party affected brought within a reasonable time, rescind or vary any order or judgment- erroneously sought or erroneously granted in the absence of any party affected thereby; in respect of interest or cost granted without being argued;
Year: 7 Subject: Spanish Overview of the year: Students will be introduced to Spanish vocabulary and Spanish grammar. They will learn how to speak in the target language (skill Speaking), how to listen and understand in the Target Language (skill listening), how to read and understand a French text (skill Reading) and finally how to write in the Target Language (skill writing). The curriculum in year 7 will start by a Spanish test to evaluate how much they have learned in primary school, if any. Most students start from scratch and are at a level 0. They will have the opportunities to progress to a level 4a by the end of the year. Only the present tense will be taught at this stage. Ways to consolidate and extend your learning in Spanish: We have access to many online resources and at moment on the MLE network. Linguascope.com (password: legumes1, username: HighgateWS) is one of our main teaching resources to consolidate learning in class (ID account: 2740 and password: Oye). We also like to use languagesonline.org. We have also the vocabulary and H/W which are planned to support and consolidate. In the library, you will be able to use magazines in the target language. Half term Objectives/ enquiry questions Content Skills Assessment 1 Meeting people and talking about the classroom Introducing yourself (name, age, birthday, how you are feeling) and counting up to 31 Talking about classroom Learning the alphabet Understand the definite and indefinite article (el/la/ un/ una) Using verb like tener= to have in the present tense Understand word order in a sentence Looking at how you write questions and exclamations in Spanish Looking at pronunciation Making a sentence in the negative form Using singular and plural Have you done vocab test 1? Reading and writing test. H/W: 4 2 Talking about school Talking about your school subjects Saying what you do in lessons Talking about your teachers Giving opinions and reasons Using the –ar verb estudiar (to study) in the present tense. Declination with yo,tu, el/ella More work on pronunciation, putting the stress at the right place Understanding regular –ar,-er and –ir verbs in the present tense Understanding infinitives Using adjectives that end in –o/-a Have you done vocab test 2? Have you done a since September? Have you done a translation test since September?
Using ir and the infinitive (notion of near future tense) level5. Using transfer of language, use sample texts to help you write your own 6 Talking your town Saying what your town is like Asking about places in town Making and responding to invitations Talking about the weather Using two tenses together ( present and near future) Building longer sentences using porque (because) and pero ( but) about irregularity in writing ( ie: y( and) can change to e to make it easier to pronounce) Using hay to say what there is Using more complex connectives (pore eso= because of this) Using querer (to want) in the present tense- Learn more about stem changes verbs Using cuando (when) to join bits of information two tenses together Have you done Have you done a speaking test 3?
1st Quarter: Benefits of learning a foreign language Greetings/Farewells/Courtesy Punctuation and Accents Asking and telling names Tú vs. usted Alphabet Pronunciation, especially vowels and h, j, z, ll, v Cognates Numbers 0-100, telephone LATIN AMERICA countries on a map (If time, capitals) Days, Months Asking and telling the Date Asking and telling birthday Cultural Connections: Latino/Hispanic Heritage and Customs, Quinceañera and Latin America facts, brief history 2nd Quarter: Weather Telling time Subject Pronouns The verb SER Adjectives and adjective agreement (gender) Describing self and others Definite and Indefinite articles Colors Family Possession with “de” Possessive adjectives The verb Asking and telling Age House “hay” 3rd Quarter Conjugation -AR verbs Present tense of AR verbs Interrogatives The verb “GUSTAR” -ER and –IR verbs Foods and Ordering in a restaurant Irregular verb “VER” Current Events in Spanish-speaking countries School objects, classes and supplies Cultural Connections: schools in Spain and Latin America Adverbs 4th quarter Foods and Ordering in a restaurant ESTAR, IR, DAR ESTAR with feelings and locations Infinitives Future using IR “al” and “del” TENER QUE Clothing Cultural Connections: Holidays and Celebrations (including CINCO DE MAYO, DIA DE LOS MUERTOS in both semesters If time, prepositions of place Honors Add “acabar de” Spanish 1 Pacing Guide Spanish 1 Pacing Guide Essential Questions
1st Quarter Essential Questions What are the benefits of learning a foreign language? How do I greet and say farewells to others in Spanish? How do I describe others and myself in Spanish? What does it mean to be Latino? What are the Spanish pronunciation rules? How do I exchange phone numbers with others? How do I say Spanish numbers 0-100? 2nd Quarter Essential Questions How do I discuss weather, seasons, and dates? How do I tell time in Spanish? (easy and hard way) How do I describe others and myself in Spanish? How do I talk my family in Spanish? How do I ask and tell ages? How do I say a date? How do I use Spanish adjectives? What is “gender” in Spanish? How do I express possession? 3rd Quarter Essential Questions How do I talk about my classes and school day in Spanish? How do I form the present tense in Spanish? How do I form questions in Spanish? How do I express likes and dislikes? How do I express “how I do things? 4th Quarter Essential Questions How do I order food in a restaurant? How do I express what is going to happen? How do I express how I feel? How do I talk about my plans and activities in Spanish? What are some cultural traditions of the Spanish and Hispanic world?
the topics throughout the Prezi Presentation. presentation well. All images relate to the topic. They didn’t relate well to the topic. Works Cited The student included all resources that were used to make their Prezi. The student included all but 1 of their resources to make their Prezi. The student included all but 2 of resources to make their Prezi. The student did not give credit to sources used to make their Prezi and the works cited is missing.
Jueves 16 – Lección 1 (Vocabulario – pronunciation/salutations pp. Tarea: What exposure have you had with the Spanish language? Write a brief paragraph? Semana#2 Martes 21 – Lección 1 (Fotonovela/Expresiones útiles/Spanish alphabet) Tarea: p.8 #1, 3 Jueves Enero 23 – Lección 1 (Cultura/Nouns and Articles)Tarea: p.15 #1,2 and WEBSAM Semana#3 Martes Enero 28 – Lección 1 QUIZ #1 (Vocabulario/Nouns and Articles) (Numbers 0-30, Comunicación, p.18) Tarea: p.17 #1, 2, 3 Jueves Enero 30 – Lección 1 (Review quiz results; Present tense of ser/sub ject pronouns) Tarea Intentalo p.21; Websam excersises. Semana#4 Martes Febrero 4 – Lección 1 (Practica y Comunicación) Dialogue #1 Jueves Febrero 6– Lección 1 (Telling Time/Recapitulación) Inténtalo p. 25 Semana#5 Martes Febrero 11 - Lección 1 Examen #1 (Numbers/Telling Time/Present of ser) (Panorama: Estados Unidos) Jueves Febrero 13 – Lección 2 (Vocabulario) Tarea: pp.41-42 #’s 4, 5, 6, 7 WEBSAM ACTIVITIES Semana#6 Feliz día de San Valentín MIDPOINT grade reporting period 2/17-3/03 Martes Febrero 18– Lección 2 (Fotonovela/Expresiones útiles) Tarea: p.46 #1,3. Present tense of “ar” verbs/the verb gustar) Tarea: p. 53 #’s 1,2,3
http://www.clayton.edu/Portals/5/DisruptiveClassroomBehavior.pdf Electronic Devices: Cellular telephones, Ipods, other musical devices and ear phones are not to be used in class. If this classroom rule is violated the first offense will be a warning. The second offense will result in one point being withdrawn from your current class grade. ***DISCLAIMER A syllabus is not a contract. The instructor reserves the right to alter the course requirements, the syllabus, and/or assignments based on new materials, class discussions, or other legitimate pedagogical objectives. Any changes will be discussed with the class. Students who miss the day changes are discussed are responsible for getting the notification from other students in that class. COURSE SCHEDULE CALENDARIO
Nombre: La Date Days Months Birthdays Time Colors Numbers * indicates that words are not in alphabetical order ^ indicates that the word may change ending from masculine to feminine *Date The date is written with the day/month/year format ¿Cuál es la fecha de hoy? What is the date today? Hoy es..... Today is... El día Day La semana/pasada/próxima Week/Last week/Next week El mes Month El año Year La Date *Days The first day of the week is Monday; the days are not capitalized ¿Qué día es? What day is it? Lunes Monday Martes Tuesday Miércoles Wednesday Jueves Thursday Viernes Friday Sábado Saturday Domingo Sunday *Months The months are not capitalized ¿Qué mes es? What month is it? Enero January Febrero February Marzo March Abril April Mayo May June Julio July Agosto August Septiembre September Octubre October Noviembre November Diciembre December **Birthdays ¿Cuándo es tu cumpleaños? When is your birthday? Mi cumpleaños es el… de… My birthday is the … of…
ITEM PERSONNEL CURRENT NUMBER OF PERSONNEL / FACILITIES ADJACIENCIES REMARKS/EQUIPMENT NOTES 1 Management 2 Professional 3 Administrative ITEM SUPPORT FACILITIES CURRENT NUMBER OF FACILITIES ADJACENCIES REMARKS/EQUIPMENT NOTES 4 Open File Area 5 Enclosed File Room 6 Extraordinary File Storage 7 Office Machine Area 8 Type__________ 9 Type__________ 10 Type__________ 11 Type__________ 12 Type__________ 13 Type__________ 14 Type__________ 15 Type__________ 16 Type__________ 17 Type__________ 18 Type__________ 19 Type__________ 20 Type__________
el parque el paquete la raqueta de tenis la pasta dental hacer la cama ir el centro comercial el sello los patines cuidar a en seguida el cine enviar (i-í) dar de comer al perro / al gato estar el consultorio la carta devolver (o-ue) (un libro) el hospital la tarjeta postal el medico / la médica hasta el museo el/la dentist hasta pronto el restaurante ir a pie las diligencias/los deberes el supermercado la gasolina los quehaceres la biblioteca lavar los platos/la ropa/el coche poder la escuela limpiar el baño por la estación de servicios/ llenar (el tanque) pronto la farmacia pasar la aspiradora quedarse la gasolinera poner la mesa se me olvidó la iglesia quitar el polvo ser la librería (un libro) tener la piscina se abre todavía la playa se cierra varios(as) la plaza la tintorería 5B Places to go on Vacation Things to see on Vacation Things to do on Vacation Ways to Travel About Your Vacation Other Useful Words el estadio el animal (comprar) recuerdos a pie ¿Cómo lo pasaste? a tiempo el lago el árbol aprender (a) el aeropuerto ¿Qué hiciste? durante el el elefante bucear el autobus ¿Qué te pasó? el lugar el mar el león descansar el avión ¿Te gustó? la exposición el monumento el mono descansar el barco la reservación
la avenida peligroso (a) en medio de seguir la carretera quitar hasta servir la cuadra tener cuidado manejar sur la esquina ya traer la estatua vestir la fuente por la parada de (autobus, taxi, etc.) quedar la plaza seguir (e-i) la señal de pare subir poner una multa tener prisa Unit 7: Celebrando el pasado. Family, Food, and Holidays 7A Toys Animals Things you used to do Places Actions Personal Other Useful Words el columpio el gato coleccionar el jardín de infantes de niño (a) bien educado (a) el el dinosaurio el ir de campamento el patio de recreo de pequeño (a) consentido (a) la moneda el juguete / los juguetes el pez / los peces la escuela primaria la guardería infantil de vez en cuando creative (a) el muñeco la lagartija molestar el vecino / la vecina desobediente el oso de peluche la tortuga pelearse la verdad generoso (a) el tren electric saltar (a la cuerda) mentir (e-ie) inquieto (a) el triciclo (bola, pelota, piedras, etc.) obedecer jugetón / jugetona la colección / las colecciones ofrecer mentiroso (a) la cuerda permitir odebdiente la muñeca por lo general prudente los bloques portarse bien/mal tímido (a) todo el mundo travieso (a) 7B Family Manners and Customs Food Other Useful Words
Materials Needed La semana santa web quest iPads Saber y Conocer PPT/Notes Saber y Conocer Crossword and Conjugation sheet iPads for PPT notes Saber y Conocer p. 1-2 of 9 page packet. P. 4 & 6 of saber y conocer packet P. 7 & 8 of saber y conocer packet **highlighted in blue=differentiation**
superhombre” introduce the story check for meaning and understanding. If I’m absent? Read the story go to reading materials in my website. Make sure that you understand what is going on. Write a summary about the story and make a drawing that represents the story. Start writing a new story where you are the superhero, use preterito e imperfect. Go to my website (reading materials and class projects) to find the instructions for the comic strip project. Complete the assignment and bring it ready to turn in at the beginning of the class. Mrs Gore-Celis 9/10 thru 9/14 Pre Ap Span 3 A & B days A/B A/B A/B Objective TSW: Recognize and conjugates verbs in the preterito and imperfect tense TSW: Use imperfect and preterite correctly. TSW: Apply meaning and use previous knowledge to make connections. Bell work Activity T-chart comparing preterito and imperfect tense (song bello embustero) Key words PP preterito & imperfect) Actividad de comunicacion. Introduce collage project Question practice preterito and imperfect. Key words for preterito students will answer questions using preterito. Key words for imperfect, students will answer questions using imperfecto. Targeta del verbo imperfect vs preterito If I’m absent? “B day” Go to my website (reading materials and class projects) to find the instructions for the . Complete the assignment and bring it ready to turn in at the beginning of the class. Preterito vs imperfect T chart on notebooks use at least 5 different verbs explain why you use preterito and why you use imperfect. Mrs 9/17 thru 9/21 Pre Ap Span 3 A & B days A/B A/B A/B Objective TSW: Recognize and conjugates verbs in the preterito and imperfect tense TSW: Use imperfect and preterite correctly. TSW:
LIST B: Additional Substitution Courses SPANISH 11: Great Books of Spanish Literature 3 SPANISH 12: Contemporary Mexican Literature 3 SPANISH 15: Books of Latin American Literature 3 SPANISH 16: Mexican Civilization 3 SPANISH 25: Spanish American Short Story in Translation 3 SPANISH 26: Understanding Latin America Through Film 3 SPANISH 65: Mexican Literature and Culture 3 Total minimum units required for the major 18-25 Note: CSUN requires specific courses from this AD-T and/or ASSIST.org for the following majors: Central American Studies; Chicano and Chicana Studies; Spanish/Language and Culture Option; Spanish/Literature Option and Spanish/Translation and Interpretation Option. If these courses are not completed at LA Pierce, the remaining course(s) will have to be completed after transfer to CSUN. General Education Requirements REQUIRED GENERAL EDUCATION PLAN One of the following plans must be completed for this degree. CSU GE Certification Plan 39 IGETC: grade of C or better required in each course. *Area 1 C is required for this degree 37 Students may be eligible for priority admission consideration to the following campuses* *Subject to change without notice CSU Campus CSU CSU Major Emphasis or Concentration Bakersfield Spanish Spanish - General Channel Islands Chicana/o Studies: Transborder Communities Chicana/o Studies: Transborder Communities - General Spanish Spanish - General Chico Latin American Studies Latin American Studies - General Chico Spanish Spanish - General Dominguez Spanish Linguistics Spanish Literature East Bay Spanish Spanish - General Fresno Chicano Studies Chicano Studies Latin American Studies Latin American Studies - General Spanish Spanish Fullerton Spanish Spanish - General Humboldt Spanish Spanish - General Long Beach Chicano and Latino Studies Chicano and Latino Studies - General Comparative World Literature Comparative World Literature - General Linguistics Linguistics - General Spanish Spanish - General Los Angeles Latin American Studies General Spanish General
Just as the Spanish people persevered through the suffocating and stultifying Franco years with their national dignity intact, so too Ofelia never succumbs to the unrelenting pressure of Vidal to conform to his brutal will. At the conclusion of the film, Vidal tries to remove the baby from her arms with an appeal to obey his order. She resists to the end and pays the ultimate price for retaining her humanity and honour. It is through her sacrifice that her brother is born and later saved from Vidal’s clutches. In the final scene, in which Ofelia dies and enters the world of the Labyrinth as the Princess she had earlier been foretold to be, del Toro tells us that the sacrifice of the martyrs has not been in vain. That it has a reason. And that reason is the explosion of creativity and democracy personified in Spain. Ofelia, in this final fantasy sequence joins her dead father and mother sitting on enormous throne-towers in a sort of Holy Trinity of Spanish royalty. In the penultimate resolve, the director returns us to Ofelia’s dying body as blood drips from it onto the stones of the Labyrinth. The next image we see is of the mythical date tree (pictured in the film poster above), which had been afflicted with disease borne by the noxious Toad. But after Ofelia has slain the Toad and watered the tree with her blood, we see in the final shot the tree in all its towering majesty. This brings to mind Thomas Jefferson’s famous quotation: The tree of liberty must be refreshed from time to time with the blood of patriots and tyrants. The housekeeper has shed Vidal’s blood, Vidal has shed Ofelia’s blood, Carmen has shed her own blood in conceiving her son. All of which allows the Tree of Liberty to flourish in the form of a gloriously reborn Spain. El Resumen del texto El Laberinto del Fauno trata de una joven inocente y su madre, que acaba de casarse con un capitán fascista en 1944, unos años después de la guerra civil española. El matrimonio es uno de conveniencia para la madre embarazada, y el Capitán violento solo quiere un heredero.
3rd October 2016 Dear Parent/Carer We are starting to prepare the speaking controlled assessment this week in Spanish. The topic is holidays. Students have to prepare answers to a number of bullet points during lesson time. Students are allowed to use texts, notes and exercises from lessons. They need to prepare 4.5 minutes total. I have given students examples of previous controlled assessments and the audio files can be accessed here: In order to be prepared, students can practise their pronunciation using the P: / MFL/GCSE Spanish / GCSE Spanish audio files vocabulary/ Module 1 audio files HOLIDAY or they can use memrise.com and find the holiday section in the specification vocabulary. Last year, I gave each student an invitation to be able to join the site. Here is a snap shot: The exam will take place on Monday 10th October and Wednesday 12th October. I will give each student the date / time and place. It would also be a good idea to attend the GCSE Spanish club on Thursdays from 3.15pm till 3.45pm to be fully prepared. We will be practising pronunciation, grammar and opinions. Kind regards Mrs M Philbin
Date Room or Area Recommended Level Topic 2/2 Thursday 2/3 Friday MUC University Club MUC Missouri Room Spanish 101 &102 Gustos y Preferencias 2/9 Thursday 2/10 Friday MUC University Club MUC International Room Spanish 301 & 302 Lugares fascinates 2/16 Thursday 2/17 Friday MUC Wabash Room MUC International Room Spanish 201 & 202 El Futuro: lo personal y lo colectivo 2/23 Thursday 2/24 Friday MUC University Club MUC Missouri Room Spanish 101 &102 Campos de studio; entrevistas de trabajo 3/2 Thursday 3/3 Friday MUC University Club MUC International Room Spanish 301 & 302 Consejos y opiniones 3/16 Thursday 3/17 Friday MUC University Club MUC International Room Spanish 201 & 202 Mandatos y sugerencias 3/23 Thursday 3/24 Friday MUC University Club MUC International Room Spanish 101 &102 Tecnologia; repaso de 3/30 Thursday 3/31 Friday MUC University Club MUC International Room Spanish 301 & 302 Situaciones hipoteticas 4/6 Thursday 4/7 Friday MUC University Club MUC International Room Spanish 201 & 202 Deseos y dudas; repaso del pasado 4/13 Thursday 4/14 Friday MUC University Club MUC International Room Spanish 101 &102 Repaso de verbos reflexivos; comida 4/20 Thursday 4/21 Friday MUC Wabash Room MUC International Room Spanish 301 & 302 Los tesoros culturales del mundo hispanohablante 4/27 Thursday 4/28 Friday FINALS No Conversation Hour MUC University Club MUC International Room Spanish 201 & 202 Viajes y carreras