zilongwang/ReadingBank huggingface dataset:
espirit de corps. Do not whistle backstage. Do not say “Macbeth” in the theatre. Say “break a leg” not “good luck.” • Crew members: you should wear appropriate, clean clothing for your call. • Do not eat or drink backstage. • Cast and crew should not talk backstage except for show related business. • Crew members should not talk to actors except for show related business - it may break their concentration. • Headsets are used only for communication required during production such as warnings, and cues. Technicians, stage managers, and assistant stage manager should not chat while on headset. • Crew members: do not perform tasks that are not assigned to you. • Do not move, borrow, or play with the props. • Report broken props or scenic elements to the stage manager GENERAL PRODUCTION RESPONSIBILITIES: • It is critical that you take care of your health. This cannot be stressed strongly enough. Sometimes we work long intensive hours and you must be sure to get enough rest and eat properly. THIS IS YOUR RESPONSIBILITY. FAILURE TO SERIOUSLY ACCEPT THIS RESPONSIBILITY CAN COMPROMISE THE WORK OF ALL IN THE PRODUCTION. • You are responsible for scheduling your time and commitments sensibly. Care in planning your time will enable you to make significant and satisfying contributions to a
into allowing you, or your friends, into the booth if you or they have no business being there. • The Stage Manager is responsible for keeping conversations on the headsets focused to the work on stage. • No backstage crew or performers should be in the of house during performances. • Backstage crews should always be in their areas during the run of the show and on headsets if that is their responsibility, unless released by the Stage Manager. • Crew assignments are for the duration of the WHOLE performance, that means always “at your post” (especially backstage.) You are expected to be there physically and paying attention in case of mishaps or emergencies. It is also important for all company energy to be focused on the performance. • Crew members dress code is basic black. Shirts and pants may not have writing on them. Shirts (with collars preferred) must be tucked in and pants must have belt loops and a belt must be worn (unless otherwise directed.) The Crew members are expected to make the necessary arrangements to be appropriately attired. • Anyone assigned to headset is expected to stay “on headset” unless granted specific permission to “go off headset” by the SM. The S.M. needs to know where all crew members are at all times. • Set and rehearsal furniture and properties are strictly for performance only. You CANNOT use for any other purpose. They cannot be sat upon, read, played with or borrowed. • Take care of your health, It is a long rehearsal process and the last week prior to opening will be especially exhausting; prepare for it.
First 6 Weeks: Audience Etiquette Voice and Diction Elements of Acting Auditioning Second 6 Greek Theatre Ensemble/Chorus Acting Puppetry Third 6 Weeks: Shakespeare in history Shakespearean Acting Careers in Theatre Fourth 6 Weeks: Mask Work Commedia dell’Arte Acting Film Study Fifth 6 Weeks: Restoration Acting Directing Projects Sixth 6 Weeks: Realism Acting Modern Acting Auditioning with Styles Supplies Needed: MISD iPad charged and ready to use each day Highlighters Pencils 1 box of tissues OR a bottle of hand sanitizer Any other generous donations of classroom supplies are greatly appreciated! This looks to be an exciting and successful year for the Theatre students at Timberview HS. As your teacher, I am here to guide you, support you, answer all of your questions, and provide you with an opportunity to fully explore your creativity and artistic expression. As a student, you must do your part to ensure your success in this class and all of your other classes. Reach for excellence in everything you do and there will be no limit to what you can achieve. THE THEATRE IS MAGIC, AND THERE’S MAGIC IN THE THEATRE! -Mrs. Dunaway Theatre Arts 3 Syllabus and Policy Agreement Please sign and return this portion only to Mrs. Dunaway by August 30, 2018. The rest of the
Criteria for Prioritised Week proposals In addition to the above criteria, your proposal must demonstrate that: - the equivalent show in the previous year was a success - the production team of the equivalent production in the previous year managed the finances of the production efficiently - the production provides opportunities to the union members, and particularly the members of the specified society: to perform, to be involved in the production team and to watch and further demonstrate that these opportunities are ones that members of the UCL Community will be interested in taking up THE SELECTION PROCESS: Once your bid has been submitted, the producer and director named on the proposal will be invited to give a 10 minute presentation to the Theatre Allocation Committee. These presentations should take place by Thursday 22nd March 2018 and time slots will be allocated once the proposals have been submitted. The presentation should include a synopsis of the story, set and costume ideas, the number and type of people likely to be involved in the production. You should also be prepared to answer questions about your bid and about your budget. Based on both the bid and the presentation each member of the Theatre Allocation Committee will rank the proposals. Open week and prioritised week proposals will be ranked and allocated separately. MISCELLANEOUS INFORMATION: Performance rights Before you start to write your proposal you should find out whether it will be possible to obtain the London amateur rights to perform the show from the copyright owner – don’t confirm the rights until you have a successful bid but do get it in writing that they are available to you. Theatre hours Theatre access hours are dependant on the contract with UCL Culture. A copy of the contract will be given to all successful bids. The cost of any additional hours outside of the contract will be charged to the society.
2.7 TC effectively uses summative assessment strategies to determine mastery of learning and communicates results to students. InTASC 6; CAEP 1.2 SCTS 4.0 – Instruction (Standards and Objectives) TC relies on formative assessments alone to monitor and report student progress. TC effectively uses summative assessment (culminating measurement) strategies to determine student mastery and communicates results to students. TC effectively uses summative assessment (culminating measurement) strategies to determine student mastery and communicate results to students including future steps for support or enrichment. 2.8 TC implements effective questioning strategies (written and verbal) that align with lesson objectives and encourage higher order thinking. InTASC 6, 8 SCTS 4.0 – Instruction (Questioning; Thinking) TC generally utilizes only one question type and alignment with lesson objectives is inconsistent. Response opportunity is limited to specific learners or learner groups. TC regularly uses more than one question type to solicit various levels of thinking. Questions align with lesson objectives. Wait time is provided with equal response opportunity for most learners. TC uses a balanced mix of question types that solicit various levels of thinking and align with lesson objectives. Wait time is provided with equal response opportunity for all learners. 2.9 TC provides specific and timely instructional feedback to students pertaining to stated outcomes. InTASC 6 SCTS 4.0 – Instruction (Motivating Students; Academic Feedback) TC provides general and motivational feedback unrelated to lesson objectives. For example, student is told that it was better without TC identifying why it was better. TC provides specific, corrective and timely instructional feedback to students related to lesson objectives. Feedback is on either class-wide or individual responses. TC provides specific, corrective and timely instructional feedback to students related to lesson objectives. Feedback is based on both class wide and individual responses. 2.10 TC facilitates safe and appropriate learner use of digital for problem solving, conducting research, and creative expression. CAEP 1.5 SCTS 4.0 – Instruction (Motivating Students; Activities and Materials; Thinking; Problem Solving; Student Work) Digital tools are not used to support student learning or are used in an inappropriate/unsafe manner. TC facilitates safe and appropriate learner use of current and emerging digital tools, providing opportunities for problem solving, conducting research, or creative expression. TC facilitates safe and appropriate learner use of digital tools providing opportunities for problem solving, conducting research, and creative expression.
Motlow State Community College Program Student Learning Outcomes Use of Assessment Results Spring Semester 2013 Program Title: General Education, University Parallel Major Course: THEA 1030 Introduction to Theatre Expected Student Learning Outcomes: Students will be able to Analyze significant primary theatrical works and genres, ancient, and modern, as forms of cultural and creative expression. Study the ways in which theatrical works express the culture and values of its time and place. Explore global/cultural diversity as shown by international playwrights and their works. Learn how theatre is a reflection of our culture. Recognize how society has changed by examining the theatrical works of various time periods. Read and critically review a variety of by studying genre and elements of drama. Study the roles of the technicians and the work involved in the production of drama for the stage. Performance Measure(s): Pre-test, Post-test Effectiveness Standard: Below is a breakout of the test questions. 116 students completed the pre-test and 54 students completed the post-test. A chart of questions coordinated with the SLO’s is also provided. From pre-test to post-test for each item, 70% of students will show an incremental gain of 10% Question Number SLO Number 1 1, 7 2 1, 7 3 1, 2, 3, 4, 6 4 1, 2, 6 5 1, 6 6 1, 2, 4 7 1, 6 8 5, 6
Motlow State Community College Program Student Learning Outcomes Use of Assessment Results Spring Semester 2015 Program Title: General Education, University Parallel Major Course: THEA 1030 Introduction to Theatre Expected Student Learning Outcomes: Students will be able to: Analyze significant primary theatrical works and genres, ancient, pre-modern and modern, as forms of cultural and creative expression. Study the ways in which theatrical works express the culture and values of its time and place. Explore global/cultural diversity as shown by international playwrights and their works. Learn how theatre is a reflection of our culture. Recognize how society has changed by examining the theatrical works of various time periods. Read and critically review a variety of plays by studying genre and elements of drama. Study the roles of the technicians and the work involved in the production of drama for the stage. Performance Measure(s): Pre-test, Post-test Effectiveness Standard: A 10% increase from the pre-test to the post test will occur on each question and student learning outcome. Assessment Results: THEA 1030 Pre/Post S15 SLO # Correct % Correct # Correct % Correct % Difference Was Effectiveness Standard Met? Q1 1,7 56 77% 55 58% -19% No Q2 1,7 45 62% 62 65% 4% No Q3 1,2,3,4,6 59 81% 77 81% 0% No Q4 1,2,6 29 40% 45 47% 8% No Q5 1,6 51 70% 88 93% 23% Yes Q6 1,2,4 35 48% 34 36% -12% No Q7 1,6 27 37% 64 67% 30% No Q8 5,6 64 88% 81 85% -2% No
The Duties of a Club Treasurer Many Treasurers will not be required to undertake this wide a range of duties, as it depends on the size and complexity of the Club. Most of the responsibilities listed here will be carried out by someone in the Club and it will be the Treasurer’s responsibility to see that all that should be done, is being done. Management of the money of a Club can broadly be divided into two overlapping categories : financial responsibility and financial accountability. Financial Responsibility Put simply, this means not taking on obligations the Club cannot meet, paying bills on time, keeping proper records of all money which comes into and goes out of the Club. Financial Accountability The Club committee is responsible to the membership and must provide accounts to the members each year. Club accounts can be checked and certified by a ‘competent independent examiner’, i.e. a retired bank or building society manager. Treasurer’s Responsibilities include: General Financial Responsibilities Ensuring that funds are used in accordance with the constitution and committee decisions Advising on financial policy, e.g. charging for services, financial implications of new activities, etc. Liaising with the bank Preparing accounts for examining and discussing them with the examiner Deciding on security measures to ensure cash and cheques are not open to misuse in any way, e.g. more than one signatory on each cheque Financial Reporting Presenting regular written financial statements to the committee Presenting the end of year financial report in draft form to the committee Presenting examined accounts at the AGM and ensuring that members have a basic understanding of annual accounts Banking, Book-keeping, Record-keeping Advising on which bank and what type of account to use Serving as a signatory for bank accounts Ensuring that there are proper systems in place for receiving and paying out cash and cheques Setting up appropriate book-keeping and petty cash systems Ensuring membership subscriptions are collected and records kept Ensuring money due to the Club is collected Ensuring receipts are issued if required Ensuring all income is paid into the bank Ensuring all bills are paid (including affiliation fees and insurance)
Megan Greene Sales Director Acme Incorporated 14 Oak Drive Anycity, CT 32444 555-222-3333 mgreene@email.com Marlene Gray Domestic Sales Manager CBI Industries 321 Main Street Bigtown, NY 12000 Dear Ms. Gray, I am writing to you regarding Mark who has applied for the position of sales associate with your company. Mark has worked in my department as a sales associate since graduating with honors last year from University of Connecticut. We hired him after graduation in part due to his outstanding performance as an intern the previous summer. Mark has been a fantastic addition to my team. He assimilated easily into our department, quickly and thoroughly learning about all of our products, not just those he was responsible for selling. His enthusiasm for his work and his superb communication skills made him an instant asset to the company. Mark exceeded his personal goals for every quarter and even made time to help his peers close particularly difficult sales. Mark is competent and organized, and his positive attitude and sense of humor made him popular among our customers as well as his colleagues. I believe that Mark has a tremendous amount of potential and would be an outstanding addition to your staff. I would have no reservations about hiring him again and am confident in recommending Mark for employment with your company. If you have any further questions or would like to speak with me personally, please feel free to contact me. Sincerely, Megan Greene
6 Kent Street, Warren, MI 48088 · H 555-555-5555 · H 555-123-4567 · Superior knowledge of computer systems, design, and analytical projects, along with first-hand experience with all phases of product development lifecycle. Education Master of Science, University of ABC, Dearborn, MI Anticipated May 20XX Major: Computer Science Bachelor of Science, University of ABC, Ann Arbor, MI May 20XX Major: Computer Science Experience Software Engineer, Varys, Detroit, MI June 20XX - Present Analyze, troubleshoot and solve problems in a timely and accurate manner. Produce automated test scripts and define environments to conduct test activities Extend SDK functionality to new platforms and partners. Write clear, concise, and thorough specifications and documentation. Software Engineer - Intern, Summit Technology, Detroit, MI December 20XX - May 20XX Designed and implemented algorithms for indexing and searching documents. Worked with team members to investigate design approaches and evaluate feasibility. Developed software architectures and designs based on product requirements. Helped improve the reliability and efficiency of Summit’s core systems. Technical Skills
Developer. Worked on new functionality in the 7.0 release of the Company Dynamic Sourcing Engine. Developed in C++ in Unix and Windows Visual Studio. Also worked on a solo project to add multithreaded capabilities to Company's engines. TECHNICAL SKILLS Languages: C++, Java, C, ASP.NET, SQL Applications: MS Visual Studio, Eclipse Application Server: JBoss, Tomcat Operating Systems: Windows, Unix, Linux Database Systems: SQL Server, MySQL Certifications: CCNA, Unicenter Certified Engineer EDUCATION ABC College, Troy, NY, May 20XX Major: Computer Science, Minor: Management ACTIVITIES Brother of Delta Chapter of Delta Chi Fraternity - President (January 20XX - May 20XX) - Scholarship winner at Delta Chi Leadership Conference Member of College varsity football team (Sept. 20XX - Dec. 20XX)
Belinda Applicant 123 Main Street, Anytown, CA 12345 · 555-555-5555 · belinda.applicant@email.com September 1, 2018 Marvin Lee Chief Web Officer ACME Web Doctor 123 Business Rd. Business City, NY 54321 Dear Mr. Lee: I'm writing to express my strong interest in the Web Design Specialist position listed on Craigslist. I have experience designing consumer-focused health-based websites. While much of my experience has been in the business world, I understand the social value of the non-profit sector. My responsibilities have included the design and development of the site's editorial voice and style, and the daily content programming and production of the website. I worked closely with health care professionals and medical editors to help them provide the best possible information to a consumer audience of patients and health care professionals. Experience has taught me how to build strong relationships with all departments at an organization. I have the ability to work within a team as well as cross-team. I can work with web engineers to resolve technical issues and implement technical enhancements, work with the development department to implement design and functional enhancements, and monitor site statistics and conduct search engine optimization. My salary requirement is in the $70,000 - $80,000 range. However, my salary is negotiable based on the overall compensation package. I look forward to hearing from you. Thank you for your consideration. Sincerely, Belinda Applicant (signature hard copy letter) Belinda Applicant
Seth Applicant 123 Main Street, Anytown, CA 12345 · 555-555-5555 · seth.applicant@email.com September 1, 2018 Barry Lee 123 Business Rd. Business City, NY 54321 Dear Mr. Lee, Please accept my enthusiastic application for the position of summer nanny for your two children, Tara and Taylor. As soon as I saw your advertisement on Nannies4hire.com, I knew I was the perfect candidate for the position.I believe my experience working with elementary school children, my tutoring background, and my knowledge of arts and crafts would make me an excellent nanny for your daughters. You state in your advertisement that your children are in first and third grade. I have extensive experience working with children around these ages. As a camp counselor for two summers, I worked primarily with groups of seven-year-olds. I have a strong understanding of the general abilities and interests of children at this age. You also explain that you want a nanny who will provide some academic instruction for your children. As a tutor for two years, I have a background in teaching information to younger students. I have tutored Spanish in the past but would love the opportunity to teach your children in any subject you desire. Finally, I have a strong interest in arts and crafts and would love to design crafts to create with Tara and Taylor. As a volunteer at a daycare center, the Vice President of my high school’s arts and crafts club, and a camp counselor, I have designed over thirty crafts and led dozens of lessons on how to create these crafts. Many of these activities would be perfect for your children and would provide them with stimulating entertainment for hours over the summer. My passion for working with children, my tutoring experience, and my love of arts and crafts would make me an excellent nanny for your two children. I have enclosed my resume and will call within the next week to see if we might arrange a time to speak together. Thank you so much for your time and consideration. Sincerely, Seth Applicant
Bilateral Forgiveness Bilateral forgiveness occurs when one person forgives another in exchange for an apology or other act of contrition. There is, at least implicitly, a quid pro quo: “If you apologize and show sufficient remorse, I will forgive you.” The importance of bilateral forgiveness is readily seen when there is to be a future relationship between the parties. Indeed, it is often described as a prerequisite for reconciliation. But even if there is to be no future relationship, the benefits of bilateral forgiveness should not be overlooked. An apology offers a “restoration of moral balance—more specifically, a restoration of an equality of regard” that is potentially healing for all concerned. As the following case study illustrates, bilateral forgiveness has its place in litigation, and mediation can provide the ideal conduit for its emergence. This case involved two parties litigating an employment contract. The employer was angry at the employee for abandoning him before the contract ended, while the employee resented the ensuing lawsuit. A well-established architect hired a junior architect just out of school, who was seeking apprenticeship. They signed a two-year contract. The two architects initially got along very well, but after approximately six months the junior architect gave two weeks’ notice that he was leaving. The senior architect sued for breach of contract, claiming lost profits of over $500,000. Although both parties were very upset, they agreed to attend mediation with their attorneys. At the start of the mediation, the senior architect claimed he had lost the opportunity to build his firm and open a second office as he had hoped. The junior architect was angry about having to defend himself in an expensive lawsuit. He said he felt forced to leave after observing certain practices that he believed to be unethical. Guided by the mediator, the junior architect was able to understand and empathize with the betrayal felt by the senior architect. Eventually, the junior architect offered an apology to the senior architect, acknowledging that he have handled his departure better. The senior architect responded with his own apology. He disclosed for the first time that he had suffered a number of difficult
Proposed Degree Program Designation: Implementation Date (MM/DD/YYYY): Reason for Change: Describe why this change would be beneficial to students and/or the degree program. Request Change in Name of Discipline (e.g., History, Mechanical Engineering, or Zoology) Current Name: Proposed Name: Implementation Date (MM/DD/YYYY): Reason for Change: Describe why this change be beneficial to students and/or the program. Signature of Compliance I hereby certify that all of the above changes have been approved in accordance with the procedures required by my institution, system office, and Board of Regents, as applicable. _______________________________________ __________________ Academic Officer Date
B. Student Demand – Provide short- and long-term evidence of demand for the program. C. Enrollment Projections – Use this table to show the estimated cumulative headcount and full-time student equivalent (FTSE) enrollment for the first five years of the program. (Include majors only and consider attrition and graduation.) YEAR 1 2 3 4 5 Headcount FTSE II. Quality A. Degree Requirements – Use this table to show the degree requirements of the program. (Modify the table as needed; if necessary, replicate the table for more than one option.) Category Semester Credit Hours Clock Hours General Education Core Curriculum (bachelor’s degree only) Required Courses Prescribed Electives Free Electives (Specify, e.g., internships, clinical work) (if not included above) TOTAL Note: A Bachelor degree should not exceed 120 Semester Credit Hours (SCH) per Board rule 5.44 (a) (3). Those that exceed 120 SCH must provide detailed documentation describing the compelling academic reason for the number of required hours, such as programmatic accreditation requirements, statutory requirements, or licensure/certification requirements that cannot be met without exceeding the 120-hour limit. B. Curriculum – Use these tables to identify the required courses and prescribed electives of the program. Note with an asterisk (*) courses that would be added if the program is approved. (Add and delete rows as needed. If applicable, replicate the tables for different tracks/options.) Prefix and Number Required Courses SCH
describe plans to recruit, retain, and graduate students from underrepresented groups for the program. E. Library – Provide the library director’s assessment of library resources necessary for the program. Describe plans to build the library holdings to support the program. F. Facilities and Equipment – Describe the availability and adequacy of facilities and equipment to support the program. Describe for facility and equipment improvements/additions. G. Accreditation – If the discipline has a national accrediting body, describe plans to obtain accreditation or provide a rationale for not pursuing accreditation. H. Evaluation – Describe the evaluation process that will be used to assess the quality and effectiveness of the new degree program. III. Costs and Funding Five-Year Costs and Funding Sources - Use this table to show five-year costs and sources of funding for the program. Five-Year Costs Five-Year Funding Personnel1 $0 Reallocated Funds $0 Facilities and Equipment $0 Anticipated New Formula Funding3 $0 Library, Supplies, and Materials $0 Special Item Funding $0 Other2 $0 Other4 $0 Total Costs $0 Funding $0
Table 7. Related and Supporting Programs 20XX 20XX 20XX 20XX 20XX e.g., BS in Chemistry (40.0501) Applications Admissions Enrollment Graduates e.g., MS in Chemistry (40.0501) Applications Admissions Enrollment Graduation Rate e.g., Ph.D. in Chemistry (40.0501) Applications Admissions Enrollment Graduation Rate J. Existing Doctoral Programs Provide the web link(s) for the 18 Characteristics of Doctoral Programs for each of the institution’s existing doctoral programs. Describe how existing closely related doctoral programs enhance and complement the proposed program. K. Recent Graduates Employment For existing graduate programs (master’s and doctoral) within the same two-digit CIP code in the most recent year, show the number and percentage of graduates employed within one year of graduation, and list graduates’ field of employment, location, and the employer. III. Faculty A. Faculty Availability Complete Tables 8 and 9 to provide information about core and support faculty. There should be at least four FTE faculty for a new doctoral program. Add an asterisk (*) before the names of the individuals who will have direct administrative responsibilities for the program. Add a pound symbol (#) before the name of any individuals who have directed doctoral dissertations or master’s theses. Modify table as needed. Table 8. Core Faculty
COSTS TO THE INSTITUTION OF THE PROPSED PROGRAM Note: Use this table to indicate the dollar costs to the institution that are anticipated from the program requested. Cost Category Cost Sub-Category 1st Year 2nd Year 3rd Year 4th Year 5th Year TOTALS Faculty Salaries (New) (Reallocated) Program Administration (New) (Reassignments) Graduate Assistants (New) (Reallocated) Clerical/Staff (New) (Reallocated) Supplies & Materials Library & IT Resources* Equipment Facilities Other (Identify) TOTALS * IT = Instructional Technology Explanations: ANTICIPATED SOURCES OF FUNDING
Costs to the Institution of the Proposed Program Complete the table to show the costs to the institution that are anticipated from the proposed program. Cost Category Cost 1st Year 2nd Year 3rd Year 4th Year 5th Year TOTALS Faculty Salaries1 New Reallocated Program Administration New Reallocated Graduate Assistants New Reallocated New Reallocated Student Support (Scholarships) Supplies and Materials Library & Instructional Technology Resources2 Equipment2 Facilities Other (Identify) TOTALS 1 Report costs for new faculty hires, graduate assistants, and technical support personnel. For new faculty, prorate individual salaries as a percentage of the time assigned to the program. If existing faculty will contribute to program, include costs necessary to maintain existing programs (e.g., cost of adjunct to cover courses previously taught by faculty who would teach in new program). 2Equipment has the meaning established in the Texas Administrative Code §252.7(3) as items and components whose cost are over $5,000 and have a useful life of at least one year. Anticipated Sources of Funding
Carolina Foundations for Early Learning and Development Alignment Rubric Course The Child Care Provider’s Almanac Course Creator: NC Resource and Referral Council in collaboration with the NC Division of Child Development and Early Education Date: 7/16/2014 Please note – This training’s content is standardized and belongs to the NC Division of Child Development and Early Education, and was revised before the completion of the revised Foundations tool. As such, the Foundations document is not explicitly referenced in any aspect of the training, however, clear connections between training content and the Foundations document can be made. This rubric outlines these connections, and provides trainers with suggestions about when, where, and how to incorporate the Foundations document into training content. If and when this standardized module is updated, linkages to the Foundations document will be included in the update. Rubric Question Yes No Notes/Evidence Determine what NC FELD domains, sub-domains, indicators and strategies are addressed by the course content: Do any of the subjects/topics/segments of this learning event address any domains of NC FELD? Please indicate in the section which domains are addressed. X Approaches to Play and Learning Emotional and Social Development Do any of the subjects/topics/segments of this learning event address any sub-domains of NC FELD? Please indicate in the notes/evidence section which sub-domains are addressed. X Curiosity, Information-Seeking & Eagerness Play & Imagination Risk-taking, Problem-Solving, and Flexibility Attentiveness, Effort and Persistence Developing a Sense of Self with Others Learning Feelings Do any of the subjects/topics/segments of this learning address any goals of NC FELD? Please indicate in the notes/evidence section which goals are addressed. X APL 1-9 ESD 3 ESD 4 ESD 6 Do any of the subjects/topics/segments of this learning event address any indicators of NC FELD? Please indicate in the notes/evidence section which indicators are addressed. X APL – All indicators There is a general reference in the training to helping children learn to enjoy learning and approach it enthusiastically. This
Prompt Title: The Choice Between “We” and “Me” Grade Level: 8th ELA Writing Standard(s) Writing Standard 2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Content Standard(s) Reading Literature 8.2: Determine a theme or central idea of a text and analyze its development over the course of a text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. Text(s) ☐ Written ☐ Audio ☐ Visual Source James Patrick Kinney Title “The Cold Within” ☐ Written ☐ Audio ☐ Visual Source Stephen Crane Title The Open Boat ☐Written ☐ Audio ☐ Visual Source Nouvelles Du Silence (News of Silence) Title “The World of Today (and Always)” (Cartoon of people watching a drowning person) ☐Written ☐ Audio ☐ Visual Source The Norwegian Directorate for Children, Youth, and Family Affairs via Facebook.com (Video) Title Take Care of Each Other ☐Written ☐ Audio ☐ Visual Source QuoteAddicts Title Helping Hand #4586648 (Graphic showing individual on one side of ravine and group on other) Novel Study If interested, these texts and themes pair well with The Lord of the
Iowa Saudi Club Constitution ARTICLE 1 Purpose of the Organization Section 1. The name of this organization will be Iowa State Saudi Club [ISSC]. Section 2. The purpose of this organization will be: To represent Saudi students and encourage good relationships with the American society and the other students of different nationalities. To promote civilization, history and heritage of the kingdom of Saudi Arabia through its activities and programs of cultural, social, sports, and media. To enhance good relationship among Saudi students. ISSC will serve as a part of the Saudi students’ clubs and educational centers in cultural mission of Saudi Arabia to the U.S.A. under supervision of the Royal Embassy of Saudi Arabia in The U.S.A., please check the contact information below: Office of Cultural and Social Affairs Arabian Cultural Mission 8500 Hilltop Road Fairfax VA, 22031 ARTICLE 2 Statement of Compliance Iowa State Saudi Club abides by and supports established Iowa State University policies, State and Federal Laws and follows local ordinances and regulations. ISSC agrees to annually complete President’s Training, Treasurer’s Training and Adviser Training (if required). ARTICLE 3 Non-Discrimination Statement Iowa University and Iowa State Saudi Club do not discriminate on the basis of genetic information, pregnancy, physical or mental disability, race, ethnicity, sex, color, religion, national origin, age, marital status, sexual orientation, gender identity, or status as a U.S Veteran
The Crucible Guide Act I Questions: Why did the settlement need a theocracy? Why had the settlers begun to turn toward individualism? How does Miller characterize Parris? How does Parris feel about his parishioners? Why is Thomas Putnam willing to speak of witchcraft? How does Mrs. Putnam know what Ruth was doing in the woods? Why does Abigail “admit” that Tituba and Ruth were conjuring spirits? Why is Abigail afraid the others will confess what they were doing in the woods? How does Abigail treat the other girls? How does she treat her uncle? Why do Proctor and Rebecca speak out against Hale’s coming? Why has Proctor set himself against Parris? How does Rebecca’s departure affect those waiting at the bedside? Why does Abigail accuse Tituba? Why does Hale believe Abigail rather than Tituba? How does he lead Tituba into naming names? Why do Abigail and Betty name names? What are Abigail’s feelings towards John Proctor? Why has she been to leave her home? Why does she tell John what happened to Betty? Act 2 Study Questions 1. Why doesn’t Proctor go to Salem to report what Abigail has told him? Why does Elizabeth want him to go? Why does Elizabeth mistrust him? 2. How does Proctor feel the court and Mary Warren’s part in the proceedings? How has Mary Warren changed? 3. How has Hale changed since his arrival in Salem? Why is he testing Proctor and Elizabeth? Why hasn’t Proctor been in church? 4. Why is Cheever looking for a poppet? What is the significance of the one they find? 5. Hale says, “Mary-you charge a cold and cruel murder on Abigail.” What does he mean? 6. Why does Proctor insist that Mary testify for Elizabeth? Why does she refuse? Act 3 Study Questions Why is Giles Cory expelled from court? Why won’t Danforth hear his evidence? Why is Cory arrested? Why is Mary Warren in court? Why does she tell Danforth? Why is Danforth suspicious of her and of Proctor? Why does Proctor remind her of the angel Raphael? How does Parris nullify Proctor’s testament? How is Giles deposition turned against him?
*All Championship titles are subject to confirmation by the FIA. Bjork leads on his Volvo S60 Polestar - photo Jean Michel le Meur Champion Bjork in the centre flanked by Michelisz on the left 2nd overall and Chilton on the right 3rd overall - photo Francois Flamand Chilton Winner opening race with Bennani in second and Gleason in third - photo jean Michel le Meur
4. What is the SPARK that makes Katniss, the scared girl from district 12, KATNISS: The Girl on Fire? (5 Marks) Explain the event and then describe how the event answers the question. Section C: Representing Take a look at EACH of the following POLITICAL CARTOONS. View the political cartoon. Decipher what is being said by the political cartoon. THEN, explain how themes/characters from the Hunger Games can be described by the political cartoon in question. ANSWER HERE: How does this to themes/characters in the Hunger Games? What themes does it parallel and what characters does it emulate? (3 Marks) ANSWER HERE: How does this apply to themes/characters in the Hunger Games? What themes does it parallel and what characters does it emulate? (3 Marks) ANSWER HERE: How does this apply to themes/characters in the Hunger Games? What themes does it parallel and what characters does it emulate? (3 Marks)
Part 2: Will there be a positive impact on people with the protected characteristics identified above? Will there be a be a negative impact on people with the protected characteristics identified above? Justification of conclusion of analysis Conclusion (e.g. impact is positive, go ahead; negative impact, go ahead if justified; negative impact, don’t go ahead.) Date when equality conclusion will be reviewed (e.g., in light of new information;change in circumstances; at a policy review.) Yes, to the ultimate benefit of pupils attending RSS who have disabilities as proper regulation increases the likelihood that they will be in schools which meet the latest standards for RSS The inmpact on pupils of a specific faith or race in schools will be regulated on the basis of the latest version of the NMS, is to the ultimate benefit of the pupils, but this impact is not particular to them. No. Some schools attended by pupils of a specific faith or race, may be de-registered or have a relevant restriction imposed as a result of non-compliance with the revised and updated NMS. But this will not have a particular impact on those groups. There will be a particular impact on pupils with disabilities attending RSS which are Although some independent schools with boarding accommodation cater for pupils with specific faiths, and indirectly specific races, the impact on them is not particular compared with those not sharing these protected characteritics. By contrast pupils with disabilities form the whole pupil cohort in RSS and will be particularly affected. If de-registration or a restriction is imposed when a school is not meeting the standards, any The changes are to the ultimate benefit of pupils attending independent schools which have boarding accommodation or are RSS, and should go ahead 2019, or an earlier date if the NMS/NMS for RSS are amended before that date
The Essential College Dorm Packing & Planning List: Essentials: 2 sets Twin XL Sheets Twin XL Mattress Topper Twin XL Mattress Pad Comforter and/or Blanket 2 pillows Pillow covers First Aid Kit with the following items: Neosporin, Band-Aids, Pepto-Bismol, Calamine Lotion, Acetaminophen, Gauze, Ben-Gay, tweezers, Ora-Gel 2 Bath Towels 2 Hand Towels 2 washcloths 1 bath caddy Laundry Bag or Hamper Laundry Detergent Fabric Softener Sheets Room Cleaning Supplies: Air Freshener All Purpose Old Rags or Paper Towels Garbage Bags and Large) Alarm Clock Small Desk Fan Tissues Space Bags to compress Winter Clothing until necessary Desk Lamp Bulletin Cork board or Whiteboard Study Supplies: Backpack Pens Pencils Notebooks Highlighters Paper Binders Clips Stapler Tacks Duct Tape Scissors Transparent Tape Shipping Tape Backpack Post Its 3M Adhesive hooks and strips for hanging posters/hooks on walls Personal Toiletries: Mouthwash Deodorant/Antiperspirant Soap Shampoo Body Wash Toothpaste Toothbrush Conditioner Lotion Baby Oil
Chapters 5 & 6 “I want to see his face when the judge throws the book at him.” Q1 - If you were the judge, what sentence would you hand down to Chad Kennedy? Q2 - What sentence do you think she will pass? Q3 - What is it that Reef is experiencing/feeling when thinking about the girl named “”? Chapter 7 Q1 - Make a detailed listing of the ‘conditions’ of Reef’s sentence. Q2 - What do you think of the Judge’s ruling/verdict? Is it fair? Q3 - How do you feel about Reef’s reaction to the ruling? Q4 - Keep track of Reef’s Life Lessons from this point on. Chapters 8 & 9 Q1 - Update Reef’s ‘Life Lessons’ Q2 - List the 5 ‘Belief’ statements that are North Hill’s regulations. Q3 - Explain what Alex when he says, “Oh Reef honey, are you for real?” Q4 - Do you ever look ahead (gonnabees) or look back (couldabeens)? Give several examples from your own life (text-to-self connections).
Rubric for Part 1 4 - In-depth 3 - Competent 2 - Developing 1 - Limited 4.1 - Read the book as required Demonstrates reading of the book through written and oral participation Demonstrates very good reading of the book through written and oral participation Demonstrates reading of the book to some degree through written or oral participation No clear evidence they have read the book 4.2 - Experience a range of young adult fiction Student has finished the required reading Student has finished most of the required reading Student has finished some of the required reading Student does not appear to have read the book 6.1 - Thoughtful analysis of what you have read Responses to questions show understanding Responses to questions show very good understanding Responses to questions show some understanding There was little or no written response to the reading 6.2 - Use evidence from the text to support your point of view All answers contain quality textual evidence Most answers contain quality textual evidence Some answers contain textual evidence Answers contain little or no textual evidence or were not done 10.2 - Grammar and spelling Few or no mistakes Several minor mistakes that do not hamper understanding Several mistakes that take away from understanding Little attention paid to writing mechanics. Meaning lost.
Lesley J. Smith Forced Exit: The Slippery Slope from Assisted Suicide to Legalized Murder, Times Books, 1997. Openly opposed to euthanasia on principle, Smith has a response to every conceivable argument in defense. Laura M. Zaidman, "Lois Lowry," in American Writers for Children Since 1960. Fiction (Dictionary of Literary Biography, Vol. 52), edited by Glenn Estes, Gale Research, 1986, pp. 249-261. This essay summarizes Lowry's personal and professional life, summarizes criticism of Lowry's pre-1986 work, and includes an excerpt from one of her manuscripts that shows her revisions.
THE GOLF NETWORK Arscott, Shropshire Chartridge Park, Bucks Cleobury Mortimer, Shropshire Cold Ashby, Northants Dainton Park, Devon Farleigh, Surrey Farrington, Bristol Forest Hill, Leics Fynn Valley, Suffolk Great Hadham, Herts Greetham Valley, Rutland Hadden Hill, Oxon Henley-in-Arden, Warwickshire Horton Park, Surrey Oake Manor, Taunton Oakland Park, Bucks Pavenham Park, Beds Pinner Hill, Middx Reigate Hill, Surrey Sheerness, Kent Stockwood Vale, Bristol Sweetwoods Park, Kent Test Valley, Hants The Kendleshire, Bristol The Ridge, Kent The Springs, Oxon Warley Park, Essex Windlesham, Surrey Whittlebury Park, Northants Woodlands Manor, Kent WELCOME TO THE GOLF NETWORK TERMS AND CONDITIONS Cardholders are entitled to 10 rounds per year at each participating club. Rounds will be free of charge on weekdays and charged at members guest rates on Bank Holidays and weekends. Each club has the right to restrict bookings at busy times.
CCSS.MATH.HS.N-1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; CCSS.MATH.HS.A-CED.3: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. Implementation Suggestions: Ask students to think/write/pair/share often so students can verbalize and communicate their mathematics Students should do work on the board in groups or pairs Accommodations/Modifications: For English Language Learners: Be sure to have precise definitions of content vocabulary ready ahead of time. Be sure to include think time when appropriate Ask students to Think/Write/Share between for each question SPED/504: Allow students to use a calculator for calculations Allow students to use applied math formula sheet Focus on having students verbalize the process in their own words While students are finding solutions you may ask students for estimated solutions first, this helps students see if they are headed in the right direction with their answers
Theileria infections Author: Dr Hein Stoltsz Adapted from: Lawrence, J.A., Perry, B.D. & Williamson, S.M., 2005. East Coast fever, in: Infectious diseases of livestock, edited by Coetzer, JAW & Tustin, RC. Cape Town: Oxford University Press Southern Africa. Lawrence, J.A., Perry, B.D. & Williamson, S.M. 2005. Corridor disease, in: Infectious diseases of livestock, edited by Coetzer, JAW & Tustin, RC. Cape Town: Oxford University Press Southern Africa. Licensed a . Theileriosis is a general term used for infections in cattle with one or more of a number of Theileria species. Some of these may cause only mild or subclinical disease in cattle (so-called benign theileriosis), whilst others are extremely pathogenic, resulting in high mortality and severe economic losses. By far the most important and pathogenic Theileria species affecting cattle in Africa south of the Sahara is Theileria parva. Video link: Terminal stage of East Coast fever: severe dyspnoea and recumbency Distribution of the Theileria parasites in Africa Theileria parva infection is considered by many to be the most important tick-borne disease of cattle in eastern, central and southern Africa and is transmitted mainly by the brown ear ticks Rhipicephalus appendiculatus and Rhipicephalus zambeziensis. Infections typically cause an acute, often fatal disease of cattle, characterized by fever, enlargement of the lymph nodes and dyspnoea.
AP English Lit/Mr. Kirby Name: Hannah Williamson LITERARY ANALYSIS DATA SHEET Characters Record information for each significant major character in the work Name Role in the story Significance or Purpose Adjectives Mae Crawford Tea Cake Jody Starks Logan Killicks Phoeby Watson Nanny Crawford Protagonist; main character Janie’s third husband and first true love Janie’s second husband Janie’s first husband best friend in Eatonville Janie’s grandmother Defies gender stereotypes by being independent and experiences the world Has an understanding of Janie and treats her with respect Travels from Georgia to Eatonville and is a businessman and politician Treats Janie respectfully and takes care of her physically and financially Audience of Janie’s story and is a true friend to Janie Strong concern for financial security and respectability; clashes with Janie Curious, independent, confident Witty, fun loving, calming Cruel, conceited, uninterested Convenient, workaholic Nonjudgmental, loyal, dependable Strong willed, protective