zilongwang/ReadingBank huggingface dataset:
LESSON PLAN: Way of the Wharves East the Water Primary School LESSON TITLE: SS Freshspring PoS/NC Link: History - To understand the methods of historical enquiry To understand how our knowledge of the past is constructed from a of sources Date: July 10th Duration: 55 minutes – 1 1/2 hours (adapted accordingly) Learning Objectives: To find out about the SS Freshspring in preparation for an on-board visit Lesson content Your role/role of other adults Class Activity Look at artefacts, use as clues as to what they are going to be learning about – History Detectives Match timeline and key fact labels to artefacts and put in order Group Activities: Look at photographs and other archival material Track journey to Malta – use map Artefact activity – (to including some items of clothing) Knot tying Plenary: Recap key facts and set scene for tomorrow’s visit to the ship Lead session Ideally an adult per group to help guide children and lead discussion where necessary Assessment Plenary – capturing information learnt and summarising different types of sources Resources checklist Artefacts/objects for whole class session (including glass bottle, coal, oil, bottle of water, replica ship’s bell, lamp) Timeline and fact labels Photographs – both on USB and laminated copies Map Archival documents – laminated photos, copies of ship’s drawings/plans, ship’s registration certificate, sections from book/interview Knot tying board If possible laptop & access to projector/white board to show photos to whole class
Standard 1: History Standard 2: Civics and Government Standard 3: Geography Standard 4: Economics 5.1.7 Identify and locate the 13 British colonies by region (New England, Middle, Southern) and describe the political, social, and economic organization and structure of each region. Examples: Slavery, plantations, town meetings and town markets 5.1.8 Identify the early founders of colonial settlements and describe early colonial resistance to British rule. Examples: John Smith, William Bradford, Roger Williams, Anne Hutchinson, John Winthrop, Thomas Hooker, George Whitefield and William Penn The American Revolution: 1763 to 1783 5.1.9 Understand how political, religious, and economic ideas brought about the American Revolution Examples: resistance to imperial policy, the Stamp Act, the Townshend Acts, Intolerable [Coercive] Acts. 5.1.10 Analyze the causes of the American Revolution as outlined in the Declaration of Independence. Functions of Government 5.2.6 Describe the primary and general election process for local, state and national offices, including those used to select congressional and presidential office holders. 5.2.7 Identify the three branches of the United States government and explain the functions of each. Examples: Separation of powers, shared powers, and checks and balances involving the legislative (law making), executive (law enforcing) and judicial (law interpreting) branches of government Roles of Citizens 5.2.8 Describe group and individual actions that illustrate civic virtues, such as civility, cooperation, respect and responsible participation. 5.2.9 Examine ways by which citizens may effectively voice opinions, monitor government, and bring about change in government including voting and participation in the election process. 5.3.12 Describe and analyze how specific physical features influenced historical events and movements. Examples: George Washington’s headquarters at Valley Forge, Francis Marion’s campaign based from South Carolina’s swamps and George Rogers Clark’s campaign in the Ohio Valle 5.4.9 Explain the purpose and components of a personal budget and compare factors that influence household saving and spending decisions in early United States history and today. Standard 1: History Standard 2: Civics and Government Standard 3: Geography Standard 4: Economics
Monday Tuesday Wednesday Thursday Friday WEEK ONE 3/5/18 3/6/18 3/7/18 3/8/18 3/9/18 PM Snack 2 Components: Dairy Protein Bread/Grain Fruit/Vegetable 2 tbsp. Chicken (Canned Chicken, Mayo) 5 Saltines Crackers Water ½ c. Pub Mix ¾ c. Apples Water ¾ c. Fruit Salad 2 Graham Crackers ½ c. Mac and Cheese ¾ c. Grapes Water 1 c. Cheerios ¾ c. Raspberries 1 c. Milk Substitutions WEEK TWO 3/12/18 3/13/18 3/14/18 3/15/18 3/16/18 PM Snack 2 Components: Dairy Protein Bread/Grain 11 Animal Crackers ¾ c. Peaches Sushi (1/2 c. Rice, Seaweed, 2 tbsp. Tuna) Water Chicken BBQ Sliders (2 tbsp. shredded BBQ Chicken, 1 Bun) Water 15 Wheat Thins 1 Tillamoo Water 1 c. Special K 1 c. Milk Substitutions WEEK THREE 3/19/18 3/20/18 3/21/18 3/22/18 3/23/18 PM Snack 2 Components: Dairy Protein Bread/Grain Fruit/Vegetable 2 Waffle Sticks ¾ c. Strawberries Water 1 c. Life Cereal 1 c. Milk 2 tbsp. Chicken Salsa Dip (Shredded chicken, salsa, rice) 10 Tortilla Chips Water Yogurt Parfait Cups (1/2 c. Yogurt, ¾ c. Mixed Berries, crushed Graham Crackers) Water ¼ c. 1 Cornbread Muffin Water Substitutions WEEK FOUR 3/26/18 3/27/18 3/28/18 3/29/18 3/30/18 PM Snack 2 Components: Dairy Protein Bread/Grain Fruit/Vegetable 4 Club Crackers 1 String Cheese Water ½ c. BBQ Chicken Pasta Salad ¾ c. Corn Water ¼ c. Cheesy Bean Dip 10 Tortilla Chips Water ½ c. Fried Rice (Rice, Pork, Egg, Peas) 1 c. Milk ½ c. Goldfish ¾ c. Pears Water Substitutions Kids Co. at South Shore
Early Stage 1 mathematics scope and sequence This and sequence is an example only, schools will need to make modifications as necessary dependent on school context and student needs. Each term is organised into two parts – Early Term (the first half of term) and Later Term (the second half of term) to provide opportunities to develop deep knowledge and understanding. Term Number and Algebra Measurement and Geometry Statistics and Probability Early Term 1 Numbers Addition and Subtraction Length Time 2D Position Data Later Term 1 Whole Numbers (relate to Time) Addition and Subtraction Patterns and Algebra (relate to 2D Area Time 2D Space Position Early Term 2 Whole Numbers (relate to Data) Addition & Subtraction Volume and Capacity Time 3D Position Data Later Term 2 Whole Numbers Multiplication and Division (relate to 3D Space) Fractions and Decimals Patterns and Algebra Mass Time 3D Space Early Term 3 Whole Numbers (relate to Data) Addition and Subtraction (relate to Length) Length Time 2D Space Data
Maryam Ferdosi Pranjal Rai Ruba Jeshi (Subject Lead – Computer Tech) Sujay Krishna Vikas Singh (Subject Lead – Design & Tech) Individuals & Society: History, Geography, Economics, Business Studies, Psychology, UAE Social Studies Ashling Tully Bhawna Egbert Ciarán Mulhern (HOD MYP) Donal Moynihan Gerald Toon Baird Jeff Luce Cunnife Liam Lyons Mahrukh Sutaria Mauhua Paul Marc Whitehead Palak Mathur Reena Tikku (HOD DP) Robert Bunyan Sangeeta Nanda Sean Kelly Susan Daniel Sciences: Physics, Chemistry, Biology, Environmental Systems & Societies, Sports, Exercise and Health science Abraham Pitos Barbara Timlin (Subject Lead – Biology) Benjamin Sumner Declan Alvaro (Subject Lead – Physics) Hannah Trehy Katrin Bastjins (Subject Lead – Chem) Liam Cronin Liza Dippenaar Maeve McKeogh Atkinson Marie Grace Swing Mithra Rennie-Daniels Robert Jennings Walsh Shilpa Kantaria William McKee Arts: Visual Arts, Drama Corinne Obasi (Subject Lead - Visual Art) Jillian McAvoy (Subject lead - Performing Art) Katrina Chung Liza-Marie Henshaw Samantha Andrew Susan O’Brien Vivian Angiw Mathematics : Asha Chris Pearson Colin Leacy
Rights and Responsibilities Every member of the DIA community has rights and responsibilities that enable members of the community to coexist and to realise his or her goals. It is through mutual acceptance of responsibilities that rights exist. A right exists only to the extent that there is a responsibility on the part of others to respect that right. Based on this view, DIA holds the following to be true: EVERY STUDENT HAS A RIGHT to quality education EVERY STUDENT HAS A RESPONSIBILITY to: take appropriate materials to complete and submit assignments on time give every task his/her best effort EVERY STUDENT HAS A RIGHT to a positive learning environment. EVERY STUDENT HAS A RESPONSIBILITY to follow class rules by: being seated by the time class starts listening attentively following directions giving others an opportunity to remaining in class until dismissed by the teacher moving through the buildings in an orderly, quiet and safe manner EVERY STUDENT HAS A RIGHT to be safe and secure in the school community. EVERY STUDENT HAS A RESPONSIBILITY to: respect the security of others deal with conflict in an appropriate manner EVERY STUDENT HAS A RIGHT to expect reasonable and socially responsible behaviour from others. EVERY STUDENT HAS A RESPONSIBILITY to treat himself/herself and others with respect by: speaking and acting in a socially responsible manner EVERY STUDENT HAS A RIGHT to be part of a school of which he/she can be proud. EVERY STUDENT HAS A RESPONSIBILITY to take pride in the school by: keeping his/her own appearance neat following the school code EVERY STUDENT HAS A RIGHT to his/her good name. EVERY STUDENT HAS A RESPONSIBILITY to respect the reputation of others. Any behaviour that is inconsistent with the school’s philosophy of personal integrity and respect for each and every person within the community will be met with appropriate consequences. In all cases, efforts will be made to provide the student with opportunities to ‘right’ a ‘wrong’ as well as to be punished for their actions. Care of School Property
INSERT NARRATIVE HERE Describe the orientation processes. If these differ by degree and/or concentration, provide a brief overview of each. INSERT NARRATIVE HERE If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area. IF APPLICABLE, INSERT NARRATIVE HERE H2. Career Advising The school provides accessible and supportive career advising services for students. Each student, including those who may be currently employed, has access to qualified faculty and/or staff who are actively engaged, knowledgeable about the workforce and sensitive to his or her professional development needs and can provide appropriate career placement advice. Career advising services may take a variety of forms, including but not limited to individualized consultations, resume workshops, mock interviews, career fairs, professional panels, networking events, employer presentations and online job databases. The school provides such resources for both currently enrolled students and alumni. The school may accomplish this through a variety of formal or informal mechanisms including connecting graduates with professional associations, making faculty and other alumni available for networking and advice, etc. Describe the school’s career advising and services. If services differ by degree and/or concentration, a brief description should be provided for each. Include an explanation of efforts to tailor services to meet students’ specific needs. INSERT NARRATIVE HERE Explain how individuals providing career advising are selected and oriented to their roles and responsibilities. INSERT NARRATIVE HERE Provide three examples from the last three years of career advising services provided to students and one example of career advising provided to an alumnus/a. For each category, indicate the number of individuals participating. INSERT NARRATIVE HERE Provide data reflecting the level of student satisfaction with career advising during each of the last three years. Include survey response rates, if applicable. INSERT NARRATIVE HERE If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area.
as a requirement for teacher certification at all levels starting September 1, 2015. Internship Instrument Summative Administrator Survey Summative Candidate Teacher Survey Summative 2 Knowledge of Learner/Learning Environments Internship Instrument Summative Administrator Survey Summative Candidate Teacher Survey Summative 3 Knowledge and Effective Use of Professional Practices Internship Instrument Summative Administrator Survey Summative Candidate Teacher Survey Summative 4 Professional Responsibility and Overall Proficiency Internship Instrument Summative Administrator Survey Summative Candidate Teacher Survey Summative SECTION 3: USE OF RELATED DATA AND INFORMATION FOR CONTINUOUS PROGRAM IMPROVEMENT OF ENDORSEMENT PROGRAM School Counseling Program Narrative Department of Educational Psychology
Strategy Evaluation Form Reconstruction and It’s Effects The purpose of this form is to assist teachers in evaluating the usefulness of specific strategies. Instructional Strategy Phases of the Lesson Student Engagement Before/ Engage During/ Explore, Explain After/ Explain. Extend Read Write Talk Listen Investigate Anticipation Knowledge Maps Exit Ticket/Slip/BIG IDEAS Summary ICE – Illustrate, Calculate or Connect, and Explain Jigsaw Journaling and Notetaking KIM – Key Idea, Information, and Memory Clues Q-chart Question Cards Think-Pair-Share Graphic Organizers The checked strategies were chosen for the SAMPLE LESSON. By combining Think-Pair-Share, Question Cards (list), a simple graphic organizer, and an Exit Slip, the teachers ensures that ALL students are actively engaged in the learning, and she has student work samples to assess the lesson’s effectiveness.
Can demonstrate the ability to exchange basic information promptly and in a courteous and effective manner to students, colleagues, line managers and external contacts. Communication (Written) Can demonstrate the ability to provide information in a suitable format so that the others’ needs are met and adjusts the level of content to help others understand. Application/Test Teamwork and Motivation Can demonstrate the ability to delegate work to others and/or help to build co-operation to deliver team results. Application/Interview Liaison and Networking Can demonstrate the ability to work with others outside the immediate area to ensure that accurate information is passed on promptly to the most appropriate people to improve working practices. Application/Interview Service Delivery Has knowledge and understanding of non-medical support services available to users of this and related areas of work and ensures that the experience of each customer is positive and satisfactory. Application/Interview Planning and Organisation Can demonstrate the ability to create realistic plans to achieve own deadlines and objectives. Monitors progress of self and/or others and can prioritise tasks/activities effectively. Suggests ways of improving working practices and use of resources. Application/Interview Initiative and Problem Solving Can demonstrate the ability to use initiative to recognise problems and offer solutions. Application/Interview Analysis/Reporting Can demonstrate the ability to identify and use a range of data, with the ability to combine various data types to produce reports and perform basic analysis. Application/Interview
Competency Identified by Knowledge and Experience Has knowledge and experience of working in an office environment covering a of administrative tasks Application/Interview Can use a broad range of products from the Microsoft Office suite and have the ability to learn new systems and software Application/Interview Has a good general education showing clear evidence of literacy and numeracy. For example, GCSE Maths and English A-C Application/Interview Can demonstrate an awareness of customer service issues within a Higher Education environment Application/Interview
responsible for the approval process of both new and revised modules. They will also work closely with the Module & Programmes Officer in Registry Services over coding changes to ensure that consistent codes are being used across University systems and that, where new codes are needed, these are in place in time to meet the requirements of the timetabling process. The post-holder will receive all notifications of postponements, cancellations and changes updating the relevant systems and notifying students through the approved processes. They will also provide reports to the Head of Service and to Faculty Managers of these on a regular basis. The post-holder will be responsible for the initial allocation of students to seminar groups and for making any changes to these through agreed processes. The post-holder will undertake regular audits of booked space to ensure that it is actually being used and to report on this to the Faculty Manager/Head of Registry Services. They will also utilise information that may be available from other corporate systems to ensure that the University is making the fullest and best use of its estate. The post-holder will act as a timetabling champion for their nominated Faculty, explaining timetabling policy and practice and, where required, train staff on aspects of the software. They will also provide cover for another Faculty/s in the Central team.
Knowledge, understanding and experience of student support and employability related issues. Knowledge and experience of the graduate employment market Application/Interview Application/Interview Evidence of substantial experience in an office environment covering a broad range of administrative tasks. Knowledge and experience of marketing services to students and/or employers. Application/Interview Has a genuine enthusiasm for customer service, working with in supporting students and can demonstrate contributing to customer satisfaction. Application/Interview Can demonstrate the ability to use a broad range of products from the Microsoft Office suite and have the ability to learn new systems and software including social media and web-based. Application/Interview Has a foundation degree/HND in relevant area or equivalent qualification and/or experience. Application/Interview Can demonstrate significant partnership working in the pursuit of common goals. Application/interview Has an active approach to continuing professional development/undertaking training as appropriate for personal and professional development. Application/Interview Communication (Oral and Written) Can demonstrate the ability to provide information in a suitable format so that the others’ needs are met and adjusts the level of content to help others understand. Application/Interview Teamwork and Motivation Can demonstrate the ability to delegate work to others and/or help to build co-operation to deliver team results. Application/Interview Liaison and Networking Can demonstrate the ability to make contact with others to ensure that information is exchanged and circulated appropriately to the right person at the right time. Application/Interview Service Delivery Can demonstrate the ability to seek ways to improve and adjust current levels of service. Deals with complaints and initiates contact with customers to obtain their reactions and views about the service and future needs. Application/Interview Planning and Organisation Can demonstrate the ability to ensure that the work is carried out effectively and that resources are available to meet demand. Identifies the need for further action and resources by monitoring progress. Application/Interview Initiative and Problem Solving Can demonstrate the ability to use initiative to recognise problems and offer solutions. Application/Interview Analysis/Reporting Can demonstrate the ability to identify and use a range of data, with the ability to combine various data types to produce reports and perform basic analysis. Application/Interview
Teamwork and Motivation Can demonstrate the ability to delegate work to others and/or help to build co-operation to deliver team results. Application/Interview Liaison and Networking Can demonstrate the ability to work with others outside the immediate area to ensure that accurate information is passed on promptly to the most appropriate people to improve working practices. Application/Interview Service Delivery Has knowledge and understanding of services available to of this and related areas of work and ensures that the experience of each customer is positive and satisfactory. Application/Interview Planning and Organisation Can demonstrate the ability to create realistic plans to achieve own deadlines and objectives. Monitors progress of self and/or others and can prioritise tasks/activities effectively. Suggests ways of improving working practices and use of resources. Application/Interview Initiative and Problem Solving Can demonstrate the ability to use initiative to recognise problems and offer solutions. Application/Interview Analysis/Reporting Can demonstrate the ability to identify and use a range of data, with the ability to combine various data types to produce reports and perform basic analysis. Application/Interview
Volunteer Coordinator EA Farmer to Farmer Program 228 W. Lexington Street Baltimore, MD 21201 410-951-7366 Email: maria.figueroa@crs.org Deputy Project Director EA Farmer to Farmer Program P.O. Box 49675 – 00100 Nairobi, Kenya St. Augustine Court Karuna Close Road Email: nyambura.theuri@crs.org CRS South Sudan Zemede Abebe Deputy Chief of Party|JFSP | Bor, Jonglei State|SOUTH SUDAN| +211(0)956 915808 - +211(0)927422507|Skype ID:zemedeabebe Email: zemede.zewdie@crs.org Nkurunziza, Francis Livelihood Team Leader Email: Vedaste Gatebuka Agriculture Program Manager Email: vedaste.gatebuka@crs.org
Volunteer Coordinator EA Farmer to Farmer Program 228 W. Lexington Street Baltimore, MD 21201 410-951-7366 Email: maria.figueroa@crs.org Deputy Project Director EA Farmer to Farmer Program P.O. Box 49675 – 00100 Nairobi, Kenya St. Augustine Court Karuna Close Road Email: nyambura.theuri@crs.org CRS South Sudan Zemede Abebe Deputy Chief of Party|JFSP | Bor, Jonglei State|SOUTH SUDAN| +211(0)956 915808 - +211(0)927422507|Skype ID:zemedeabebe zemede.zewdie@crs.org Nkurunziza, Francis Livelihood Team Leader Email: Vedaste Gatebuka Agriculture Program Manager
arthro– aster– audi– auto– bi– bio– bronch– card– carn– cell– cephalo– chlor– chrom– chron– coel– Prefix contra– cran– cyt– de– deca– derm– jointed star hear, sound self two, life, living windpipe (lungs) meat storeroom head green color time hollow with, together Meaning against head cell from, away ten skin gastro– gene– geo– glottis– gymno– hepato– hetero– hiber– homo– hydro– hyper– hypo– inter– intra– immunis– Prefix leuc– lith– luna– macro– meta– micro– stomach origin, birth mouth of windpipe uncovered liver different winter same, alike water over, above below, under, less between within, during, inside fish free Meaning white stone moon large change small oss–/ost– phag– photo– plasm– pneumo– pre– pseudo– retro– rota– rupt– sub– tele– therm– Prefix trans– tri– trop– ventr– uni– zo– bone eat light form lungs before fake, backward, back turn, wheel burst under, beneath above, upon at a distance temperature Meaning across, beyond three turning belly one ani Suffix –able/–ible –algia –ectomy –ism –itis –meter –phyll –pod/–ped Meaning able to, capable of pain cut out instrument for making records act of, condition inflammation (swelling) or disease measure study of, science of leaf foot, feet
Civil Rights - Up for Debate The scenarios in this exercise are real life “problems” which are meant to challenge the way you think about civil rights. Keep in mind that when facing complex issues such as these, there is rarely one right answer. In a small group, read the 5 scenarios below, and then discuss your opinions. Some questions to consider: Which rights or freedoms are involved? Does this scenario involve an infringement on a civil right? If so, which one? Does the outcome justify the infringement? Is it more important to protect the rights of Canadian citizens or to keep people safe? SCENARIOS Following an arrest, a suspect is taken into custody and the police question him. During the interrogation, the suspect receives a beating and ends up admitting to a murder. Should this confession be admissible at trial? If a prostitute is known to be HIV positive and continues practicing his/her trade, does the law have the right to confine him/her involuntarily? Should doctors have the right to inform the spouses of patients who have tested positive for the AIDS virus? If you answer yes, should they be required to tell? Two parts: An English 10 class reads Shakespeare’s The Merchant of Venice. Sometime following the unit, a group of students physically attack a Jewish classmate. Because there is an anti-Semitic character in The Merchant of Venice, a Jewish organization requests that the school stop teaching this play – or at least move it to a more senior class. Should this request be granted? Does your answer differ if the novel was controversial for other reasons? (e.g. too many swear words) A biology class learns about Darwin’s Theory of Evolution. A group of parents argue that the teacher should also teach Creation theory (the world as created by God). Should this request be granted? Adapted from the Fundamentals of our Fundamental Freedoms – a primer on civil liberties and democracy published by the Canadian Civil Liberties Association
actions, suits, claims, demands, losses, charges, damages, costs and expenses and other liabilities which the Client or the Contracting Authority may suffer or incur as a result of or in connection with any breach of this clause, except where any such claim arises from: i. items or materials based upon designs supplied by the Client; or ii. the use of data supplied by the Client which is not required to be verified by the Contractor under any provision of this Contract. 19.6 The Client shall notify the Contractor in writing of any claim or demand brought against the Client for infringement or alleged infringement of any Intellectual Property Right in materials supplied or licensed by the Contractor. 19.7 The Contractor shall at its own expense conduct all negotiations and any litigation arising in connection with any claim for breach of Intellectual Property Rights in materials supplied or licensed by the Contractor, provided always that the Contractor: i. shall consult the Client on all substantive issues which arise during the conduct of such litigation and negotiations; ii. shall take due and proper account of the interests of the Client; and iii. not settle or compromise any claim without the Client’s prior written consent (not to be unreasonably withheld or delayed). 19.8 The Client shall at the request of the Contractor afford to the Contractor all reasonable assistance for the purpose of contesting any claim or demand made or action brought against the Client or the Contractor by a third party for infringement or alleged infringement of any third party Intellectual Property Rights in connection with the performance of the Contractor’s obligations under this Contract and the Contractor shall indemnify the Client for all costs and expenses (including, but not limited to, legal costs and disbursements) incurred in doing so. The Contractor shall not, however, be required to indemnify the Client in relation to any costs and expenses incurred in relation to or arising out of a claim, demand or action which relates to the matters in clause 19.5(i) or (ii). 19.9 The Client not make any admissions which may be prejudicial to the defence or settlement of any claim, demand or action for infringement or alleged infringement of any Intellectual Property Right by the Client or the Contractor in connection with the performance of its obligations under this Contract. 19.10 If a claim, demand or action for infringement or alleged infringement of any Intellectual Property Right is made in connection with this Contract or in the reasonable opinion of the Contractor is likely to be made, the
9. Tell the particulars of this sin-offering. Lev. 4 : 29-31. Io. In case the entire offering was burnt, what was done with the blood? Lev. 4:5-7, 11, 12. II. What is said of the blood ? Lev. 17 : 11, last part. 12. When only the fat of the sin-offering was burnt, what was done with the flesh? Lev. 6 : 26, 3o. 13. In this case, what was the flesh considered as bearing into the sanctuary? Lev. 10 : 16, 17. 14. Was there any power in these offerings to cleanse from sin? Heb 10 : I, 4. 15. Yet were not the people actually and fully pardoned when they made these offerings? Num. 15 : 28; see also Lev. 4, noting especially verses 20, 26, 31, 35. 16. Then what must have been the significance of those offerings? Ans.—They represented the death of Christ, "who his own self bare our sins in his body on the tree, that we, being dead to sins, should live unto righteousness" (I Peter 2 :24), by whose stripes we are healed. God's promise makes future things as real as though they had been already performed, and so the blood of Christ was as powerful to cleanse from sin in the days of Moses as it is now. The sin-offerings that the people brought, simply showed their faith that the Lord had laid upon Jesus the iniquity of us all, and
Image 2 1. Describe what is happing in the picture. 2. How is it an example of a positive impact on the community? Image 3 1. Describe what is happing in the picture. How is it an example of a positive impact on the community? Image 4 1. Describe what is happing in the picture. 2. How is it an example of a positive impact on the community?
Draw and Paint Mother and Child. E.g. Mother Carrying Her Baby The Black Color – Poster Color Medium Card broad Paper Size- 55CM By 45CM SS3 FRENCH HOLIDAY PROJECT Entre la télévision et la radio laquelle préférez – vous ? Pour quoi ? SS3 DATA PROCESSING HOLIDAY PROJECT Read the following topics and answer the questions Computer Maintenance, Computer Professional and Computer VIRUS What is the difference between computer hardware and software maintenance? Draw a list of opportunities associated with computer usage State the types and examples of computer virus
Article I: Legislative Branch All legislative powers are given to a Congress, consisting of a Senate and a House of Representatives. Congress has the power to pass laws that govern the whole country. Article II: Executive Branch All executive powers are given to a President and Vice President. The president serves as the head of the executive branch and the commander in chief of the military. The executive branch makes sure that people know and follow the laws. Article III: Judicial Branch Judicial powers are given to one supreme court and to other courts that Congress creates. The judicial branch has the power to decide arguments over how to interpret the U.S. Constitution and arguments over laws passed by Congress. Structure Congress House of Representatives Senate President and Vice President Supreme Other lower courts Powers This branch has the power to pass laws that govern the whole country. The president is the head of the executive branch, the commander in chief of the military. This branch makes sure people know and follow the laws. This branch decides arguments over how to interpret the U.S. Constitution and arguments over laws passed by Congress.
Level: Federal Executive – carries out the laws Legislative – makes our nation’s laws Judicial – interpret the laws President, Representatives, Senators, Judges, Justices Level: State state branches of government are concerned with state level laws Governor State Representative State Senator Level: Local Local government leaders pass local laws called ordinances and focus on providing services such as clean water, garbage pick up, playgrounds, parks, streets, lights, and police and fire protection Mayor, Commissioner
Goal: Identify ways citizens collaborate to influence government and solve community and state problems? State the problem: ________________________________________________________________________ State the solution you will be developing: _____________________________________________________ Action Steps What Will Be Done? Responsibilities Who Will Do What? Timeline By When? Resources/Materials What resources/materials will you need to solve the problem/issue? Communications Plan How will you communicate with people involved in solving the problem? Step 1: Step 2: Step 3: Step 4:
Eligibility Criterion B Core Faculty Credentials Contribution of Core Faculty in each area to the profession Name Degree Association Membership (AAMFT, etc.) Licensure Type (LMFT, etc.) Supervisor Credential (AAMFT Approved Supervisor, Candidate, etc.) Other Credentials Scholarship Teaching Supervision Practice and/or Service Example: John Smith PhD in MFT AAMFT LMFT AAMFT Approved Supervisor X X X
To provide advice to, and to respond to queries from members of university staff concerning non-UK students. To advise students and staff on non-UK student’s eligibility for statutory Student Support, fee status, payment of fees as well as supporting international students who present as being in financial hardship. To work alongside the International Student Support Officers in providing a package of support to non-UK students, as well as the Student Advice Service in providing a confidential, supportive and objective service to the University community. To train, mentor, coach and monitor new and existing staff in providing immigration advice in line with the OISC’s Code of Standards. To provide information, advice and guidance to university management on the major issues affecting non-UK students and on issues around the OISC guidelines; contributing to the university’s strategic aims and policies relating to international students. To provide presentations and induction sessions (for example) with new international students, University of Brighton International College (UBIC) students, Pre-Sessional students, students attending the International Orientation Programme, Agents etc. To write reports relating to international issues; contributing to University publications such as web pages, the international prospectus; to formulate university responses to Home Office consultations relating to international students. General responsibilities These are standard to all University of Brighton job descriptions. To undertake other duties appropriate to the grade and character of work as may be reasonably required, including specific duties of a similar or lesser grade. To adhere to the University’s Equality and Diversity Policy in all activities, and to actively promote equality of opportunity wherever possible To be responsible for your own health and safety and that of your colleagues, in accordance with the Health and Safety at Work Act. To work in accordance with the Data Protection Act The person specification focuses on the knowledge, qualifications, experience and skills (both general and technical) required to undertake the role effectively. Please ensure that your application demonstrates how you meet the essential criteria. You will be assessed by your completed application form (A), at interview (I) and in some instances through an exercise (E). Essential criteria A, I, E
Annual leave entitlements are shown in the table below and increase after 5 years’ service. In addition, to the eight Bank Holidays, there are university discretionary days between Christmas and New Year. All leave, including bank holidays and discretionary days, is pro-rated for part time employees. Grades Basic entitlement per year Grades 5 years’ service 1-3 23 days 1-3 28 days 4-7 25 days 4-7 30 days 8-9 27 days 8-9 30 days More information about the department/school can be found here or here Academic departments (schools and colleges) Read the University’s The University has an attractive range of benefits and you can find more information about them on our Date: 12/2017
your completed application form (A), at interview (I) and in some instances through an exercise (E). Essential criteria A, I, E Knowledge Significant experience of working within an a large organisation i.e. university, NHS Background training and experience which includes conducting detailed and varied models of assessment, particularly in the assessment of risk Knowledge of the statutory and third sector organisations, particularly in the field of mental health, housing and disability legislation Knowledge of relevant policy to support legislative requirement in regard to student disability, safeguarding etc. Understanding of Adult and Child Safeguarding Demonstrable ability to respond to difficult/critical situations Democratic, persuasive and professional approach particularly when working with colleagues in different organisations i.e. health sector A, I A, I, E A, I A, I A, I, E A, I Qualifications Graduate with qualifications in one of the following or related field – Nursing, Social Work, Occupational Therapy, Counselling Psychology Maintain relevant professional membership A A Experience Experience of work within the field of health or social care post qualification/post compulsory education Worked in an organisational setting in the delivery of support in regard to complex needs Understanding of the university community i.e. specific work with academic structures and students Experience of working alongside statutory and third sector organisations Specific experience of working within the NHS/third sector in the delivery of mental health or social care setting Experience of developing detailed care plans Experience of delivering detailed assessments, specific to the management of risk Carried responsibility for a caseload of individuals who have complex mental health needs Worked within a multi-agency framework Experience of delivering responses to child/adult safeguarding Experience of keeping detailed records/an in-depth knowledge of data protection and legislation to support this A A, I A, I A, I A, I A, I A, I A, I A, I A, I Managing people Manage case discussions and direction, information, advice and guidance to staff members who are working directly with students managing levels of vulnerability Support colleagues with managing risk in regard to student wellbeing A, I A, I Technical/work based skills Proficiency with the Microsoft suite of packages (Word, Excel, Outlook, PowerPoint) Able to use database management software tools Able to operate systems and follow protocol, policies and procedures A, A A, I,
Answer Key Who were they? What did they believe? Symbol or Visual Loyalists *Colonists who opposed independence from Britain *Wealthy landowners, religious leaders, or people with close cultural, business or political ties * They justified Britain’s taxation on the colonies * Hoped for a peaceful reconciliation with British government *Believed Patriots were the enemy Patriots *Colonists who supported complete independence from Britain * Were the largest group among the colonists *Believed recent British laws on the American Colonies violated their rights as British citizens *Believed American colonists had suffered at the hands of the British * Inspired by John Locke Undecideds *Colonists that did not agree with either side * Quakers * Believed in peaceful resolution without having to choose a side *Willing to accept whatever the outcome of the war would be
federal courts. Courts decide arguments about the meaning of laws, how they are applied, and whether or not they go against the Constitution. Adapted from: Example Pictures of Vocabulary Bar Graph Created by Student’s Post-it Notes Vocabulary Cards Executive Branch Legislative Branch Judicial Branch Congress Legislator House of Representatives Senate President Vice President Cabinet
Limiting Government – Answer Key PRINCIPLE DEFINITION Restate in your own words How does this principle government power? Popular Sovereignty belief that government was created by the will of the people The people create and control government. The people created government, so the people determine how much power government can have. Rule of Law belief that no one is above the law and the law applies to everyone Everyone has to follow the law. If everyone has to follow the law, no one person can decide not to follow the law and become too powerful. Separation of Powers the division of powers between the legislative, judicial, and executive branches Government powers are separated into three branches. By separating government into three branches each branch has their own powers and one branch isn’t more powerful than the others. Checks and Balances the sharing and balancing of power so that one branch of government cannot completely control the others One branch of government cannot become too powerful because the other branches can check on their actions. Each branch has the ability to check the other branches power. This keeps the power in balance between the three branches and makes sure one branch doesn’t become too powerful. Federalism a type of government where power is shared between the levels of government (federal, state, local) Three levels of government with different responsibilities Separating government into three levels limits what one level can do. Individual Rights rights and freedom belonging to a person Rights of all people Recognizing that people have rights means that the government has to respect those rights.
Assessment tasks Details of assessment for this module Written Assignment (100%) eg an Essay, or a Case Study, or a Review Article 3,500 words max, demonstrates learning outcomes 1, 2 & 3. Types of assessment task Indicative list of summative assessment tasks which lead to the award of credit or which are required for progression. % weighting (or indicate if component is pass/fail) WRITTEN Written exam COURSEWORK Written assignment/ essay, report, dissertation, portfolio, project output, set exercise 100% PRACTICAL Oral assessment and presentation, practical skills assessment, set exercise EXAMINATION INFORMATION Area examination board Applied Social Science UG AEB Refer to Faculty Office for guidance in completing the following sections External examiners Name Position and institution Date appointed Date tenure ends Dr Ben Pitcher Senior Lecturer University of Westminster October 2011 September 2015 QUALITY ASSURANCE Date of first approval Only complete this is not the first version February 2013 Date of last revision Only complete where this is not the first version N/A Date of approval for this version February 2013 Version number 1 Modules replaced Specify codes of modules for which this is a replacement Available as free-standing module? Yes No X
vocabulary terms. Student includes additional related vocabulary terms accurately terms. vocabulary terms, but no extra terms. Use of terms is somewhat appropriate and accurate. Most of the vocabulary terms are incorrectly used. Structure The song/poem has at least four verses and a chorus that repeats at least two times. The song/poem has at least four verses but the chorus does not repeat at least two times. The song/poem has less than 4 verses. The chorus repeats two The song/poem has less than 3 verses. The chorus is missing or does not repeat two times. Rubric totals Content Title Vocabulary Structure Total _____/20 Political Songs The Ballad of the Green Berets By Barry Sadler and Robin Moore (1996) Fighting soldiers from the sky, fearless men who jump and die, Men who mean just what they say, the brave men of the Green Beret. chorus Silver wings upon their chest. These are men, America’s best. One hundred men will test today, but only three win the Green Beret. Trained to live off nature’s land, trained in combat hand to hand, Men who ght by night and day, courage big from the Green Beret.
who decides if there is enough evidence to make a charge against them. into the custody of his or her parents or guardian; if there is enough evidence against the juvenile, they are held in a youth detention center or adult prison depending on the crime. If the juvenile is detained, there must be a hearing within 72 hours to determine if proceedings should continue. The judge has three options: 1. Dismiss the case. 2. Have an informal adjustment hearing. 3. Have a formal hearing. must admit guilt to the judge and will be placed under the supervision of the courts for 90 days. He or she might be required to attend school regularly, participate in counseling, pay fines or for any damages, or complete community service. Adjudicatory Hearing- Juvenile judge hears the case and judge decides if the juvenile is guilty after hearing/seeing all the evidence. Juries do not hear juvenile cases. Disposition Hearing- determines the punishment for juvenile after calling witnesses and seeing evidence that might influence the judge’s sentencing. Sentencing- the judge rules on the juvenile’s punishment, which can include boot camp, probation, the youth detention center, fines, and/or mandatory counseling and school attendance. Note- the juvenile can appeal the ruling if there is enough evidence to prove that they were innocent. Georgia’s Deadly Sins What amendment to the Georgia Juvenile Code was passed in 1994? What did it do? What court has jurisdiction over these cases? What are Georgia’s Seven Deadly Sins? 1. 2. 3. 4. 5. 6. 7. If sentenced the child may go to a juvenile detention center until they are old enough to be placed in an adult prison. There are also offenses where the juvenile court can determine if a child should be charged as a juvenile or an adult. This can be if the child is 15 and is charged with a delinquent act or if the child is 13 or 14 and committed an act where the punishment would be the death penalty or life imprisonment for an adult. If the child commits one of these offenses, then a hearing is called to determine if the child will be tried in a juvenile or Superior court.
Social Studies 8 Name:_______________ Physical Features Chart- What Created Me? Instructions: Referring to the “GeoChart”, Place all of the listed features in the appropriate column- indicating which force created each of them. Erosional Water Wind Ice Plate Tectonics Features:
Socials 9 News Blog “Your French Revolution Briefing” Objective: Write a newspaper article and explain the events that unfolded during the French Revolution. The year is 1789, and Louis is XVI has called a meeting of the Estates General to solve Frances financial troubles, however, the meeting did not go as planned, and France is on the brink of revolution. As a news reporter you are there to witness, record and share with the masses the events that occur. Choose 8 out of the 13 topics to report on: The English Revolution and how it may influence France The Estates General Formation of the National Assembly and the Tennis Court Oath Fall of the Bastille Enlightenment thought & how it is influencing the revolution March on Versailles Declaration of the Rights of Man and the Citizen Rise of political clubs Revolutionary Wars 1793 deaths of Louis XVI and Marie Antoinette Reign of Terror The formation of the Directory Rise of Napoleon Each blog post must: be written in first person be a minimum of 250 words per article. have a creative title be accompanied by a picture; there must also be at least one political cartoon (hand drawn for full creativity marks) Evaluation Content /20 16-20 points – All topics discussed, content is accurate, and excellent descriptions and details are provided 10-15 points – topics are discussed with some description and detail provided 1-9 points – topics are discussed with little description and detail provided Coherency and Organization /5 4-5 points – writing is coherent, well-organized and first person is present 2-3 points –writing is somewhat difficult to follow, little evidence of first person 1 point – not organized, not written in first person Creativity /10 8-10points – creative presentation of topic including pictures offering a unique and insightful position 5-7 points – semi-creative presentation, but may lack specific linkages of topics, or lack of pictures 1-4 points – completely uncreative presentation Grammar and Spelling /5 4-5 points – few errors in spelling and grammar 2-3 points – many spelling or grammar errors, but still comprehensible 1 point – meaning unclear due to spelling or grammar errors Total /40