zilongwang/ReadingBank huggingface dataset:
Fabrication Basic materials – dependent on artform selected Materials costs – Preparation of surfaces/areas production costs labour/material costs involved in coating cutting and attaching of elements (estimation based on quotes by local companies ) works executed by other contractors Plinth by contractor foundation Fabrication in factory Casting and work costs finishing materials Fabrication of plinth, Incl. foundation /Finished work - Mounting £ 18000,00 £ 1000,00 £ 2300,00 Transports installation costs Mobile crane rent Wooden Packing construction Inland transport and erection with hired crane £ 200,00 £ 1000,00 Planning and preparation time Engineering: by BAS Design fee, including any input required from a structural or civil engineer, or other designer, in respect of stability, anchoring, foundations, electrical or plumbing installations. Statutory consents/ permissions £1500,00 Community engagement element (Advertising, recruiting) Programme publicity, marketing Venue Hire for community engagement £35 per hour/£150 per day – community engagement Meetings/communication/adverts Graphic designer/ internet maybe homepage 3 day £400,00 £600,00
Preparation finalization of design / static calculations (30 Days) Permissions (up to 3 month) Contact with relevant communities/Stakeholder events modelling /sculpture (events planned in the first 3 month, details see budget) Finishing Community project/reliefs Fabrication of the sculpture and casting relief in factory Fabrication in factory Fabrication In factory final works Erection of the object before 24th of May 2015 Opening and PR
• Any adaptive equipment/environmental adaptations discussed in the model/frame of reference • Definitions of key terms • Your viewpoint on the of reference • Include a reference page (where you found your information) The paper should be typed, double-spaced. A drop box will be available for the paper.
REFERENCES Case Law Iscor Limited and Saldahna Steel (Pty) Ltd, case no: 67/LM/Dec01. Metropolitan Holdings Limited and Momentum Group Limited, case no: 41/LM/Jul10. Wal-Mart Stores Inc and Massmart Holdings Limited, case no: 73/LM/Nov10.
Table of Contents Acknowledgments …………………………………………… 2 Synopsis (English) …………………………………………… 3 Synopsis (Arabic) ……………………………………………. 4 The Between: A Cultural Approach: Introduction ………………………………………….. 5 The Style of the Novel ………………………………. 7 Attitudes toward Culture …………………………….. 25 Controversial Cultural Elements …………………….. 48 Works Cited ………………………………………………….. 55
Waiyaki's task in the novel is actually to negotiate the gap that separates the pre-colonial world from the colonial one, to imagine a national space between a dying "tribal" culture and an alienating colonialisim. As an adult, his quest for a narrative in which the ancient prophecy can be translated into modernity and the culture of colonialism can be harnessed to the service of tradition. Waiyaki's crisis of identity is generated by his location at the intersection of Gikuyu traditions and colonial culture. In this sense he is a victim of cultural hybridity and crisis." (61) Another form of ambivalence in the novel appears in the character of Muthoni. Through representing Muthoni's conflict, Ngugi shows his ability to project the different forms of cultural hybridity. Just as Waiyaki adopts traditionalist values and tries to mingle them with elements of Christianity, Muthoni performs the same job in reverse; she is Christianized but her new faith does not stop her from being attached to her tribe. She demonstrates another form of cultural hybridity through importing a Gikuyu tradition to her newly embraced religion. She justifies her doing saying that: "I am a Christian and my father and mother have followed the new faith. I have not run away from that. But I also want to be initiated into the ways of the tribe" (Ngugi 43). In her eyes, there is no contradiction in such an act; on the contrary, this act is what gives her an identity to which she can hold on firmly. Muthoni is an instance of what Homi Bhabha calls a colonial mimic figure. As is well known, Bhabha defines the concept of colonial mimicry as "a reformed recognizable Other, as a subject of difference that is almost the same but not quite", he adds that "in order to be effective, mimicry must continually produce its slippage, its excess, its difference" (Bhabha 86). Muthoni's difference or slippage is her insistence to be circumcised against the
Rubric: 20-15 14-10 9-5 4-0 Knowledge Gained Student can accurately answer all questions related to facts in the poster and processes used to create the poster. Student can accurately answer most questions related to facts in the poster and processes used to create the poster. Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster. Student appears to have insufficient knowledge about the facts or processes used in the poster. Content - Accuracy At least 6 accurate facts are displayed on the poster. 4-5 accurate facts are displayed on the poster. 3-2 accurate facts are displayed on the poster. Less than 2 accurate facts are displayed on the poster. Required Elements The poster includes all required elements as well as additional information. All required elements are included on the poster. All but 1 of the required elements are included on the poster. Several required elements were missing. Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness. There is no pencil used on the final product. The poster is attractive in terms of design, layout and neatness. The poster is acceptably attractive though it may be a bit messy. The poster is distractingly messy or very poorly designed. It is not attractive. Grammar and Spelling There are no grammatical and/or spelling mistakes on the poster. There is 1 grammatical and/or spelling mistake on the poster. There are 2 grammatical and/or spelling mistakes on the poster. There are more than 2 grammatical and/or spelling mistakes on the poster.
countries, especially the surrounding countries (…)”. NGOs The concept of non-governmental organization (NGO) dates back from the founding of the United Nations in 1945, which defined them as organizations that were and neutral in their execution of international duties . Since then, the concept has broadened and is used to refer to organizations with a social purpose which exist independent of the government system (ibid., p. 6). Broadly speaking, NGOs have four basic functions: resource mobilization, public services, social governance and policy advocacy (Ibid., p. 17). The rise of Chinese NGOs When approaching Chinese social organizations some things have to be considered, since the term originated from the West and it is not directly applicable to the Chinese context. Firstly, NGO is a fuzzy concept without a strict academic definition or category; secondly, it is transitional concept, meaning that it has changed and adapted to different realities, and given China's current engagement in social transition, these organizations are experiencing drastic changes spanning from the confrontation between the old and the new (Ibid., p. 8). As Professor Wang Min and Jia Xijin of Qinghua University said, there barely is Chinese NGO meet the western NGO criteria. But in In order to promote the development of Chinese NGOs, Chinese scholars tend to give a flexible definition to NGO. . When it comes to the definition of Chinese NGO, Wang and Jia adopt the definition from Professor Kang Xiaoguang, “ An organization could be called an ‘Chinese NGO’ if it registers legally, its activity is non-profit and altruistic, meet the requirements of voluntary and Charitable; and it possesses varying degrees of independent and self-governed.” Hence we could assume that it is a definition of NGO with Chinese characteristics——without strict limitation on the independence and autonomy. When NGO was firstly introduced into China, it is a totally new concept. Chinese use it in the form of abbrrviation——NGO instead of zheng fu zu That leads to an interesting fact that normal Chinese don’t know that NGO has to be non-governmental, they match it with the concept of Charity organization. This could partly explain that why Chinese could accept that NGOs have connections and close relationship with government or even
Help and support Lodge Mentors where necessary. Try to ensure that Mentoring is taking Monitor changes in Lodge Mentors and ensure they have the relevant information and guidance on taking post. Encourage a contact within each Lodge to inform them when a new candidate in the pipeline Receive and check Lodge Summonses for forthcoming Initiations. (This should only be used as a backup following a request.) Look for examples of good practice can be given to other Assistant MACs. Disseminate to Lodge Mentors or Lodge contacts examples of good practice, items of interest and information from PGL Take a pro-active view with regard to attending particularly Initiation Ceremonies and Passing and Raising if possible at the Lodges under their jurisdiction Mentoring – Assistant MACs should: Distribute mentoring packs on receipt of a named candidate from a Lodge. Ensure the Mentor Pack is with the Lodge in good time for the new candidate to have the first booklet well before his Initiation. (This should be as soon as Lodge requests a pack following ‘P’ form completion) Maintain a stock of Mentoring Packs. Liaise with Provincial Office or MAC on Supply of packs Recording – Assistant MACs should: Keep accurate records on the distribution of Mentoring Packs issued to include: (typically in the form of a spread sheet) Name of Lodge Name of Candidate Date Pack issued and date of Initiation Maintain a record of Lodge Ceremonies in the area, in an effort to be able to give factual feedback on activity within Lodges Obtain a regular report from Lodge Mentors Work with Provincial Grand Mentor, Deputy Provincial Mentor and MAC – Assistant MACs should: Keep the PGMen informed of prospective new members in the area, and to flag up any worrying trends within the Lodges. Prepare a twice-yearly report for the PGMen on Mentoring within the Lodges covered. Produce an annual statistical return of candidates’ names, dates of initiations and Mentoring Pack distribution Attend meetings with the Provincial Mentor for feedback, discussions, updates, and policy issues. To liaise with other Assistant MACs as required. Future Proofing It is useful that once an Assistant MAC is confident in his role he should take on assistant to help him with the work and look to the future
About the Royal Opera House Open-Up project We believe that opera and ballet should be experienced by everyone, and our Open Up project will make the Royal Opera House a daytime destination open to everyone, every day from 10am. The new bars, cafés, restaurants, free events and unique front-of-house displays will transform these dedicated new spaces, welcoming everyone to our revitalized home. The brand new Linbury Theatre will become the West End’s newest, most intimate theatre, showcase the best of our art forms and provide a wealth of innovative world premieres, co-productions and collaborations. Philanthropy The construction cost for the whole Open Up project is estimated at £50.7m, with all of the funds raised from philanthropy. These trusts, foundations and individuals who are closest to us were asked to make an exceptional gift on top of their ongoing support of the Royal Opera House. The Royal Opera House is truly grateful to the following: The Linbury Trust The Monument Trust The Clore Duffield Foundation Mrs Susan A. Olde OBE The Dorfman Foundation Dr Genevieve Davies and family The Taylor Family Foundation Mr Stefan Sten Olsson Dunard Fund Garfield Weston Foundation The Kirsh Foundation Sir Robey The Sackler Trust The Celia Blakey Charitable Trust Mrs Lily Safra The Hobson Charity Tim and Sarah Bunting Hamish and Sophie Forsyth Sir Simon and Lady Robertson
OTHER TITLES BY AUTHOR Van Draanen, Wendelin. Confessions of a Serial Kisser. New York: Alfred A. Knopf, 2008. Van Draanen, Wendelin. Flipped. New York: Knopf, 2001. Van Draanen, Wendelin. How I Survived Being a Girl. New York: HarperCollins, 1997. Van Draanen, Wendelin. Runaway. New York: Alfred A. Knopf, 2006. Van Draanen, Wendelin. to Howdy. New York: Alfred A. Knopf, 2003. and Sticky Series Sammy Keyes Series Shredderman Series RELATED TITLES (Students may enjoy these as well.) Fiction Titles Bauer, Joan, and Nancy Brennan. Close to Famous. New York: Viking, 2011. Print. Bauer, Joan. Stand Tall. New York: G. P. Putnam's Sons, 2002. Print. Rorby, Ginny. The outside of a Horse: A Novel. New York: Dial for Young Readers, 2010. Print. Tinti, Hannah. The Good Thief: A Novel. New York: Dial, 2008. Print. Williams, Michael. Now Is the Time for Running. New York: Little, Brown, 2011. Print. Nonfiction Titles Anderson, Jennifer Joline. Rudolph: [track and Field Inspiration]. Edina, MN: ABDO Pub., 2011. Print. Benge, Janet, and Geoff Benge. Eric Liddell: Something Greater than Gold. Seattle, WA: YWAM Pub., 1998. Print. Pistorius, Oscar, and Oscar Pistorius. Blade Runner: My Story. [London]: Virgin, 2012. Print.
Dixon, Norm. “UN Ignored Rwanda Genocide Warnings.” Green Left Weekly, 5 Sept. 2016. History.com Staff. “The Rwandan Genocide.” History.com, A+E Networks, 2009. Lutaaya, James. “Could Rwanda Genocide Have Been Prevented?” The Observer , 3 Apr. 2011. “Outreach Programme on the Rwanda Genocide and the United Nations.” United Nations, United Nations. “Rwanda Genocide: 100 Days of Slaughter.” BBC News, BBC, 7 Apr. 2014. “Rwanda: How the Genocide Happened.” BBC News, BBC, 17 May 2011. “Rwandan Genocide Could Have Been Stopped.” Human Rights Watch, 17 Apr. 2015. “Rwanda - UNAMIR .” UNAMIR, United Nations. Winfield, Nicole. “UN Failed Rwanda.” Global Policy Forum, 16 Dec. 1999. APPENDIX OR APPENDICES This website gives an in-depth explanation of the build-up, duration, and aftermath of the Genocide. This website has concise and comprehensive answers to key questions. A report exploring the UN’s shortcomings in handling the genocide.
Name: The Scarlet Letter Choice Menu Evidence Sheet Date of Assignment (due following day) Chapters Read Standard & Activity Self-Assessment Score and Evidence Peer Assessment Score and Evidence Final Score/Teacher initial 8/11 1,2 8/12 3,4 8/13 5,6 8/14 7,8 8/17 9,10 8/19 11,12 8/25 13,14 8/26 15,16 8/27 17,18 8/28 19,20 8/31 21,22 9/1 23,24
of characters; reveals their thoughts and feelings through dialogue and action to consciousness of a “community” of characters through perceptions he conveys in the story Presence Calls attention to himself as narrator through: 1. descriptions conveyed in his own voice and reflecting his position outside the events of the story; 2. narrative analysis of interpretation of character, incident, and setting; 3. adoption of perspectives different from his own when he reveals the thoughts of certain characters at close range Conveys almost no of his presence, since he generally gives no long description or narrative analysis and does not adopt different perspectives Dominates relates his own experience or, as witness, someone else’s Speaks in his own voice but submerges his vision into the character(s) whose perspective(s) serves as narrative focus Reliability Generally reliable because he frequently stands close to the implied author Reliable in that he is “neutral” Frequently unreliable because his and knowledge of others is imperfect Ranges from reliable to unreliable depending on the character(s) whose he reveals and on the presence or absence of “clues” affirming or negating implicit attitudes and values Read the following excerpt and answer the questions that follow. Refer to the chart above as you read. The Function of Point of View The fiction writer’s chief structural resource is point of view—at its most fundamental level, the physical vantage point occupied by the narrator in a story or novel and the device by which the writer establishes the “authority” for his fiction. For the writer, point of view is the basic means of ordering and unifying his material. Once he has decided upon the position and, further, upon the disposition of his narrator (choices that are often partly unconscious), all other ingredients of the work must relate to his decision. For the reader, point of view, by affecting the shape of the story, determines how the story material reaches him and how he perceives the fictional events.
Appendix 1 Example of a Reflective Educational Diary For completion by EI GP Specimen Date and activity Learning points Impact/change in practice What further do I need to know? 01/01/2000 Directed reading following consultation with patient suffering from Heart failure -HF commonest cause of hospital admission >65yrs -Average age diagnosis 76yrs and 2/3rds have IHD -NYHA system based on symptoms and guides treatment not echo or Ix findings. ( NYHA1-4 see page 8 re treatments) -Understand need for referral for urgent assessment -Would now consider classification as guide to treatment -High risk condition with very poor prognosis - Clarification on testing and when to fast - Confirm target of BP treatment 140/90 in HF /IHD Date and activity Learning points Impact/change in practice What further do I need to know? Add further rows as required Appendix 2 NHS EDUCATION SCOTLAND EDUCATIONAL REVIEW LOGBOOK Name of Doctor: Supervisor:
4 Problem solving / Making a diagnosis 1 2 3 4 5 6 7 8 9 Unable to make decisions, or even make a working diagnosis. Fails to involve patients in decision making. Unaware of own limits Can make a sound diagnosis, and produce safe, appropriate management plans. Involves patients in decision making. Good recognition of own limits Plus – shows intelligent interpretation of available data to form an effective hypothesis, understands the importance of probability in diagnosis Date Score Comment 5 Multimorbidity and medical complexity 1 2 3 4 5 6 7 8 9 Manages health problems separately, without considering implications of multimorbidity. Maintains positive approach to patient’s health. Simultaneously manages both acute and chronic health problems. Can tolerate uncertainty, including that of the patient where appropriate. Communicates risk effectively to patients. Encourages patient involvement in health promotion and disease prevention. Accepts a key role in and management of acute and chronic problems. Anticipates and uses strategies to manage uncertainty. team-based approach to health promotion, prevention, cure, care and palliation and rehabilitation. Date Score Comment 6 Emergency care 1 2 3 4 5 6 7 8 9 Does not respond to emergency calls, chaos and panic in emergency situations Responds quickly to emergency calls, works well within team, appropriate management of situation Shows ability in evaluating the emergency situation calmly and intelligently, establishes priorities correctly, organises assistance and treatment promptly. Date Score Comment 7 Attitude to and relationship with patients 1 2 3 4 5 6 7 8 9 Discourteous, inconsiderate of patients views, dignity & privacy. Unable to reassure, subject of repeated complaints Courteous & polite, communicates well with patients, shows appropriate level of emotional involvement in the patient and family. Respects privacy & dignity Excellent bedside manner, able to anticipate patients’ emotional and physical needs and plans to meet them. Explains clearly and Checks understanding. Date Score Comment
Example of a Reflective Educational For completion by EI GP Specimen Date and activity Learning points Impact/change in practice What further do I need to know? 01/01/2000 Directed reading following consultation with patient suffering from Heart failure -HF commonest cause of hospital admission >65yrs -Average age diagnosis 76yrs and 2/3rds have IHD -NYHA system based on symptoms and guides treatment not echo or Ix findings. ( NYHA1-4 see page 8 re treatments) -Understand need for referral for urgent assessment now consider classification as guide to treatment -High risk condition with very poor prognosis - Clarification on lipid testing and when to fast - Confirm target of BP treatment 140/90 in HF /IHD Date and activity Learning points Impact/change in practice What further do I need to know? Add further rows as required Appendix 2 NHS EDUCATION SCOTLAND EDUCATIONAL REVIEW LOGBOOK Name of Doctor: Supervisor:
16 Integration/Re-Integration with the National Health Service 1 2 3 4 5 6 7 8 9 No awareness of the NHS systems, unable to adapt to new ways of working Coping well with the NHS systems, can overcome teething problems and is learning the new ways of working Working well within the confines of the NHS, aware and correct use of its systems. Good awareness on professional etiquette Date Score Comment 17 Case-based discussion (CBD) 1 2 3 4 5 6 7 8 9 Significant concerns/learning needs identified Some concerns/learning needs noted Good reflection, no concerns no Date Comment 18 Clinical Examination & Procedural Skills Assessment (CEP) 1 2 3 4 5 6 7 8 9 Significant concerns/learning identified Some concerns/learning needs noted No concerns Date Comment 19 Multi-source feedback (MSF) Please use a recommended tool for detailed feedback as no specific tool is mandatory. Expectation is one per six placement (i.e. if over 12 months then two MSFs expected) 1 2 3 4 5 6 7 8 9 Significant concerns/learning identified Some concerns/learning noted No concerns Date Score Comment 20 Patient satisfaction questionnaire (PSQ) Please use a recommended tool for detailed feedback as no specific tool is mandatory. Expectation is one per six month placement (i.e. if part-time over 12 months then two PSQs expected) 1 2 3 4 5 6 7 8 9
Date and activity Learning points Impact/change in practice What further do I need to know? 01/01/2000 Directed reading following consultation with patient suffering from failure -HF commonest cause of hospital admission >65yrs -Average age diagnosis 76yrs and 2/3rds have IHD -NYHA system based on symptoms and guides treatment not echo or Ix findings. ( NYHA1-4 see page 8 re treatments) -Understand need for referral for urgent assessment -Would now consider classification as guide to treatment -High risk condition with very poor prognosis - Clarification on lipid testing and when to fast - Confirm target of BP treatment 140/90 in HF /IHD Date and activity Learning points Impact/change in practice What further do I need to know? Add further rows as required Appendix 2 NHS EDUCATION SCOTLAND EDUCATIONAL REVIEW LOGBOOK Name of Doctor: Supervisor:
Date Comment 17 Case-based discussion (CBD) 1 2 3 4 5 6 7 8 9 Significant concerns/learning needs identified Some concerns/learning needs noted Good reflection, no concerns no Date Comment 18 Clinical Examination & Procedural Skills Assessment (CEP) 1 2 3 4 5 6 7 8 9 Significant concerns/learning needs identified Some concerns/learning needs noted No concerns noted Date Comment 19 Multi-source feedback (MSF) Please use a recommended tool for detailed feedback as no specific tool is mandatory. Expectation is one per six month placement (i.e. if part-time over 12 months then two MSFs expected) 1 2 3 4 5 6 7 8 9 Significant concerns/learning needs identified Some concerns/learning needs noted No concerns Date Score Comment 20 Patient satisfaction questionnaire (PSQ) Please use a recommended tool for detailed feedback as no specific tool is mandatory. Expectation is one per six month placement (i.e. if part-time over 12 months then two PSQs expected) 1 2 3 4 5 6 7 8 9 Significant concerns/learning needs identified Some concerns/learning noted No concerns noted Date Comment
21 Out-of-hours Experience (OOH) - This is an optional field only if OOH sessions have been included within the programme Date Comment COMMENTS/ LEARNING OBJECTIVES FIRST REVIEW Date of RCGP GP SelfTest: Result: Comments including any recommendation to repeat: Signed: Date:
79-84 Then, methought, the air grew denser, perfumed from an unseen censer Swung by Seraphim whose foot-falls tinkled on the tufted floor. "Wretch," I cried, "thy God hath lent thee – by these angels he hath sent thee Respite – respite and nepenthe, from thy memories of Lenore; Quaff, oh quaff this kind nepenthe and forget this lost Lenore!" Quoth the Raven "Nevermore." Now things to get a little weird. In his grief, our speaker imagines the air filling with perfume from an invisible censer (a globe that holds burning incense). To top that off, he imagines angels ("seraphim") swinging that censer. He even their footsteps on the carpet (80). Now that he's gone around the bend, he starts to yell at himself, calling himself a "wretch." He tells himself that this imaginary perfume thickening the air was sent from God to help him forget Lenore. He compares this perfume to nepenthe, a mythological drink that was supposed to comfort grieving people. He tells himself to "quaff" (that just means drink) this potion and forget Lenore. Just as we start to really wonder what he's raving about, the raven cuts him off by saying "Nevermore" (84). Lines 85-90 "Prophet!" said I, "thing of evil! – prophet still, if bird or devil! – Whether Tempter sent, or whether tempest tossed thee here ashore, Desolate yet all undaunted, on this desert land enchanted – On this home by Horror haunted – tell me truly, I implore – Is there – is there balm in Gilead? – tell me – tell me, I implore!" Quoth the Raven "Nevermore." Now the speaker starts to get seriously worked up and starts full-out yelling at the bird, calling him a "Prophet" and a "thing of evil" (85).
The Secret of Kells Film Guide & Discussion Questions In a few sentences, describe life with the walls of abbot Callach’s abbey. What does the abbot spend his days preparing for? Like other Christian monasteries in Britain and Ireland under threat from Vikings during the early seventh century, the Abbey of Kells contained religious books, art and treasures. What books, art and ‘treasures’ are precious to you? Which would you want to keep safe? What was most important to each of the main characters (Callach, Aiden, Brendan, and Ashleigh) in the story? Why were these things so special to them? The Secret of Kells is an unusual film in many ways. For one using a
2. Demonstrates expanded content vocabulary by drawing on a combination of and new topic knowledge. building their word banks - What can you see, feel and hear? LITERACY CONTINUUM (highlight cluster markers treated in the unit) Session Modes/Skills Explicit Modelled Writing Guided & Independent Writing Writing C9 • Constructs well-sequenced imaginative, informative and persuasive texts using language appropriate to purpose and audience. • Plans and organises ideas using headings, graphic organisers, questions and mind maps. • Rereads texts during and after writing to check accuracy, consistency of meaning and fitness for purpose. • Structures texts using paragraphs composed of logically grouped sentences that deal with a particular aspect of a topic. • Uses a variety of spelling strategies to spell high frequency words correctly. • Chooses verbs, adverbials, nouns and adjectivals to express specific ideas and details. Writing C10 • Draws ideas from personal experiences, other texts and research to create imaginative, informative and persuasive texts for different audiences. 3 W & R Text structure Editing Reflecting on learning Teacher demonstrates Writing Organiser and collaboratively works through the resolution to complete the organiser. Improving the paragraphs: Using the previous modelled paragraphs: extract words for teaching various spelling strategies. change the structure (position of phrases) of the sentence. Does it still make sense? add another descriptive sentence pronouns (eg she, he) using connectives. Students complete their resolution ready for editing. READ & REVIEW Students: add to their paragraphs. review and refine their paragraphs. 4 W & R 1 reread and edit Reflecting on learning Editing the paragraphs: Use the previous modelled sentence/s for students to edit. Add and insert errors to the sentence. Students make corrections. PARTNER EDITING: Sentences are read by a partner for editing and reflection the writing criteria. Sentences are revised. TEACHER EDITING Conferencing during independent tasks Continuing the unit:
Chapter 6: The Skeletal System 55 UNSCRAMBLE THE BONES 87. ETVERRBAE [J I I [J [J 88. j K J 89. SCALUPA j I [J I I r 90. IMDBeALnNE b 91. APNHGAELS I I [J I D 92. the circled letters, unscramble them, and fill in the statement. What the fat lady wore to the ball. I I I I I IL--11 1'---.1.1 APPLYING WHAT YOU KNOW 93. Mrs. Perine had advanced cancer of the bone. As the disease progressed, Mrs. Perine required several blood transfusions throughout her therapy. One day she asked the doctor to explain the reason for the transfusions. What explanation might the doctor give to Mrs. Perine? 94. Dr. Kennedy, an orthopedic surgeon, called the admissions office of the hospital to advise that within the next hour he would be admitting a patient with an epiphyseal fracture. Without any other information, the patient is assigned to the pediatric ward. What prompted this assignment? 95. Mrs. Van Skiver, age 60, noticed when she went in for her physical examination that she was a half-inch shorter than she had been on her last visit. Dr. Veazey suggested she begin a regimen of dietary ments of calcium and vitamin D, and he also gave Mrs. Van Skiver a prescription for sex hormone py. What bone disease did Dr. Veazey suspect? T
- - - - -- - -- - - - - Chapter 6: The SkeletalSystem 57 SKELETAL SYSTEM Fill in the crossword puzzle. Across 4. Cartilage 6. Spaces in bones where osteocytes are found 8. Chest 9. Freely movable joints 11. Process of blood cell formation 13. Space inside cranial bone Down 1. Joint 2. Suture joints ' · 3. Bone absorbing cells 4. Type of bone 5. Ends of long bones 7. Covers long bone except at its surfaces 10. Division of skeleton 12. Bone cell Copyright © 2004 Mosby Inc. All rights reserved.
How did the tracks change? Reread p. 9, 10, 11 **WITHOUT SHOWING THE PICTURE** QUESTIONS: Act out and explain what Peter does. What is the result? The tracks went from two lines of tracks in the snow and went to three drag tracks with the stick. Students pantomime hitting a tree with the stick. Students recall the onomatopoeia PLOP to describe the snow falling onto Peter’s head. Activity: creating a chart of Peter’s adventures in the snow. (Leave a column blank to add pictures of the students’ reenacting Peter’s adventures in the snow*, which will occur during the last session.) *If applicable. As a class, brainstorm Peter’s adventures in the snow. List them in a chart. The chart should include pictures/phrases/vocabulary that match the story. The pictures/phrases/vocabulary should highlight the key vocabulary: Fallen snow has covered everything as far as the eye could see Piled Crunch, crunch, crunch - Sank Tracks Plop
Disobedience One has not only a legal, but a moral responsibility to obey just laws. Conversely, one has a moral responsibility to disobey unjust laws. Martin Luther King, Jr. Letter from Birmingham Jail, 1963. When is it justifiable to break the law and resist the properly constituted authority of the state? In the case of which side of the road to drive on, it is probably not justifiable, at least on a regular basis. If you protested this law by driving on the wrong side of the road, you would be endangering others and it would be hard to find
Scene 7: The garden of Nonnberg Abbey, that night. Maria Add cape Captain and Children All add capes Rolf Repeat Act 2,-Scene 6 All others Repeat Please Note: This wardrobe plot indicates our interpretation of the costume of the production. It is intended to provide you with required costume changes and a feeling of the costume styles. PUPPETEERS- Great opportunity for Big Dance Number Act I The Nonnberg Abbey No set props. A Mountainside No set props. 3 The Office of the Mother Abbess Desk Possibly one or two small chairs. 4 A Corridor in the Abbey No set props. The Von Trapp Living Room Stairs small table Outside the Villa Bench Maria’s Bedroom Window with curtains on wagon. Bed A Hallway in the Villa No set props. Terrace of the Villa Small table. Possibly some chairs. A Hallway in the Villa Nothing The Von Trapp Living Room Balcony, stairs. A Corridor in the Abbey Nothing The Office of the Mother Abbess Desk (optional – same as before) Act II Terrace of the Villa 2 A Corridor in the Abbey No set props. The Office of the Mother Abbess More likely: Somewhere inside the abbey. 4 Cloister overlooking the chapel No set props. The Von Trapp Living Room Same as before. Concert Hall Nazi Flags are released. Garden of the Abbey Large gravestone on wagon.
The Sowing and Reaping Process of God’s Grace What has God provided me and my family? Have I sown and invested that provision or just consumed it? What produce of God’s provision am I enjoying? Is God getting the praise? Does God’s provision and produce stop with me, or provide for others through me, as God intends? do I see this cycle in full swing through my life? Where do I see it cut short? Do I have the joy of seeing God thanked and worshipped because of how He has provided for others through me? What am I reaping? That is what I am sowing!
Managers: Employees: (Handles interviewing new Employees, (Handles customer service, Immediate supervisor of floor employees, Sales, cleaning of store, Does the scheduling and goes over with stocking supplies) The secretary) Kirk M. (925) 012-1234 141 St. Vallejo, CA 94590 welch34pks@msn.com Professional Profile A Operations manager, MBA from Niagara University, Verbal Communication Written Directives/Plans Organization/Planning Leadership Scheduling/Payroll Administrative Mgmt. Oral Presentations Coordinating Teams Report Writing Professional Experience Peace Keepers Private Security, Inc. October 1997 - Present of Security personal Achievements: Commendation for Effective Management Certificate of Achievement – Patrol Techniques Certificate of Achievement – Security Procedures Responsibilities: Supervise Team Leaders Scheduling duties for 150 + employees Payroll coordination and submission Vehicle Maintenance Program Training Lapp Insulator September 1980 – September 1997 Kiln Fireman ( Manager) Achievements: Output Specialist – Clay Modifications
Rent: Price: Per month $500.00 Employees Needs Price: Employees Wages weekly $1,792.00 Employees T-Shirts “Logo” $286.20 INSURANCE: Workers Comp. Yearly $3,000.00 Renters Insurance Yearly $1,500.00 TOTAL $7,078.20 Total start up cost: $84,200.91
6. Reading Ahead Bingo Overview Reading Ahead Bingo is played just like normal bingo. Print off a ‘card’ for each learner. They must cross off a word when they hear it in the passage read by the tutor. The winner is the first one to get a line of correct words. You can create your own text to suit your learners. It could be an example of a book review so they can see the use of the words in context. You will find more ideas at Student targets 1 Recognise simple words both by listening and reading. Entry 2 Recognise simple words both by listening and reading. Entry 3 Recognise more complex vocabulary read at conversational speed. Example text So I’m here to talk with you about books. I often get asked what is my favourite book. I often read short books that I speed through very quickly, sometimes crime novels. I do enjoy a mystery. As you can see I have put out lots of different books. Some short, some long. I hope that none of them look the same. Covers are one way we choose what story we want to read. And there are not many books that I have really hated.
manufacturer’s workshop/ training assessment component Receiving clinical supervision/ instruction from an approved SWEP prescriber of at least the same prescriber level State name(s) and prescriber no, dates of supervision 1 per hour of contact Receiving clinical supervision/ instruction from an approved SWEP prescriber of a higher prescriber name(s) and prescriber no, dates of supervision 2 per hour of contact Independent study including peer reviewed journal reading, relevant on-line learning modules, webinars List separate items 1 pt. per relevant journal paper read, 1 pt. per hour of contact
Relevant external with a university or other tertiary institution List separate items 3 pts. per successfully completed single subject Relevant research/ quality improvement List separate items 6 pts. for completion, 2 pts. planning or designing, 2 pts. Implementation Peer reviewed journal subscription State Journal 12 month subscription accrues 2 pts. with one subscription claimable
During Teaching Students read the entire main selection text independently. Teacher reads the main selection text aloud with students following along. (Depending on how complex the text is and the amount of support needed by students, the teacher may choose to reverse the order of steps 1 and 2.) Students and teacher re-read the text while stopping to respond to and discuss the questions and returning to the text. A variety of methods can be used to structure the reading and discussion (i.e.: whole class discussion, think-pair-share, independent written response, group work, etc.) Text Dependent Questions Text Dependent Questions Answers Reread the first two paragraphs on page 286. How does Julian feel at the beginning of the story? Why? (page 286) Lonely; he doesn’t have anyone to play with. How does Julian know someone is moving into the neighborhood? Where is this family from? (page 286) Julian saw the moving van a block from his house. Gloria says she comes from Newport (a city in Rhode Island). How did Julian and Gloria know that the birds wanted them to go away? Why do you think the birds reacted in that way? (page 289) The text says that the mother robin squawked at us, and she and the father robin flew around our heads. The birds wanted to protect their nest and thought the children might be a danger. Look at the illustrations on 290 and 291. Thinking back to the beginning of the story, what do the pictures reveal about Julian and Gloria’s relationship? (page 290) Julian and Gloria shared Kool-Aid and working together to create a kite. They are smiling and laughing. All of Julian’s doubts and lonely feelings seem to be gone.
p.4 Teacher will read p. 4 and ask students to respond to the following: 4. “Describe the shift in the weather.” (Have students turn and talk to a partner about their thoughts on the weather at this point in the text.) 5. “How do you know?” p.5 Teacher will read p. 5 with anticipation. 6. “Parched fields…what does that mean?” Share with a partner what you think this means.(The word parched was pre-taught before the 2nd read) 7. “Turn to your partner and discuss, “What is the boy noticing about the weather now?” (show illustration) Teacher charts student responses and models how to go back into the text to support their answers. 4. Teacher will have students share. No charted responses. Some possible student responses may include, “hot, still, getting darker, clouds moving in.” 5. Students will respond and teacher will model how to go back into the text to explicitly show how to support students’ answers to the question. Students may respond by saying, “the sky turns from yellow to gray” “everything turns gray and dark”. 6. No charted responses, teacher just reiterates that the fields are extremely dry. 7. Students may respond by saying, “dark clouds form”, “it is turning black” “windy”, “lightning” etc.
could be why the seasons stopped changing on the Bailey’s farm. (Students may make the connection between the cool breeze and fall weather.) *Note in the illustration how the trees/grass look like they are beginning to change colors. Pages 5 and 6 “…dressed in odd rough leather clothing.” “must be some sort of hermit…sort of fellow who lives alone in the woods.” “The stranger didn’t seem to understand the questions Mr. Bailey asked him.” A hermit is someone who lives away from someone and doesn’t really know how to interact with people. This description shows us that the stranger isn’t really acting (or dressed) like a person. He doesn’t talk or seem to understand the Baileys. This may tell the students that he isn’t used to being around people. Pages 7 and 8 When the doctor came to check the stranger, he believed that his thermometer was broken because of the mercury went all the way to the bottom. We know that thermometers measure temperature. The stranger’s temperature is very low which tells us that the stranger is cool (like fall weather!). Also, students may note that this isn’t what happens to a real person. Pages 9 and 10 The stranger is confused about buttons and buttonholes. The steam coming from the food fascinated him. When he blows on his soup, Mrs. Bailey feels a draft. The stranger is fascinated with things that most people do not really notice. *Note the look on the stranger’s face in the illustration – confused, surprised, unsure. The draft that Mrs. Bailey feels may be the stranger blowing on the soup. We know from the previous page that his body temperature is low and would produce a cool breeze such as a draft.
Poland Portugal Romania Slovakia Slovenia Spain Sweden United Kingdom [Company name] operates predominantly in the following sector: Farming Wholesale Manufacturing Retail [Company name] is an SME Yes No Annex Framework for the Implementation of the Principles of Good Practice Company commitments and actions In brief: Companies can decide whether to sign up to the framework If they decide to sign, they agree to: Abide by the Principles of Good Practice in vertical relationships in the food supply chain Accept to solve any disputes related to the application of these Principles through any of a defined set of dispute resolution options Accept to implement all mandatory features of the framework Register their participation on a dedicated, publically accessible website Mandatory features Before registration Secure top management support for registration out a self-assessment by reviewing internal procedures as appropriate to ensure compliance with the principles, including (if necessary): Setting up/adapting training to ensure compliance with the Principles. Training should be underway but does not need to be completed by the time registration place. Ensuring ability to participate in all dispute resolution options as of the moment of registration.
Income support payment type N/A Must have been receiving income support for at 24 months Must have been receiving income support for at least 6 months(f) Must have been receiving income support for at least 6 months(g) and have activity test or participation requirements at the time the job commenced Unemployment duration N/A No or minimal employment and insufficient income to reduce to nil rate income support for at least 24 months N/A N/A Must be at least 50 years of age Must have been a Tasmanian resident for at least 6 months Timing and amount Negotiable(h) Full rate Newstart Allowance over 26 weeks (approx. $6,050 per placement, or $233 per week)(h). Payments are made in arrears at negotiated intervals $10,000 total: $3,000 after 6 months, $3,000 after 12 months, $2,000 after 18 months, and $2,000 after 24 months 1 Jan 2014–12 May 2015: $3,250 one-off payment after 26 weeks’ full-time employment From 13 May 2015: $6,500 one-off payment 26 weeks’ full-time employment $3,250 one-off payment after 26 weeks’ part-time employment Placement eligibility Negotiable Min 15 hours per week (i) Min 15 hours per week (i) 1 Jan 2014–12 May 2015: Full-time only From 13 May 2015: Part-time placements also allowed (min 25 hours per week) Available to combine with other Commonwealth wage subsidies Yes (all other eligible wage subsidies) Yes (EPF) Yes (TJP) Yes (all other eligible wage subsidies) Pro-rata payments based on the actual employment period available Yes Yes No. Job seeker must stay in the job for at least 6 months in order for a payment to be received. No
dragged out immediately, or at least notice shall be given at once to his master or to the person from whom such frantic fear has driven the slave, and the opportunity to drag him out at once shall not be denied. But if, relying upon arms and driven by madness, he should conceive the intention of resisting, his master shall be granted the right to drag him out and take him away by whatever means he can effect it. If it should happen that the slave should be killed in the struggle and battle, the master shall incur no blame, nor shall there be an occasion for anyone to originate a criminal action, if a person is killed who has changed from a servile status to the legal condition of a public enemy and homicide. If these regulations, so usefully constituted, should be perverted either by negligence or connivance, or in any other manner by those persons who are placed in charge of such matters in accordance with the duties of their office, just punishment will not be lacking, and, under the decision of an Episcopal trial, they shall be removed from that place which they could not protect, they shall be cast back into the rank of plebeians, and they shall receive the force of judicial severity.
•Clever use of similes – “like skaters” -“like children” •Clever use of metaphors – “the thickness of ice” - “the thinness of ice” •Double meanings in most lines: 1. 5&6 “At first we’ll be like skaters Testing the thickness of ice” 2. 11&12 “The triple jumps and spins Will become an old routine” 3. 14&15 “Later we will not notice the steady thaw The creeping cracks will be ignored” 4. 21 “Hurt by missing out on a medal”
judges, and allowed no thoughts of his own to keep him from an attitude of mindfulness. He had performed his mistakes in the dark, so he was still a man. He remembered how some of the men had run from the battle. As he recalled their terror-struck faces, he felt a scorn for them. They had surely been more fleet and more wild than was absolutely necessary. They were weak mortals. As for himself, he had fled with discretion and dignity. After this incident, and as he reviewed the battle pictures he had seen, he felt quite competent to return home and make the hearts of the people glow with stories of war. He could see himself in a room of warm tints telling tales to listeners. He could exhibit laurels. They were insignificant; still, in a district where laurels were infrequent, they might shine. _____21. What tone is evident in all three of these passages? sadness enthusiasm irony confusion _____22. What is still evidently true of Henry at this point in the book? He applies the same standards to himself c. as he does to other people. He knows how to face battle like a man. He does not evaluate himself accurately, but idealistically He does not want people to know what he has done. _____23. In the first paragraph, what does “performed his mistakes in the dark” refer to? his misfires had happened at night deserting had only been a dream, not reality no one knew about his desertion d. he had run all night _____24. The third paragraph, what does “exhibit laurels” mean? show off deeds of glory reveal his own doubts and fears show off stolen war trophies reveal his used weapons Explain how the following concepts appear in the novel. Use support (in the form of events and character traits) to prove your point. Each response should be 2-4 sentences long. 25. Hardship: 26. Humanity: 27. Moral issues: 28. Life as a spiritual journey: 29. Nature:
Each year, the seasons repeat: winter, spring, summer, fall. The farmers’ planting and harvesting follows the seasons. The crops follow a cycle. Complete a graphic that shows the seasons and the planting cycle: Spring: Pages 9 and 11, “But in the spring the black earth is worked by brown hands that plant yellow seeds,” Summer Page 13, “which become green plants rustling in soft wind”. The word ‘become’ signifies the growing of the plants. Fall: “Make golden corn to dry in hot sun and be ground into flour” The harvesting of corn signifies the end of summer.