zilongwang/ReadingBank huggingface dataset:
b. Homeric poems recorded in writing c. Geometric pottery created Archaic Period 700 – 480B.C. 1. 650 B.C. – Earliest Lyric Poets 2. 630 B.C. – poet Sappho born in Lesbos Archaic Period 700 – 480B.C. 3. 625 B.C. – Thales, Greek mathematician and founder of geometry born in Miletos 4. 569 B.C. – Pythagoras, Greek mathematician and discover of Pythagorean Theorem is born in Samos 5. 594 B.C. – Solon replaces the Draconian law in Athens and lays the foundation for Democracy; he also introduces Athens to the first coinage and a system of weights and measures Classical Period 480 – 323 B.C. 1. 479 B.C. – Greeks defeat Persian army at the Battle of Plateae 2. 470 B.C. – Socrates, Philosopher is born 3. 460 B.C. – Perikles leads Athens through its "Golden Era" (ca. 460-429) 4. 449 B.C. –Construction of Parthenon begins on the Acropolis 5. 446 B.C. – Thirty-year peace treaty between Athens and Sparta 6. 430 B.C. – Plague in Athens 7. 427 B.C. – Plato, Greek philosopher is born 8. 418 B.C. – Athenians resume war, Spartans defeat Athens at Mantinea 9. 404 B.C. – Athens surrenders to Sparta and is by 30 Tyrants 10. 403 B.C. – Democracy restored in Athens 28. 399 B.C. – Trial and execution of Socrates 11. 384 B.C. – Aristotle, Greek philosopher and naturalist, is born 12. 336 B.C. – Alexander the Great becomes king of Macedonia 13. 334 – 326B.C. – The armies of Alexander invade Asia and conquer from Egypt to India, establishing Alexandrian Empire 14. 323 B.C. – Alexander the Great dies
Creating (Combining information with new situations to create new products and ideas). Choose a section from the novel. Rewrite this section as a one minute monologue to present to your class. Imagine that you are a character in the novel. Offer some advice to another character in the novel. Present this as a one minute informal speech to your class. Pretend you are sitting with the author of your chosen and you are presenting your opinion about this novel. Present what you would say to the author in a one minute formal presentation to the class. Choose one of the characters from the novel. Write and present a poem from their perspective on one relevant issue they experienced. Present this to the class.
Name Class The Good Lie: Part 4: REUNION AND RECONCILIATION 1:16:50 to end of film This segment of the film deals with the reunion of the family, as well as reconciliation and people “doing the right thing.” After watching this section of the film, jot down your ideas for each question below and then share out your ideas with your tablemates. Be prepared to discuss your responses with the class. How much choice have the boys been given vs. how many decisions are made for them. Discuss Mamere’s guilt about Theo, and how that seems to drive his thoughts. Remembering the scene where Mamere tells Jack what happened. Jack, as a veteran of the U.S. Army, understands and explains to Mamere that, “Your brother made a choice that was only his to make.” Does that assuage Mamere’s guilt? Why is choice important to consider here? Abital is reunited with her brothers. Discuss the changes that took place in policies involving refugees after 9/11 and why there was concern. Again, discuss choice, as Carrie makes a choice to change her life and add a family member in order to help her new friends How do Mamere and Theo find each What do you suppose happened to Theo, judging from the scars on his back? What is the “good lie” that Mamere tells? What will Mamere do now? Was this a good choice? Why does he make a point of telling Theo, “You gave us life. I give it back to you. You are chief now.”? Many Hollywood figures have gotten involved in the anti-genocide movement. Is it important for somebody like Reese Witherspoon to be involved in movies like The Good Lie? Why or why not? How can celebrities use their platforms to positively engage in these issues? Why do they do it?
tells Nick that Gatsby is a man of "fine breeding" who would "never so much as look at a friend's wife." As for Wolfsheim, Gatsby tells Nick he's the man behind the fixing of the 1919 World Series. Nick begins to think Gatsby's might be involved in organized crime. corruption of the American Dream, "new money," and the Roaring Twenties. Wolfsheim equates wealth with "fine breeding," which is a very "new money" way of thinking. On the way out of the restaurant, Nick sees Tom Buchanan and introduces him to Gatsby. Gatsby appears embarrassed and leaves the scene without saying goodbye. Foreshadows the conflict between both Tom and Gatsby in particular and "old money" and "new money" in general. After lunch, Nick meets Jordan at the Plaza Hotel. She tells him the "amazing thing" that Gatsby had told her earlier: as a young man, Gatsby had a passionate romance with Daisy Fay, who is now Daisy Buchanan. During the war, when Daisy was not yet twenty, Gatsby met her while he was stationed in Louisville and the two of them fell in love. Her family prevented Daisy from leaving and marrying Gatsby, and one year later she married Tom Buchanan, a wealthy man from Chicago who gave her a string of pearls worth $350,000 and a three-month honeymoon to the South Seas. Now Gatsby's purpose is clear. He has achieved the Roaring Twenties version of the American Dream by becoming very rich. To achieve that wealth he reinvented himself, possibly became involved in criminal activities, and sacrificed his past. But he did it all in service of a purer, more traditional American Dream: real love.
That night, Klipspringer calls. Nick tells him about the funeral. But Klipspringer says he can't attend because he has to attend a picnic in Greenwich, Connecticut. Klipspringer then asks if Nick could send to him a pair of tennis shoes he had left at Gatsby's mansion. Gatsby's "new money" friends are shallow, emotionless parasites who care only about "fun." Gatsby's funeral takes place the next day. In an effort to assemble more people to attend the service, Nick goes to New York to try to retrieve Wolfsheim in person. At his sketchy office, Wolfsheim discusses memories of his early days of friendship with Gatsby, whom he claims to have raised up "out of nothing." Nick tries to convince him to attend the funeral, but he refuses, citing a policy he has of not getting mixed up with murdered men. Wolfsheim exhibits the worst qualities of the "new money" class: he is corrupt, selfish, and callous. By claiming to have raised Gatsby up from nothing, Wolfsheim essentially claims that money is everything. Nick returns to Gatsby's house for the funeral. Only, Nick, Henry Gatz, and, to Nick's surprise, Owl Eyes show up. Owl Eyes pities Gatsby as a "poor son-of-a-bitch." Owl Eyes' appearance at the funeral suggests that Gatsby, like the novels Owl Eyes admired, was a mere ornament.
Prompt Title: The Fox and the Crow Grade Level: Grade 3 ELA Writing Standard Writing Standard 3.3: narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Content Standard(s) RL Standard 3.2: Recount stories, including fables, folktales and myths from diverse cultures: determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. Text(s) XWritten x Audio ☐ Visual Source ReadWorks Title The Fox and the Crow ☐Written ☐ xVisual Source YouTube Title The Fox and the Crow Writing Prompt After reading and watching the fable, “The Fox and the Crow,” write your own fable using the fox as the main character in which the fox tricks another animal. Use descriptive details and signal words to demonstrate sequence of events and provide a clear conclusion to your fable. Scoring Rubric See Authored by: Marnie Hadock and Christin Perovich
YOUR MISSION: Your goal is to uncover the inner workings of your subject. What motivates him or her? What are your subject’s strengths and weaknesses? What does he or she want more than anything else? What makes your subject tick? The more information you’re able to uncover, the easier your, “case,” will become. Good luck! You have been selected to trace the character ______________________________________ Instructions: As you read, look for quotes from the text that help create your assigned character's personality. Remember, these traits don't always have, "direct" characterization that explicitly describes your character. Clues may be indirect (speeches, thoughts, actions, faction expressions, their effect on other characters, etc.). Record the quote and explain what it tells you about your character. Quote and Page Number: Type of Characterization (Direct or indirect? Speech, action, thought, etc.): Inferences about character we can draw based on the quote: Quote and Page Number: Type of Characterization (Direct or indirect? Speech, action, thought, etc.): Inferences about character we can draw based on the quote:
Explain what plodded means. Have students role play the sloth. Remind students to modify their voice to mimic the way the sloth spoke (in a deep, lazy voice). Fill in the chart with what the sloth meant by “. . .how much is beauty worth?” She means if you destroy the beauty of the rain forest, there will be nothing to look at. You cannot put a price on beauty. FIFTH READING: Pages 22-30 Page 22 Show appropriate pictures of the Yanomamo tribe. What does the mean when he asks the man to “look upon us all with new eyes?” How is that different from the way the man viewed the tree in the beginning of the story? (You may need to review pages 1-3 with the students.) Page 24 Why were all the animals and the rain forest child staring at the man when he woke up? Page 26 How did the man’s view of the forest change from what he had learned? He wants the man to show what he has learned from all of the animals in the forest who spoke to him in his sleep. He wants the man to see the value of the rain forest, and its inhabitants and not chop the tree down. The man entered the rain forest to chop the tree down. The animals and child were staring at the man because they were waiting to see if he was going to chop down the Kapok tree. He saw the sun steaming through the canopy. Spots of bright light glowed like jewels amidst the dark green forest. Strange and beautiful plants seemed to dangle in the air, suspended from the great Kapok tree.
25 20 15 10 5 Franks Mali Franks Mali Franks Mali Life Expectancy Men Life Expectancy Infant Mortality % Complete the Demographic using the information for Mali and the Franks in 700. Franks in 700CE AGE Mali >25yr 12 -25yr <12yr 100 90 80 70 60 50 40 30 20 10 % 10 20 30 40 50 60 70 80 90 100 Based on the demographics of their populations how do you think life in Mali compares with that of Frankish society in the 700s? Based everything you have learned about Frankish society fill in the following table comparing it to our modern world: Frankish Modern Canada Laws
Accessing School and Community Resources Part of this assignment is to be completed with the help of your parent/guardian. Parent Interview: 1. If I had a friend who had a substance abuse problem, how could I help them? 2. What community agencies offer help to my friend? List two possible resources and their contact phone numbers and website address. 1. 2. 3. Do you know if there is anyone at my school that could help my friend? 4. How can I help my friend without getting him / her into trouble? Parent/Guardian Signature: 141
142 Unit 2 - Lesson 8 Lesson #6 Effective Communication Skills Specific Expectations: Students will: - apply the steps of a decision-making process to address age-specific situations related to personal health and well-being in which substance use or abuse is one of the factors - identify those school and community resources that are involved in education about substance use and abuse, and those involved in preventing and treating substance abuse Materials: - Accessing School and Community Resources (5.3 H) homework sheet completed - DVD - Skills for Effective Relationships (Part I- Assertive, Passive, Aggressive) - DVD - Skills for Effective Relationships (Part 2 - Delay, Refusal, Negotiation) - DVD - Skills for Effective Relationships (Part 3 - Combination of Skills) - Skills for Effective Relationships DVD Description (see Unit 1, 5.3 REF) - Laminated Poster - Guidelines for Respondent (6.1 L) - Model Role Play Scenario - Written Response (6.2 REF) - Role Play Scenarios - Written Response {6.3 OH) - Overhead projector Teaching/learning strategies: - Activity #1 - School and Community Resources
1. Read through the statements in the “yes” column and the “no” column. They will try to decide what the “answer might be by applying the ideas in the “yes” column to the concept and by attempting to figure out why the statements in the “no” column do not meet the criteria for the concept. 2. Students will read the “testers” to decide whether they fit in the “yes” or “no” column. 3. Students will decide which concept is being identified. Once they have decided, the “Think, Pair, Share” strategy (as outlined in Appendix C) should be used so that students have an opportunity to discuss their ideas with a partner. (Adapted from Beyond Monet - The Artful Science of Instructional Integration by Barrie Bennett and Carol Rolheiser, 2001) 162 Unit 2 - Appendices APPENDIX C Pair, Share 1. After asking students a question, ask them to think to themselves for a few seconds about the answer.
THE GROWTH OF BIG BUSINESS The growth of big business and industry had both advantages and disadvantages for the American people. At first, wealthy owners of big businesses benefited at the expense of the working class. But in time, workers too saw an improvement in their standard of living. Directions: As your read the statements decide which ones are advantages and which ones are disadvantages of the age of big business. Fill in each space with an A or D for disadvantage. _______ Manufacturing was done by machine instead of by hand. _______ The opening of factories provided new job opportunities for thousands of people. _______ An impersonal relationship developed between workers and their employers. _______ urban areas experienced the beginning of air and water pollution. _______ A huge increased occurred in the amount and variety of goods produced. _______ Factory workers were on the job six days a week. _______ New standards of workmanship raised the quality of consumer goods. _______ Schools and universities were founded to train engineers and clerical and professional workers. _______ Machines forced laborers to work faster and without rest periods. Factory work usually involved doing the same thing over and over again during the day. Most workers who found job s in the cities lived in run-down neighborhoods called “slums.” A typical day for factory workers was 12 in length. Many young children worked 10 to 12 hours a day. Mass production methods made manufactured goods more affordable. Men were paid low wages, while women and children earned even less. Early factories were poorly lighted, heated, and ventilated. unions eventually won shorter hours, better pay, and improved conditions for
Contents Page 1. Aim 1 2. Quality Assurance 1 3. Roles and Responsibilities in Meeting Healthcare Needs 1 4. Planning for Healthcare Needs 3 5. Career Long Professional Learning (CLPL) in Meeting Healthcare Needs 4 6. Medical Folders 5 7. Individual Healthcare Plans 7.1 Purpose of Individual Healthcare plan 7.2 Initiating Individual Healthcare plans 7.3 Reviewing Individual Healthcare plans 7.4 Accessing Individual Healthcare plans 6 6 6 6 7 8. Confidentiality 8 9. Healthcare Not Involving Medication 9.1 Care 9.2 Long-term Care 9.3 Intimate Care 8 8 9 9 10. Healthcare Involving Medication 10.1 Categories of Medication and Procedures for their Administration 10.2 Pupil Refusal to Take Medication 10.3 Pupil Self-administration of Medication 10.4 Supply, Collection and Disposal of Medication 10.5 Review and Changes to Medication and/or Care 10.6 Recording the Administration of Medication or a Procedure 10.7 Storage of Medication and/or Test Materials 9 9 11 11 11 12 12 12 11. Arrangements for the Administration of Methylphenidate (RitalinTM, EquasymTM or TranquilynTM) 11.1 Storage of Methylphenidate 11.2 Recording the Administration of Methylphenidate 14 14 14 12. Procedure for Pupils Returning to School a Prolonged Absence due to a Medical Condition 14 13. Out-of-School Activities including Sporting Activities 14 14. Work Placement and Vocational Pathways 15 15. Risk Assessment 15 16. Hygiene/Infection Control 16 17. Insurance 16 18. Emergency procedures 16 19. Therapy intervention 17
A2 HL Year 1 Daily Lesson Plans: Week 1 Day 1 Day 2 Day 3 Daily Objectives (Students will understand...) how the author’s background can influence the structure of a novel. how cultural and historical events, particularly allusions, affect the tone of a literary work. how cultural and historical events, particularly allusions, affect the tone of a literary work. Learning Activities *Margaret Atwood Power Point * Class discussion about the setting of the novel * Read aloud chapters 16 and 17 from Foster novel *Three-step Interview about Foster reading *KWL graphic organizer *Allusion Power Point * Handmaid’s Tale Web Quest Power Point Assignment on the following topics: Gilead, American Puritanism, Feminism, Dystopian literature, and Christian Fundamentalist Movement *Presentations for Web Quest Power Point Assignment *Whole class discussion about Web Quest topics Formative Assessment Paragraph Analysis on Foster Chapters Class Discussion Web Quest Assignment Reading Assignment : Foster Chapter 7 Summative Assessment Students will complete IB written task from the previous unit. Students will complete IB written task from the previous unit. IB Written Task due. A2 HL Year 1 Daily Lesson Plans: Week 2
Day 1 Day 2 Day 3 Daily Objectives (Students will understand...) how shifts in of view affect the plot development of a novel. the thematic tones in the novel The Handmaid’s Tale. the thematic, style, and register from a passage in the novel The Handmaid’s Tale. Learning Activities *Reading Quiz #1 * about previous reading assignment *Power Point on POV and flashback * Passage analysis: use of a flashback * Work time on flashback assignment *Theme Power Point * Work time on Theme Graphic Poster Assignment *Present Theme Graphic Poster Assignment *Review IB Paper 1 Requirements *In-class passage analysis (Paper 1 practice) Formative Assessment Flashback Assignment Theme Graphic Poster Assignment Theme Graphic Poster Assignment Summative Assessment A2 HL Year 1 Daily Lesson Plans: Week 3 Day 1 Day 2 Day 3
Spend time with people who make you feel good about yourself - people who treat you well. Avoid people who treat you badly. Make your living space a place that honors the person you are. Whether you live in a single room, a small apartment, or a large home, make that space comfortable and attractive for you. If you share your living space with others, have some space that is just for you--a place where you can keep your things and know that they will not be disturbed and that you can decorate any way you choose. Display items that you find attractive or that remind you of your achievements or of special times or people in your life. If cost is a factor, use your creativity to think of inexpensive or free ways that you can add to the comfort and enjoyment of your space. Make your meals a special time. Turn off the television, radio, and stereo. Set the table, even if you are eating alone. Light a candle or put some flowers or an attractive object in the center of the table. Arrange your food in an attractive way on your plate. If you eat with others, encourage discussion of pleasant topics. Avoid discussing difficult issues at meals. Take advantage of opportunities to learn something new or improve your skills. Take a class or go to a seminar. Many adult education programs are free or very inexpensive. For those that are more costly, ask about a possible scholarship or fee reduction. Begin doing those things that you know will make you feel better about yourself - like going on a diet, beginning an exercise program or keeping your living space clean. Do something nice for another person. Smile at someone who looks sad. Say a few kind words to the check-out cashier. Help your spouse with an unpleasant
34. Describe Tom Geisbert’s experiment about dormancy of Marburg. What were the results? How does this compare to a)HIV and b) anthrax? 35. What was found in the cave in which the author "saw something wonderful"? 36. How did the croc tooth get embedded in the ceiling? 37. Why are spiders continued to be suspect in the hunt for the original host of Ebola? What about the sharp-rock hypothesis? 38. How did the author up after leaving the cave? 39. What are the “mental symptoms” to which the author and Robin refer while hanging out in the tent? 40. “AIDS is arguably the worst environmental disaster of the 20th century.” Explain this. 41. How are vaccines cultured? 42. What is the impact of the fast mutation rate of HIV and other “hypermutants”? 43. How does HIV survive in spite of the destruction of its native habitat? 44. Explain what the author observed when he visited the abandoned Reston Monkey House. 45. What was found among some ripening elderberries? Why does the author characterize the vine as like a virus? 46. What is the image or ending message the author leaves us?
Worksheet 1 Character’s name Character’s exterior characteristics (like hair colour) Character’s interior characteristics (like loving or selfish) How is he or she connected to others? (like sister of so and so) Katniss Cinna Portia Haymitch
Numeracy Maths Consultants Materials C2 allowances Disadvantaged residential £10,000 £8,000 £9,000 £9,000 IMPACT Greatly improved engagement and climate of pupil premium pupils evidenced by: Reduction in guidance incidents Maths Guidance Analysis 2016-207 Maths on calls 2016-2017 Increased engagement in/out class including homework
Pathways Riverside College Disadvantaged places (15 places) Equipment and uniform for placement Employability Pathway Mentor £33,000 £6,000 £27,000 IMPACT Attendance Attainment Teaching and Learning CPD Disadvantaged Curriculum Materials – Textiles / Food / DT / PE / Peri Music Educational visit support Study Skills Motivational speakers £10,000 £25,000 £23,000 £20,000 £10,000
How Historical and Political Figures’ Were Altered by Trauma: Hitler, Stalin, others? Prevention of Trauma Letters to Policy Makers Reaction Paper: What has been most upsetting to learn or hear about this semester? How does it change you, the way you relate to others, and the way you view the world? Bring laptops if available. 5/7 & 5/9 Individual Student Presentations TBA 5/14 & 16 Individual Student Presentations On 5/16, meets 3-5 PM TBA
2c. If you were a member of the Third Estate who read and agreed with the Enlightenment Thinkers, how would you feel about Louis XVI? Document 2b The Palace of Versailles was a château [castle] in Versailles and was the center of political power in France from 1682 until 1789. Louis XVI and his wife Marie Antoinette lived in the palace before the French Revolution. They were known for throwing lavish parties. The Queen’s Chamber. Source: The Hall of Mirrors at the Palace of Versailles Source: 2d. Based on the images of the Palace of Versailles, describe the lives of the royal family (Louis XVI, Marie Antoinette, and their children). Document Set 3: The Lives of the Third Estate Document 3: Travels in France (1792) by Arthur Young Arthur was an English gentleman farmer who visited France at the start of the French Revolution. His goal was to determine "the cultivation, wealth, resources, and national prosperity" of France by describing what he witnessed. 3a. The “poor woman” that Arthur Young meets on the road says that France, or at least the region she lives in is “a sad country.” Identify two reasons why she says that. 3b. Arthur Young states that there is a great difference between the “lower people” in England and France. Who does he blame for that difference? Why? 3c. Compare the life of the woman Arthur Young met to the lives of Louis XVI, Marie Antoinette, and other members of the First and Second Estates.
Technical route Examples of jobs in the route Agriculture, Environmental and Animal Care Conservationist, park ranger, farmer, horticulturalist, agricultural manager, agricultural technician Business and Administrative Human resources officer, office manager, administrative officer, housing officer Catering and Hospitality Chef, butcher, baker, catering manager, events manager Childcare and Education Nursery assistant, early years officer, teaching assistant, youth worker Construction Bricklayer/mason, electrician, building/civil engineering technician, carpenter/joiner, construction supervisor Creative and Design Arts producer, graphic designer, audio-visual technician, journalist, product/clothing designer, upholsterer, tailor, furniture maker Digital IT business analyst/systems designer, programmer,
AGM Programme 1. Apologies for absence 2. Approval of the minutes of the AGM held April 2015 3. Matters arising from the minutes 4. President’s Report 5. Treasurer’s Report 6. Secretary’s Report 7. Questions from the floor
Learning Station #5: Model Behavior: Quiz grade Examine the models provided of the skin. Correctly identify each structure by number & provide that structure’s function. Learning Station #6 Coffee Talk Have you ever visited Starbucks or similar coffee establishment and looked around? Notice how many people are enjoying a cup of Joe while carrying out stimulating conversations? (I’m not encouraging eavesdropping…) Here’s your opportunity to sit down with your peers and discuss topics regarding the integumentary system over a cup a steaming
Task 3: The Treaties Complete the table below, thinking carefully about the issues raised. Treaty and the countries involved The terms Impact Were they as harsh/ less harsh/ harsher than the Treaty of Versailles? The Treaty of St Germain September 1919 Signed by the Allies with Austria. Agreed to pay reparations but the bank of Vienna collapsed in 1922 and it paid none. Army allowed of 30,000 men. Austria-Hungary divided into Austria and Hungary. Lost territory to make parts of new countries (e.g. Yugoslavia, Romania, Czechoslovakia, Poland all received land). Still lots of national minorities in Austria creating problems. Economic problems were casued by splitting up the empire- e.g. trade, building roads and railways. These small states created were weak. The Treaty of Neuilly November 1919 Signed by the Allies with Bulgaria £100 million in reparations. Army limited to 20,000 men. Lost some land to Yugoslavia and Greece, but got some from Turkey. Largely unchanged. Some resentment at loss of territory and some economic problems following reparations but nowhere near the same extent as Germany. The Treaty of Trianon June 1920 Signed by the Allies with Hungary Agreed to pay reparations but economy collapsed in the early 1920s and it paid nothing. Army limited to no more than 35,000 men. Lost a lot of territory to Czechoslovakia, Yugoslavia and Romania. 3 million Hungarians were under foreign rule which they resented. Changes in government in 1919 were brutal and led to a military dictatorship. The Treaty of Sévres (August 1920), amended by the Treaty of Lausanne (July 1923) because the Turks were so annoyed by Sévres they overthrew the Sévres demanded reparations- Lausanne removed this demand. Under Sévres they lost a lot of territory, and under Lausanne, they recovered some of it from Greece. All foreign troops had to leave Turkey under Lausanne. The uprising after Sévres had been led by Mustapha Kemal (the Turkish general who defended Gallipoli during WWI) and the Allies preferred to sign a new treaty instead of fight him.
The Iron Knee Project In your groups, identify five total examples of irony from The Crucible. You must have one example of each type of irony (verbal, situational, dramatic). Find representative quotes/passages from the text. Use the direct quotations. Include page numbers and give credit to the speaker(s). Create a poster (using “rolly cart” paper) with your five irony examples from the text of The Crucible Include the definitions of each type of irony on your poster. Poster creation: focus on neatness, accuracy, and visual appeal. Your will present your poster to the class providing a clear understanding of each quote and how each represents irony. Accuracy: 25 General Accuracy Information (including quotes, page numbers, character names, etc.) presented on poster is accurate. Poster has five examples of irony, including at least one of each………………………… Situational Example(s) representing this type of irony is/are accurate, precise, and correct. Group gives clear representation of understanding. Verbal Example(s) representing this type of irony is/are accurate, precise, and correct. Group gives clear representation of understanding. Dramatic Example(s) representing this type of irony is/are accurate, precise, and correct. Group gives clear representation of understanding. Neatness/Visual Appeal: 5
They largely set up their posts in a small area along the HB and depended upon the FN to bring furs to them…as long as the supply was steady they did not see a need to expand inland…..In contrast, the French were willing to travel to the FN’s trading partners and bring back the furs to their own posts…. Taking a Historical Perspective-hand this question in on looseleaf) Take the historical perspective of an HBC employee. Why would you take part in First Nations styles of trading ceremonies? By taking part in First Nations styles of trading ceremonies, the HBC could use this to solidify the trading relationships with First Nations groups. Forge and strengthen relationships- marriages (Metis), learn culture/language. The French –British Rivalry: Part One In the early 1600’s the French dominated the Fur Trade but between 1640-1670 two things caused them to lose their ‘grip’ on the power. What were these two things? The fact that the Huron (their allies and trade partners) were wiped out by their enemies (the Iroquiois) caused them to have to move West to find new trade partners. The creation of the HBC in 1670- the French noticed a drop in the number of furs reaching Montreal. The FOR THE FUR TRADE WAS ON! The French felt so threatened by the creation and success of the British HBC what did the French Authorities to do in 1681? (bottom paragraph on page 83) giving licences to coureurs de bois, a recognition of the valuable roles that these traders played in extending Nouvlle-France’s fur trade. They were known as the **voyageurs. Trade Pushes Inland Expansion *How did the British (HBC) and the French fur tactics different? French –instead of waiting at their posts for the First Nations ppl to bring furs to them, they sought out FN’s in their own Territory. 11. In what ways did European rivalries between Britain and France, have consequences for the fur trade. The fur trade became an extension of the active war between France and England. There were dealings between the companies that were violent, deceptive, and vindictive. In the fur trade this resulted in alliance systems and trade networks. It also drove prices of furs up as both sides were eager to do anything to obtain more furs.
Targeted small group support in class Withdrawal of small groups or individual pupils for additional Numeracy support Numeracy Intervention, including- Numicon, Plus 1, Power of 2, 5 Minute box, First Class with Number Access to table top resources to ensure that learning is multi-sensory and practical Strategies to support/develop Literacy including Reading: Small group reading support in class through guided reading and individual reading Reading support outside of class from volunteers Additional small group literacy support from Teaching assistant Differentiated and multi-sensory activities Handwriting development programmes Access to resources, including high frequency word mats and phonics mats. Access to Intervention, including- CODE Phonics, Switch On, Nessy Phonics, Toe by Toe. Strategies to support social and emotional difficulties and mental health: Consistent school wide implementation of the school’s behaviour policy Identification of those pupils whose behaviour difficulties are persistent and constitute a barrier to learning. Provision may include close collaboration with parents/carers, home/school book to aid daily communication between home and school, daily behaviour oversight by school staff A of pastoral support to support children’s behaviour in and beyond the classroom, including- Learning Mentors, The Nurture Room (using Boxall profile), Family Support Worker, If necessary, a referral will be made to the Schools and Families Support Services (SFSS) through the use of Springboard. Circle Time Regular advise from Education Psychology Service Collaboration and communication with all external professionals involved with children as appropriate e.g. GPs, CAMHS and external agencies. Open door policy for parents MAPA Training (Managing Actual and Potential Aggression) Use of Think Children and Breakwell Assault Cycle,
The Future Has Arrived At the recent Automotive Recyclers Association convention I presented the new Hybrid Vehicle Dismantling Guide. The presentation and the guide were the fruition of a two-year project of the ARA Technical Advisory Committee. The project team was made up of Chairman, Chuck Ossenkop, Northwest Auto Parts in Anchorage, Alaska, Betsy Beckwith, the ECAR Center (Environmental Compliance for Automotive Recyclers – ) website manager and ARA Government Affairs staffer, and myself, Sue Schauls of the Iowa Automotive Recyclers and the Iowa – Certified Automotive Recyclers Environmental (I-CARE) Program. We each presented a portion of the new material with Chuck delivery the very detailed technical stuff. At one point I described the difference between a FULL and a MILD hybrid vehicle. Basically, a FULL hybrid vehicle is a gasoline and electric powered vehicles that the task of supplying power to the components and functions of the vehicle. A MILD hybrid vehicle is a typical internal combustion engine car that has integrated hybrid technology into the system such that electronic power controlled units like power steering or air conditioning are now powered by electric motor generators for improved fuel efficiency. In the future more and more vehicle designs will include the innovative technology born of hybrid design making their way in to conventional vehicles bringing to market more MILD hybrid options. The very next day the October 15th weekend edition of the USA Today featured a story on page 3D about “the new Buick LaCrosse mild hybrid, gas-electric drivetrain for big Buick sedans, priced the same as the V6 gas model, but rated 6 mpg better.” The future has arrived. About the author: Sue Schauls is an independent environmental consultant with automotive expertise. She is the Iowa Automotive Recyclers Executive Director & I-CARE Program Manager and the CCAR-Greenlink Technical Advisor.
Fiscal policy may not affect the economy as strongly as predicted by the multiplier. An increase in government purchases causes the interest rate to rise. A higher interest rate reduces investment spending. This reduction in aggregate demand that results when a fiscal expansion increases the interest rate is called the crowding-out effect. The crowding-out effect tends to dampen the effects of fiscal policy on aggregate demand. Conclusion When the government increases its purchases by $20 billion, the aggregate demand for goods and services could rise by more or less than $20 billion, depending on whether the multiplier effect or the crowding-out effect is larger. Questions 1: Fill in the blanks in the following table: Income ($) Consumption Saving MPC MPS APC APS 1000 400 0.60 2000 900 1100 3000 1400 0.50 4000 2100 2: What is the level of savings if: (a) Disposable income is $500 and consumption is $450 (b) Disposable income is $1200 and the APS is 0.90 (c) The MPC equals 0.90, disposable income rises from $800 to $900, and saving is originally $120 when income equals $800 3: What is the marginal propensity to consume if: (a) Consumption increases by $75 when disposable income rises by $100 (b) Consumption falls by $50 when disposable income falls by $100
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GAME ZONE The Vortex Dodgem Remote Racers Size Snakes & Ladders Super Size Draughts Size Connect 4 Pool/Air Hockey ACTIVE ZONE Shoot Out Carpet Bowls Golf Basketball Soft Tip Darts Boules Tennis ZONE Magazines Books Puzzles Sit & Chat ACTIVE ZONE (GRASS) Rounders Cricket Gymnastic Area QUIET ZONE (Reflection Area & Wildlife Garden) Magazines Books Puzzles Sit & Chat ‘Save Our Shores’ Friday 18th September 2015 A ruthless millionaire Mr Millions is aiming to take over the beaches of Great Britain. He to build factories and beach houses on land that he says is no longer used. Will the areas become polluted and noisy? What will happen to the creatures that live Will these habitats be destroyed? Does matter more than morals? Will we be able to build sand castles ever again? Can the children stop him? Find out soon! ‘What if we were Noah?’ Friday 27th November 2015 Noah’s mission to an ark and protect the future of all animals on our planet is something that we are all aware of. But what if we were presented with the same situation. What would we do? What choices would we make? Who would we need to take care of? A Religious Education day that really makes us think as everyone comes together to find solutions. ‘ONE DAY TO SAVE THE WORLD!’
Types of authentic material Video Audio Print Movies Tv Shows Weather forecasts ‘’How-to’’ videos Cartoons trailers Youtube videos Podcasts Radio shows Commercials Announcements station, airport, etc.) Songs Phone messages short stories Newspapers Magazines Travel Brochures Menus Advertizing Pamphlets Tickets Receipts Street signs Photos Short stories Comics Bills Websites Coupons Greeting Cards Calendars Food labels Postcards Shopping lists Transportation schedules Maps
The Future of Traditional Worship and Music in The United Methodist Church PRESENT AND PAST MUSICAL BATTLES: TRADITIONAL, CONTEMPORARY, ALTERNATIVE 1960s: counter-cultural; social justice strongly cultural; attractive 2000s: lingua franca WORSHIP MUSIC TODAY: FRAGMENTATION Electronic Organists Acoustic Historic Multiple Styles Blended FURTHER COMPLICATIONS FOR TRADITIONAL WORSHIP Clergy Laity Churched, un-churched, de-churched The Neo-Monastics The Emergent “Conversation” THE RIVER OF CONGREGATIONAL SONG (in part from Michael Hawn) Jewish Temple & Synagogue Early Christian Chant Early Christian hymns Greek hymns Latin hymns Middle Ages folk song German hymns & chorales Scandinavian hymns Genevan, Scottish, French, English, Metrical Psalms Anglican chant English hymns Isaac Watts The Wesleys Early American hymnody American denominations Native American African, Africana, slavery Spanish, Hispanic, Latino Asian 19th Century English 20th Century English hymns Taizé & Gelineau Psalmody Ethnic African American Sunday School Songs Social Gospel hymns Gospel: historic, modern, contemporary Jazz Later derivative forms Other modern streams: Rock & Roll, post-Vatican II, Civil Rights & Freedom songs, folk Other modern streams: country, peace, protest, com- mercial & entertainment music, British hymnic explosion, modern ethnic & global music, women’s movement, charis- matic movement, praise & worship, globalization & internationalization The Gaithers Disposable Hymnody
WHAT IS TRADITIONAL WORSHIP? Four-fold pattern 2-4 hymns Primary use of UM Hymnal, some supplementation Support: song leader, choir, organ, piano “Special Music” vs. “Congregational Music” 15-20 minute sermon Worship posture: sit, stand, move Congregation: participant vs. spectator 60-minute service Conclusion: benediction vs. invitation Monthly Holy Communion hymnal Growing projection WHAT IS DRIVING THE PUSH FOR CHANGE? Technology Generations Politics Globalization Commercialization Entertainment Mainline membership loss WHAT IS THE FUTURE? WHERE ARE WE GOING Technology Less print, more electronics More tracks More tech in worship Eventual replacement of hymnal Privately owned hymnals Possible end of music & worship publishing Worship More frequent Holy Communion More older and 2nd career pastors More female pastors More non-seminary pastors Shorter ritual & liturgy Less lectionary; more thematic worship More inclusive language for God & people More alternative worship times Music Continuation of hymnal More supplementation of hymnal Less complex lyrics & language Shorter hymns & songs More new songs; fewer historic & traditional songs More global, ethnic, & liturgy Fewer Wesley hymns
The Legend of the Cedar Tree – Building Background Knowledge and Vocabulary to Meet the Text with Success! Words to Know: Cease – to end Toil – to work hard Restore – to bring back Humble – not proud, not bragging Vow – to promise Perish – to die in a violent or unpleasant way Gaze – to look upon for a long time
The Life Cycle of Stars Task #1: Lights in the Sky Go to the website http://www.seasky.org/cosmic/sky7a01.html and answer the following questions: What are constellations? What is a star's brightness known as? How do astronomers rate the magnitude of a star? Are the brightest stars low magnitude or high magnitude? Stars are identified by their color; what does the color indicate? What color is the hottest star? What color is the coolest star? Use colored pencils to color the Spectral class types. Color the hottest stars on the left to the coolest stars on the right. Then, label the spectral classes appropriately under each star (G, B, F, A, O, K, M)
“What about your name?” Olivia asked. “Jake’s place does have a nice ring to it, man,” Sid said, as he grabbed a slice of cake and a glass of wine. “The sign was finished it should be up by morning.” “Really?” Olivia and Astrid said in unison. “What did you name it?” Scarlett asked as everyone looked at him min excitement.” “You’ll see,” he grinned. *** The next morning, Knox and Scarlett arrived late to work. Knox had deliberately killed some time until he knew the sign was finished. He parked out back and walked around to the front to see Astrid and Sid looking up at the building in astonishment. Astrid had her camera in her hand, and a mist of tears in her eyes. Scarlett looked up to see the sign that read—Sweets. She turned to Jake in bewilderment. “That’s my last name.” “I hope so,” he grinned as he turned toward the restaurant. “You named it after me?”
Scarlett, Jake, Astrid, Sid and Olivia had spent the entire day painting and had finished the room in record time. “It looks amazing!” Scarlett said, with a huge smile and hugged Astrid. “I love the color; it brightens the whole room up.” Astrid was awestruck by the difference. “And it complements the furniture,” Olivia added as she hugged Scarlett. you so much!” Scarlett was overwhelmed with emotion. She was so fortunate to have such incredible friends. “You don’t have to us; I would have painted the whole room by myself just to get rid of those stark, blinding white walls,” Astrid grinned. “I would have helped,” Sid smiled as he kissed the side of Astrid’s forehead. Scarlett turned and hugged Jake, who held her longer than he should have. The feel of her body pressed against him pumped his dick up like a balloon. “No more white walls,” Jake said as he pulled back. “No more. Thank you so much for helping us.” Scarlett hugged him again. He understood her torture about the plain white walls. “You never have to thank me.” He was tempted to kiss her lips, but was aware of the silent trio watching them. Scarlett was also tempted to kiss him, and was using intense self-restraint. She decided to use humor to break the tension she suddenly felt.
The Making of the Fittest by Sean B. Carroll What is commonly found in all vertebrates that the ice fish lacked? What does it do? Explain the two possible outcomes of alternate versions of What does it mean for a gene be “immortal?” Provide an example. How do microbes “violate the pattern of treelike evolution” Describe the elements of the evolutionary process? How is color vision made? What is a fossilized gene? Where are they located and how do they work? What is convergent evolution? Give one example. Explain why is sickle cell disease so prevalent in sub-Saharan Africa? how do tumors come about? What is a new treatment against them? does the Pax-6 gene do, and what organisms does it exist in? How did it evolve to be in those organisms? is the difference between proteins like opsins and proteins like Pax-6? did Lysenko support? are the six common arguments against vaccination? Describe why each viewpoint puts health at risk. some impacts humans have on species decline in ancient history?
May 11th 1 Bf109 Destroyed - OK. 1 Destroyed -------------- May 14th 2 Bf109s Destroyed - OK - No R/T. 2 Destroyed -------------- So Far Arithmetic very Good - But very lucky Makes you Think - All because Cannot Get Confirmation Especially When No R/T 21/05/42 Diary: Me, Tilley, Goldy and Jimmy Peck get D.F.C.s etc. (These were given on the 29/04/42 - Group Captain Woodhall cited my father for his) - From the newspapers - Daily Sketch Monday the 29th: < Daily Express < The Times of Malta
 adjective. (especially of information, measurements, or predictions) correct in all details; exact: accurate information about the illness is essential. (of an instrument or method) capable of giving accurate information: an accurate thermometer. providing a faithful representation of someone or something: the portrait is an accurate likeness of Mozart. (with reference to a weapon, missile, or shot) capable of or successful in reachingthe intended target: reliable, accurate rifles | a player who can deliver long accurate passes to the wingers. <DERIVATIVES> late 16th century: from accuratus ‘done with care’, past participle of accurare, from ad- ‘towards’ + cura ‘care’. <ETYMOLOGY> From the Latin 1st-conjugation verb, ‘accūrō, accūrāre, accūrāvī, accūrātum,’ or ‘adcūrō, adcūrāre, adcūrāvī, adcūrātum,’ which means ‘to give close attention to,’ ‘to be careful.’ From the Latin preposition, ‘ad,’ which means ‘towards,’ and the Latin 1st-declension feminine noun, ‘cūra, cūrae,’ which means ‘care.’ precise adjective. marked by exactness and accuracy of expression or detail: precise directions | I want as precise a time of death as I can get. (of a person) exact, accurate, and careful about details: the director was precise with his camera positions. [attributive] used to emphasize that one is referring to an exact and particular thing: at that precise moment the car stopped. <DERIVATIVES> preciseness noun. <ORIGIN> late Middle English: from Old French precis, from Latin praecis- ‘cut short’, from the verb praecidere, from prae ‘in advance’ + caedere ‘to cut’. <ETYMOLOGY> From the Latin 1st-and-2nd-declension adjective, ‘praecīsa, praecīsus, praecīsum,’ which means ‘broken off,’ ‘abrupt.’ From the Latin verb, ‘praecīdō, praecīdere, praecīdī, praecīsus,’ which means ‘to cut off in front,’ ‘cut off.’