zilongwang/ReadingBank huggingface dataset:
Joan Applicant 123 Main Street • Chicago, IL 12345 • (111) 333-5555 • joan.applicant@email.com ELEMENTARY SCHOOL TEACHER Committed to championing quality education for K-6 students Leverage training experience in classroom management, lesson planning, parent communications, and event coordination to create positive and supportive learning environments for at-risk students. Fluent in English, Latin, and conversational Spanish. PROFESSIONAL EXPERIENCE TEACH FOR AMERICA, Chicago, Ill. INSTRUCTOR (August 2018—Present) Taught fourth-grade English students at P.S. 123. Developed lesson plans, reviewed and graded in-class and homework assignments. Notable accomplishment: Coordinated monthly “Family Fun to build community and raise funds for classroom supplies. STANISLAUS COLLEGE CHILDHOOD CENTER, Saratoga Springs, NY STUDENT TEACHER (January 2018—April 2018) Responsible for leading educational activities for day care-aged children, including building skills in interactive software and basic reading and writing. Assisted with classroom and administrative duties. CAMP RAMAPO FOR CHILDREN, Rhinebeck, NY COUNSELOR (May 2018—July 2018) Counseled, supervised, and chaperoned special-needs teens throughout daily activities. EDUCATION & CREDENTIALS STANISLAUS COLLEGE, Saratoga Springs, NY Bachelor of Science in Education Studies, 2018 Bachelor of Arts in Classic Literature, 2016 UNIVERSIDAD AUTONOMA de MADRID, Madrid, Spain Advanced studies abroad in education, 2017 Certifications Provisional certification in elementary education Liberal Arts and Sciences Test (LAST) and Content Specialty Test (CST) for America training and certification
6 The organization of sanitary inspection on temporary placing feeding and water-supplying of the rescue units and population in emergency situations. The forming of radiation load and hygienic aspects of residence of population on territories which were exposed to the radioactive contamination 7 Modul Total 40 hrs. THE PLAN of independent work hygiene for the VI years students general medicine faculty in 2012-.y. № Themes of independent work 1 Preparation to practical lessons 10 2 Hygienical estimation of influence of natural and anthropogenic components of biosphere on a health man and population. Scientific bases of medical biorhythmology and chronohygiene 1 3 A hygienical estimation of terms of stay of patients in medical establishments. Features of antiradiation protection of personnel and patients in roentgenologic and radiological departments 2 4 Food poisonings as hygienical problem. Method of investigation of cases of the food poisonings 1 5 A hygiene of labor of medical workers in treatment-and-preventive establishments 1 6 Hygienical principles of rational organization of physical education and labour studies of children and teenagers. Scientific bases of conducting of medical-professional consultation 1 7 Organization and conducting of sanitary supervision the terms of labour of liquidators of consequences of extraordinary situations 1 8 Preparation to|by| module control 3 Total 28 hrs. THEMATIC PLAN for educational discipline “Social medicine, economics and organization of health care” for the VIth year students of medical faculty after medical speciality 7.110101 “General medicine” in 2012-2013 academic year Module № 3. Organization of medical help for population. Economy of health care № The theme of practical class amount 1. Management of staff potential at primary and tertiary level of medical securing of population according to directive of MPH №33 from 23.02.2000 “On staff standards and common staff of establishments of public health services” 2 The market of health care and methods of its investigation 4 2. Methodology of filling and analysis of main accounting documentation that regulates birth process according to current legislation, 4
Joe Applicant 123 Main Street • Oakland, CA 12345 • (123) 456-7890 • joe.applicant@email.com EDUCATION COORDINATOR/SUPERVISOR Effectively managing staffs in both the blood bank and business arenas Results-oriented, high-energy, hands-on professional with 10+ years’ experience and a successful record of accomplishments in the blood banking, training, and communication transmission industries. Key skills include: Experience in Quality Assurance and Customer Service in Two Industries. Excellent Communication Skills Team Building & Leadership Internal & External Communications Experience in Training and Payroll PROFESSIONAL EXPERIENCE AMERICAN RED CROSS, Oakland, Calif. EDUCATION MANAGER / EDUCATION COORDINATOR (February 2013 – Present) Facilitated successful educational project over the past five years for Northern California blood centers, with FDA regulated manufacturing equipment, as pertaining to CGMP, CFRs, Calif. State and American Association of Blood Bank (AABB) regulations. Notable accomplishments: Provide daily operational review/quality control of educational accountability to meet regulations. Responsible for assuring uncompromised compliance with 23 organizational quality systems. CORE COMMUNICATION INC., Sunnyvale, Calif. CABLE TELEVISION SUPERVISOR (May 2008 – February 2013) Supervised contract support for six AT&T Broadband systems located in the Bay Area. Notable Accomplishments: Provided customer support/resolution, training in telephony and customer care. Handled quality control, payroll, special projects/plant extensions, and staff evaluations. EDUCATION & CREDENTIALS SAN JOSE STATE UNIVERSITY, San Jose, Calif. Bachelor of Science (GPA; 3.8; Major: Administration of Justice; Graduated Cum Laude), May 2008 Certifications NCCT Phlebotomy Technician Certification • NCCT Certified • CATV System Technician Information Technology Skills Microsoft Office • ADP / Workforce Now • Proficient in Various Payroll Software Systems
Terry Applicant 123 Main Street • Boston, MA 10036 • (123) 555-5555 • terry.applicant@email.com CORE QUALIFICATIONS Detail- and deadline-oriented Engineer Technician leveraging superb command of CADD and Auto Cad to facilitate timely design of state-of-the-art construction site plans. Meticulously handle budget estimation and cost control responsibilities, closely tracking project phases to ensure completion within established budgets and timeframes. PROFESSIONAL EXPERIENCE ALBANY CONSTRUCTION, Albany, N.Y. Civil Engineer Technician, September 2016-Present Responsible for layout, design and production of site plans and preliminary blueprints for commercial office, retail and residential projects. Red River Shopping Mall: Successfully streamlined construction designs and processes to ensure on-time execution of 7-store strip mall. Sunnyside Acres: Led project team’s design and planning of 12-unit apartment complex. MISTRALS GROUP, New York, N.Y. Civil Engineer Technician, 2014-2016 Responsible for planning, cost analysis, preliminary approvals applications, and design and production of site plans. Involved with all phases of design and construction of over a dozen retail store projects EAGLE EYE CONSTRUCTION, New York, N.Y. Draftsman / Site Work Coordinator, 2012-2014 Conducted field surveys for private and public sites. Drafted office and retail improvement projects. Responsible for survey crew training and scheduling for over 20 crew members EDUCATION Civil Engineering Certificate (2011) XYZ Community College, New York, N.Y. SKILLS Computer Aid Drafting and Designing (CADD) and Auto CAD Experience with HTML and web-designing software Knowledge of OSHA construction site safety standards and regulations
Gwen Applicant 123 East Street • New London, CT 99999 • (123) 456-7890 • gwen.applicant@email.com SPECIAL EDUCATION TEACHER Helping special needs students achieve success via functional and life-skills teaching. Experienced, award-winning teacher with 15+ years’ experience working with special education students, with a history of improving test scores in reading and math, seeks position with a top school district. Key skills include: Able to Run Well-Organized Classrooms Focused on Classroom Success and Achieving Individual Student Goals Skilled in Functional and Life Skills Curriculum Experience Working with Students with Autism, Speech Impairments, and Physical Disabilities. PROFESSIONAL EXPERIENCE ABC CHARTER ELEMENTARY SCHOOL, Hartford, Conn. SPECIAL EDUCATION TEACHER (September 2004 – Present) Develop and implement lesson plans for a class of fifth-grade students with high-functioning autism, speech impairments, dyslexia, and other physical and learning disabilities. Notable accomplishments: Differentiate activities and goals to meet each student’s individual needs and abilities. Achieved an average of 25 percent improvement on student reading and math exams. A+ LEARNING CENTER, Hartford, Conn. SPECIAL EDUCATION INTERN (September 2003 – June 2004) Adapted middle school English and History curriculum materials to suit students with autism. Notable Accomplishments: Administered all pull-out testing for students with special needs. Conducted seminars for teachers on how to implement tailored curricula in their classrooms. EDUCATION & CREDENTIALS XYZ UNIVERSITY, Hartford, Conn. Master of Education (GPA: 3.90; Concentration in Special Education), May 2004 XYZ UNIVERSITY, Hartford, Conn. Bachelor of Arts (GPA: 3.80; Dean’s List Every Semester; Major: Psychology), May 2003 Certifications and Skills Connecticut Teaching Credential • Special Education Certified • Fluent in Spanish and French
GOVERNMENT – ROLE IN THE ECONOMY Task: Choose two actions that addressed a problem with the nation’s economy and for each Discuss the historical circumstances that led to the action Discuss the impact of this action on the economy of the United States Government Action #1: Historical Circumstances: Impact of action on US economy Government Action #2: Historical Circumstances: Impact of action on US economy
Task: Identify two reform movements in the United States since 1800 and for each reform movement Describe the historical circumstances that led to the need for reform State one goal of the movement and discuss two actions taken by the government, a group or an individual in support of this goal Evaluate the extend to which the reform movement has made an impact on the United States Reform Movement #1 Historical circumstances: 1 goal: 2 actions supporting goal: Reform’s impact on US: Reform Movement #2 Historical circumstances: 1 goal: 2 actions supporting goal: Reform’s impact on US: REFORM – WRITING Task: Select two pieces of writing that have focused attention on issues facing American society and for each Describe the historical circumstances surrounding the issue addressed by the author
Mood Mood is the atmosphere of a piece of writing; it’s the emotions a selection arouses in a reader. Some common mood descriptors are: POSITIVE MOOD WORDS NEGATIVE MOOD amused awed bouncy calm cheerful chipper confident contemplative content determined dignified dreamy ecstatic empowered energetic enlightened enthralled excited exhilarated flirty giddy grateful harmonious hopeful hyper idyllic joyous jubilant liberating light-hearted loving mellow nostalgic optimistic passionate peaceful playful pleased refreshed rejuvenated relaxed relieved satiated satisfied sentimental silly surprised sympathetic thankful thoughtful touched trustful vivacious warm welcoming aggravated annoyed anxious apathetic apprehensive barren brooding cold confining confused cranky crushed cynical depressed desolate disappointed discontented distressed drained dreary embarrassed enraged envious exhausted fatalistic foreboding frustrated futile gloomy grumpy haunting heartbroken hopeless hostile indifferent infuriated insidious intimidated irate irritated jealous lethargic lonely melancholic merciless moody morose nauseated nervous nightmarish numb overwhelmed painful pensive pessimistic predatory rejected restless scared serious sick somber stressed suspenseful tense terrifying threatening uncomfortable vengeful violent worried Tone Tone is the author’s attitude toward a subject. While journalistic writing theoretically has a tone of distance and objectivity, all other writing can have various tones. If we were to read a description of a first date that included words and phrases like “dreaded” and “my buddies forced me to go on the date”, we could assume that the individual didn’t really enjoy the date. Some tone words include:
POSITIVE TONE NEUTRAL (+, –, or neutral) NEGATIVE TONE WORDS admiring adoring affectionate appreciative approving bemused benevolent blithe calm casual celebratory cheerful comforting compassionate complimentary conciliatory confident contented delightful earnest ebullient ecstatic effusive elated empathetic encouraging euphoric excited exhilarated expectant facetious fervent flippant forthright friendly funny gleeful gushy happy hilarious hopeful humorous interested introspective jovial joyful laudatory light lively mirthful modest nostalgic optimistic passionate placid playful poignant proud reassuring reflective relaxed respectful reverent romantic sanguine scholarly self-assured sentimental serene silly sprightly straightforward sympathetic tender tranquil whimsical wistful worshipful zealous commanding direct impartial indirect meditative objective questioning speculative unambiguous unconcerned understated abhorring acerbic ambiguous ambivalent angry annoyed antagonistic anxious apathetic apprehensive belligerent bewildered biting bitter bossy cold conceited condescending confused contemptuous curt cynical demanding depressed derisive derogatory desolate despairing desperate detached diabolic disappointed disliking disrespectful doubtful embarrassed enraged evasive fatalistic fearful forceful foreboding frantic frightened frustrated furious gloomy grave greedy
Math Rubric for Problem Solving Criteria Exemplary 4 Proficient 3 Basic 2 Unsatisfactory 1 Engaged in Teacher Presentation Listens to teacher, eye contact, and involved in discussion. Listens to teacher and somewhat involved in discussion. Listens to teacher, but no involvement in discussion. Does not appear to listen or involve in the discussion. Understands the Problem Reads the problem, uses correct numbers, and uses correct operation. Reads the problem, uses correct numbers, and operation may or may not be correct . Reads the problem, can use correct numbers, and not know what to do with numbers. Cannot read the problem, and not know what to do. Computation of the Problem Uses correct numbers, operations and answers are correct. Uses correct numbers, operations correct, answers may or may not be correct. Uses correct numbers, operations may or may not be correct. May or may not use correct numbers. Use of Tables and Graphs Uses correct numbers, tables and graphs are drawn correctly. Uses correct numbers, tables and graphs may or may not be drawn correctly. Uses correct numbers, and not sure how to make tables or graphs. May or may not use correct numbers, and cannot draw tables or graphs. Average Score ________________________________________________________ Date ________________________________________________________________ Lesson Plan for the Hydrothermal Features of Yellowstone National Park
5. Can anything live in a geyser or boiling water?. What is it? 6. Are there people who study and protect geysers? Visit the Geyser Observation and Study Association website. What do they do to protect the geysers? 7. What is a hot spring? What a hot spring? 8. What creates the terraces at Mammoth Hot Springs? 9. What is travertine at Mammoth Hot Springs? What are the mud pots of Yellowstone?
Thematic Unit Unit Planning Framework Unit Title: Canada: A thematic unit on the Country and related areas of study Grade Level: 5th Length of Unit: (February 7, 2011- 18, 2011 ) Overview & Purpose: A thematic unit to gain a comprehensive understanding of Canada through the integration of the four core subjects. Utilization of activities and information about Canada in order to gain knowledge of the country of Canada and its people and their cultures. Objectives Teaching Approach/Learning Experiences Resources/Materials Introduction: Introduce the new unit and prepare them for their study of the country of Canada and its territories and provinces Create a KWL on what the students already know about Canada and the people of Canada View a video clip of Canada KWL chart DiscoveryEducation.com Canada: Its People, History, and Government English Language Arts (NYS Standard 1, 2 and 4) Read and Listen for information Develop poetry writing skills Develop writing and grammar skills Develop listening comprehension and prediction skills Develop ability and skills for drawing conclusions Develop an understanding of new vocabulary words Develop Language for Social Interaction The class will read the story Mr. Popper’s Penguins and answer comprehension questions Students will create poetry using knowledge of Canada and its people. Students will be able to make predictions about what will happen in the story read. Students will draw conclusions from the information they are presented with or have read. Students will answer questions pertaining to information supplied. Students will create postcards written to the Prime Minister of Canada persuading him to have Mr. Popper’s Penguins put on shows in Canada Mr. Popper’s Penguins by Margaret P. Clark Poetry examples Art materials and supplies Canada Themed writing paper Blank Postcards Study questions for Mr. Popper’s Penguins
The study presents the contextual national history associated with the places we call benevolent and other care institutions. The following table provides a summary of the course and pattern of history associated with the theme under investigation. 1788-1850 1850–1890 1890–1940 1940–1972 1972–2001 Historical context Aboriginal society disrupted by non-Aboriginal people Introduction of welfare approaches for Aboriginal people e.g. Aboriginal ‘protectors’, missionaries Convict transportation to NSW (1788–1841), Van Diemen’s Land Queensland 1824–1939 convict settlement; ‘free’ settlers from 1838 1835 Port Phillip District Victoria settled; Government representatives from 1836 1836 South Australian colony established with direct immigration from UK Gold rushes Victoria separates from NSW Queensland separates from NSW End of convict transportation (1868) Land settlement, pastoralism and agriculture Growth of manufacturing, economic prosperity, rise of labour movement Population growth Growth of cities and regional mining towns Depressions of 1890s and 1930s First World War Federation–some welfare responsibilities transfer to the Commonwealth Government Infant welfare movement ‘Harvester Judgement’ minimum wage 1907 Aged pensions 1908 War II Post-war migration Economic stability and growth Rising education levels Commonwealth child endowment (1941), widows’ pensions (1942), unemployment and sickness benefits (1945) Whitlam Government reforms (including single parents’ benefit, Australian Assistance Plan) Women’s rights movement Self-help movement Aboriginal rights movement Legislation regarding child protection
Barnett, Legacy The experience of welfare Incarceration and work Institutionalisation and work Places of refuge, relief and charity Greater community integration of services Targeted welfare assistance and payments of places associated with welfare provision during the period Factories Outdoor relief Barracks Gaols (before other institutions were available) Missions Female refuges Benevolent asylums Immigration depots/shelters Lunatic asylums Orphanages Industrial schools Reformatories Missions The rise of the babies’ home Institutionalised congregate care Women’s refuges Soup kitchens Free kindergartens Homeless shelters Missions intangible, and difficult to attribute to specific heritage places Cottage homes Family group homes Single mothers’ shelters Missions Often intangible, and difficult to attribute to specific heritage places Welfare benefits Public housing Refuges for victims of domestic violence
Five Major Works “Through the Tunnel” (short story) (internal/external conflict) “The Dog That Bit People” (short story) (external conflict) “Hearts and Hands” (short story) (person vs. person/fate) “A man” (poem) (physical and emotional conflict) “8 Mile” (rap song) (internal Conflict and external conflict)
Name___________________________________________________Date______________ Vocabulary Worksheet POS WORD DEFINITION SENTENCE SYMBOL
Find out more underwater swimming and the breathing apparatus and other gear that could have made Jerry’s swim safer. Use reliable, up-to-date print or internet sources to obtain your information. Then share your findings in the form of a water safety manual. Rewrite the story. Change the setting to a big city high school and make Jerry a teenager. Do, however, deal with the themes of inner/external conflict and risk-taking. Lesson plan 2 Literary Selection: “The Dog That Bit People” Objectives: Students will draw a picture that relates to the title of the story “The Dog That Bit People” Students will define vocabulary Students will complete and discuss content, interpretation, and application questions after reading the story, “The Dog That Bit People” Students will choose one activity from the following two activities: Radio show Biographical sketch
What does the writer say he got? What does he need? What simile does the writer use to describe how he is free? Name___________________________________________________Date______________ Interpretation Questions “8 Mile” What are the different of conflicts that this character is dealing with? Explain. What are the writer’s feelings at the beginning of the song and at the end? How do his feelings change? From positive to negative or vice Explain.
Overall Culminating Activity for Entire Unit As a culminating activity, students will be able to choose one project from the following: Create a Newscast/news article with “The Dog That Bit People.” Include: 2-3 news stories, a man-on-the street interview an editorial, a commercial. Write a poem about conflict. Draw photos of five scenes in “Through the Tunnel” and describe what is happening Make a travel Brochure for “Through the Tunnel” details from the story.
1DZT-DE-E Rhineland 1DZT-GB-P Pennines 1DZT-GB-C Cotswolds 1DZT-IT-A Northern Apennines 1DZT-IT-B Central Apennines 1DZT-IT-C Southern Apennines 1DZT-IT-G Karst plateau 1DZT-IT-L Maremma 1DZT-IT-N Val d’Orcia 1DZT-IT-P Tavoliere delle Puglie 1DZT-IT-R Amalfi coast 1DZT-IT-T Costa Smeralda 1F Asia 1FB Middle East 1FBH Israel 1FBJ Jordan 1FBL Lebanon 1FBN Iran 1FBP Palestine 1FBQ Iraq 1FBS Syria 1FBX Arabian peninsula 1FBXB Bahrain 1FBXK Kuwait Oman 1FBXQ Qatar Saudi Arabia United Arab Emirates 1FBXY Yemen 1FC Central Asia 1FCA Afghanistan 1FCD Tajikistan (Tadzhikistan) 1FCK Kyrgyzstan (Kirghizstan, Kirghizia) 1FCS Siberia 1FCT Turkmenistan 1FCU Uzbekistan 1FK Indian sub-continent 1FKA India 1FKB Bangladesh 1FKH Bhutan 1FKN 1FKP Pakistan
1KBB-US-MPK Kansas 1KBB-US-MPM Missouri 1KBB-US-MPN Nebraska 1KBB-US-MPR Dakota 1KBB-US-MPT South Dakota 1KBB-US-N US Northeast 1KBB-US-NA US Northeast: Mid-Atlantic States 1KBB-US-NAJ New Jersey 1KBB-US-NAK New York 1KBB-US-NAKC New York City 1KBB-US-NAP Pennsylvania 1KBB-US-NAPH Philadelphia 1KBB-US-NE US Northeast: New England 1KBB-US-NEC Connecticut 1KBB-US-NEI 1KBB-US-NEM Massachusetts 1KBB-US-NEMB Boston 1KBB-US-NEN New Hampshire 1KBB-US-NER Rhode Island 1KBB-US-NEV Vermont 1KBB-US-S US South 1KBB-US-SC US South: East South Central States 1KBB-US-SCA Alabama 1KBB-US-SCK Kentucky 1KBB-US-SCM Mississippi 1KBB-US-SCT Tennessee 1KBB-US-SE US South: South Atlantic States 1KBB-US-SEC District of Columbia (Washington D.C.) 1KBB-US-SED Delaware 1KBB-US-SEF Florida 1KBB-US-SEFM Miami 1KBB-US-SEG Georgia (US State) 1KBB-US-SEGT Atlanta 1KBB-US-SEM Maryland 1KBB-US-SEN North Carolina 1KBB-US-SES South Carolina 1KBB-US-SEV Virginia 1KBB-US-SEW West Virginia 1KBB-US-SW US South: West South Central States 1KBB-US-SWA Arkansas 1KBB-US-SWL Louisiana 1KBB-US-SWLN New Orleans
Theme 2: Great cross-border services The following project idea is suggested under the theme Great cross-border services. To get in contact with the owner of the project idea, please click on the name of the owner. Project Mapping entrepreneurship eco system Owner Why should this project be a part of Nordic Innovation High Growth Entrepreneurship initiative? Creating the new Nordic gazelle companies by mobilizing Nordic talents. What is the project idea? To map out Nordic entrepreneurship ecosystem and transfer best practices. Who is on board? CIEL (Denmark). UCPH. CBS. DTU. What do you need in order to realise your project? Partners.
Theme 3: Training and programs The following project idea is suggested under the theme Training and programs. To get in contact with the owner of the project idea, please click on the name of the owner. Project Building entrepreneurship capabilities Why should this project be a part of Nordic Innovation High Growth Entrepreneurship initiative? Entrepreneurs need support. What is the project idea? Modulized training program: Who are we / am I? Why – how – what. Market, brand, leadership. After program = sustainable. Who is on board? Silicon Valley. Ampcify Sweeden and SLO Holdings (Uppsala) (Niclas). Values@work. Wärtsila / Turku Science Park (Sirpa). Aarhus Universitet (Kenneth). Startup steps (Nynne). What do you need in order to realise your project? Tech, tools / platforms
The following rubric will be used by your teacher to evaluate your work: CRITERIA LEVEL R (0-4 MARKS) LEVEL 1 (5 MARKS) LEVEL 2 (6 MARKS) LEVEL 3 (7 MARKS) LEVEL 4 (8-10 MARKS) Use appropriate descriptive and evocative phrases, and expressions imaginatively to make their writing clear, vivid, and interesting for their intended audience Poem is not handed in, or has been handed in but does not make use of any poetic devices Poem uses one or two poetic devices, but does not do so effectively Poem uses two or three poetic devices, and does so with some effectiveness Poem uses most of the poetic devices, and uses it with clarity and effectiveness Poem uses all of the poetic devices, and does so effectively Revise drafts to improve the content, organization, clarity, and style of their written work, using a variety of strategies An edited has not been handed in, or has been handed in but changes have not been clearly marked Edited draft shows some minor changes, but they have not been clearly marked Edited draft shows several minor changes, and changes that have been made are clearly marked Edited shows several minor and some major changes, and changes that have been made are clearly marked Edited draft shows many minor and some major changes, and changes that have been made are clearly marked Produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations A published poem has not been handed in, or has been handed in but is not fully complete; the poem does not have the required amount of pictures present. Published poem is not presented neatly or clearly, and is not ready for classroom presentation; at least three pictures are present, Published poem is presented neatly, clearly and is for classroom presentation; at least four pictures are present. Published poem is presented neatly, clearly, and creatively, and is ready for classroom presentation; five pictures are present. Published poem shows that extra care has been taken to present it neatly, clearly, and creatively, and it is ready for classroom presentation; five pictures are present. Total: _________/30
they inhabit.” In the light of the above statement, compare how the main characters interact with the cultural contexts of the texts you have studied for your comparative course. (70) Expect candidates to deal in a comparative manner with how one or more of the main characters in each of the texts you have studied interact with their cultural contexts. Code C for each focused/developed comparison. Possible of discussion: - different cultures affect the experience of characters - some characters resist/rebel against their world - other characters accept/support/promote society’s values - social forces restrict/liberate individuals Etc. 2. “Understanding the cultural context of a text allows you to see how values and attitudes are shaped.” (a) Show how this statement applies to one of the texts on your comparative course. (30) Expect candidates to demonstrate a clear understanding of cultural context and how its values and attitudes are shaped in one text. The term ‘shaped’ may be understood to mean ‘constructed’, ‘expressed’, ‘moulded’, etc. Possible points: - authors/directors show how values/attitudes/mindsets are created - characters’ behaviour reinforces/undermines society’s values - powerful forces amplify cultural agendas - values/attitudes transmitted by religion, family, class - narrative features/language/images illustrate social norms Etc. 2. (b) Compare the way in which values and attitudes are shaped in two other texts on your comparative course. Support the comparisons you make by
decision making shall be clearly shown in an emergency organisation chart. The plan shall identify each responder's position, mission, duties and reporting relationship. Overall objectives of an emergency control organisation shall be: (a) to promptly control problems as they develop at the scene. (b) to prevent or limit the impact on other areas and off-site. (c) to provide emergency personnel, selecting them for duties compatible with their normal work functions wherever feasible. The duties and functions assigned to various people shall include making full use of existing organisations and service groups such as fire, safety, occupational health, medical, transportation, personnel, maintenance, and security. (d) Employees must assume additional responsibilities as per laid down procedure of OnSEMP whenever an emergency alarm sounds. (e) In setting up the organisation, the need for round-the-clock coverage shall be essential. Shift personnel must be prepared to take charge of the emergency control functions or emergency shutdown of system, responsible personnel arrive at the site of emergency. The organisation should have an alternate arrangement for each function. District Magistrate/ Authority of Affected Stake neighbouring Holders and District/State Medical Government Services and Authorities Ambulance Municipal, Transport rescue and Rehabilitation Fire Brigade teams Services Police Services Chief Incident Controller Mutual Aid Contractor Site Incident Support Administration Fire Safety and Operation A model organogram is shown here in Fig-13 for emergency management. Services Fire Team/HSE Team, Services Coordinator Coordinator team, etc. Fig-13 OnSEMP organogram Industries should develop their own need based organograms to take the challenges of emergency. Besides, industries should have the training and sigge Fig -11) at prominent places. The bulk storage should be taken care of to restrict impacts by building the wall against the disc end (Fig Review of such sensitive must be carried out in Fig-11 Fig-12 21 and Responsibilities Chief Incident Controller (CIC): The Chief Incident Controller (CIC) shall have overall responsibility to protect personnel, site facilities, and the public before, during, and after an emergency or disaster. The CIC shall be present at the main emergency control centre for counsel and overall guidance. Responsibilities of the Chief
Brandy Applicant 6 Elm Avenue • Stocklerbridge, CA 99999 • (111) 111-1111 • brandy.applicant@email.com CHILD CARE WORKER Honor roll high school student with passion and touch for working with children Extensive experience working with youth from ages 2-15. Praised and awarded for organizational skills and ability to develop safe, fun, and engaging environments for children. Key skills include: Creating Child Care Programs Working with Pediatric Patients Creating Safe Play Environments Performing Administrative Duties Interfacing with Parents and Staff Developing Child Care Activities PROFESSIONAL EXPERIENCE STOCKLERBRIDGE HOSPITAL, Stocklerbridge, CA COMMUNITY SERVICE WORKER (September 2016 – Present) Actively contribute to creating a supportive environment for short- and long-term pediatric patients. Visit children and their parents in patient rooms to identify individual needs; monitor common play areas for safety and cleanliness. Perform administrative work and run errands for pediatric staff. Notable accomplishments: Developed and implemented activities to entertain young patients, ages 5-15. Received “Hospital Worker of the Year” award in 2017 for developing patient theater program. STOCKLERBRIDGE RECREATION DEPARTMENT, Stocklerbridge, CA COUNSELOR (September 2014 – September 2016) Worked as counselor for a popular recreation department program for children, ages 8-10. Notable Accomplishments: Led arts, crafts, sports, games, camping, and hobby workshops for groups of children. Monitored groups of up to seven children on field trips to the zoo, water parks and walking tours. EDUCATION & CREDENTIALS STOCKLERBRIDGE CENTRAL HIGH SCHOOL, Stocklerbridge, CA High School Diploma (GPA 3.86, Honor Roll Each Semester), Anticipated in May 2018 Electives and Clubs Screen Printing • Culture and Foods • Interact Club President • School Newspaper Editor Activities and Sports Wind Ensemble • Theater Stage Crew • Captain of Lacrosse and Softball Teams
THEMATIC WORDS THAT MIGHT HELP YOU WRITE YOUR THEME STATEMENTS Adaptability Adventure Ambition Appearance vs. reality Betrayal Bureaucracy Chance / fate / luck Childhood Children Citizenship Compassion Confidence Consideration Courage Cowardice Cruelty / Violence Curiosity Custom / tradition Death Friendship Defeat/failure Despair / discontent / disillusionment Diligence Domination / suppression Dreams / fantasies Duty Education/school Endurance Equality Escape Exile Faith / loss of faith Falsity / pretense Family / parenthood / commitment Fear Free will/will power freedom Games/contests/sports Gratitude Greed Growing up Guilt Hate vs. reason Heaven/paradise/utopia Home Hope Identity Illusion/innocence Independence Initiation Initiative Instinct Integrity Journey (psychological or literal) Justice Law Loneliness Love Loyalty Materialism Maturity Memory Past Mob psychology / hysteria Music / dance Nature Patience Patriotism Peace Persistence Perseverance Poverty Prejudice Pride Privacy Prophecy Race relations Reality Religion Repentance Resistance Rebellion Respect Responsibility Revenge Retribution Ritual / Ceremony Scapegoat Victim Search for identity Self-actualization Self-discipline Self-improvement Service Social status Success Supernatural Teamwork Time Eternity Tricks Truth Unhappiness War Wealth Women/Feminism _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________
Friendship Marí and Tyler look at the stars through the telescope and talk about their families. After spending time with Marí in the barn what does Tyler think about her? How do you know? Have you ever been forced to spend time with someone you did not know? What happened? Change Tyler’s dad hurt his arm, so new workers come to the farm to help. With his dad hurt, helps the workers adjust the milker on the skittish cows. Has something ever happened in your life that made things very different than what they were before?
9. Additional comments (attach additional documents if necessary) Section C Learning Program proforma Please complete the following table with details of your Themed VCAL learning program(s). Refer to the Themed VCAL 2019 Guidelines and complete the checklist provided to ensure the proposed learning program meets the course requirements for a Themed VCAL learning program. Please complete a separate Learning Program proforma for each level of Themed VCAL you will deliver in 2019. For example, if you are applying to deliver a Themed VCAL program in Sport and Recreation at Intermediate and Senior level, you must provide two separate applications. Attached is an example to assist you in completing this table. 10. Industry theme and VCAL level Curriculum type Literacy & Numeracy Skills Strand Industry Specific Skills Strand Work Related Skills Strand Personal Development Skills Strand (include evidence of industry theme links) General Credit VCAL Units (provide details of proposed content) VCE Units VCE VET programs or units of competency and codes
Your next job is to build a pickaxe but you need double the amount of wood you just punched down. How much do you need altogether? You find 12 sheep to help make your bed. You only need half the amount of sheep. How many do you need? You need to punch down a tree; you get 5 pieces of wood then 6 pieces of wood. How many all together? It starts getting dark at 7pm… it is now 5pm… how long do you have left to build your shelter? It is now nearly dark and your house is finally built but you need to find foodstuffs. You find 3 watermelon, 4 apples and a potato. How much is that? You now need to make your crafting table, you need 9 pieces of wood but you break 5 of them. How many do you have left? There are some creatures heading your way. You need to make 2 torches. How much more coal and cobblestone do you need? Start You need to dig for coal and cobblestone to make more weapons. You find 10 pieces of coal and 5 cobblestones. You need 10 cobblestones to make your weapon, how many more do you need? Finish You have just landed in a new Minecraft world… Your job is to get dig and build your way through to make sure you build shelter before dark! Remember to use positional language when guiding your partner to the next puzzle.
THEMES: Corruption Cynical manner Becomes part of the system, only revolution can change it Home, school (part of wider corruption), health system, master-servant relationship, democracy, police Globalization Made it difficult for the people in the Darkness to cope Succeeding in this world requires a flurry of ethical and personal compromises Social mobility Vijay Old caste sytem people were happy, now the structure promises the possibility for social mobility, but actually only offers two social divisions Identity Names show that he sees identity as fluid and malleable It is also entirely immovable as well- unresolved and internalized habits Morality Either or flexible- views as flexible, alternate moral system Nietzche’s ubermensch, who believes himself to be above the moral or legal limitations of society. Sexual morality, obligation and duty, and corruption Pairs and dualities, Contrasts Darkness/Light Democracy vs Socialism India vs China Men with small bellies and Men with Big Bellies Hospitals- father/Stork Blond prostitute Two versions of markets How the tables have turned- Pinky Madam’s hit and run and the bicycling boy Ironic contrast- what he says to prostitutes, what he wants to say Delhi apartment to quarter downstairs Power/Servitude/ Master servant relationship
Power always used for evil Rare instance- Balram’s support Power in relationships – Master/Servant, Balram and Ram Persad, Prostitute , Ashok and the ‘fat man’ Man to man with became one body, Pinky Madam Truth Education and self improvement Formal (driving) and informal (understanding social dynamics, personalities, eavesdropping) Educate Chinese Premier about the ‘truth about Bangalore’ Family In New India, this traditional attachment to the family must be relinquished in favour of a newfound emphasis on individualism Family celebrates Balram’s success only because of the prestige it brings Family pressure- Kusum and Stork One exception- Dharam SYMBOLS: By chopping the light, he shows his control over remaking himself. It symbolizes the way he moved from one realm to another. Misfit and also the meaninglessness of Balram’s achievements in the greater scheme of society Swimming through the pond- a baptism into a new man Changing his name- taking charge of life IMAGERY: Darkness vs Light The Darkness and the Light are more conceptual than literal. Darkness symbolizes evil, dirtiness, ignorance, difficulty, struggle and challenge, while ‘light’ is commonly associated with purity, peace, cleanliness, brightness, enlightenment, freedom and positivity. Still much darkness in the Light Darkness- rural setting, poverty, long-lived traditions, sense of hopelessness Light- metropolitan setting, wealth, development and new ideas, sense of possibility GENRE: Thriller:
Technology Use current technology effectively. Examples: ‘Aunty Dee’ app Telehealth for suicidality/suicidal behaviours. Addressing stigma Have safe conversations about suicide, including but not limited to safe media reporting. Improve the accessibility of resources. Media, eg, www.mindframe-media.info. Teach parents of teenagers how to have safe conversations about risk and suicidal behaviour. Promote support and resources (eg, Tihei Mauri Ora publication by Mental Health Foundation). Workforce development Improve GP/primary health care physicians’ knowledge of suicide risk in older people and how to have conversations about their risk. Address the consistency of standards and skills in: hospitals primary health care secondary/community workforce. Māori competency for suicide prevention. Risk-assessment competency standardised. Ambulance officers. Tertiary level studies in suicide prevention. Use InterRAI assessment as a screening point for older people. GP use of PHQ-9 with older people. Ambulance officer training module for responding to suicide attempts. Dedicated suicide prevention training for health professionals who are at the undergraduate level. Career pathway described for suicide prevention coordinator roles. Primary health care workforce skilled and confident with depression and suicide risk assessments/questioning with older people. Integration/Inter-agency work Improve cross-agency communication. Use existing structures more effectively. Share post-attempt information. Integrate agencies. Connect Family Start with the Well Child Tamariki Ora Programme and Infant Mental Health. Wrap around care approach in cases of child abuse. Communication, links and access between primary health care physicians and WINZ. Public health interventions Build resilience. Work to reduce interpersonal violence. Address alcohol and substance misuse. problem/stress solving skills at school. Provide mental health first aid in workplaces.
Technical Assistance Common approaches to TA, an understanding about what practices actually produce results Targeted and intensive TA with individual students and teams – how do others do Characteristics of states (location, size) affect TA delivery School districts need to know that some TA will involve distance technology Time Not enough of it, can’t structure it to include national initiatives or participation in conversations “Hopes for Year 4 & 5” Collectively planning for next grant cycle Shared initiatives and priorities – use the network to help determine Shared focus on TA National Needs assessment should help inform Collaboration across state lines for sharing/trading expertise and activities – create more formality in advance of grant writing Network TA How can a network focus improve state TA: effective, efficient, shared activities, collective planning Use of the TA guide to improve state efforts States to action plan and focus together using the TA Implementation Guide National needs assessment to create understanding of TA needs and what would be helpful to states Build similar approaches Have a webinar about TA Tools Qualified Personnel Infrastructure and recognition for teachers Problems with high turnover with any trained individuals Interveners State adoption of Intervener role – maybe a letter from NCDB or OSEP Difficulties of getting interveners thru any kind of training Partnerships between states in providing training would be helpful Low pay, high turnover Information Condensed information on website linked directly to TA outcomes Access to all of the good materials developed by the network Current topics: research, technology Infrastructure Issues
Table of Contents Introduction – page 3 Description of Services – page 4 Awareness-raising seminars Strategic action-planning workshops Theme 1: Website Planning and Developing Content for the Web description Courseware Requirements Tender requirements – page 5 of service – page 6 Period of Contract – page 6 Price – page 6 Tender Evaluation - 7 Tender Process – Stage 1 Submitting Stage 1 Proposals Tender Process – 2 Presentation and evaluation scoring Selection of providers Tender Questions – page 9 Tenders Excluded – page 9 Freedom of Information - page 10 Timeline for Submission – page 10 Annex A – Proposal and Standard Details Questionnaire Template – page 11 - 15 INTRODUCTION The £7.2m Leicester and Leicestershire Digital Growth Programme (DGP) will deliver a bespoke and structured programme of support to encourage at least 2,380 new and established businesses, with real growth aspirations to explore and introduce new and emerging digital technology based business models to drive performance. The project is part-funded by the European Regional Development Fund (ERDF) and the following delivery partners: Leicester City Council Leicestershire County Council East Midlands Chamber (Derbyshire, Nottinghamshire, Leicestershire)
Table of Contents Introduction – page 3 Description of Services – page 4 Awareness-raising seminars Strategic action-planning workshops Theme 2: SEO, Google Analytics, Converting Website Visitors and Online Marketing description Courseware Requirements Tender requirements – page 5 Terms of service – page 6 Period of Contract – page 6 Price – page 7 Tender Evaluation - 7 Tender Process – Stage 1 Submitting Stage 1 Proposals Tender Process – Stage 2 Presentation and evaluation scoring Selection of providers Tender Questions – page 9 Tenders Excluded – page 9 Freedom of Information - page 10 Timeline for Submission – page 11 Annex A – Proposal and Standard Details Questionnaire Template – page 12 - 16 INTRODUCTION The £7.2m Leicester and Leicestershire Digital Growth Programme (DGP) will deliver a bespoke and structured programme of support to encourage at 2,380 new and established businesses, with real growth aspirations to explore and introduce new and emerging digital technology based business models to drive performance. The project is part-funded by the European Regional Development Fund (ERDF) and the following delivery partners: Leicester City Council Leicestershire County Council
3.5 Brief details about the service you provided: 3.6 Brief details about targets achieved: 3.7 Have you had any contracts terminated for poor performance in the last three years, or any contracts where damages have been claimed by the contractor? Yes / No 3.8 If ‘Yes’, please give details: Section 4 INSURANCE Please provide details of your current insurance Value 5.1 Employer’s Liability: £ 5.2 Public Liability: £ 5.3 Professional Indemnity: £ 5.4 Other (please provide details): £ Section 5 POLICIES 5.1 Does your organisation have a written health and safety at work policy? Yes / No 5.2 Does your organisation have a health and safety at work system*? Yes / No 5.3 Does your organisation have a written opportunities policy covering Race, Sexual Orientation, Religion and Belief, Disability and Age, to avoid discrimination? Yes / No 5.4 If ‘No’, to either of the above please explain why: 5.5 Does your organisation hold a recognised quality management certification for example BS/EN/ISO 9000 or equivalent? Yes / No 5.6 If not, do you/your organisation have a quality management system? Yes / No 5.7 Does your organisation have an environmental management system? Yes/No 5.8 If ‘No’, to the above quality systems please explain why: