zilongwang/ReadingBank huggingface dataset:
communist regimes throughout the world. present communist countries. summarize the history and origins of communism. Summarizes the history and origins of communism. evaluate the strengths and weaknesses of communism. Can evaluate the sources of strengths and weaknesses within communism. Can identify strengths and weaknesses of communism. compare different types of communist regimes throughout history. Evaluates the strengths and weaknesses of each country in comparison. Makes comparisons between a variety of communist countries and explains the sources of their differences. explain the roles of social, political and economic institutions found in communist and post communist countries. Evaluates economic, political and social transitions in states. Explains the role of these institutions and the differences between them. explain the legacy of communism. Clear and thorough evaluation of the legacy of communism including a defended judgment. Clearly explains the legacy of communism. define and apply Key Terms and Concepts. Accurately defines and applies the terms in the appropriate context.
a. promote the general welfare- unemployment, disability, Medicare, Social Security, school b. secure the blessings of liberty – voting rights, civil rights acts, protecting rights and freedoms c. provide for the common defense – military drafts, U.S. Army, U.S. Marines, Air Force, CIA d. insure domestic tranquility – keeping law and order at home 13. Describe the 4 roles of government: Make laws –rules on how things should run inside of the state Protecting the state – Army, Navy ; protecting the country Keep Order within the state – State police, sheriff, city police; keeping order within Provide services people need – schools, roads, health department
Speakers: Marguerite Potard, WOSM (Scouts) Izabela Jurczik-Arnold, EFIL Amel Yacef, NYCI (Youth Council of Ireland) Annika Taube, EEE-YFU Method: World Café exchanges: Organise 4 – 5 tables where participants can go, hear about the experiences and practices from youth organisations, followed by a discussion where participants also share other experiences and reactions. The aim is to highlight the huge role played by youth organisations and youth work in answering to these challenges and working for an inclusive society. Timeframe: 60 minutes, 4 groups rotating each 15 minutes to each of the 4 table 2) From the practices to policies, the second part of the workshop would invite policy-makers, practitioners and experts to debate on a cross-sectoral policy-work on: Post Paris Declaration: one year later, what has changed? Youth organisations creating inclusive environments for all young people Cross-sectoral action to defeat violent extremism Speakers: Indre Vareikyte, EESC (tbc) Tinkara Oblak, YFJ Board Member Ellen Meijer, Project leader EU presidency on Youth, Ministry of Health, Welfare and Sports, the Netherlands Ilona Von-Bethlenfalvy, Terrorism and Crisis Management, DG HOME, European Commission Dennis Van Der Veur, Agency for Fundamental Rights (tbc) Katerina Dimitrakopoulou, DG Justice, 'Citizenship rights and free movement', European Commission Format: Panel discussion: short speeches from each speaker on one or several of the headings above and then questions from the audience. Timeframe: 75 min, 45 min panel and 45 min questions and discussion with the audience
Intro to maps 1 day 6-9. WHC 2.2.1 6-9.WHC.3.1.2 Elements of all civilization 1 day 6-9.WHC.3.1.1 6-9.WHC.3.1.3 6-9.WHC.3.2.2 Greek geography 1 day 6-9.WHC 1.7 6-9. WHC 2.1 6-9. WHC 2.1.1 6-9.WHC.3.2.2 Week 2 Cultural comparison 2 days 6-9.WHC.3.2.2 The development of differing governmental systems 1 Day 6-9.WHC.4.4.1 6-9.WHC.4.4.2 6-9.WHC.4.4.3 The effects of literature and storytelling on culture 1.5 days The cultural values of the Greeks. See links for materials: 6-9. WHC 1.9 Trojan War 1 day Week 3 Athenian society 2-3 days A PERSIA (see thematic outline) look at Athens. SOAPS Primary document reading and evaluating. See links: Athens; Sparta; 6-9. WCH 1.9 6-9.WHC.3.2.4 Sparta vs. Athens comparison 2 days Argue/Debate, writing activity (Which State creates better citizens?) See links: Benchmark 1 1 day 1a. How do maps, globes, charts, databases, and models contribute to historical understanding? 1b. How does the environment and the availability of natural resources shape the development of civilization? -And other unit specific topics Benchmark 1 Week 4 Persian War Era 2-3 days and the Delian League and the creation of an empire 1 day 6-9.WHC.3.2.4 Golden Age of Athens or the Age of Pericles 2-3 days 6-9.WHC.3.1.3 6-9.WHC.3.1.4 6-9.WHC.3.2.2 6-9.WHC.3.2.4 Week 5 Peloponnesian War 1-2 days Alexander the Great and The Hellenistic Age 4-5 days 6-9. WHC 1.8 6-9.WHC.3.2.2 6-9.WHC.3.2.4
6-9.WHC.3.2.4 2 days 6-9. WHC 1.8 Renaissance art/architecture 2-3 days ’ Week 7 Early Scientific Revolution 1 day 6-9. WHC 1.8 6-9.WHC.3.2.2 Reformation Post-Reformation geography as to Reformation 1 day 6-9. WHC 1.9 6-9. WHC 2.1.1 Martin Luther and his role in the Reformation 2-3 days Abuses and the corruption of the Catholic Church, Diet of Lutheran Doctrine, Appeal of Protestantism. Martin Luther; Letter/Primary Source; SOAPS; See link; Pope Leo's Response; Primary SOAPS; See link; 6-9. WHC 1.9 Week 8 The effect of the printing press on the Reformation 1 day The growth and spread of Protestantism and the Northern Renaissance 2 days 6-9. WHC 1.9 Counter Reformation 2 days Benchmark 2 .5-1 day 2a. How does economic growth or decline impact families, societies, and nations? 2b. What cause people to want a revolution? 6-9. WHC 1.7 6-9. WHC 1.8 6-9. WHC 1.9 Absolutism Week 9 Rise of Absolutism in Europe 4-5 days Louis XIV; and absolutists of your choice: ie: Absolutism Gallery Experience 6-9.WHC.3.2.4 6-9.WHC.4.4.1 6-9.WHC.4.4.2 6-9.WHC.4.4.3 Enlightenment Week 10 Foundations of the Enlightenment 1 day Reason, skepticism, toleration, freedom, equality, education, optimism, Enlightened despotism 6-9.WHC.4.4.1 6-9.WHC.4.4.2 6-9.WHC.4.4.3 The Philosophes 2-3 days 6-9.WHC.3.2.3 6-9.WHC.5.1.3 Popular Literature/Theater /Music Week 11 The effects of the Enlightenment on Europe 2 days 6-9. WHC 1.8 6-9.WHC.3.2.1 6-9.WHC.3.2.2
Study Guide: Day Three Standard 15: Imperialism What encourage Europeans to imperialize Africa? What did European leader decide at the Congress of Berlin in 1884? The main reason France had colonies in Indochina and the Dutch gained the East Indies was to obtain valuable __________________________. Why was an important British colony? Many of the political divisions shown on this map were made as a result of the _________________. Who were the authors of the Communist Manifesto? Who were the Young Turks? List all of the imperialistic motives. Standard 16: World War I What were the MAIN causes of WWI? What were the terms agreed to in the Treaty of Versailles? On June 28th 1914 who was assassinated which helped trigger the start of World War I? Germany was forced to pay reparations as a result of the war. What are reparations? Why was the mandate system created World War I?
Buddhists achieve enlightenment by following the – Laws of the Old Testament Decrees of the Upanishads Five Pillars Eightfold Path The Gupta Empire made a major contribution to world civilizations by developing – The concept of zero Long-lasting roads The production of porcelain Wind-powered boats Which region best replaces the question mark? China Greece Egypt Mesopotamia The ruling authority of China’s ancient dynasties was based on the – Code of Hammurabi Mandate of Heaven Twelve Tables Ten Commandments Which event is described in this list? The Gallic Wars The Peloponnesian War The Trojan War The Punic Wars In this quotation, Pericles describes Athenian society as valuing – Military discipline Civic responsibility Religious freedom Economic opportunity Hippocrates made important contributions in the area of – Poetry Sculpture Philosophy Medicine Which characteristic is associated with both the Roman and the Greek cultures? The rule of emperors An army of legionnaires Polytheistic religion Bicameral legislature Which number on the map marks the location of this building?
Expansion of Capitalism Development of Socialism and Communism in Response to Capitalism Essential Understandings Essential Questions Essential Knowledge Capitalism and market competition fueled the Industrial Revolution. Wealth increased the standard of living for some. Social dislocations associated with capitalism produced a range of economic and political ideas, including socialism and communism. What was the role of capitalism and market competition in the Industrial Revolution? What were some theories opposed to capitalism? Capitalism Adam Wealth of Nations Role of market competition and entrepreneurial abilities Impact on standard of living and the growth of the middle class Dissatisfaction with poor working conditions and the unequal distribution of wealth in society Socialism and communism Karl Marx’s Communist Manifesto (written with Friedrich Engels) and Das Capital Response to the injustices of capitalism Importance of redistribution of wealth to the communists
Security in the Contemporary World Workshop 1: Friday 17 June K6.07, Department of War Studies Meeting Room 0930-1000 Coffee 1000-1015 Welcome 1015-1200 Panel 1 Alison Brettle, ‘Social Networks, Communities and the Reintegration of Ex-Combatants’ Hillary Briffa, ‘Can Small States have a Grand Strategy’? Mark Baillie, ‘Policy: The Missing Part of COIN’ Louise Tumchewics, ‘British Military Response to IEDs in Iraq and Afghanistan’ 1200-1245 1245-1430 Panel 2 Andrea Varsori, ‘Coercive Control by Violent Actors in Southern Megacities’ Harris Kuemmerie, ‘Water Politics in India and Pakistan’ Aurora Ganz, ‘The Securitisation of Energy’ Gerrit ‘Defining a Political Strategy for Preventive Action in Situations’ 1430-1500 Coffee 1500-1630 3 (Chair: Giles Montagnon) Robert Seely, ‘An Examination of Contemporary Russian War’ Agne Cepinskyte, ‘'Russian nationality policies and Baltic security’ Tartacuta-Lawrence, ‘Eastern European Security in the Balance’
Shindlers List No Yes The Boy in the Striped Pajamas No Yes Invisible Children No Yes Rwanda No Yes Blood Diamonds No Yes The Motorcycle Diaries No Yes Anastasia No Yes Behind Enemy Lines No Yes Schindler’s List No Yes Fly Boys No Yes Parent Signature _______________________________ _________________
Police Surgery. You can speak to Sean about any safety issues or concerns you may have or just say hello Tuesday 9th October 12:00 – 17:00 Drill Hall Library, KeyPoint desk by the Group Zone GIAG! Dreamcatcher Making Tuesday 9th October 13:00 – 15:00 Drill Hall Library Pets as Therapy doggies in the library! Friday 12th October 10am to 11am; 12pm – 1pm; 2pm – 3pm Drill Hall Library DA015 Mindfulness Workshops All Week Drill Hall Library Wellbeing and Lifestyle Book Collection Display All Week Hall Library GIAG Volunteering! Paper Hearts Project This voluntary project aims to foster social unity and community inclusion through the shared goal of achieving a Guinness World Record of a display of 60,000 origami hearts Student Hub Monday 8th October 17:15 – 18:15 Mezzanine at the Student Hub Pilates Wednesday 10th October 12:00 – 14:00 Student Hub GIAG Volunteering! Paper Hearts Project This voluntary project aims to foster social unity and community inclusion through the shared goal of achieving a Guinness World Record of a display of 60,000 origami hearts Thursday 11th October 13:00 – 14:00 Meet at the Student Hub Walking Group Thursday 11th October 13:00 – 14:00 Mezzanine at the Student Hub Yoga Sports Hall Monday 8th October 07:45 – 8:30 Sports Hall Circuit Tuesday 9th October 12:00 – 13:00 Sports Hall Football Wednesday 10th October 07:45 – 08:30 Sports Hall Circuit Wednesday 10th October 12:00 – 13:00 Sports Hall Racquet Sports Thursday 11th October 12:00 – 13:00 Sports Hall Volleyball Friday 11th October 07:45 – 8:30 Sports Hall Circuit Friday 11th October 12:30 – 13:30 Sports Hall Badminton Friday 11th October 19:00 – 20:30 Sports Hall Social Football COMPETITIONS Poster Competition – closes 31st August Film Competition – closes 10th September Writing Competition – closes 21st September Details for all competitions can be found at
61) Enclaves are culturally distinct territories that are surrounded by the territory of a different cultural group, whereas exclaves are portions of a country or of a culture group's territory that lie outside its contiguous land area. Answer: TRUE Section: History, Economy, and Territory Geog. Standard: 12 Bloom's Taxonomy: Analysis Learning Outcomes: 2.5 Identify the principal core regions within . 62) The Provence-Alpes-Côte d'Azur region of is the world's leading area for the production of lavender and other aromatic flowers. Answer: TRUE Section: Geographies of Indulgence, Desire and Addiction Geog. Standard: 16 Learning Outcomes: 2.2 Explain the rise of as a major world region and understand how Europeans established the basis of a worldwide economy. 63) Women in generally have a significantly longer life expectancy than men. Answer: TRUE Geog. Standard: 9 Learning Outcomes: 2.9 Assess the importance of ethnicity in shaping ongoing change within . 64) Slavic languages dominate southern . Answer: FALSE Geog. Standard: 10 Learning Outcomes: 2.7 Assess the importance of language in shaping ongoing change within . each country with its capital. A) B) C) Dublin D) E) F) G) H)
Giving Opportunities The Department of State requires the following items for each refugee home. An asterisk denotes one item per person: Bed frame* Box spring* Mattress* Fitted sheet* Flat sheet* Pillow* Pillowcase* Blanket* Alarm clock Dresser Clothes hangers Sofa Lamp bulbs Dining table Dining table chair* Knife* Fork* Spoon* Dinner plate* Salad plate* Bowl* Tea cup* Drinking glass* Frying pan Covered sauce pan Dutch oven Stockpot Baking pan Mixing bowl Pitcher Tea kettle Spatula Serving spoon Slotted serving spoon Cooking fork Kitchen Can opener Bath towel* Washcloth* Shower curtain rings Shower curtain liner Shampoo Bars of soap Toothbrush* Toothpaste Deodorant* Maxi pads Toilet paper Toilet bowl brush Pad of paper Pen or pencil Mop Broom Dustpan Kitchen/bathroom cleanser Laundry detergent Dish soap Sponge Wastebasket (large) Wastebasket (small) Trash bags The Department of State does not require the following items, but they are blessings to refugees: TV Coffee table Dryer TV stand End table Microwave VCR Armchair Vacuum DVD player Bookshelf Iron Washer Ironing board Engaging Opportunities Airport Reception – Welcome refugees to the United States by greeting them at the airport. Housing – Host refugees in your home when they arrive. Help World Relief find permanent housing for them. Prepare their apartment with donated furniture, household items, and basic necessities. Help refugees learn how to properly live in and care for their new home.
World Religions Assignment Instructions: Use the world religions handout you have been given to fill in this chart. Do NOT leave anything blank. Religion Name of God or gods Name of their House of worship Who leads their worship service Name of their holy book(s) Some important beliefs What you call a person who follows that religion Hinduism Judaism Buddhism Buddhists do not worship a god or gods. Christianity Islam
and keep records Reconquista the Christian reconquest of Spain from the Muslims Reformation a religious movement to change or reform the Roman Catholic Church that resulted in the establishment of some Christian religions, such as the Lutheran Church religious intolerance refusing to accept another’s beliefs republic a state in which power is held by the people restorative justice dealing with a law-breaker by requiring the offender to repair the harm done retributive justice dealing with law-breakers by punishing them rhetoric the art of making speeches ritual a celebration or ceremony observed with regularity ronin samurai warriors without masters samurai professional, paid members of the Japanese military scientific method the process of making observations, experimenting, and drawing conclusions based on evidence scribe a person who copied books secondary source an account of an event written by someone who was not present at the time seppuku ritual suicide performed in Japan as an honourable alternative to humiliation and public shame serf peasants who worked the land for the lord and were not allowed to leave the manor without the lord’s permission shogun a Japanese military ruler in Edo Japan shogunate a strong council of advisors, officials, and administrators sonnet a poetic form that consists of 14 lines Spanish Inquisition a state-run system of courts in Spain where non-Catholics were put on stoic used to describe a person who can control his or her emotions and endure difficult experiences with patience sumo wrestling a sport that originated in ancient times as a Japanese religious performance sumptuary laws laws that controlled consumption or how people spent their money telpochcalli Aztec school for commoners tithe a portion of crops or percentage of earnings paid to the Church Tokugawa period the period in Japanese history between 1600 and 1853; also known as the Edo period tribute valuable gifts and taxes collected by the Aztecs from a conquered or city tsunami a strong, destructive wave caused by earthquakes or volcanic eruptions on the ocean floor Ukiyo-e wood block prints upward mobility the ability to move from one social class to a higher one usury the practice of charging interest when loaning money to someone vernacular the language commonly spoken by the people who live in that region viceroy the representative of a sovereign in a foreign jurisdiction virtues positive character traits Westernization adopting the culture and ideas of the Western world worldview a collection of beliefs about life and the universe held by an individual or a the overall perspective from which one sees and interprets the
Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Children from the past Main Focus: History What were children like 100 years ago? Did they play the same games as us? Did they wear the same clothes? School days 100 ago Main History What was school like 100 years ago? How were the lessons different? Families in the past Main History Was family life different in the past? How did life change when the men went to war? My town Main Focus: History What was life like for the people of Heywood who remained at home during the war? Animals during the war Main Focus: History From trench rats to war horses, what role did animals play during the war? Famous people of WW1 Main Focus: History How did the war start and who were the people who made a difference? Our country Main History What role did technology play in the war and what lessons can we learn for the future?
C.C.8.5.9-10.D, C.C.8.5.9-10.E, C.C.8.5.9-10.F, C.C.8.5.9-10.G, C.C.8.5.9-10.H, C.C.8.5.9-10.I, C.C.8.5.9-10.J United Nations Battle of Coral Sea Battle of Iwo Jima Battle of Okinawa Manhattan Project Hiroshima/Nagasaki Nuremberg Trials GI Bill of Rights effects of war
CATEGORY Not Does Not Meets Exceeds Expectations- 3 Research The World War II Fact Sheet is not filled out. World War II Fact Sheet is partially complete, not well organized, and mostly readable. There are more than 3 spelling and/or grammar errors. World War II Fact Sheet is complete, well organized, and readable. There are only a few spelling or grammar errors. World War II Fact Sheet is complete, well organized, and neat. Spelling and grammar is correct Audio Quality None of the audio is well mixed and the volume is either too loud or too soft throughout the podcast. Audio is not well mixed for the majority of the podcast. Volume levels are too loud or too soft for either speech and/or sound. Most of the audio included is well mixed. The volume levels are too loud or too soft for either speech and/or sound. All audio is mixed well and volume is appropriate for both speech and sound. Sounds The podcast has no sounds or sounds do not support the broadcast. The podcast has at least one sound that is appropriate and supports the broadcast. The podcast has two sounds that are appropriate and support the broadcast. The podcast has three or more sounds that are appropriate and support the broadcast. Facts Facts are not present or inaccurate. Documentation is not present. Facts are not always accurate and research is not documented correctly. Facts are accurate. However, not all research has been documented or is not correctly documented. All facts are accurate and research is documented. Planning The Podcast Planning Sheet is not filled out. The Podcast Planning Sheet is partially complete, not well organized, and mostly readable. There are more than 3 spelling and/or grammar errors. The Podcast Planning Sheet is complete, well organized, and readable. There are only a few spelling or grammar errors. The Podcast Planning Sheet is complete, well organized, and neat. Spelling and grammar is correct. Group Work Only 1 member partcipated in the project. Only 1 out the 4 group members led their specific part of the project. Only 2 or 3 members partcipated in the project. 2 out of 4 group members led their specific part of the project. Most group members participated in the project. 3 out of 4 group members led their specific part of the project. All members participated in all parts of the project. Each group member led their specific part of the project.
Post FB Twitter Graphics Mon 31 Oct World Tsunami Day Saturday 5 November is World Tsunami Day. It’s a chance for us to prepare for, and learn more about, our tsunami risk All of New Zealand’s coastline is at risk of tsunami. Know what to do and where to go. #TsunamiDay2016 Saturday 5 November is World Tsunami Day. All of New Zealand’s coastline is at risk of tsunami #TsunamiDay2016 Tues 1 Nov Saturday 5 November is World Tsunami Day. There are three ‘types’ of tsunami – local, regional and distant. In a local source tsunami we may only have a few minutes warning. Early warning saves lives. Know what to do and where to go. Share this post and help save lives. In a local source tsunami we may only have a few minutes warning. Know what to do and where to go. #TsunamiDay2016 Weds 2 Nov Saturday 5 November is World Tsunami Day. All of New Zealand’s coast line is at risk of tsunami. A tsunami wave can grow to become a fast moving wall of water. warning saves lives. Know what to do and where to go in a tsunami. Share this post and help save lives. #TsunamiDay2016
feel a long or strong earthquake, move immediately to higher ground or as far inland as you can. Early warning saves lives. Know what to do and where to go. Share this post and help save lives. Weds 2 Nov Saturday 5 November is World Tsunami Day. All of New Zealand’s coast line is at risk of tsunami.. Know what to do and where to go in a tsunami. Share this post and help save lives. #TsunamiDay2016 Know what to do and where to go in a tsunami. Retweet save lives. #TsunamiDay2016 Sunday 6 Nov All of NZ’s coastline is at risk from tsunami. Do you know what to do before, during and after a tsunami? Do you know what to do before, during and after a tsunami? #TsunamiDay2016 Types of tsunami warning natural For a local source tsunami there may only be a few minutes warning? Luckily there are natural warning signs you can keep an eye out for. Unusual noises, a sudden rise or fall in see level or a long or For a local source tsunami there may only be a few minutes warning. #TsunamiDay2016
subjected to campaigns of terror and violence. They may be forced to live in certain areas or are subjected to rules that apply only to them. Stalin Builds a Totalitarian State Stalin aimed to create a perfect Communist state. To realize his vision, Stalin planned to transform the Soviet Union into a totalitarian state. He began building his totalitarian state by destroying his enemies – both real and imagined. Stalin built a police state to maintain his power. Stalin’s secret police used tanks and armored cars to stop riots. They monitored telephone lines, read mail, and planted informers everywhere. Even children told authorities about disloyal remarks they heard at home. Every family came to fear the knock on the door in the early morning hours, which usually meant the arrest of a family member. The secret police arrested and executed millions of so-called traitors. In 1934, Stalin turned against members of his own Communist Party. In 1937, he launched the Great Purge, a campaign of terror directed at eliminating anyone who threatened his power. Thousands of Bolsheviks who helped stage the Revolution in 1917 stood trial. They were executed or sent to labor camps for “crimes against the Soviet state.” When the Great Purge ended in 1938, Stalin had gained total control of the Soviet government and the Communist Party. Historians estimate that during this time he was responsible for somewhere between 8 and 13 million deaths. Stalin’s government controlled all newspapers, motion pictures, and other sources of information. Many Soviet writers, composers, and other artists also fell victim to official censorship. Stalin would not tolerate individual creativity that did not conform to the views of the state. Soviet newspapers and radio broadcasts glorified the achievements of communism, Stalin, and his economic programs. Under Stalin, the arts also were used for propaganda. In 1930, an editorial in the Communist Party newspaper Pravda explained the purpose of art: “Literature, the cinema, the arts are levers in the hands of the proletariat which must be used to show the masses positive models of initiative and heroic labor.” Under Stalin, the government controlled all education from nursery schools through the universities. Schoolchildren learned the virtues of the Communist Party. College professors and students who questioned the Communist Party’s interpretations of history or science risked losing their jobs or faced imprisonment. Party leaders in the Soviet Union lectured workers and peasants on the ideals of communism. They also stressed the importance of sacrifice and hard work to build the Communist state. State-supported youth groups trained future party members.
Is there an available water source in the competition area? Yes No If NO, how close is the nearest water source? (iv) Type of lighting used in (rated in foot-candles or lux): If necessary, can lighting be increased over the competition area?
High risk means that the chances of getting cancer may be greater, but it does not mean that cancer will develop. It isn’t always clear why one person gets cancer and another doesn’t. How do you reduce your risk? (or prevention) means taking action to lower the risk of developing cancer. There are things you can do to lower your overall chance of developing certain types of cancer and stay well. At least one-third of all cancer cases are preventable. Prevention offers the most cost-effective long-term strategy for the control of cancer. This includes: Healthy Choices Whatever age or stage you’re at in life, it’s never too late to start living well. Things like being active, healthy eating, drinking alcohol less, not smoking, limiting your exposure to synthetic hormones or harmful chemicals – all help to reduce your risk forcancer. Even the smallest change can make a big difference. Physical activity Regular physical activity can help you maintain a healthier body weight and moderate hormones in your body – key factors that help reduce the risk of breast cancer. But being active doesn’t mean you have to go hard at the gym. It could be a brisk daily walk, playing with the kids, cleaning your house, or getting a workout as you garden. Find something you enjoy doing or always wanted to try. Take the first step incorporate activity into things you already do, like taking the stairs instead of the elevator Set a goal. write it down go for a walk at lunch exercise with a friend try to work up to 30 minutes of physical activity a day for 5 days a week Healthy eating
Date: Term: Date: Term: When: Where (be specific): Where (what continent): What is it: When: Where (be specific): Where (What continent): What is it: Why is it important? Then: AND now: Why is it important? Then: AND now: Compare it to something in another culture: Compare it to something in another culture: Date: Term: Date: Term: When: Where (be specific): Where (what continent): What is it: When: Where (be specific): Where (what continent): What is it? Why is it important? Then: AND now: Why is it important? Then: AND now: Compare it to something in another culture: Compare it to something in another culture:
How to run a world café World café is a powerful method to actively engage your students in conversations about volunteering. The format is flexible and on 7 design principles to create a simple, effective and flexible way to host large group discussions. The 7 design principles Set the context: on the reason you’re bringing everyone together – student volunteer program. Create a hospitable space: create an atmosphere that feels safe and inviting. Explore questions that matter: for example, what’s our role in the community? What is volunteering? Encourage everyone’s contribution: encourage everyone to contribute ideas, either actively sharing or just by listening. Connect diverse perspectives: ask students to move between tables and contribute ideas. Listen together for patterns and insights: encourage everyone to listen for what is and is not said. Share collective discoveries: this step involves identifying patterns so they are visible to everyone. Make sure you have a way to capture thoughts and ideas (harvest), for example Post-it Wall Pad. Resources required 1.5 hours. Small tables (preferably round) of about 1m diameter. Chairs for participants and presenters. Colourful tablecloths with Post-it Wall Pad in the middle. Coloured markers on each Posters outlining Café Etiquette. Fruit and refreshments (to keep those energy levels up). Flip-chart to capture the final plenary discussion. Chime or bell for bringing conversations to a conclusion. World café etiquette Focus on what really matters. Contribute your and thinking. Speak your mind and heart with humility. Listen to understand. Connect your ideas with others. Write, doodle and draw – use your Post It Wall Pad to full effect. Have fun! Process Setup small café-style tables: 4 to 8 students at each. Have conversation rounds: have 3 rounds of conversation on the topic of volunteering (20 minutes each). Encourage students to write, doodle and draw key ideas. Invite table hosts: ask one student to stay at the table to welcome their new guests and briefly explain the main ideas, themes and questions from the last group. Ask others to be ‘idea ambassadors’: ask remaining students to move between tables (move – visit 3 tables). Encourage them to link ideas from their previous tables. At the end of the rounds, all of the tables and conversations will be cross-pollinated with insights from previous conversations.
SHOPPING & ERRANDS BILLS HEALTH OTHER WALMART (North) 2710 N. Main St. WALMART (South) 2628 S. Main St. Harris Teeter 265 Eastchester Dr. Food Lion Grocery Store 1107 E Lexington Ave. PAY MY RENT BILL Craven Johnson & Pollock 615 Hamilton St. Conrad Realtors 512 North Hamilton St. GO TO THE DOCTOR Health Department 501 E. Dr. Main Street Health 645 N. Main St. Bethany Medical Center 507 Lindsay St. GET A DRIVER’S LICENSE OR I.D. CARD Department of Motor Vehicles 650 Francis St. OR 1677 Westchester Dr. MAIL A LETTER Post Office 315 E. Green St. GO TO THE EYE DOCTOR Cornerstone Eye Care 307 N. Lindsay St. GO TO ENGLISH CLASS GTCC 901 S. Main St. PAY MY PHONE BILL North State Telephone Company 2628 S. Main St. (In Walmart Plaza) SHOP FOR CLOTHES Salvation Army 1501 S. Main St. Carolina Thrift Store 2645 N. Main St. Jacob’s Hope Ministries 312 W. Russell Ave. GO TO THE HOSPITAL High Point Regional Hospital 601 N. Elm St. GO TO DEPARTMENT OF SOCIAL SERVICES D.S.S. 325 E. Russell Dr. PAY MY ELECTRIC & GAS BILLS City of High Point Customer Service 136 Northpoint Ave. GO TO THE DENTIST High Point Dental Care 274 Eastchester Dr. GO TO WORLD RELIEF World Relief 155 Northpoint Ave. Road Names and Corresponding Bus Routes Mondays-Fridays: All buses arrive at stops every 30 minutes East Drive
THE WORLDS WIFE CRITICS ‘Antioch Review’ (a magazine) contributor Jane Satterfield called the collection "masterful subversions of myth and history”. "The World's Wife appeals and astonishes”. "Duffy's mastery of personae allows for seamless movement through the centuries; in this complementary chorus, there's voice and vision for the coming ones." An Economist reviewer felt that the collection "is savage, trenchant, humorous and wonderfully inventive at its best." Ray Olson, writing in Booklist, concluded that "Duffy's takes on the stuff of legends are . . . richly rewarding."
1. Ration 2. Rosie the Riveter 3. Kamikaze _________________________________________ _________________________________________ 4. Blitzkrieg 5. D-Day _________________________________________ 6. Manhattan Project 7. Internment Camps 8. Battle of Britain
53. According to Gray's framework which is an extension of Hofstede's model of cultural pattern, which of the following is true about accounting system development? 54. of the following is the primary purpose of preparing a statement of added value?
12/9/18 Wednesday 13.00 – 14.00 21/9/18 Friday 12.30 – 13.30 approx 28/9/18 Friday 12.30 – 2.00 approx Launch of World Alzheimer’s month In St James’s Hospital concourse World Alzheimer’s Day Alzheimer’s Pop-up Café In Creative Life MISA* Positive Aging event In Creative Life MISA* Speakers to launch World Alzheimer’s month Prof Brian Lawlor (SJH/TCD/GBHI) Deputy Mary Butler TD Oireachtas Group on Dementia) Speakers Sinead Grennan (Sonas APC) Senator Collette Kelleher Oireachtas Group on Dementia) Nora Owen(carer’s perspective) Ronan Smith (RTE Docu My Broken Brain) Máire Anne Doyle(carer’s perspective) Speakers Catherine Jordan (Global Brain Health Institute Fellow -Brain Health and Music) Dr. Eamon Laird (TiLDa/TUDA Brain Health and Nutrition) Collaborative performance ‘Forget me nots’ and MISA choirs Norah Walsh (Choir Director) Stand Together Campaign Dementia Awareness Video Entertainment + Light refreshments Reminiscence Theatre Workshop for SJH staff, educators , researchers, community Karen Meenan of Making Hay Theatre Alzheimer’s information Bus stationed outside main SJH concourse on CEO’s Square 11:00-14:00 Information desks Dementia Services Information and Development Centre , Under Stand together Campaign, Alzheimer’s Society Ireland All welcome Booking in advance is required rsvp 11th September *https://goo.gl/maps/jMYsmJKxcNv (directions to MISA) Booking in advance is required rsvp 11th September (directions to MISA) Culture Night 21st September - National Digital Hub and with Dublin International Film Festival/ MISA Choir. Time: 8pm – 10.30pm Location: Digital Hub, Dublin 8 All are welcome !!
Contributors The following people contributed to the development of this document: Lacey Alkire – Fayetteville School District Debbie Kamps – Highland School District Laura Beth Arnold – Little Rock School District Bennie Lard – Hope School District Nathan Andrew Bagley – Phillips County Community College, Helena Jan Loyd – Cabot School District Cindy Beckman – Conway School District Dr. Kristen Dutcher-Mann – University of Arkansas at Little Rock Kris Bertelsen – Federal Reserve Bank of St. Louis, Little Rock Branch Marsha Masters – Economics Arkansas Dr. Kay – Butler Center for Arkansas Studies Lisa McGriff – Star City School District Ruth Brown – Marvel School District Toney McMurray – Alma School District Lisa Byrum – Pulaski County Special School District Shannon Neumeier – North Little Rock School District Kelli Castleberry – Camden Fairview School District Kari Nichols Henard – Bryant School District Barbara Clements – Marion School District Martha Pelley – Cedar Ridge School District Napoleon – Lafayette County School District Lindsey Phillips – Rogers School District Teddy Davis – Arkansas State University, Beebe Carmen Walker-Pierce – Little Rock School District Debra Ewing-Hight – Bentonville School District Judy Pierce – Benton School District Georgia Fletcher – Russellville School District Don Porter – Little Rock School District David Freligh – Forrest City School District Sarah Pugh – Bentonville School District Lantha Garmrath – Paragould School District Steven Quoss – Warren School District Sue Geery – Norfork School District Julie Roark – Nettleton School District Angie Goodding – Monticello School District Jason Sanders – El Dorado School District Ron Graham – Drew Central School District Joy Spivey – Deer/Mt. Judea School District Willie Gulley – Dollarway School District Linda Thrasher – Mountain Home School District Bailey Hendricks – Searcy School District John Traband – Hampton School District Schula Holley – Little Rock School District Karen Trusty – Paris School District Nancy Hull – Fountain Lake School District Cathy Tucker – Lake Hamilton School District Dr. Margie Hunter – West Memphis School District Shelina Warren – Pine Bluff School District Anthony Jackson – Fordyce School District James Washington – Arkansas Consolidated School District Ashley Jackson – Dumas School District Watkins – Bay School District Carmen Jones – Malvern School District Vickie Yates – Virtual Arkansas Dr. Cherisse Jones-Branch – Arkansas State University, Jonesboro
b. title c. compass rose d. 15. Africa, Asia, Europe, North America, South America, Australia, and Antarctica are all examples of _______________. a. continents b. oceans c. countries d. states 16. The star is located on which ocean? a. Atlantic b. Pacific c. Arctic d. Indian 17. The longest river in North America is a. Amazon River b. Hudson River c. Mississippi River d. Missouri River 18. A group of places that shares a common features is a: a. climate b. region c. location d. culture 19. A narrow bridge of land that separates that connects North America and South America is called: a. Caribbean Sea b. Central America c. West Indies d. Bering Strait 20. What is a human-environment interaction a. the physical and human characteristics of a place b. the way people, goods, and ideas move from one place to another c. the climate of an area d. the way people use and change their surroundings 21. Relative location is a. the hemisphere in which a place is located b. the description of a place using the location of a place nearby
Key Vocabulary List (Handout Page 1) Vocabulary Definition Image Heritage (noun) Spanish: herencia French: héritage Values, beliefs, traditions, art, music, foods passed down from a grandparent to parents to children. Passed down in a family or groups. Culture (noun) Spanish: cultura French: culture Art, ideas, beliefs, sports, behaviors, music, food, art, clothes, laws, language, work, ritual (something done the same way many times) of a group of people Nature (noun), Natural (adjective) Spanish: naturaleza, natural Everything in the world that is not made by humans (plants, animals, mountains,
increase and improve efficiency/effectiveness of health security financing implemented by country Number of countries and regional organizations with advocacy or collaboration plans on health security 3 countries and two regional organizations that develop/strengthen advocacy strategies and collaboration plans to address cross border health threats Intermediate objectives Indicators Targets/Rationale/Notes Catalyze and leverage domestic and external financing to improve health security Comprehensive tool to assess gaps in health security financing and institutional capacity developed Number of countries that have developed costed national pandemic preparedness plans with resource mobilization plans to increase domestic and external financing These tools will be a public good filling existing gaps in the JEE and PVS pathway process. The tools will be used alongside the JEE and PVS pathway process to improve financial and institutional sustainability of pandemic preparedness. The preparedness plan also allows the country to leverage and increase additional investments as needed. Provide technical assistance in financial and institutional capacity building Percentage of recommendations to strengthen institutional capacities and coordination of health security initiatives implemented by country and regional organizations Number of countries conducting periodic simulation exercises to measure capacity in pandemic preparedness Based on recommendations of institutional assessments, technical assistance will be provided to strengthen institutional capacity. Simulation exercises will assess progress made in development of health security capacity, identify capacity gaps and further actions needed. Increase political and economic commitment for health security A collaborative task force with all partners to improve regional commitment for health security Number of regional consultative and collaboration events Advocacy tools for health security financing Number of countries exchanging data and knowledge on health security Task force will include representatives from key government agencies in the target countries and international partners active in the region, including USAID, CDC, WHO, OIE, ADB, Mekong Disease Surveillance Network, ASEAN HS working group chair.
Ancient China - Huang He River (Yellow River) Yangzi River Mandate of Heaven Shang Dynasty Zhou Dynasty Religion Hinduism- (India), reincarnation, caste system (before 1948), dharma and Karma Buddhism- offshoot of Hinduism, mostly in Asia (China), 8 fold path, all humans suffer Christianity- Based in Judaism, recognizes that Jesus is the messiah Judaism- first monotheistic religion, believe the messiah is yet to come Daoism Animism-belief that animals have spirits Islam - Abbasid Dynasty Greece Minoans Myceneans Socrates – 1st philosopher, questioning technique, upset rulers, forced to drink poison Plato – wrote Socrate’s ideas down in The Republic Aristotle – more concnerned with natural world, teacher of Alexander the great Pericles Geography – rocky, rugged, city states were isolated City-States – polis, developed independently of each other Athens Sparta – very war like Parthenon Acropolis Peloponnesian War -Athens vs Sparta Persian War Phalanx Philip II Alexander the Great Hellenism Types of Governments Monarchy – dynasty of rulers from one family (King, Queen) Oligarchy – ruled by a small group Aristocracy Direct Democracy – each person has a direct vote (ex. New England Town Meetings, referendums) Rome Patricians – rich members of society Plebeians – poor members of society Senate- ruled the country Pax Romana – period of Roman history of PEACE Julius Caesar- dictator for life, murdered by fellow senators, wanted too much power Fall of Rome Christianity Aqueducts- provided fresh water through concrete pipes to cities Arch Coliseum Diocletian – separated Roman Empire into East (Byzantine) and West (Rome) Constantine- first Roman Christian Ruler, ruled in East Roman Empire
Contributors The following people contributed to the development of this document: Lacey Alkire – Fayetteville School District Debbie – Highland School District Laura Beth Arnold – Little Rock School District Bennie Lard – Hope School District Nathan Andrew Bagley – Phillips County Community College, Helena Jan Loyd – School District Cindy Beckman – Conway School District Dr. Kristen Dutcher-Mann – University of Arkansas at Little Rock Kris Bertelsen – Federal Reserve Bank of St. Louis, Little Rock Branch Marsha Masters – Economics Arkansas Dr. Kay Bland – Butler Center for Arkansas Studies Lisa McGriff – Star City School District Ruth Brown – Marvel School District Toney McMurray – Alma School District Lisa Byrum – Pulaski County Special School District Shannon Neumeier – North Little Rock School District Kelli Castleberry – Camden Fairview School District Kari Nichols Henard – Bryant School District Barbara Clements – Marion School District Martha Pelley – Cedar Ridge School District Napoleon Cross – Lafayette County School District Lindsey Phillips – Rogers School District Teddy Davis – Arkansas State University, Beebe Carmen Walker-Pierce – Little Rock School District Debra Ewing-Hight – Bentonville School District Judy Pierce – Benton School District Georgia Fletcher – Russellville School District Don Porter – Little Rock School District David Freligh – Forrest City School District Sarah Pugh – Bentonville School District Lantha Garmrath – Paragould School District Steven Quoss – Warren School District Sue – Norfork School District Julie Roark – Nettleton School District Angie Goodding – Monticello School District Jason Sanders – El Dorado School District Ron Graham – Drew Central School District Joy Spivey – Deer/Mt. Judea School District Willie Gulley – Dollarway School District Linda Thrasher – Mountain Home School District Bailey Hendricks – Searcy School District John Traband – Hampton School District Schula Holley – Little Rock School District Karen Trusty – Paris School District Nancy Hull – Fountain Lake School District Tucker – Lake Hamilton School District Dr. Margie Hunter – West Memphis School District Shelina Warren – Pine Bluff School District Anthony Jackson – Fordyce School District James Washington – Arkansas Consolidated School District Ashley Jackson – Dumas School District Barry Watkins – Bay School District Carmen Jones – Malvern School District Vickie Yates – Virtual Arkansas Dr. Cherisse Jones-Branch – Arkansas State University, Jonesboro
History & Geography Honors: Industrial Revolution to the Contemporary World Miss Morgan Room 321 Fall 2018 Curriculum and Standards: http://tn.gov/assets/entities/education/attachments/std_ss_world_history_geography.pdf Ms. Tyler’s Website: Course Description Students will study the rise of the nation state in Europe, the French Revolution, and the economic and political roots of the modern world. They will examine the origins and consequences of the Industrial Revolution, nineteenth century political reform in Western Europe, and imperialism in Africa, Asia, and South America. They will explain the causes and consequences of the great military and economic events of the past century, including the World Wars, the Great Depression, the Cold War, and the Russian and Chinese Revolutions. Finally, students will study the rise of nationalism and the continuing persistence of political, ethnic, and religious conflict in many parts of the world. Relevant Tennessee connections will be part of the curriculum, as well as appropriate primary source documents. Students will explore geographic influences on history, with attention given to political boundaries that developed with the evolution of nations from 1750 to the present and the subsequent human geographic issues that dominate the global community. Additionally, students will study aspects of technical geography such as GPS and GIS, and how these innovations continuously impact geopolitics in the contemporary world. (Tennessee State Standards) This course is intended to prepare students for college by refining the essential academic skills necessary to succeed in a collegiate setting. We will utilize strategies which include, but are not limited to, reading, writing, analysis, brainstorming, cooperative learning, discussion, and projects. Materials Needed Textbook – World History: Human Legacy Pen/Pencil 2”-2.5” three-ring binder; dividers Loose-leaf paper for Dry Erase Markers Expectations: Students will attend class every day as long as they are healthy and will be inside the door before the tardy bell rings. Because this is a nine-week course, attendance is required in order to master the content necessary. Students will complete all assigned work and take shared responsibility in the learning process. If you are absent, you will complete your missed work in an accurate and timely fashion as determined by the handbook. Cheating is NOT tolerated on assignments, projects, or any other activity we utilize in this course.
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