zilongwang/ReadingBank huggingface dataset:
Very low self-esteem, lack of confidence. Child Sexual Exploitation The School is also aware that nationally changes in behaviour in children with SEN and disability previously have been on occasion overlooked and wrongly assumed to be part of their SEND. TALKING A primary or secondary student will need to “test the water” before telling. S/he might do this by “hanging around” you, asking trivial questions about work, helping put things away etc. Be aware that any casual conversation could be an opener to disclosure. It is important to take what is said seriously, and not be dismissive. The “test” might be a totally outrageous tale, perhaps something that happened “to a friend”. Some children know that what has happened to them will be difficult to believe (particularly with sexual abuse) and they will try out something else that’s “outrageous” to gauge the likely reaction. A measured response to an improbable tale, or a “has anything like that ever happened to you?” will signal to the child that you are prepared to believe the improbable; a dismissive or amused response may close the door on disclosure. APPENDIX C PROCEDURE FOR WORKING WITH A CHILD ABUSE DISCLOSURE
After reading. grammar desk, p81). The teacher asks the pps some questions : T: what will happen if I heat ice? P: If you heat ice, it melts.(general truth) automatically it melts T : what will happen if you work hard ? P: If I work hard , I will succeed .so in this sentence we have condition and the result of the condition If you heat ice, it melts. If+presensimple,present s if clause main clause If I work hard , I will succeed.if +present ,future simple if clause main clause With the guidance of the teacher pupils do all the activities in the computer screen-shaped square on page 81. Key : a). The result clause of sentence (1) is in the future simple: …will get …, whereas the result clause of sentence (2) is in the present simple: …are …. b). The condition of sentence (2) is always correct. It is a general fact, but the condition of sentence (1) not always correct; pupils may revise lessons but fail to get good marks it is only a prediction. c). The "if" that can be replaced with when are the one of sentence (2) and sentence (4). 2/2 - When two lines cross, the opposite angles are always equal. 4/2 - When there are two points, the shortest distance between them is called a straight angle. d). The of sentences according to the degree of certainty is the following: * Sentences (2 and 4) on the same level. * Sentences (1 and 3) on the same level. -To identify the conditional clause. - To recognize the construction and building of the conditional sentences ;( if clause/main clause – main clause/if clause). - To discriminate and between the usage of the two different types of conditional: Type (I)and type (II) 1h
A/ Grammar Read the text again and pick out the sentences which contain comparatives of adjectives and adverbs and write them in the table below. Comparatives Adjectives Adverbs superiority equality inferiority How are the comparatives of adjectives and adverbs formed? Complete the following with the missing information. Comparatives Adjectives/Adverbs superiority Short adj /adv +…..+than Long ….+ adj/adv+ …… equality ……+ adj/adv+ …. inferiority …..+adj/adv+ …….. See grammar reference p.38 Task. Study the figures in the table below. Then complete the sentences with the right comparative form of the adjectives and adverbs in the yellow box.
Task. On the basis of the information provided in the coping box, complete following table with sentences from the text to illustrate each category of reasoning. Categories of reasoning Sentences from the text 1. deductive …………………………………………………………………….. 2. concessive ……………………………………………………………………. 3. by analogy ………………………………………………………………………
(Choose 4) (Choose 12) (Choose 4) (Choose 3) Fire Wheels Pottery Composite Bows Iron weapons Chariots Cuneiform Hieroglyphs Stirrup Domestication Pastoralism Patriarchy Aristocracy Agrarian Hierarchy Monotheism Metallurgy Filial Piety Monastic Shamanism Animism Ancestor Veneration Imperial Bureaucracy Fortification Maritime Qanat System Specialization of Labor Syncretism Theocracy Neolithic Revolution Chinese Warring States Period Pax Romana Fall of Rome Bantu Migration Polynesian Migration Mesopotamia & Egypt Mesopotamia & Indus Valley Silk Indian Sea Lanes Mediterranean Sea Lanes SECTION 2: TIMELINE
Psychology speaks In making its historic 1954 school desegregation decision, the U.S. Supreme Court cited the expert testimony and research of psychologists Kenneth Clark and Mamie Phipps Clark (1947). The Clarks reported that, when given a choice between Black and White dolls, most African-American children chose the White doll, which seemingly indicated internalized anti-Black prejudice. Office of Public Affairs at Columbia University If some people see psychology as merely common sense, others have a different concern—that it is becoming dangerously powerful. Is it an accident that astronomy is the oldest science and psychology the youngest? To some people, exploring the external universe seems far safer than exploring our own inner universe. Might psychology, they ask, be used to manipulate people? Knowledge, like all power, can be used for good or evil. Nuclear power has been used to light up cities—and to demolish them. Persuasive power has been used to educate people—and to deceive them. Although psychology does indeed have the power to deceive, its purpose is to enlighten. Every day, psychologists are exploring ways to enhance learning, creativity, and compassion. Psychology speaks to many of our world’s great problems—war, overpopulation, prejudice, family crises, crime—all of which involve attitudes and behaviors. Psychology also speaks to our deepest longings—for nourishment, for love, for happiness. Psychology cannot address all of life’s great questions, but it speaks to some mighty important ones. BEFORE YOU MOVE ON… ASK YOURSELF Were any of the Frequently Asked Questions your questions? Do you have other questions or concerns about psychology? TEST YOURSELF 4 How are human and animal research subjects protected? Answer: Animal protection legislation, laboratory regulation and inspection, and local ethics committees serve to protect human and animal welfare. At universities, Institutional Review Boards screen research proposals. Ethical principles developed by international psychological organizations urge researchers using human participants to obtain informed consent, to protect them from harm and discomfort, to treat their personal information confidentially, and to fully debrief all participants.
Yalta: Bargain or Betrayal? Know: , United Nations 9. Why was the conference controversial in the decade following it? The and the Know: Communism, Capitalism, Sphere of Influence 10. How did similarities and differences both cause the and the U.S.S.R. to have difficulties dealing with each other? Shaping the Postwar World Know: International Monetary Fund; World Bank; Security Council; General Assembly; United Nations Educational, Scientific, and Cultural Organization; Food and Agricultural Organization; World Health Organization 11. For what problems were international organizations established after WWII? The Problem of Know: , Hermann Goering, Big Four, Iron Curtain, Airlift 12. What problems did cause between the and the U.S.S.R.? A Cold War Congeals Know: George Kennan, Containment, Truman Doctrine, Marshall Plan 13. Describe the policies followed by Truman in relation to the Soviets.
Summaries of Findings Additional Child Development Theorists In addition to the child development theorists discussed in the text, many others have made important contributions to the field. The table below summarizes some of their findings. Theorist Findings or Significance John Watson (1878-1958) Watson showed that responses, such as fear, could be conditioned in young children. He saw behavior and learning as reactions to environment. Children develop and gain knowledge by responding to their environments. Arnold Gesell (1880-1961) Gesell studied child development by filming children. His observations led him to believe that development followed an inborn, step-by-step sequence. He created a developmental schedule based on his theory. Healthy children develop and gain knowledge naturally and automatically as they grow older. Rudolf Dreikurs (1897-1972) Dreikurs studied why children misbehave. He said that parents need to look objectively at Children should experience the natural consequences of misbehavior, as long as those
Thinking about Children Directions: Complete the following sentences about children. There are no right answers. When you complete all the questions, reread your answers. What do they tell you about your attitude towards children? Studying about children can help me … What I like most about children is … What I like least about children is … My favorite activity as a child was … Children learn best by … Children need parents or other caregivers because … If I were a parent, I would … Most of my knowledge of children has come from … All children are in that they … All children are different in that they …
four things that caregivers provide to children, in addition to food and clothes. of Childhood Your predictions 8. Compare Childhood Past and Present Compare the lives of children today with those in the 1800s in the areas of health, education, and work. 9. 10.Health- your thoughts 10 11. Education- your thoughts 11 12. Love- your thoughts 12 13.Work- your thoughts 13 Play 14. Why is play important to children? 14 15. Dress 15
Gender, respect and relationships assessment rubric – Level 7-8 Relevant element of the Achievement Standards Level 6 Level 8 Level 10 Personal and Social Capability By the end of Level 6, students... identify characteristics of respectful relationships. By the end of Level 8, students... explore the values and beliefs of different groups in society. …identify indicators of respectful relationships in a range of social and work-related situations. By the end of Level 10, students… analyse factors that influence different types of relationships. Health and Physical Education By the end of Level 6, students ... understand the influences people and places have on personal identities. By the end of Level 8, students …. investigate strategies and resources to manage changes and transitions and their impact on identities. By the end of Level 10, students ... critically analyse contextual factors that influence their identities, relationships, decisions and behaviours. Assessment Rubric Category At level 6 students can: When progressing towards 8 students can: At level 8 students can: When progressing towards level 10 students can: At level 10 students can: The development of identities provide examples of how personal identities can be different provide valid examples of how male and female identities may vary in different eras demonstrate how gender identity can be affected by external factors such as time demonstrate how the gender identity of their characters are affected by external factors clearly reflect on how the gender identities of their characters are influenced by the era in which they are living Respectful relationships over time provide examples of respectful relationships between men and provide examples of how beliefs of respectful relationships may differ between men and women provide realistic examples of respectful relationships between men and women demonstrate valid examples of beliefs about gender identity in the past and possible beliefs in the future show how respectful relationships between and females may differ over time demonstrate the factors that may have led to differing beliefs about gender identity between males and females over time clearly reflect on why are changing factors that lead to differing beliefs about gender identity between men and women over time
Four phases (places, events, individuals) SPRITE causes of war SPRITE effects of war Why was the war a turning point? Revolt SPRITE significance of Netherlands/Low Country s Decline of Habsburg Establishment of United Provinces Defenestration of Prague Albrecht von Wallenstein Edict of Restitution Gustavus Adolphus William I (William of Orange) United Provinces Spanish Netherlands Philip II Counter Reformation Goals of Counter Reformation Successes/failures of Counter Reformation SPRITE Causes and Effect of Counter Reformation The role of art in the Counter Reformation The and countries of Europe that remained Catholic Role of in implementing Counter Reformation Charles V Philip II Inquisition Jesuits (Society of Jesus) Papal Index Baroque Art Mannerist Art Spanish Armada Papal States Reformation’s Effect on Women Changes for women during the Reformation Continuities for women between Renaissance and Reformation Role of in home Role of women in Protestantism (overall and specifically in each branch of Protestantism) Role of women in Catholicism (nuns, orders) Role of women in art (as subjects and artists like Artemisia Gentileschi ) Women and literacy Reformation Monarchs: Isabella, Elizabeth I, Mary I/Mary Tudor/”Bloody Mary”
Answer Key A 8.H.1.5 B 8.H.2.2 C 8.H.2.3 A 8.H.1.2 A 8.H.1.5 D 8.H.3.4 D 8.H.2.3 A 8.H.2.2 C 8.H.2.2 B 8.C&G.1.1 B 8.C&G.1.1 D 8.H.2.1 B 8.H.2.1 C 8.H.3.2 B 8.H.2.1 D 8.H.2.1 C 8.H.2.1 A 8.C&G.2.2 B 8.C&G.2.2 D 8.C&G.2.1 B 8.C&.2.2 B 8.C&G.2.2 B 8.C&G.2.1 B 8.C&G.1.1 C 8.C&G.1.1 B 8.H.2.1 C 8.H.2.1 B 8.C&G.1.3 B 8.C&G.1.3
C. Units: volume can be in any units, typically we will use L or mL. “n” refers to the number of moles – it can refer to the number of particles but not grams! D. Example – A balloon with a volume of 4.00 L is to contain 0.200 moles of gas. How many moles of gas remain if some of the gas is released and the new volume is 3.25 L. Assume temperature and pressure remain constant. V. The Combined Gas Law – Boyle’s, Charles’, and Gay-Lussac’s Laws and Avagadro’s combined. A. Formula: B. Units – any units for volume and pressure can be used as long as you are consistent, BUT YOUR TEMPERATURE MUST BE IN KELVIN! D. Examples: Show all work including units. 1. A sample of gas has a volume of 1.25 L at 25°C and 0.876 atm. What is the new volume when the temperature decreases to 15°C and the pressure decreases to 0.750 atm? 2. A sample of gas occupies 15.0 L at 22.°C and 754 mm Hg. If the volume increases to 23.0 L and the pressure decreases to 723 mm Hg, what is the new temperature? Ideal Gas Law Ideal Gas Law – gives the relationship between the pressure, volume, temperature, and number of moles for a sample of gas. The Ideal Gas Law is derived from the Combined Gas Law Assume that you have 1.00 mole of gas at STP. Then P1 = 1.00 atm, T1 = 273 K, n1 = 1.00 mole, and V1 = 22.4 L. Plugging these values into the equation above we get: Since the standard conditions are called constants, we can create a new constant combining all of them. This constant is called the ideal gas constant and is given the symbol R. Using the ideal gas constant, R, we can derive another gas law, the IDEAL GAS LAW which usually expressed as follows: PV = nRT P = pressure in atmospheres V = volume in Liters n = the amount of substance in moles T = the temperature in Kelvin
Name: ________________________________________ Chemistry Unit 10: Organic Key Idea Question Justify your answer with an explanation or calculation. Confidence Level None Moderate Fully 1 Which of the following is a general formula for alkanes? CnH2n-2 c. CnH2n+2 CnH2n Pre-discussion: Post discussion: 2 Which is true about isomers? Same formula & properties. Different formula & properties. Same formula, different properties. Different formula, same properties. Pre-discussion: Post discussion: 3 Which of the following is a saturated hydrocarbon? C3H8 c. C4H8O C2H4 d. C5H11OH Pre-discussion: Post discussion: 4 Which can undergo substitution? CH4 c. C3H6 C2H4 d. C4H6 Pre-discussion: Post discussion: 5 Which is a product of fermentation? C2H5OH c. C2H5O CH3COOH d. CH3COOCH3 Pre-discussion: Post discussion: 6 Draw an isomer of ethanol. Pre-discussion: Post discussion: 7 Draw the dot diagram of Ethanoic Acid. Pre-discussion: Post discussion: 8 Explain in terms of forces of attraction, why alcohols have higher boiling points than alkanes. Pre-discussion: Post discussion: 9 Determine the homologous series to which octane belongs. Pre-discussion: Post discussion: 10 What are the products of the combustion of propane in oxygen gas? Pre-discussion: Post discussion: Common Sense Chemistry Review Volume 10
Unit 10: Personality Vocabulary Personality Free Association Psychoanalysis Unconscious Id Ego Superego Psychosexual Stages Oedipus complex Identification Fixation Defense Mechanisms Repression Regression Reaction Formation Projection Rationalization Displacement Sublimation Denial Collective Unconsciousness Projective Test Thematic Apperception Test (TAT) Rorschach Inkblot test Terror-Management Theory Self-actualization Unconditional positive regard Self-concept Trait Personality inventory Minnesota Multiphasic Personality Inventory (MMPI) Empirically Derived Test Social-Cognitive Perspective Reciprocal Determinism Personal Control External Locus of Control Internal Locus of Control Positive Psychology Self Spotlight Effect Self-esteem Self-serving bias Individualism Collectivism
Targeted Pass criteria Criteria achieved? (Yes / No) Assessment comments General comments Assessor declaration I certify that the evidence submitted for this assignment is the learner’s own. The learner has clearly referenced any sources used in the work. I understand that false declaration is a form of malpractice. Assessor signature Date Date of feedback to learner
Date of feedback to learner ASSESSMENT RECORD Programme Learner name Assignment title Assessor name Unit no. & title Targeted learning aims/assessment criteria Retake – for QCF only Deadline Date submitted Targeted Pass criteria Criteria achieved? (Yes / No) Assessment comments General comments
Sub-Sections Setting the Stage 757 “Looking Ahead” What made the growing tension between the US and the Soviet Union evolve into the Cold War? What was the theory of containment and how did it drive the US foreign policy and foreign interventions in the post-war era? Why did the US govt and the American people believe that there was a threat of internal communist subversion? Origins of the Cold War, 758 The Collapse of the Peace, 759 American Society and Politics after the War, 765 The Korean War, 769 The Crusade against Subversion, 772 End-of-Chapter Review, 774 Looking Back Significant Events Recall and Reflect, 777 How did US diplomats plan for the postwar world and settle postwar issues? How did opposing visions of the postwar world order thwart those efforts? How did post-war economic problems affect American politics and society? Why did the US become involve in the war in Korea? What was the result of US involvement? Why did the fear of communism at home reach such great proportions? What events helped fan that fear? A Timeline of to ten key events/developments
Unit 11 Personal Economics: further guidance using the Jan 2010 past paper 2 (b) Explain two possible reasons why Harry was paid less than Rachel? (6 marks) Identify where you’d award the marks in the following answer: Rachel has been promoted to the role of supervisor. This would suggest that her job involves a greater level of responsibility because she has to ensure workers are completing their job. This means she’ll be paid more as her job is more stressful and challenging. Based upon Harry explain a second reason why he may be paid less than Rachel which will obtain 3 marks 2c.) Recommend to Harry which option he should take? An advantage of accepting a job for six months is that he’ll receive close to his £12,000 salary. This is important because he can maintain his current life style. A disadvantage is that it is 200 miles away. This is important as it is unlikely he’ll commute this due to the cost, so he’ll need to relocate.
Herefordshire & Ludlow College Assignment front sheet Learner name Assessor name David M Mills Date issued Completion date Submitted on 29th November 2013 11th January 2014 Qualification Unit number and title BTEC Subsidiary Diploma in ICT Unit 13 IT Systems Troubleshooting and Repair Design Multimedia Products Assignment title TWO - Troubleshooting and Repair In this assessment you will have opportunities to provide evidence against the following criteria. Indicate the documents or page numbers where the evidence can be found. Criteria reference To achieve the criteria the evidence must show that the student is able to: Task no. Documents/ Page numbers P2 P2 - use hardware and software tools to troubleshoot simple IT problems 1 Practical P4 P4 - apply fault remedies safely to simple IT system problems 4 Practical P5 P5 - demonstrate good working practices when applying fault remedies 4 Practical P6 P6 - keep accurate records of fault diagnosis and repair activities. 4 Practical M1 M1 - communicate effectively with during fault diagnosis activities 2 Report M2 M2 - justify an appropriate remedy for a complex hardware and a complex software fault 5 Report M3 M3 - maintain data security and integrity when applying fault remedies. 6 Report D2 D2 - compare a range of hardware and software troubleshooting tools. 3 Report Learner declaration I certify that the work submitted for this assignment is my own and research sources are fully acknowledged. Learner signature: Date: Herefordshire & Ludlow College
You must also include a comparison of the application of psychological perspectives of your two work experience settings. Checklist of evidence required Report Criteria covered by this task: Unit/Criteria reference To achieve the criteria you must show that you are able to: C. P5- Compare the application of psychological perspectives in local health and social care settings. C. P6- Explain how professionals use psychological perspectives to improve the social functioning of selected service users. C. M3- Assess the impact of the use of psychological perspectives in local health and social care settings, in enabling professionals to enhance the social functioning of selected service users. C. D2- Evaluate the application of psychological perspectives in local health and social care settings in enabling professionals to enhance the social functioning of selected service users. C. D3- Evaluate the importance of the psychological perspectives used in health and social care settings, in relation to understanding human development and managing and treating behaviours to enhance the social functioning of service users. Sources of information to support you with this Assignment Books Hunt N, McHale S, Understanding Traumatic Stress, SPCK, Sheldon Press, (2010), ISBN 9781847090560 Pomm H A and Pomm R, Management of the Addicted Patient in Primary Care, Springer-Verlag,(2007), ISBN 978-0-387-35961-8 Websites www.simplypsychology.org › Cognitive/ Other assessment materials attached to this Assignment Brief None
BTEC Assignment Brief Qualification Pearson BTEC Level 3 National Diploma in Health and Social Care Pearson BTEC Level 3 National Extended Diploma in Health and Social Care Unit number and title 12: Supporting Individuals with Additional Needs Learning aim(s) (For NQF only) A: Examine Reasons why individuals may experience additional needs Assignment title Diagnosing Additional Needs. Assessor Issue date Hand in deadline Vocational Scenario or Context All societies include adults and children who require additional support, in order to deal with the daily challenges which are part of their everyday lives. Some of these challenges are not from an impairment, but from the response of society, to adults and children who are differently abled. Your work for this unit will be based either on case studies provided by your teacher, or work experience in adult and children’s health and social care settings. Task 1 You are asked to produce a leaflet that evaluates the significance of receiving a diagnosis of additional needs to both one child and one adult and their families and the wider society. Your leaflet must also assess the requirements of your selected child and adult, who have different additional needs, and explain the diagnostic procedures used by professionals to determine what the additional needs were. Checklist of evidence required Leaflet Criteria covered by this task: Unit/Criteria reference To achieve the criteria you must show that you are able to: A. D1 Evaluate the significance to the individuals, their families and society of a diagnosis of additional needs. A. M1 Assess the requirements of one and one adult with different additional needs.
A. P1 Explain diagnostic procedures to determine additional for one child and one adult with different additional needs. Sources of information to support you with this Assignment Books Billingham M et al, BTEC Level 3 National in Health and Social Care Student Book 2, Pearson, (2010), ISBN 9781846907470 Teare J, (Editor), Caring for Children with Complex Needs in the Community, Blackwell Publishing (2008), ISBN 978140515177 Websites Other assessment materials attached to this Assignment Brief Case studies
Which lobe of the brain is designated by number 4? A. occipital lobe B. parietal lobe C. frontal lobe D. temporal lobe Answers: B C A D C D A C D B C A A A C A D D B D
APUSH Dr. I. Ibokette Unit 13: From Carter to Reagan Sub-Themes: The Cold War: Detente, Escalation & the Collapse of the “Iron Curtain”, 1970s – 1980s Conservatism Versus Liberalism: The Dynamics of Race and in American Politics - Reagan to Obama As usual, use the recommended “4-step” reading and note-taking process. Also, use the “looking ahead” and “recall and reflect” questions; as well as the “study questions” and key terms and names provided as guides to both the context and significance of sub-themes within the unit. Chapter 31: “From the ‘Age of Limits’ to the Age of Reagan” Key Terms and Names: Gerald Ford Jimmy Carter Camp Accords Iranian Hostage Crisis/Ayatollah Ruhollah Khomeini Sunbelt Sagebrush Rebellion Moral Majority and Christian Coalition Neo-Conservatives Pat Robertson New Right
Analysis CP- Can You Unit 13: Exponential, Logarithmic, and Financial Functions CAN YOU:  Use the properties of logarithms to evaluate expressions and/or equations?  Use the formulas below to solve real world problems involving exponential growth and decay: o y  a(b)x x o y  a(b)T (Half-life)  Use the formulas to solve real world financial problems: *Compounding Interested *Compounding Continuous *Effective (for compounding and continuous)  Solve problems that use the following terms: o Growth or Decay o Inflation o Half-life o Future Value o Double, Triple, etc. o Present Value o Growth rate or growth factor o Annuity o Interest compounded annually, monthly, etc. o Deposit or Down payment o Mortgage o Interest Compounded Continuously o Amortize o Nominal rate o Sinking Fund o Effective Annual Yield or AYP o Depreciate
Unit 13 Therapy Practice Test Multiple Choice Identify the choice that best completes the statement or answers the question. ____ 1. Sigmund Freud introduced a form of psychotherapy known as a. counterconditioning. b. active listening. c. cognitive therapy. d. psychoanalysis. e. psychosexual fixation. ____ 2. The first psychological therapy was introduced by a. Joseph Wolpe. b. Sigmund Freud. c. Beck. d. Carl Rogers. e. Albert Ellis. ____ 3. of the following therapists would most likely try to understand an adult's psychological disorder by exploring that person's childhood experiences? a. a psychoanalyst b. a behavior therapist c. a humanistic therapist d. a cognitive therapist e. a biomedical therapist ____ 4. Freud is to ________ as Rogers is to ________. a. psychoanalysis; counterconditioning b. free association; active listening c. dream analysis; systematic desensitization d. active listening; empathy e. unconditional positive regard; transference ____ 5. Insight therapies aim to improve psychological functioning by a. discouraging patients from antidepressant drugs. b. using progressive relaxation to reduce patients' anxiety. c. increasing patients' awareness of their own motives and defenses. d. using personality tests to accurately diagnose patients' difficulties. e. using conditioning techniques to reduce the cognitive experience of anxiety. ____ 6. Benny's mother tries to reduce his fear of sailing by giving the 3-year-old his favorite candy as soon as they board the boat. The mother's strategy best illustrates a. counterconditioning. b. cognitive therapy. c. transference. d. aversive conditioning. e. the placebo effect. ____ 7. Systematic desensitization involves a. depriving a client access to an addictive drug. b. associating unwanted behaviors with unpleasant experiences. c. replacing a positive response to a harmful stimulus with a negative response. d. associating a pleasant relaxed state with anxiety-arousing stimuli.
2 Unit 14 - Radio Production Unit Checklist UNIT 14 - CHECKLIST M2: TITLE - EXPLAIN THE PROCESSES AND TECHNOLOGIES INVOLVED IN PRODUCING A RADIO BROADCAST You need to explore the processes and technologies used by radio stations to broadcast their programmes. You could explore your chosen radio station and investigate the different technologies and process they use to create their broadcasted programmes. For Technologies you need to discuss: digital cart walls and playlists digital play out system equipment (e.g. audio equipment; microphones, headphones, workstation, mixing desk, speakers) The sorts of kit you would recommend the school could use for the audio studio. For Processes you need to discuss: How does a radio station use this technology to create their broadcasted programmes? You’ll need to be specific and perhaps use a case study of a real
Course: Edexcel BTEC Public Services level 1 Award, Certificate & Diploma Unit Title: Unit 14 Assisting a leader of sports or active leisure activities to plan and deliver an activity QCF Level 1 – M/501/7251 (40hrs) Assignment title Assist a leader of sports or active leisure Learner Name Job Choice Instructor Name Evidence can include: • Individual learning plan, training agreement • Action plan • Evidence worksheets/fitness programmes/workbook • Assessor/witness observation • or video recordings • Any other evidence which demonstrates competence Recording of Fitness assessments Personal, Learning & Thinking Skills (PLTS) Candidates undertaking this unit will demonstrate PLTS in the following • Reflective learners • Self-managers. • Effective participants. • Creative thinkers. • Team Workers. Jargon Buster ALP-This stands for Assessing Learners Progress, against the BTEC criteria. ELP-This stands for Extending Learners Progress, and beyond the BTEC criteria. Issue Date: Assessment Due Date: Assist a Leader of Sports or Active Leisure-Assignment Brief By completing this BTEC unit:
Unit Hairstyling Level 15/ 5 Hour Client Consultation Wet Hairstyling Basic Finger Waving Pin Roller Curls Comb-Out Techniques Hair Wrapping Blow-Dry styling Thermal Hairstyling Thermal hair Straightening (hairs Pressing) Styling Long Hair Student Performance Objective Objective: The learning of the student. Given Text book, class notes and homework. Performance The student will read the chapter, study the class notes and answer the homework questions. Standard: The student will take a test of 50 question test with a minimum of 70% academic and for state board. Also the practical will be done without error as require for examination. Key points: Demonstrate finger waving, pin curls, roller setting, and hair wrapping Demonstrate various blow-dry styling techniques Demonstrate the proper use of thermal irons Unida Peluquería Nivel 15/ 5 Horas Consulta con el cliente Conceptos básicos para peinar le cabello mojado Ondulado contos dedos Rizos con horquillas Rizos con los rulos Técnicas de peinado Envoltura de cabello Peinado con secado Peluquería térmica Alisamiento térmico del cabello (prensado del cabello) Peinado con cabello Objetivo de Desempeno del Estudiante Objetivo: El desempeño del estudiante. Proveerá: Libro de texto, notas de clase y tarea. Desempeño: El estudiante el capitulo, estudiara las notas de clase y contestara las preguntas de tarea. Estándar: El estudiante pasara una prueba de 50 preguntas con un promedio de 70% académico y para el estado. La practica deberá ser si errores en la exanimación. Puntos clave: Demostrar la ondulación con los dedos, rizos con horquillas, colocación de rulos y envoltura de cabello Demostrar varias técnicas de peinado con secador Demostrar el uso adecuado de las planchas térmicas
This elegant, sleek look can go anywhere. Classic French twist. The traditional way to a French twist, mostly for wedding and black-tie event. Instructor must evaluate student and review homework before test. Must give a student a final score test. Reference text Cosmetology Standard Milady’s 2008 Notas de Clase Torzada francesa básica. Este peinado elegante y estilizado puede usarse en cualquier ocasión. Torzada francesa clásicas. La forma tradicional de estilizar una torzada francesa, principalmente para boda y fiesta El maestro deberá evaluar al estudiante repasar tarea antes de tomar el examen. Deberá darle al estudiante el resultado final del examen. Referencia libro de texto Cosmetología Estándar Miladys 2008 Homework
Unit 14 – Social Psychology Vocabulary Social Psychology Attribution Theory Fundamental Attribution Error Attitude Central Route Persuasion Foot-in-the-Door Phenomenon Role Cognitive Dissonance Theory Conformity Normative Social Influence Informational Social Influence Social Facilitation Social Loafing Deindividuation Group Polarization Groupthink Culture Norm Personal Space Prejudice Stereotype Discrimination Ingroup Outgroup Ingroup Bias Scapegoat theory Other-race effect Just-world phenomenon Aggression Frustration-aggression principle Mere-exposure effect Passionate love Companionate love Equity Self-disclosure Altruism Bystander effect Social exchange theory Reciprocity norm Social-responsibility norm
Installation plan 26/02/2015 26/02/2015 Boot from CD While booting up, press the “F12” buttons. This will take you to the boot options menu. Some computers access the boot page through “F12”, but there are some that access the boot page through “F10” 26/02/2015 26/02/2015 License agreement and setup If you have the right license of the OS, agree with the licensing by clicking F8 (agree) N/A 26/02/2015 26/02/2015 Partitioning Delete any existing partitions on your hard drive. You will need to partition in the C: drive. Click on the “d/D” key. Then click “L” to confirm the deletion of the current partition. You need to enter in a value that provides the same outcome value after being partitioned. 26/02/2015 26/02/2015 Insert Windows XP CD Insert disk into CD-Drive and follow instructions from boot up. N/A 26/02/2015 26/02/2015 Begin the process As you are installing the software, click “enter”. This will take you to the next section of installation. N/A 26/02/2015 26/02/2015 Begin the process As you are installing the software, N/A
Date Objective/ Topic Assignment Did it Friday May 4th Polar Discover y Activity Day 1 pp. 2 - 3 Monday May 7th Polar Discover y Activity Day 2 pp. 4 - 5 Tuesday May 8th Converting between Polar and Rectangular systems. Notes pp. 6 - 8 pp. 9 - 10 Wednesday May 9th Converting day 2 Text pp.783 17 – 61 odd Thursday May10th Physics EOC field test Precalc work day QUIZ converting Friday May 11th Graphing Polar Equations Notes p. 11 pp. 12 - 13 Monday May 14th Writing Equations from Graphs p. 14 p. 15 Tuesday May 15th Unit 15 Review Worksheet pp. 16 - 18 Wednesday May 16th Unit 15 wrap up study Thursday May 17th Unit 15 Test Print out review Friday May 18th Work on Polar Project Work on project or review Monday May 21st Work on Polar Project Optional 4th term test Work on project or review Tuesday May 22nd Review Work on Polar Project Work on project or review Wednesday May 23rd Review Work on review Study Thursday May 24th Review Work on review Study Friday May 25th 1st exam seniors 6th exam everyone Work on review Study Tuesday May 29th 2nd and 4th exams everyone 5th , 7th period classes underclassmen 7th exam seniors Study Wednesday May 30th 3rd and 5th exams everyone Study Thursday May 31st 1st and 7th exams underclassmen Have a summer!!! Pre-Calc Unit 15: Polar Assignment Sheet May 4th to May 31st, 2012 Page 1
Polar Graph: a graph of the set of all points (r, θ) that satisfy a given polar equation. The two most basic polar equations are: r = c a circle of radius c θ = a line through the origin that forms an angle θ with the polar axis Examples. 1) Sketch r = 3. 2) Sketch r = –2. 3) Sketch θ = 30°. 4) Sketch θ = – 45°. If you superimpose a Rectangular Coordinate system over a Coordinate system: y so r = P(x, y) so x so polar axis Convert from Rectangular to Polar Coordinates. 1) ( 3, 3) 2) (2, 2) 3) (0, -2) 4) ( – 4, 4) Convert from to Rectangular Coordinates. 1) (-2, π) 2) (3, 135°) 3) ( -5, 240°) 4) (4, ) Page 7 Convert the Polar Equations to Rectangular form. 1) r = 1 2) θ = 45° 3) 4)
Free-Body Diagram –A diagram showing all the forces acting on an object Net Force –The combination of all the forces that act on an object, the resultant force Resultant Vector – The vector that results from the sum of 2 or more vectors Inertia – The resistance of a body to change its state of motion; mass is the measure of inertia. Acceleration – The rate at which velocity is changing; the change may be in magnitude, direction, or both. Unit 1 Vocabulary: Forces
Reset the scenario (don’t forget to check force, speed again). Apply a force of 50 N to the right for about 5 seconds then reduce the applied force to zero (the man should stop pushing). Don’t reset the scenario. Describe the motion of the box. Refer to the speedometer in your answer. Apply a force of 50N to the left. Describe the motion of the box. Explain the exact steps needed to make the box come to a stop. Summary Newton’s First Law of Motion States “An object at rest stays at rest and an object in motion stays in motion with the same speed and in the same direction unless acted upon by an unbalanced force.” Explain how your observations in a - d support this Law. Part II - Newton’s Second Law Reset the sim, don’t forget to check force, speed again. Remove the box and place a garbage can on top of the skateboard. Using a timer, measure the amount of time it takes to reach maximum speed using a force of 50 N. Try this again with forces of 100N, and 200N. Applied Force Time To Max Speed 50 N 100 N 150 N 200 N the sim, don’t forget to check force, speed again. Remove the box and place a garbage can on top of the skateboard. Using a timer with a refrigerator, and a crate. Record your findings Object Time To Max Speed at 100 N Garbage Can Refrigerator Crate
- Neighbors get together. the fact to the answer. NUMBER CORRECT: Objective: Answer “who”, “what”, and “why” questions Materials and Directions for Teacher Instructional Cue Student Expected Response Date: X X X X X X Present student with sight word response cards, picture response cards, and adapted text. Let’s answer some questions our story. Remember to think about what we read to find the right answer. READER OPTION: Use the sight words as the response options. LISTENER OPTION: Use the pictures as the response options. “Who” asks for the character- a person. Who got stung by the scorpion? Selects “Coyotito.” See above. “Where” asks for the place our story occurred. Where did Kino and Juana live? Selects “In a brush house.” See “What” asks for a fact from our story. What stung Coyotito? Selects “A scorpion.” See above. “Why” asks for reasons from the chapter. Why did Kino think the doctor would not help Coyotito? Selects “they were poor.” NUMBER CORRECT: Materials and Directions for Teacher Instructional Cue Student Expected Response Date: X X X X X X
See above. Last one! Listen to these sentences from the chapter. Listen for the word indigent. - Some of the newcomers appraised Juana's old blue skirt and Kino's tattered blanket and they knew they were indigent. - He became angry because he did not want to be bothered. The doctor was rich and did not help indigent babies like Coyotito. He asked if Kino had money to pay. What do you think the word indigent means? - They wore old clothes and had an old blanket. They did not have any money. Indigent means poor. - The doctor was rich. Indigent means rich. - Juana wore an old blue skirt. Indigent means blue. Hint: The dictionary says that indigent means: very needy Selects They wore old clothes and had an old blanket. They did not have any money. Indigent means poor. NUMBER CORRECT:
Ocean 97.2% of total water Groundwater 0.397% Surface water (Rivers, lakes, streams, ponds) 0.022% Ice caps/glaciers 2.38% Atmosphere 0.001% Total % of Earth’s water held in storage. 100% Total % of Earth’s freshwater held in storage. Total % of Earth’s freshwater held in storage and readily available for human consumption. 1-1. The table to the left lists the average percentage of water held in each type of storehouse. Of the 100% of water held in storage, what percentage is fresh? ______________ Note: ice caps and glaciers are not listed with surface water because the water is in a solid state and not considered readily available. 1-2. Of the percentage of freshwater held in storage, what percent is readily available for human consumption? _____________ How does this percentage compare to your initial idea you described in question Q1? Directions: Before answering questions 1-3 and 1-4, watch the video Blue Planet to learn more about how water shapes our planet and nearly every aspect of out lives. 1-3. Why is called the blue planet? ______________________________________________________________________________ 1-4. There is a growing public awareness about the value and importance of water and water resources. Think about where fresh water is held in a storehouse in the region where you live. How might the impact of human activity affect the quality and quantity of the water held in storage? ______________________________________________________________________________
By inventing new ways to work together! Big Time Readers Know They Can… the picture. Check the beginning and end of the word. Stretch the word slowly from beginning to end Ask, “Does it make sense?” Ask, “Does it sound right?” Ask, “Does it look right?”
2nd Unit of Study Launching the Read Reading Workshop – Class Checklist, Skills and Strategies to Assess Unit 1 Name Readers choose just right books, settle in, jot and flag. Readers use strategies, five finger test, rereading. Readers keep a log and make plans for reaching goals. Readers get themselves ready to read by asking, “What kind of book is this, what do I have to do when I read books that go like this?” Readers think the whole way through their story to fit the pieces of the story together. Readers use their partner to understand more by celebrating, solving tricky parts together, and doing things for each other when help is needed. Readers listen well to others by reacting and responding to what a person has said. Readers plan and prepare for meeting with partners by reading, jotting and flagging. Readers take actions to solve problems: stop; reread; look for word parts; does this make sense?; make choices for themselves.
Readers pay attention to characters wants and troubles Readers think about character traits and feelings Readers think about what their character is trying to tell them Readers read and then retell what the text is about. Readers bring more to the text than just the words and pictures informational text. (prior knowledge, inference, visualization, connections) Lesson Plan Session 1 Concept Readers make decisions Teaching Point Readers show all that they know about being in charge of their reading by settling in, reading, jotting if necessary, and talking to partners. Materials Prepared bags of books from first grade May-June levels passed up to second grade class. Post-its in every bag Pen or pencil in every bag Teacher’s own baggie of matching levels and varied genre in readers bags to be used for mini-lesson demonstrations for modeling the mini-lesson Optional: Crate of books on every table matching the levels of readers coming to you. Varied genre: Chapter long and short, series, favorite picture books, poetry, leveled readers, informational text of all kinds. (Talk with first grade teachers or devise a way to communicate May-June reading levels of readers). Tips Please see the Resource Material Packet for Assessment Checklist to be used during the unit Please see background section for what partnerships should look like in Reading Workshop. You are leaning on the fact that readers have two years of Reading Workshop structures and procedures behind them. Remind them quickly of their work previously. Plan to look for them to
SHOULD BE FILLED OUT/DEFINED BY: _____________________________________ Key Terms to Define (and learn!) Scarcity Microeconomics Macroeconomics Trade off Opportunity cost Comparative Advantage Absolute Advantage Production Possibilities Curve Supply Demand Specialization Terms of Trade Recession Unemployment Inflation Subsidy Marginal Analysis Efficiency (Allocative v. Productive)
Factors that shift demand… KNOW THIS CHART! Shifts in Demand: Impact of events on Demand for US-Made Autos Headline Will consumers buy more of less US autos? Is there a change in demand (ΔD) or a change in quantity demanded (ΔQD)? Does the Demand curve for US autos shift to the right or left or not shift? Consumers’ income drops More / Less ΔD / ΔQD Right / Left / No shift Millions of Immigrants Enter the US More / Less ΔD / ΔQD Right / Left / No shift Price of Foreign Autos Drop More / Less ΔD / ΔQD Right / Left / No shift Major Cities add inexpensive bus lines More / Less ΔD / ΔQD / Left / No shift Price of US Autos rises More / Less ΔD / ΔQD Right / Left / No shift Price of US Autos expected to rise soon More / Less ΔD / ΔQD Right / Left / No shift
Shifts in Supply: Impact of events on supply of US-made Headline Should US auto firms produce more or less? Is there a change in supply (ΔS) or a change in quantity supplied (ΔQS)? Does the supply curve of cars shift to the right or left or no shift? Auto workers’ Union Agrees to wage cuts More / Less ΔS / ΔQS Right / Left / No shift New technology increases efficiency More / Less ΔS / ΔQS Right / Left / No shift Price of US Cars increases More / Less ΔS / ΔQS Right / Left / No shift Nationwide Auto workers strike begins More / Less ΔS / ΔQS Right / Left / No shift Cost of Steel decreases More / Less ΔS / ΔQS Right / Left / No shift Major auto producer goes out of business More / Less ΔS / ΔQS Right / Left / No shift Buyers reject New car models More / Less ΔS / ΔQS Right / Left / No shift Government gives car producers a subsidy More / Less ΔS / ΔQS Right / Left / No shift Indicate in the chart the reasons for change in Demand for US Autos (given the headlines above) Headline Number… Reason 1 2 3 4 5 6 7 8 A change in of inputs to production process A change in technology
Graphing the changes in Supply and Demand The supply and demand for Beans (Fill in the answers with the graph that applies to each situation) 1. The prices of sugar, a key ingredient in producing jelly beans, increases. __________________________ 2. The price of bubble gum, a close substitute for jellybeans, increases. __________________________ 3. A machine is invented that makes jellybeans at a lower cost. __________________________ 4. The government places a tax on foreign jellybeans, which have a considerable share of the market. _____________ 5. The price of soda, a complementary good for jellybeans, increases. __________________________ 6. Widespread prosperity allows people to buy more jellybeans. __________________________