zilongwang/ReadingBank huggingface dataset:
Government Vocabulary for Ch. 5: Congress Grable Administrative Assistant Apportionment Appropriation bills Bills of attainder Caseworker Censure Christmas tree bill Cloture Conference committee Congressional Budget Office Constituents Debt ceiling Entitlements Ex post facto laws Expressed powers Filibuser Foreign policy powers of Congress Franking privilege General Accounting Office Gerrymandering Government Printing Office Hearings House Ways and Means Committee Immunities Implied powers Incumbent Interpretation of Constitution: loose / strict Interstate Commerce Clause Joint committee Legislative Assistant Library of Congress Lobbyists Logrolling Markup Sessions McCulloch v Maryland National debt Packing and Cracking Pigeonholing pocket veto Political Action Committees (PAC) Pork-barrel legislation President Pro Temp Quorum Reapportionment Redistricting Regulatory powers Report Revenue bills Riders Select committee Standing committee THOMAS Uncontrollables Veto voice, standing, roll-call War Powers Act Whip Writ of Habeas Corpus
Vocabulary Question Stems Which words are synonyms of ______ as it is used in this sentence? Which two words are antonyms? In paragraph _____, the word _____ means— Which meaning of _____ is used in paragraph _____? In this sentence/paragraph, which words or phrases help define the word _____? Select the sentence that uses the word ____ in the same way as it is used in paragraph _____. Which word from the story comes from the root that means “_____”? In which word does the prefix _____ have the same meaning as it does in the word _____? Which words in the sentence have negative connotations? In these sentences from paragraph _____, which words have the most positive connotation? Read this dictionary entry. In paragraph _____, the word _____ comes from a word that means— Read this thesaurus entry. Which word best replaces _____ as used in paragraph _____? Vocabulary Question Stems Which words are synonyms of ______ as it is used in this sentence? Which two words are antonyms? In paragraph _____, the word _____ means— Which meaning of _____ is used in paragraph _____? In this sentence/paragraph, which words or phrases help define the word _____? Select the sentence that uses the word ____ in the same way as it is used in paragraph _____. Which word from the story comes from the root that means “_____”? In which word does the prefix _____ have the same meaning as it does in the word _____? Which words in the sentence have negative connotations? In these sentences from paragraph _____, which words have the most positive connotation? Read this dictionary entry. In paragraph _____, the word _____ comes from a word that means— Read this thesaurus entry. Which word best replaces _____ as used in paragraph _____?
VOCABULARY CHECK LIST (3-4-5) ad – to et – and non – not sed – but e – from, out of satis – enough salve! – hello! ecce! – look! cur? – why? eheu! – oh dear! oh no! quis? – who? ubi? – where? hodie – today signum – sign, deal taberna – shop, inn vinum – wine ianua – door leo – lion navis – ship anulus – ring urbs - city pecunia – money clamor – shout, uproar fabula – play, story turba - crowd iudex – judge poeta – poet agricola – farmer femina – woman iuvenis – young man puella – girl senex – old man bibit – drinks circumspectat – looks around clamat – shouts exit – goes out exspectat – waits for portat – carries respondet – replies ridet – laughs, smiles surgit – gets up, stands up videt – sees agit –does coquit - cooks habet - has inquit – says quaerit – looks for, searches for reddit – gives back vocat – calls adest – is here adsunt – are here ambulat – walks audit – hears contendit – hurries currit – runs petit – makes for, attacks plaudit – applauds spectat – look at, watches stat – stands venit - comes perterritus - terrified iratus – angry magnus – big mendax – liar multus – much multi – many optimum – very good, excellent ego – I tu - you meus – my, mine
Vocabulary Comparison in the same way by the same token similarly in like manner likewise in similar fashion Also Just as Similar to Same as Compare compare(d) to / with Not only...but also Contrast yet and yet nevertheless nonetheless after all but however though otherwise on the contrary in contrast contrastingly notwithstanding on the other hand at the same time
Name______________ VOCABULARY: Unit 2- Mass, Force, and Motion (Continued) Definition the unit used to express energy Important Notes equivalent to the amount of work done by a force of 1 N acting through a distance of 1 m in the direction of the force (symbol, J) Examples 1 joule = 1 Newton per meter or… Pictures Definition the SI unit for force; the force that will increase the speed of a 1 kg mass by 1 m/s each second that the force is applied (symbol, N) Important Notes Named after famous scientist Sir Isaac Newton. 1kgm/s = 1 N Examples Pictures Definition a measure of the amount of matter in an object Important Notes Represented by the symbol “m” Does NOT depend on gravity. You have the same mass on Earth as you do on the Moon even though the gravity Is different. Examples F=ma PE=mgh KE=1/2 mv2 Pictures
Definition the tendency of an object to resist being moved or, if the object is moving, to resist a change in speed or direction until an outside force acts on the object Important Notes The more mass an object has, the more inertia it has. Examples when you slide forward when a Car stops suddenly. when you stay up when a roller coaster moves downhill suddenly. Pictures Definition a force of attraction between objects that is due to their masses and that decreases as the distance between the objects increases Important Notes An object is in only if gravity is pulling it down and no other forces are acting on it. Gravity causes all objects to accelerate toward Earth at a rate of 9.8 m/s2. Examples A person skydiving. Dropping your pencil. The Earth orbiting around the Sun. Pictures Definition the law that states that the force of attraction between two objects depends on the masses of the objects and the distance between the objects Important Notes Examples Pictures
Vocabulary, Unit 2: Acceleration Action reaction Pairs Average speed Center of mass Coefficient of friction Force Frame of reference Free body diagram Friction Gravity Inertia Instantaneous speed Mass Negative acceleration Newton’s 1stlaw of Motion Newton’s 2nd law of motion Newton’s 3rd law Normal force Positive acceleration Projectile Speed Trajectory Velocity Weight
Molecules The building blocks of matter. Two or more atoms make a molecule. Density The amount of molecules in a defined space or volume Heat The movement of energy from high to low temperature Kinetic Theory of Matter Molecules in all substances are in constant motion (even solids) Thermal Expansion When you add heat to an object the molecules move faster spreading apart, making the object larger Convection Movement of heat in a liquid or gas (molecules flow with the heat) Radiation Movement of heat as an electromagnetic wave (sunlight) Conduction Movement of heat in solids Mass The mount of matter contained in something Volume The amount of space something takes up
Word Etymology and part(s) of speech Variations, Synonyms/ Antonyms Symbol, Logo, Icon Definition Sentence Abhor Latin; Verb. Synonym: detest Antonym: admire To shrink from in disgust; to detest. I abhor the taste of liver. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
Multimedia Types of text Writing Text Structures Text Features (Review Terms) cyber cohesion compare and contrast bold words digital explanatory formal style cause and effect bullet points film expository informal style chronological captions graphics format premise descriptive footnote medium informative prewrite problem and solution glossary print transition sequence graphics wiki illustrations index italics maps/charts/graphs photographs subheading
Vocabulary in ESL writing Look at the two columns of ‘n-grams’ taken from the essay portion of a high-stakes international test of Academic English. Which column likely represents the higher scoring students? What qualitative differences are there between the two lists? A B a lot kind of lots of I think more and more a lot of you can have to some people as far as agree with according to me totally agree a lot of things if you want to so I to me daily life and so on each and every (be) able to those who (the) ability to lead to and therefore would argue that regardless of (can) be argued that I believe just as a few while it in a way that the fact that are required to ensure that in hand (can) contribute to as long as may not
Unit 1: Words About Language annotation appellation eponym linguistics malapropism neologism parlance patois polyglot vulgar Unit 2: Probability contingent eventuality implausible inconceivable in vain perchance preposterous proclivity prone theoretical Unit 3: Change evolve immutable inveterate malleable metamorphosis modulate protean sporadic transmute volatile Unit 4: Thought & Judgment abstruse acumen ascertain cerebral faculty obfuscate ruminate stymie surmise tenet Unit 5: Avoidance abeyance abstemious circumvent elude eschew evasion malinger oblique shirk shun Unit 6: Order & Relationship converge crux degradation initiate penultimate pivotal sequel supersede tangential terminal Unit 7: Criticism aspersions compunction derision disapprobation ostracize rebuke revulsion scurrilous spurn vitriolic Unit 8: Responsibility & Irresponsibility accountable assiduous default feckless incumbent liability mandatory negligence onerous remiss Unit 9: Willingness & Unwillingness acquiesce adamant balk camaraderie cantankerous compliance presumptuous propitiate tractable volition Unit 10: Ability & Inability acuity consummate cunning deft endowment facile inept prescient proficient prowess Unit 11: Requests & Demands beseech cajole elicit enjoin exigency imperious injunction mendicant query servile Unit 12: Sizes & Amounts abound amplitude augment behemoth brevity diminish infinitesimal modicum prodigious quotidian Unit 13: Copying & Repeating banal camouflage emulate mimicry platitude prototype redundant rendition sham simulation Unit 14: Frequently Confused Words adverse averse ingenious ingenuous persecute prosecute quorum quota respectfully respectively Unit 15: Releasing & Taking Back abdicate absolve catharsis countermand impunity recant recoup renounce rescind waive
Week 2 | English for Academic Study | Pre-sessional English Online Award Step 2.3 | Recording new vocabulary Dictionary Definitions Context Dictionary example Where have I read it? Where have I heard it? How have I used it? Collocates Adjective Adverb Noun
Instructions: Select the word that has the opposite meaning to the word on the left. There is only one correct answer for each question. Circle the correct answer. 1. Rare Common Unusual Bizarre Real Young 2. Rowdy Yelling Colony Round Spherical Quiet 3. Sacred Cursed Scared Precious Grey Good 4. Stout Portly Tank Thin Framed Fat 5. Shrink Smaller Expand Holler Grimace Wave 6. Retain Keep Monitor Transcend Feel Lose 7. Sturdy Hard Unmoving Fragrant Frail Mellow 8. Wretched Cheerful Gross Miserable Reminder Wrong 9. Succumb Believe Socket Resist Blistering Giant 10. Unite Togetherness Grind Divide Belong Massive 11. Youth Monster Ancient Vast Adulthood Baby
Vocabulary Strategies *additional vocabulary strategies have been coded and embedded in the strategies above Strategy Description Possible Modifications Expert to Expert *vocabulary *comprehending Students work collaborative to teach each other vocabulary terms determined by the teacher or generated by students. Students can incorporate pictures, rhymes, actions, associations, etc. Combine with trading cards Verbal-Visual Word Association *vocabulary *comprehension Divide a square into four sections: 1) write the word 2) define the word 3) draw a visual representation 4) personal associations, synonyms, etc. Vocabulary square (like four square synectics box) – word in the middle, extra box allows for part of speech, antonyms, etc. Frayer Model *vocabulary *comprehension Graphic organizer that helps students analyze the definition, characteristic, examples, and non-examples of a word. Alternate: essential characteristics, nonessential characteristics, examples, and nonexamples Alphabet boxes *vocabulary *comprehending Students read an article and pull essential vocabulary from the text and place in an alphabet square complete verbal visual on select vocab or section into groups write a summary using boxed vocab Vocabulary Cartooning Use rhyming mnemonics and visual mnemonics to analyze a word. Ex. A solo dude in solitude (draw picture) student drawings can be used as “questions” on a vocabulary test Webstretchers *vocabulary Spider-web graphic organizer with a base word part/definition in the center. The web is expanded adding other words with the same word part. color coded sticky notes can be used for variations of the same web word (ex. students can do a gallery walk and add to each other’s chart Connect Three *vocabulary Teacher provides a list of certain prefixes, word roots, and suffixes. Students then work in small groups to connect parts and form words. Point value can be given for the number of parts used in each word—winner gets prize
Vocabulary: ________________________ Instructions: For each word, indicate with an X where you fall for each on the table. Vocabulary I am unsure of the definition I have heard of the word I think the definition is…. Other words I know with the same definition Definition 10.
gumption Part of Speech: noun Definition in Own Words: Picture/Clue/Reminder: Used in a Sentence: Other forms of the word: Word: glint Dictionary Definition: Synonyms: Part of Speech: noun Definition in Own Words: Picture/Clue/Reminder: Used in a Sentence: Other forms of the word: Word: scenario Dictionary Definition: Synonyms: Part of Speech: noun Definition in Own Words: Picture/Clue/Reminder: Used in a Sentence: Other forms of the word: Word: incident Dictionary Definition: Synonyms: Part of Speech: noun Definition in Own Words: Picture/Clue/Reminder:
Suffix Meaning Example of a word that contains the suffix and its meaning Example of a word that contains the suffix AND meaning of the word Example of a word that contains the suffix AND meaning of the word -ion (noun) State, condition, or result of Transition- the state of passage from one stage to another -able/ Ible (adj) Capable of, likely to Capable- can do -ance/ ence (noun) Action or process Performance- the act of showing -ous (adj) Full of Joyous- full of happiness
Definition Teacher’s Definition: My definition (in my own words): Characteristics Culture is __________________ from one culture to another when people from different cultural groups ______________________. When we learn new ____________________, share recipes and _________________, and move to other countries, we are diffusing, or __________________, culture. When people ____________ with foreigners, _____________ to foreign lands, and ____________ new countries, or ______________ their empire, they ____________ with people from different cultural groups. Examples Non-Examples
Using your Vocab 4 Homework, copy down the following antonyms and match them to the correct vocabulary word. New, fresh, smart Apathetic, disinterested Troubled, worried, depressed Keep, hold Decrease, die, diminish Conventional, moderate Foolish, nonsense Charmer, gentleman Plain, undecorated Approve, agree, affirm Calm, order, quietness Criticism, condemnation Avant-garde Avid Axiom Banal Baroque Bedlam Belie Benediction Bereaved Blithe Boor Burgeon
Using your Vocab 4 Homework, copy down the following synonyms and match them to the correct vocabulary word. ornate, flamboyant, rich contradict, negate, deny brute, buffoon, oaf devoted, eager, fervent bland, mundane, dumb innovative, radical, hip adage, maxim approval, blessing chaos, clamor, commotion leave, dispossess, sadden carefree, jovial prosper, sprout, expand Avant-garde Avid Axiom Banal Baroque Bedlam Belie Benediction Bereaved Blithe Boor Burgeon
Aristocracy “To meet this threat, the southern aristocracy began immediately to engineer this development of a segregated society.” the highest class in certain societies, especially those holding hereditary titles or offices. New Word Context Clues Best Guess Teacher’s Input Outpost And when his undernourished children cried out for the necessities that his low wages could not provide, he showed them the Jim Crow signs on the buses and in the stores, on the streets and in the public buildings. And his children, too, learned to feed upon Jim Crow, their last outpost of psychological oblivion.” a small military camp or position at some distance from the main force, used especially as a guard against surprise attack. the state of being unaware or unconscious of what is happening. Oblivion Travesty “We’ve come a long way since that travesty of justice was perpetrated upon the American mind. “ a false, absurd, or distorted representation of something. make (something, typically an undesirable situation or an unfounded belief) continue indefinitely. Perpetrated Vestige “Let us march on segregated schools until every vestige of segregated and inferior education becomes a thing of the past.” a trace of something that is disappearing or no longer exists. Salient “Let us march on ballot boxes until the salient misdeeds of bloodthirsty mobs will be transformed into the calculated good deeds of ordinary citizens.” most noticeable or important. Bequeathed “These words I have given you just as they were given us by the unknown, long-dead, dark-skinned originator. Some now long black bard bequeathed to posterity these words in ungrammatical form, yet with emphatic pertinence for all of us today.” leave (a personal estate or one's body) to a person or other beneficiary by a will all future generations of people. showing or giving emphasis; expressing something forcibly and clearly. relating directly and significantly to the matter at hand; relevant: Posterity Emphatic Pertinence
CHAPTER 1 Biology Homeostasis Evolution Discovery Science Hypothesis-Driven Science Science Scientific Method Hypothesis Theory Controlled experiment Independent Variable Dependent Variable Constant Control CHAPTER 2 acid base buffers chemical reactions cohesion compounds covalent bond elements evaporative cooling hydrogen bonds ions ionic bond isotopes mass number molecule pH scale polar molecule products radioactive isotope reactants solute solution solvent CHAPTER 3 Amino acid Carbohydrates Cellulose Dehydration reaction Denaturation Disaccharide DNA Enzyme Glycogen Hydrocarbons Hydrolysis Lipids Macromolecules Monosaccharides Nucleic acids Organic compounds Polypeptide Polysaccharides Protein RNA Steroids Trans fat Triglyceride CHAPTER 4 Cell junctions Cell theory Central vacuole Chloroplasts Chromatin Cilia Cytoplasm Cytoskeleton Electron microscope Endoplasmic reticulum (ER) Eukaryotic cells Flagella Fluid mosaic Golgi apparatus Light microscope Lysosome Microtubules Mitochondria Nucleolus Nucleus Organelles Phospholipid bilayer Plasma membrane Prokaryotic cells Ribosomes Scanning electron microscope Transmission electron microscope
Unit 1 Vocabulary Sentences Name: _____________________________Block__ Write a complete sentence matching a vocab word above with a related picture below. 1. There were three ancient _________________ in the America’s known as the Mayan, Inca and Aztec. 2 There were thousands of different tribes ________________ to North America each with their own unique culture and language. 3 Most Native Americans lived _______ ____________ lifestyles that involved seasonal migration, farming and hunting and gathering. 4 Traders and explorers were employed by the ______________ of Europe to discover new trade routes to the Far East. 5 The exchange of goods such as silk, spices, gun powder, and glass was all conducted along the _____________ __________. 6 ______________ finally had the sailing knowledge and technology to attempt to navigate unchartered seas west of Europe. 7 Columbus’ arrival marked the beginning of European _________________ over North America and its aboriginal inhabitants. 8 The _____ ___________ refers to three interconnected continents and in particular European kingdoms, the _______ ____________ refers to the North and South America. 9 Even though evidence proves Columbus was not the first to discover America, his arrival marked the beginning of the ______________ ______________ or exchange of goods and ideas from Europe to the Americas and vice versa. 10 Native American populations were susceptible to European diseases because
Handsome Pretty Beautiful Attractive Ugly Tall Short Skinny Thin Fat Light (hair) Dark (hair) Bald Wrinkle Moustache Beard Freckles Intelligent Funny Crazy Nervous Optimist Pessimist Serious Silly Brave Shy Nice Mean Pleasant, sweet Clever Polite Rude Fun Charming Guapo Guapa bonito / bonita Atractivo / atractiva Feo / Fea Alto / alta Bajo / baja Flaco / flaca Delgado / delgada Gordo / gorda Rubio / rubia Moreno / morena Calvo / calva Arruga Bigote Barba Pecas Inteligente Gracioso / graciosa Loco / loca Nervioso / nerviosa Optimista Pesimista Serio / seria Tonto / tonta Valiente Tímido / tímida Simpático / simpática Antipático / antipática Amable Listo / lista Educado / educada Maleducado / maleducada Divertido / divertida Encantador / encantadora
8p26 Opera c / Opera Coaching and Collaborative Piano (10 cr.) Participation in a smaller production of opera (a musical theatre piece) or in operatic scenes. The student gains practical experience in production work. Learning Outcomes The student is able to function as a repetiteur during different phases of the opera production. Prerequisites Translation of material as agreed with the teacher, research of as well as studying and mastering the musical material Assessment a/i • oral feedback 8p27 Opera b / Opera Coaching and Collaborative Piano (10 cr.) Participation in different phases of the opera production (a musical theatre piece). Collaboration with singers. Being in charge of the production during different phases. Ability to comprehend bigger entities. Learning Outcomes The student is able to function as a repetiteur at different rehearsal situations and has developed their own readiness and skills to be in charge as a repetiteur. Prerequisites Translation of material as agreed with the teacher, research of as well as studying and mastering the musical material Assessment Oral feedback a / i Preceding Courses Opera C 8p28 Opera a / Opera Coaching and Collaborative Piano (10 cr.) Participation in opera or musical theatre production as a part of an artistic team. Working independently with the singers. Participation in performing when necessary. Participation in production planning when possible. Learning Outcomes The student comprehends the responsibilities of a repetiteur and is able to work on musical material all the way to the performance. The student has the skills to function as a part of an artistic team and is able to work on musical and performing arts material at different levels together with a conductor and a director Prerequisites Translation of material as agreed with the teacher, research of as well as studying and mastering the musical material Assessment 0–5 Oral feedback Preceding Courses Opera B Opera C 8p30 Prima vista / Opera Coaching and Collaborative Piano (2 cr.) During the module, the student develops their skills in understanding and producing scores, fast comprehension of orchestral scores and other large-scale materials as well as the ability to highlight harmonies and the experience of an orchestral sound world.
Student Name ID # General Studies Course Name Course Semester Notes Hours Humanities (18 hours) English Composition EH 101 3 English Composition EH 102 3 Oral Communication EH 141 3 Literature – Select two of the following American Lit I (EH 201) American Lit II (EH 202) Survey of English Lit I (EH 203) Survey of English Lit II (EH 204) Honors English Lit I (EH 219) Honors English Lit II (EH 220) World Lit. I (EH 231) World Lit. II (EH 232) EH 3 EH 3 Fine Arts (3 hours) Honors Introduction to Music MU 236 3 Social Studies (12 hours) History – (6 hour sequence) Sequence I Western Civilization I (HY 101) Western Civilization II (HY 102) Sequence II American History I (HY 201) American History II (HY 202) HY 3 HY 3 Social & Behavioral Science (6 hours) Introduction to Anthropology (AN 224) Principles of Microeconomics (EC 221) Principles of Macroeconomics (EC 222) World Reg. Geography (GY 120) Human Geography (GY 220) American Govt. (PSC 100) Principles of Psychology (PSY 201) Human Development (PSY 222) Introduction to Sociology (SY 221) 3 3 Science – (8 hour sequence) Biology Introduction to Biology I (BY 101 & 103) Introduction to Biology II (BY 102 & 104) Chemistry General Chemistry I (CY 105 & 107) General Chemistry II (CY 106 &108) Physics University Physics I (PHS 201 & 203) University Physics II (PHS 202 & 2043) Geography Phys. Geo: Atoms Pat. (GY 250 & 252) Phys. Geo: Lands Pat. (GY 251 & 253) Geology Physical Geology (GL 241 & 243) Historical Geology (GL 242 &244) 3 1 3 1 Mathematics (3 hours) Finite Mathematics MS 110 3 First Year Experience STU 101 0
Teaching Field-Continued Class Piano I (MU 170 or MU 180) MU 1 Class Piano II (MU 171 or MU 181) MU 1 Piano Proficiency MU 299 0 Class Voice Pedagogy MU 363 1 Diction I MU 365 1 Diction II MU 366 1 Diction III MU 367 1 Keyboard Harm. & Acc. I MU 370 1 Keyboard Harm. & Acc. II MU 371 1 General Instrumental Techniques MU 385 1 Large Ensembles (Lower Division) MU 1 Large Ensembles (Lower Division) MU 1 Large Ensembles (Upper Division) MU 1 Large Ensembles (Upper Division) MU 1 Elective Ensemble (Lower Division) MU 1 Elective Ensemble (Upper Division) MU 1 Other Requirements Benchmarks - Must be completed before 80 credit hours. ECE Exam (Prerequisites: Successful completion of EH 101, EH 102, and 60 credit hours) Attempted Passed Date passed MS 110 Completed Yes Passed Date passed Other Exams EPP - for graduation Attempted Passed Date passed PRAXIS II (before student teaching) Music: Content Knowledge and PLT: Grades 7-12 Attempted Passed Date passed MFT - Teaching Field - for graduation Attempted Passed Date passed Remember to review the Academic Regulations in the undergraduate catalogue. Application to Education Program available online: Yes Date Complete Mid-Degree Assessment Review MU 202 MU 212 MU 299 EH 101, 102 MS 110 Applied Hearing GPA of 2.5 Yes Yes Yes Yes Yes Yes Yes Assessment Complete Yes Date Complete Classroom Observation Hours 205 hours required before student teaching can occur * Numbers in parenthesis indicate the observation hours a student will be required to do for each course. Complete Yes Date Complete
(b) if the National Assembly is not in ordinary session, within 30 days of the commencement of its next ordinary session. Goods and services charges and other revenue of NTA 33. (1) The NTA may, with the approval of the Minister, charge for any goods and services that it provides in the performance of its functions under this Act. (2) Any money received by the NTA for the provision of goods and services in terms of subsection (1) and any money received by the NTA from any other source must be paid into the National Training Fund. Winding up of NTA and Fund 34. The NTA and the Fund may not be wound up except by or under the authority of an Act of Parliament. PART VI VOCATIONAL EDUCATION AND TRAINING LEVY Imposition of levy 35. (1) Subject to section 36, the Minister, with the concurrence of the Minister of Finance and after consulting the Board, by notice in the Gazette, may impose a levy to be paid by - (a) employers in general; or (b) specific categories of employers, for the purpose of facilitating and encouraging vocational education and training. (2) The notice referred to in subsection (1) must contain - (a) a description of the employers who must pay the levy; (b) the rate and manner of calculating or determining the levy; (c) the date or dates on, or periods within, which the levy is payable; (d) a description of the body to which the levy must be paid and the required manner of payment; and (e) any other matter which is in the opinion of the Minister necessary for the effective imposition and collection of the levy. (3) Different amounts of levy may be imposed under subsection (1) for different categories of employers by having regard - (a) to the number of employees employed by such employers; (b) to the payroll or turnover of such employers; and
changing this job description. It is the Foundation’s aim to reach agreement to reasonable changes but, if agreement is not possible, the Foundation reserves the right to insist on changes to this job description after consultation with the post-holder. Person specification Essential Desirable Qualifications/ Training Educated to degree level or equivalent with good knowledge of theology. Relevant professional qualification: Ordained minister in the Church of England Postgraduate qualification Theological knowledge of Christian ethics Knowledge/ Experience Experience of teaching and engaging in deepening discipleship within a church context Experience of pastoral work and confidentiality Proficient user of Microsoft software packages such as Word and Excel and e-mail Experience and good knowledge of the internet and social media and its practical use Knowledge and understanding of University sector Experience of nurturing vocations Experience of creative worship and/or fresh expressions of church Experience of ecumenical ministry Knowledge and experience of multifaith work/dialogue
How to apply? Please fill in the registration form on . In order to prepare the workshops, we kindly ask you to use the and bring your results to the conference. 11.15 Workshops Self-perception (German) Adding as a new dimension to bachelor courses (English) Peer-coaching: how to strengthen individuals and organisations (English) Self-regulation strategies for students (English) Train the coach: Developing with coachees (English) Dr. Stephan Rietmann Prof. Dr. Zvjezdan Penezić Mrs. Ruth Baker Dr. Daliborka Luketić Dr. Delia Zingarelli 12.30 Walking lunch - Meet the Makers around thematic tables Questions? Contact Danielle Schronen Tel +352 402131 255 danielle.schronen@caritas.lu 13.30 Workshops Self-regulation: starting the process anytime, anywhere (virtual classroom) (English) Self-regulation for executives (German) Train the coach: Developing with coachees (English) Self-regulation strategies for learning (English) Teaching Mrs. Ruth Baker Dr. Stephan Rietmann Dr. Delia Zingarelli Dr. Daliborka Luketić Prof. Dr. Zvjezdan Penezić 14.45 The future of VOCIS Dr. Pietro Ragni 15.15 Closing This project is co-funded by the Erasmus+ Programme of the European Union. The content of the VOCIS website does not reflect the official opinion of the European Union. Responsibility for the information and views expressed here lies entirely with the author(s).
value here a total 1. My professional goals are attractive to me. 2. I work on specific goals set by myself. 3. My goals at work are challenging. Red – less than 9 Orange – 9 to 12 Green – 13 or more Your Willpower 4. When I have a professional task I immediately start working on it. 5. I can concentrate well on my professional duties. 6. When doing unpleasant work tasks, I find it difficult to implement my plans. Red – less than 8 Orange – 8 to 12 Green – 13 or more Your Affect Regulation 7. I remain constructive at work when something does not work out the way I had imagined. 8. I can switch flexibly between pleasant and unpleasant feelings and remain task orientated. Red – less than 7 Orange – 7 to 8 Green – 9 or more Your Self-perception 9. I am able to read my body’s signals and if possible take a break from work when needed. 10. I regularly check the extent to which what I am doing at work, corresponds to my own needs. 11. When in doubt, I listen to my body signals rather than trying to meet other’s expectations. Red – less than 7 Orange – 7 to 12 Green – 13 or more Your Self-reinforcement 12. After successfully accomplishing a work task I have several ideas to reward myself. 13. I listen to my inner voice when completing work tasks. 14. I am very self-critical and strict with myself regarding professional failures. Red – less than 1 Orange – 8 to 13 Green – 14 or more Your Self-integration 15. What I do at work is part of my long-term life plan. 16. I can set my own goals at work. 17. When I have a task to complete I look forward to starting it. 18. At work, I think about the next attractive goals I would like to set for myself.
If you will be using HOD from a remote network located behind a firewall, make sure your firewall administrator opens port 3272. The HOD client connects back to the telnet server (available through secureaccess.wa.gov) on this port and will fail to establish a connection if the port is not open. The following is a list of necessary software to use the Host On Demand client version 11. Compatible Operating Systems: Compatible Browsers: Compatible Java Versions: Macintosh Mac OS X 10.2.1 Mac OS X 10.3 Mac OS X 10.4 Windows Windows 2000 (Professional and Advanced) Server Windows XP Professional Edition Windows XP Home Edition (32-bit version) Windows Server 2003 (Enterprise, Standard, and Web) Windows Server 2003 R2 (Standard and Enterprise Editions) Windows Vista (Business, Enterprise, and Ultimate Editions) Windows Fundamentals for Legacy PC IPV6 Windows Terminal Services for Windows 2003 Windows Server 2008 (Standard and Enterprise Editions) Windows 2008 R2 (Standard and Enterprise Editions - only 64-bit) Windows 7 (Professional, Enterprise and Ultimate Editions) Internet Explorer Version 6.0 Version 7.0 Version 8.0 Firefox Version 1.5 Version 2.0 Version 3.0 Version 3.5 Safari Version 1.0 Version 2.0 Version 3.2.2 Sun Java plug-ins Version 1.5.0 Version 1.6.0 Results Can Vary: Version 1.7.0
80 13 April 17 Aug 2 Nov Log on to WIFI: mindsetwifi Skype in the Classroom 60 10 June 12 Oct DIGITAL CLASSROOMS e-SCHOOL CLASSROOM 100 25 April 18 May 8 June 27 July 17 Oct Microsoft Course :Teaching with Technology 50 27 June 28 June 3 Oct WEBINARS 40 WORDPRESS 40 22 April 22 July MOBILE TECHNOLOGY TRAINING 100 11 July 13 Oct Kindest regards SDidiza Vodacom Centre 20160318 www.metroeast.co.za @metropoleeast #MEEDELEARN meedelaern@gmail.co MEED showcase
Contacts transfer to email account– Vodafone Smart Prime 6 Go into Contacts Touch the 3(vertical) dots top right corner Select Import/export Select import from sim card Select Corporate 0 selected will be at the top left of the phone, change this to select all Touch the tick next to Done (top right of the screen) This will copy all of your contacts to your exchange email account. Also do the above steps again if you have contacts directly on the phone except you will Export to Storage then import from storage to corporate account.
seguir ( e -> i) (5) Para pedir direcciones, preguntas: ¿Dónde queda….? / ¿Dónde está….? “Queda / Está….” cerca (de) – near lejos (de) – far from derecho / recto- straight al lado de- to the side of, next to ancho - wide entre – between estrecho, angosto- narrow delante de – in front of (adjective: delantero) detrás de – behind (adjective:trasero)
Joseph Berns Aberdeen Bass Tanner Chilson# Watertown Lucas Fredrick Aberdeen Christian Scarlett Aberdeen Flute and Piccolo Kylie Rusch# Bismarck, N.D. Catherine Woodmansey Pierre Jennem Woolever Grand Fork Oboe Debra Kogel Huron Brooke Thielbar Hardwick, Minnesota Clarinet Molly Royals# Rapid City Sarah Suko Aberdeen Bassoon Alyssa Ullrich# Aberdeen Horn Ginny Lewis# Aberdeen Rachel Hemke Aberdeen Carleigh Klein Rapid City Gretchen Sharp Bath Trumpet Colton Schaefer# Wilmot Grant Manhart Bath Trombone Brady Vandevort# Rapid City Scott Glodt Hoven Dan Sharp Bath Timpani and Percussion Luke Bergjord# Aberdeen #principal player Graduate Assistant/Orchestra Librarian Leandro Layne House Manager Dan Yurgaitis Box Office Manager Darla Knight Aberdeen University/Civic Symphony Robert Vodnoy, conductor Winter Orchestra Concert February 25, 2017, 7:30 p.m. Johnson Fine Arts Center PROGRAM Romantic Genius Romanian Folk Dances Béla Bartók (1881-1945)
VERIFICATION OF DEATH PROCESS GUIDANCE (2016) DOCUMENT SUMMARY For some patients, death in the near future is inevitable and expected. In such cases it would seem reasonable for a non-medically trained accountable healthcare professional to verify their death. In this event a Registered Health Professional may confirm/verify life extinct, providing there is an explicit local procedure in place to allow such action, which includes guidance on when other authorities, e.g. police or the coroner should be informed prior to removal of the body. For others death is unexpected, however in these circumstances death can still be verified. In a sudden death / collapse, a resuscitation attempt must be undertaken. PURPOSE This procedure is designed to provide a framework in which Nurses work collaboratively to ensure safe and skilled verification of a patient’s death is undertaken 2.1 Who can verify death The verification of death is a clinical skill, which may be performed by Nurses employed by ………… they have received the identified training they are mindful of their professional responsibilities under: NMC (2008) The Code. Standards for conduct, performance and ethics for Nurses and Midwives, NMC (2009) Record keeping Guidance for Nurses and Midwives, Health Professional Council (2009) Guidance for Emergency Care Practitioners (ECP’s) with paramedic regulatory body registration. 3. SCOPE This procedure and its contents apply to all registered nurses employed at ………… For the purposes of this procedure expected death is defined as those patients who have commenced an End of Life Care Pathway (EoLCP) or where the decision has been made not to undertake Cardio-Pulmonary Resuscitation (DNACPR) in the event of death. Verification of death can be performed by a Registered Nurse employed at …………. in all circumstances. However, the following circumstances will require further referrals to other agencies:
Geography- Delta – a triangle-shaped area of land made of soil deposited by a river. Irrigation- a way to supply water to an area of land Cataracts – strong rapids Nile River-flooded annually. Used for transportation, trade, drinking, bathing, irrigation to water the crops. It flowed from south to north because of the mountains. Additional Vocabulary to know Dynasty – a series of rulers from the same family. Nobles – people from rich and powerful families. Elite – people of wealth and power. Economy – the way a group of people manage money. Trade network – a system of people in different lands who trade goods. Export – items sent out of an area. Import – goods brought into a region. Unification- to become united, the joining of parts into one, Menes unified Egypt by uniting Upper and Lower Egypt. Mummification- know the steps to make a mummy (look at your mummy packet). Gods-they were polytheists. Famous story-Osiris was killed by his brother Seth. (Review the story of his death.) Social Pyramid- a diagram illustrating the divisions within a culture. Usually the most powerful people are on top. (Review the pyramid from your notes) Jobs- explain what they do: farmers, scribes, slaves, pharaohs, artists, priest, and embalmer. (Look at other jobs from the Mummification packet.)
VOF Clean Water Advocacy Minutes – Tuesday, 27 June - 6:30 PM to 8:00 PM **Next Meeting – TBD ** Attendees / Municipality Represented: Elaine Albright – Aurora Richard Albright – Aurora Brad DeArk – Elgin Nate Stelton – North Aurora Eric Weck – Geneva Announcements None Reviewed and Discussed the Minutes from the 6 June 2017 meeting (Attached) Reviewed minutes and action items. Attendees Practice with Presentation Materials Attendees took turns sequentially reading through the script while having the slides projected Action Items for Completion Before Meeting #5, TBD Slides and script associated with presentation Stored on Grassroots network site for VOF Water Sentinels The presentation materials, script and outline with reference links are available for review at the Grassroots Network VOF link, Instructions on how to access the Grassroots Network are attached below. Eric to update some of the scripts to make syntax clearer Updated text for slide 12 Elaine provide links to ‘blend yourself’ cleaning products All Attendees to provide edit recommendations for other slides as needed Next Meeting TBD
[4] The plaintiff and the defendants entered into a written contract on 28 April 2009 for the purchase of an immovable property situated at Erf 3295, 19 Galen Street, Windhoek West, measuring in extent 1500 square meters (‘the property’) which, if the defendants honoured the agreement, was to be sold for N$ 1.3 million. Transfer was agreed to take place on 28 April 2010 so as to allow the defendants to secure the purchase price from a pension pay-out due to the second defendant from Germany. Pending the transfer of the property the defendants were to pay to the plaintiff monthly occupational rent in the amount of N$ 3500. The defendants took occupation of the property immediately after the conclusion of the agreement. [5] The defendants were unable to pay the purchase price on due date and the plaintiff extended the effective date to 31 July 2010 and eventually to 30 September 2010. It is common cause that the defendants, although repeatedly encouraged by the plaintiff to do so, did not seek any loan finance to purchase the property and entirely relied on the pension pay-out from Germany in order to buy the property. [6] In the event, the defendants repudiated the agreement on 30 July 2010 after the plaintiff had granted them the extensions to allow them to secure the funds to purchase the property, claiming that they did not secure the pension payments from Germany to buy the property. The plaintiff accepted the repudiation on 6 August 2010, cancelled the agreement and thereafter sold the property to a third party through the services of an estate agent, Mrs Cotting Bauer. The estate agent was appointed on 2 August 2010. That is even before the plaintiff accepted the repudiation. It needs to be stated that the appointment of the estate agent occurred after the repudiation by the defendants. Nothing therefore turns on this fact. [7] The property was sold to Mr Jaarsveld after being in the market for three months at the price of N$ 1 280 000. The price included the estate agent’s commission of N$ 80 000. The actual amount received from the sale was therefore N$ 1 200 000. The purchase price was thus N$ 20 000 less than what the plaintiff had agreed to sell it to the defendants. Mr Jaasveld, an employee of Nedbank registered a bond after the purchase in the amount of N$ 1 560 000. The plaintiff’s claim
Have you had any convictions for abuse, or been the subject of any abuse enquiry or investigation? Yes/No Declaration I certify that, to the best of my knowledge, the information I have provided on this form is true and accurate. I understand that if the information I have supplied is false or misleading in any way, it will automatically disqualify me from appointment or render me liable to dismissal without notice. Signed: _______________________________ Date: _____________________
Responsibilities Definitions Recognition Action to be taken in cases of Alleged/Suspected Abuse Additional Actions and Guidance for All Safeguarding Alerts Recording Procedures for Cases of Alleged/Suspected Abuse Investigations Follow Up Confidentiality Further Safeguarding Adults at Risk of Harm Internal Reporting Appendix A1 – Summary flowchart of actions where alleged perpetrator is not a member of VoiceAbility staff Appendix A2 – Summary flowchart of actions where alleged perpetrator is a member of VoiceAbility staff Appendix B – Indicators of Abuse Appendix C – Preserving Evidence Appendix D – Guidance when making a Safeguarding Adults at risk of harm alert Appendix E – Guidance for when to contact other agencies Appendix F – Recording Guidance Appendix G – VoiceAbility Safeguarding Report Form Appendix H – VoiceAbility Follow Up recording form Policy Statement VoiceAbility is committed to promoting the rights of all people to be safe and secure and to be free from any form of abuse. All VoiceAbility staff and volunteers have a duty to be alert to the possibility of abuse and to work to safeguard adults at risk of harm from abuse. All VoiceAbility employees and volunteers will be appropriately trained and supported to adhere to the ‘Safeguarding Adults at Risk’ Policy and Procedures.
Evaluating your progress in relation to your voice care goals is a crucial part of this Voice Care Program. Active monitoring of your achievements will maximise the chances for you to make real progress and to protect your voice for years to come. Good intentions are not enough! Monitoring progress can be achieved simply and quickly with a little forward planning. Our recommendation is that you set up a spreadsheet when you are at the stage of setting your goals and devising your own voice care strategies. This does not need to be an elaborate format; the simpler the better! In Appendix 2 you will find an example of an evaluation format which could be used for this purpose. Whatever format you decide to use to monitor your progress, the key components will be: a list of your goals and corresponding voice care strategies specification of the times when you plan evaluate your progress a way of recording the outcomes of your efforts to implement voice care strategies and any factors which may have hindered progress a mechanism for recording revised goals and strategies should any original goals be ‘sidelined’ By now you will have an understanding of action planning for voice care. That’s all there is to it! It’s time to develop your own plan and to begin the process of protecting your voice for the future. Good luck! Environmental Scan Use this schematic to identify adverse environmental impacts in the classroom i.e. noise and dust and proposals for action Surface properties Action walls windows doors flooring ceiling Internal sources Action students public address system computers television fans air conditioning vent heating vent other External sources Action corridor adjacent classrooms
Appendix 2 Voice Care Action Plan & Progress Notes Name______________________________________ Date:________________ Aspect of Voice Care Goals Strategy & Resources Progress Time Progress Time 2 Understanding of Voice Production Understanding of Symptoms and Causes Vocal Habits Voice Care Action Plan & Progress Notes Name______________________________________ Date:________________ Aspect of Voice Care Goals Strategy & Resources Progress Time Progress Time 2
Appendix E: Emergency command center (ECC) locations Emergency command center - <Location Name> Primary: Address Room XXXX City, State Contact: “coordinator of rooms/space - (xxx) xxx-xxxx Alternate: Address Room XXX City, State Contact: “coordinator of rooms/space - (xxx) xxx-xxxx Emergency command center - <Location Name> Primary: Address Room XXXX City, State Contact: “coordinator of rooms/space - (xxx) xxx-xxxx Alternate: Address Room XXX City, State Contact: “coordinator of rooms/space - (xxx) xxx-xxxx Emergency command center - <Location Name> Primary: Address Room XXXX City, State Contact: “coordinator of rooms/space - (xxx) xxx-xxxx Alternate: Address Room XXX City, State Contact: “coordinator of rooms/space - (xxx) xxx-xxxx Emergency command center - <Location Name> Primary: Address Room XXXX City, State Contact: “coordinator of rooms/space - (xxx) xxx-xxxx Alternate: Address Room XXX City, State Contact: “coordinator of rooms/space - (xxx) xxx-xxxx