zilongwang/ReadingBank huggingface dataset:
Find the Quotient. 56÷7=8 28÷7=4 70÷7=10 14÷7=2 42÷7=6 Find the Quotient. 44÷4=11 24÷4=6 28÷4=7 36÷4=9 48÷4=12 Find the Quotient. 64÷8=8 32÷8=4 88÷8=11 96÷8=12 48÷8=6 Find the Quotient. 63÷9=7 45÷9=5 54÷9=6 72÷9=8 108÷9=12 Find the Product. 30 x 10=300 450 x 10=4,500 900 x 10=9,000 3,400 x 10=34,000 8,000 x 10=80,000 Complete the pattern. 5 x 10 = 50 50 x 10 = 500 500 x 10 = 5,000 5,000 x 10 = 50,000 50,000 x 10 = 500,000 Complete the pattern. 500,000 ÷ 50,000 = 10 50,000 ÷ 5,000 = 10 5,000 ÷500 = 10 500÷ 50 = 10 50 ÷ 5 = 10 Complete the pattern. 800,000 ÷ 80,000 = 10 80,000 ÷ 8,000 = 10 8,000 ÷800 = 10 800 ÷ 80 = 10 80 ÷ 8 = 10
With regard to the structure of particular paragraphs (or groups of paragraphs), few seem to include topic or concluding sentences and many of the sentences only loosely support one another. Moreover, the author often makes concluding statements that are ambiguous or aren’t clearly supported by the preceding discussion, and fails to use citations in some instances, while other times includes citations that don’t support (and even contradict) the proposition for which they were meant. Content: In my view, a fairly substantial amount of the article operates as an introduction to concepts and terminology, without offering any real insight into or application of these concepts. While the “Building a Brand through Trademarks” and “Preserving a Freedom to Practice” have the greatest potential for developing some unique insights, the author’s premise and support are at times unclear and often unconvincing. For example, the author spends a great deal of time discussing the breadth of filings for the COCA-COLA trademarks in concluding that clients should routinely file in all classes as an effort to strengthen trademark protection and thus brand equity. In addition to ignoring other opportunities for counseling clients on various methods and the importance of building brand equity through trademarks (I included some suggestions in my redline), the author glosses over the impact of the fame of the COCA-COLA mark on this example and the limited proposed uses of most clients’ marks. Moreover, the author restricts and seems confused about the concept of a family of marks. In general, I found the discussion and analysis of the trademark valuation methods (and to a lesser degree, the relationship to litigation remedies) a bit confusing or ambiguous, which made me question the author’s own command of these principles. It may be that the author is in fact an expert, but the article needs to do a better job at communicating and explaining these principles and their significance – particularly for the lawyer (such as myself) or legal professional reader who has little or no relevant accounting or financial background.
Welcome to Our Classroom! Dear Families, Welcome to our classroom. We look forward to working with your children and having a wonderful school year! Below you will find some information about our classroom that we hope you will find useful. Classroom Staff Susan Blake – Classroom Teacher Sue Mangano – Educational Support Professional Speech and Language Therapist – A.M. and P.M. Classes – to be determined Nathalie Fletcher, Heidi Hawkins, Katy Ryan – Speech Therapists Kristine Sullivan – Physical Therapist Carolyn Levitan – Occupational Therapist Daniel Feeney Preschool Staff Jennifer Bernard – Preschool Director Nicole Sliby – Procedural Assistant School Information Hours: 8:45 – 11:15 (A.M. Session), 12:00 – 2:30 (P.M. Session) Preschool Phone Number – (508) 660-7374 Classroom Phone Extension – x 5683 Daniel Feeney Preschool Website – Classroom Website – Go to the preschool website, click on staff directory (left-hand side) and select “Susan Blake.” Click on the website link (small globe) to obtain the website for this classroom (Susan Blake). 1 Parking
week or more, please have your physician write a note indicating the restrictions. If your child is returning to school following an extended illness or injury it is then necessary for your physician to write a note permitting him/her to resume all physical education activities. ANNUAL HEALTH SERVICES - The following health screenings are done each year. Parent/guardian will only be notified if a problem is detected. 1. Growth screening, height and weight 2. Vision and hearing 3. Color perception 4. Scoliosis screening – grade 5 5. Blood pressure screening 6. Physical examinations are done by the school physician for grade levels 2, 4, Special Ed., and all students new to the district who have not brought in a completed physical form signed by their own physician. (The student’s personal physician must be authorized to practice in the State of New York.) NEW YORK STATE LAW requires a physical exam for all the above mentioned. It is highly recommended that your child be seen by your family physician, as he/she will be continuing to care for your child. If a physical cannot be arranged, the school physician will see your child. Please contact the Health Office for additional forms. ILLNESSES AND ACCIDENTS - The school nurse will provide emergency care for illness and injuries which occur while children are in school. Treatment is limited to first aid only. Any necessary subsequent treatment is the responsibility of the parent/guardian. When it is necessary for a child to be sent home, the school nurse will notify you. Transportation of ill students is also the responsibility of the parent/guardian. Please feel free to call the Health Office (716) 407-9256 anytime regarding health services or any problem with your child. Thank you for your cooperation. 8A TRANSPORTATION Bus Transportation When waiting for the bus, students should be well away from the road and aware of traffic. Please help maintain bus schedules by being at the bus stop prior to arrival of the bus.
Hernandez Weekly Lesson Plan for 7th Grade Week of: September 10 Subject: Mod. Math 7 Class Hour: 1st Period Day/Date Standard & "I can statements" Vocabulary Assessment Bell Ringer Exit Ticket/etc. Lesson Activities Monday 7.NS.A.2c- Apply properties of operations as strategies to multiply and divide rational numbers. I can apply previous understandings of multiplication and division and of fractions using the properties of operation strategies to multiply and divide Rational Number, Irrational Number, Terminating Decimal, Repeating Decimal, Fraction, Numerator, Denominator Equation using PEMDAS Quick Doodles Doodle- Students draw 2 or 3 things they have learned in today’s lesson. It may include numbers and words. Mr. Duey Fractions video: Discuss video Notes on Vocab
rational numbers. Tuesday 7.NS.A.2c I can apply previous understandings of multiplication and division and of fractions using the properties of operation strategies to multiply and divide rational numbers. Multiplication Problems Pair/Share- Students tell their neighbor 2 things they have learned today. Quiz tonight! Notes & Vocabulary Practice Textbook Pg. 61-66 Quizizz Moby Max IXL
Wednesday 7.NS.A.2c I can apply previous understandings of multiplication and division and of fractions using the properties of operation strategies to multiply and divide rational numbers. Division Problem Thumbs Up/Down Ask students how they are feeling about rational numbers, etc. They give a thumbs up or down Division Notes & Vocabulary Division Practice Textbook Pg. 125, 131 Quizizz Moby Max IXL Thursday 7.NS.A.1d-Apply properties of operations as strategies to add and subtract rational numbers I can add and subtract with the properties of operation strategy. Addition Problem Pair/Share- Students tell their neighbor 2 things they have learned today. Notes Whole Group Practice Textbook Pg. 67-74 Textbook Pg. 75-82
Hernandez Weekly Lesson Plan for 8th Grade Week of: September 10 Subject: Mod. Math 8 Class Hour: 2nd & 6th Period Day/Date Standard & "I can statements" Vocabulary Assessment Bell Ringer Exit Ticket/etc. Lesson Activities Monday 8.DMS.5-Approximate cube roots without a calculator. I can approximate both square and cube roots without a calculator. Square, square root, cubed, cube root, approximation What two numbers will the square root of 97 fall between? Quick Doodles Doodle- Students draw 2 or 3 things they have learned in today’s lesson. It may include numbers and words. Review square and cube root notes from last week. Notes on approximation of cube roots & review approximation of square roots Whole Group Practice Textbook Chromebooks
Moby Max IXL Tuesday 8.DMS.5-Approximate cube roots without a calculator. I can approximate both square and cube roots without a calculator. What is the approximate square root of 97 to two decimal places? Pair/Share- Students tell their neighbor 2 things they have learned today. Review square and cube root notes from last week. Notes on approximation of cube roots & review approximation of square roots Whole Group Practice Textbook Chromebooks Moby Max IXL
Wednesday 8.DMS.5-Approximate cube roots without a calculator. I can approximate both square and cube roots without a calculator. What two numbers will the cube root of 97 fall between? Thumbs Up/Down Ask students how they are feeling about approximation, etc. Review square and cube root notes from last week. Notes on approximation of cube roots & review approximation of square roots Whole Group Practice Textbook Chromebooks Moby Max IXL Thursday 8.DMS.5-Approximate cube roots without a calculator. I can approximate both square and cube roots without a calculator. What is the approximate cube root of 97 to two decimal places? Test Tomorrow. Answer any questions or concerns Chromebooks Quizizz MobyMax IXL
Friday 8.DMS.5-Approximate cube roots without a calculator. I can approximate both square and cube roots without a calculator. Did you study? Test home to correct if not finished in class Study Test MobyMax or IXL Correct test
Welcome to the 2018 Golden Bear Classic on Feb. 3rd & 4th. Games to be played at the Gangeloff Arena located at 235 Hamline Ave. N on the campus of Concordia University - St. Paul and St. Agnes High School located at 530 Lafond Ave in St. Paul. Court Key C1-C4 = Gangelhoff Arena SA1-2 = St. Agnes High School Coach’s reminders: please check the “official bracket board”, located in the hallway near the brackets, BEFORE and AFTER each game! Each team will be permitted TWO FREE coaches in per day, all others and non-uniformed players will pay a daily fee at the gate-thank you! Teams should bring 2 sets (colors) for jerseys and a 1st aid kit. Teams are asked to be ready to play at least 10 minutes ahead of their scheduled starting times. Tournament staff did their best to fill all divisions with teams from the same classification. Where necessary however, merged grade groups could possibly play a grade level or a different class, but eventually meet up in the final game (championship), with a team from their same age and classification. For emergencies only, Head Coach may call 651-208-3909. Thank you. We wish your team the very best of luck!
Fill out the label completely, including percentages of constituents, the hazards of the waste, and contact name. If you do not know the hazards of your chemical, use the MSDS of the chemical to determine what they are. Do not date the container or label. Deface or remove any original labels remaining on the container to avoid confusion about the identity of the waste. Please note that the percentages MUST ADD UP TO 100%. If a waste bottle is full, check to see if it has a piece of red tape with a RT# on it. If it does, this means there is a bigger waste receptacle in Histology (CD186A) where the full little bottle may be dumped and then re-used. For example, xylene, formaldehyde and methanol all have RT#’s: Waste RT# Formaldehyde 754 Xylene 755 Methanol 756 If these bottles are full, please dump them in the appropriate container in Histology rather than starting a new bottle. Chemical Waste Pick-Up: Request collection of your waste by submitting a found online at http://www.ehs.washington.edu/forms/epo/1470.pdf. Fill out all information completely and fax or mail the form (information is on the form). Rubelab Protocols: Lab protocols may be found on the . Additional protocols and procedures may be found in the notebooks located above the desk in the Histology lab (CD186A). Standard Operating Procedures (SOPs): Hard copies of Rubelab SOPs are in the Lab Safety Manual that is kept above the desk in the Histology lab (CD186A). These are also accessible on the Rubelab website (). Material Data Safety Sheets (MSDS)
Thank you to our Welcome Bag Sponsors Avon - Bonnie Boland Arbonne International - Dawn Sutter Belmont Port Stanley Theatre Billy Forsyth Highland Dancing Shoes Boston Pizza - Woodstock, ON Bullying Canada - Katie Neu Cambridge Highland Dancers Ceilidh Surprise Cetaphil Dawn Brennan Sutter Studio Egg Farmers Marketing Board Euclan Fergus Highland Games Giant Tiger - Strathroy, ON - Erica & Joel St. Arnaud Grewal Orthodontics Hilton - London, ON Holiday Inn Express & Suites - Downtown London, ON Mars Canada Inc. - Victor Mehren Middlesex OPP - Liz Melvin Ministry of Natural Resources & Forestry - Learn to Fish Program Organix - Jamie MacLean OLG Pivot - Dinah Hampson Remax - Bill & Ernie Remington Medical - Bob Remington Ron Hopper Real Estate Ltd. - Bill Turner - Sales Rep. Ruby Hunter Sandra Bald Jones Highland Dance Studio Shoppers Drug Mart - Dorchester, ON Sim School of Highland Dance Springcreek Furnace Systems - George Veltman St. John Ambulance - April Norman State Farm Insurance - Bruce Boivin Trillium Mutual Insurance Co. - Darlene Loos Westminster Mutual Insurance Company Zehrs - Owen Sound, ON - Steve Johnston, Manager Zorra Caledonians And the many individuals who helped with community contacts and the collection of items! tHANK YOU!!
have ‘topic time’ each morning when they are able to talk about different topics in small groups. Your child will be able to go outside to play on the ‘big toys’ in all but the coldest and wettest of weathers. Snack time We offer a variety of different snacks each day, we ask for a weekly money donation to support this. The children are offered milk or water at each session. The children are encouraged to sit together in small groups while they eat and drink. We aim to use the opportunity as a social time and also to introduce the children to a range of different fruits. What about the year before school? Your child will be following the required Early Years Foundation Stage (EYFS) curriculum at St Barbara’s and we hope that your child will stay with us until they go to school. As your child gets older they will be encouraged to follow simple routines that will be expected of them when they start primary school. Your key worker will be aware of your child's strengths and needs and will ensure that your child continues to be stretched and motivated to learn, with particular focus on the six areas of learning How much feedback will I get about my child's progress? Communication is a two way process. We aim to always be available to discuss any concerns you may have. Each child will have their own learning journal, parents are able to look at these at any time. Alongside this we have a home link diary, used as communication between the pre-school and home. If you are concerned about issues regarding your child you should see their
LOCAL CHARITIES THE ASH UNITED CHARITIES have limited funds available to assist parishioners who are in need or suffering hardship or distress, by making cash grants or by providing anything likely to help. The Trustees are always glad to hear about cases in which they may be able to act where the statutory social services departments cannot. Clerk to the Trustees: Mr A.G. Stickells. 14 The Street, Ash. Tel: 01304 814250 THE CARTWRIGHT, GODFREY AND KELSEY CHARITY has funds which may be available to make individual educational grants to children or young people in the parish. Clerk to the Trustees: Mr Chris Pratt. Little Ware Nursery, Ware, Ash. THE JACK FOAT AND FRANK KINGSLAND TRUSTS both make grants to voluntary organisations and/or individuals in the parish for approved charitable purposes, e.g. for religious, educational or public recreational projects, or to relieve need. The Jack Foat Trust also owns and maintains “Street End Field” and “15 Acres” as open areas to be used by local residents for recreational purposes. JACK FOAT TRUST Mr Ian Chandler “Poplars”, Lower Goldstone, Ash CT3 2DT FRANK KINGSLAND TRUST Mr Graham Foat Upper Goldstone Farm House, Cop Street, Ash CT3 2DN email: agfoat@gmail.com VILLAGE HALLS ASH VILLAGE HALL Queen’s Road Ash – The hall is the scene of most village functions. The hall, library and stage, (with or without kitchen) may be hired for meetings, dances, whist drives, wedding receptions, parties, etc. Vested in a management committee on which user organisations are represented. For bookings and hire charges:
University of Nottingham Students Union Welcome Fair Report - Characteristics of Students who Attended. November 2016. Luke Pearce, Brand and Insight Ambassador “A report about student’s interaction and satisfaction with the Students’ Union and university experience at the start of a new year” Executive Summary Students' Union mission statement:
Students who did not attend the fair were more likely to be based at home (11%) and small privately rented properties (1 bed 7% and 2-3 bed 24%). They are less likely to be based in halls on campus (13%) or off campus (8%). Q5b) Where do you live? 21% In Lenton 6% In Beeston 20% Private not in Lenton/Beeston 9%, Broadgate 5% Raleigh 3% SPC 1% Nottingham 1 Students who did not attend the fair were twice as likely to be based in Beeston (12%), and twice as likely to based in private accommodation outside of Lenton and Beeston (43%). Q6 - Are you satisfied/ unsatisfied with the performance of your Students' Union? The Weighted average was 7.27 out of 10. The highest selected option was 8/10 with 31% of Students. Only 8% collectively selected options <5 12 Students, 0.81% Voted there were extremely dissatisfied 1/10 Students who did not attend the fair gave an average rating of 6.5/10. Q7 - How many years collectively have you studied at the University of Nottingham? 52% Less than 1 year 32% 1-2 years 13% 3-4 years 1.7% 5-8 years Most Students answering the survey were fresher’s or first-year Postgraduates.
We welcome Cubs’ and Tigers’ parents/carers to attend their child’s session once the child has settled. Most families really enjoy this time and feel that it gives them a greater knowledge of their child’s time at Rainbow and a closer connection to the staff working with them. Please put your name on the parent rota calendar (in the quiet room). Please do not bring younger siblings to the session as the resources may not be suitable or safe for them. Below is a guide to the session routine for parents/carers, or you can just stay and play with your child: Please come in with your child at the beginning of the session and sign in; The children play in the main room until everyone has arrived and settled; We all sit down together for registration and discuss the day’s activities; We all go outside for physical activities, ‘wake and shake’; The children are split into small key working groups for planned activities; During free play the children have access to all rooms and the outside area these are set up with different activities, with a member of staff in each area; Rolling snack is available throughout free play; Help is normally most needed in the messy room to start with and in the main room later; All the children are encouraged to help tidy up, with adult support where necessary; The children meet up for story time in the main room; As we close, we sing ‘Rainbow’s Over’. Help may be needed with aprons, hand washing, coats, and bags, tidying and washing up. For child protection and insurance reasons, you are never left alone with the children and cannot take them to the toilet. If they do ask you, please direct them to a member of staff. On the day you will be asked to sign a confidentiality agreement. Please ask Debbie if you would like to see a copy of this in advance. We hope that you enjoy your sessions with us. If you have any queries, please ask the staff. INFORMATION BOOKS
MIDDLETON-on-the-WOLDS PARISH COUNCIL WELCOME INFORMATION PACK Now that you have moved in to your new home you will probably find that a few facts about the village, its facilities and the surrounding area would not go amiss. To help you make contact a list of telephone numbers is given at the end. The village itself is part of the larger surrounding parish which is roughly rectangular in shape and extends approximately 1¼ miles from north to south and 5 miles from east to west. The population is approximately 700. Parish Council This usually has its main meetings in the Reading Room on the first Monday in the month (excluding Bank holidays) and notice of these and any Special Meetings are displayed on the notice board on the village green. All residents are welcome to attend. Councillors and their contact details are also displayed on the Parish Notice Board and on the web site www.middletononthewolds.co.uk. School Middleton-on-the-Wolds C of E School is situated in and operates in federation with Beswick & Watton Schools to provide primary education for children from 5 to 11 years. The Pre-School for children from 2½ to 5 years also operates from this building. Businesses As you will have noticed the village has a Post Office supplying some daily/national newspapers, Greeting Cards and a small amount of Sweets. Prescriptions from the Cranwell Road Driffield Medical Centre can be collected from the PO when ordered direct from the Surgery . We have a hairdresser’s (part of which is an outlet selling various miscellaneous items such as handbags, jewellery and hand made craft items) situated in together with a Chinese Take-Away in . The Robin Hood pub as well as selling alcoholic beverages serves a range of food and also stocks a range of basic food items, following the closure of the Village Store. A mobile fish & chip van visits the village on Wednesday evening 4.40-7.00pm and parks in the lay-by near the Robin Hood. Mobile butchers(Saturday), fishmongers (Wednesday), Ringtons Tea (Friday fortnightly) come to the village and there is a milkman who delivers milk, eggs etc daily. There is also a business park in Front Street.
TELEPHONE DIRECTORY EMERGENCY/ POLICY FIRE/ POLICE EMERGENCY 911 AMBULANCE EMERGENCY Call concierge for an ambulance 911 METRO TORONTO POLICE Non emergency line (416) 808 2222 ADMINISTRATION MANAGEMENT OFFICE Tel: (416) 364 4823 MANAGEMENT OFFICE Fax: (416) 364 9058 HOSPITALS MOUNT SINAI HOSPITAL (416) 506 4200 WOMEN’S COLLEGE HOSPITAL (416) 966 7111 TORONTO GENERAL HOSPITAL (416) 340 3111 TORONTO WESTERN HOSPITAL (416) 603 2581 HOSPITAL FOR SICK CHILDREN (416) 813 1500 CITY OF TORONTO SERVICES MUNICIPAL OFFICE (416) 392 7001 REALTY TAX DEPARTEMENT & WATER BILLINGS (416) 392 7115 SERVICE BELL CANADA (416) 310 2355
Select the edition date to reveal the Read Now and Return buttons. Select the Read Now button to send the magazine to Now Reading. You will be taken to the Now Reading screen automatically. Select the Play/Pause button. If you navigate away from the Now Reading screen, you can return to it by selecting the Now Reading tab at the bottom of the screen (headphones icon). BookLink: Newspapers The Newspapers in BookLink are text format (not audio) and require the built-in screen reader VoiceOver to provide audio narration. You can use the accessibility shortcut (tap the Home button three times quickly) to turn VoiceOver on and off. Find a Newspaper From the BookLink Home screen, select Newspapers. If you are not in the Newspaper List screen, select the Newspaper List tab (boxed list icon) at the bottom of the screen. Select a region to reveal a list of available newspapers in that region.
Day 57 – Possession and vocabulary continued Pick one of the activities and try it. Can you sing the words? (Sung to Lady Gaga’s “Poker Face”). If you prefer, here is another option. Here are the words. Click the play button to hear the Chez Moi song. It is on page 4. Day 58 – Do the activities again on page 3 and record them as QUIZ grades. No peeking at the words above while you are trying to answer the questions! But, you may try each one twice and record your best scores. The first 3 are 10 points each. The last one is 8 points total. That’s a total of 38 points to earn today. Good luck! That was a lot. How about a song? Celine Dion is a famous French Canadian singer. Celine Dion sings Brahms Lullaby Day 59 Read page 7. Complete page 8. Try this. La Maison QUIZ 12 possible points Day 60 – Ou allez vous? (Where do you go?) Do the activities on page 9. Complete the QUIZ on page 9 and record your score out of 8 possible points. Skim through pages 10 and 11, just to become familiar and aware of the differences. Here is a game for you today. Day 61 –Unit Project For this project, you will describe your own home or a dream home. The directions here
ALTAR SERVERS Altar servers have the important role of assisting the priest in the celebration of the Mass on Sundays and special feasts and occasions. Boys and girls who are 9 years and older and who have received First Holy Communion can be altar servers. LECTORS Lectors minister in the Sunday liturgy by proclaiming the Word of God contained in the First and Second Readings, and by reading the Psalm and the Prayer of the Faithful, as well as the announcements and themes before the liturgy begins. EUCHARISTIC MINISTERS Eucharistic Ministers are special ministers of Communion authorised by the Church to share the Body and Blood of Christ with fellow worshippers. They assist in the distribution of Holy Communion at Mass. CHILDREN’S LITURGY The goal of Children’s Liturgy is to help children ages 4-7 celebrate the Liturgy of the Word at their level and explore different ways that they can live the Good News in their daily lives. Adults and teenagers celebrate a prescribed program during Sunday morning liturgies. Contact : Parish Office @ 403.282.9488 SACRISTANS Sacristans are commissioned Eucharistic Ministers who prepare the sanctuary prior to the celebration of Mass, monitor the distribution of communion, and clean and put away all vessels after Mass. MUSIC MINISTRY Music forms an integral part of the liturgy. It assists the congregation to express and share the gift of faith with joy and enthusiasm. St. Luke’s is blessed with several choirs who are always ready to welcome new members of all ages. Contact: Val DeGagne @ 403.208.3217 SOUND & VIDEO Sound board operators control the audio system, and projector operators control the video system using a laptop computer during School Masses, Weekday Masses, Funerals and some other celebrations in the church. Familiarization/training are provided. Contact: Ken Taylor @ 403.241.0908 ART & ENVIRONMENT The Art & Environment group chooses, designs, sets up and maintains decorations in the church, atriums and entrances to enhance the character of liturgical celebrations and the parish community’s worship experiences. Contact: Cheryl Rust @ 403.282.4694 GIFT BEARERS This ministry involves bringing the gifts of bread and wine to the altar and presenting them to the presider during
Welcome to the Humanities Department This is an innovative, dedicated and creative department. We are continuously striving for greatness and are eager to embrace new ideas which will allow us to maintain high standards, both in our teaching and outcomes for students. Our emphasis is on providing the very best teaching and learning, alongside opportunities for teaching staff to develop their careers. We have high aspirations for all and work collaboratively and proactively to ensure success. What is the team like? There are 11 members of the department and an additional 7 teachers who also contribute to the teaching of geography and history at KS3 and 4. At KS5 the department is responsible for the delivery of economics, geography, history, politics, psychology and sociology The department works both as a whole time and when required in smaller teams focusing on different subjects or key stages.KS3, KS4, KS5. The Department is led by a Head of Department and a KS3 and KS4 coordinator. When do we meet? We meet as a department for a short 15 minute briefing, twice per week. One of these meetings is focused on teaching and learning, with colleagues taking turns to share best practice, introduce new pedagogy/assessment, collaborate and moderate work. The mornings have become an enjoyable part of our working week, helping us to shape and inspire the way we work. Our second meeting is more focused on student attainment and progress in individual subject areas. We also meet once every half term for a longer meeting. The focus is primarily on teaching and learning where the teams use the time to collaboratively develop schemes of learning, resources and assessment materials. Which exam boards do we follow? AQA GCE Geography, Psychology EDEXCEL GCSE Geography A, History A, EDEXCEL GCE History, Politics. OCR GCE Economics, Sociology We very much look forward to welcoming new colleagues into the department, Warren Williams Head of Humanities
People Involved In Creating A Musical: Composer: Person Who Writes The Music Lyricist: Person Who Writes The Songs In The Music Librettist: Person Who Writes The Book Or Libretto (Script) Director: Person Who Stages The Musical Choreographer: Person Who Stages The Dance Sequences Actor: Person Who Plays The Characters MUSICAL THEATRE -SONGWRITING (“WRITE ME A TUNE”) MUSICAL THEATRE -SONGWRITING (“WRITE ME A TUNE”) Welcome To The Theatre: Play Catalog of Floyd Stephen Alexander
By Floyd Stephen Alexander Synopsis: A 10 minute stage play adaptation of the book, The Adventures of Isabel by Ogden Nash (In Class Presentation Only) Characters: Narrator Isabel Witch Warlock Bear Giant Welcome To The Theatre: Play Catalog of Floyd Stephen Alexander By Floyd Stephen Alexander Synopsis: A 10 minute stage play adaptation of the book, The Little Red Hen (In Class Presentation Only) Characters: Hannah The Red Hen Moses The Duck Yakov The Cat Reuben The Dog MANUSCRIPT CONTRACUAL AGREEMENT Contract between Floyd Stephen Alexander and_________________________ This Contract Agreement on (Month/Day) 20_____________ between Floyd Stephen Alexander and _______________________, representative of ________________________________ The parties agree as follows: 1. This contractual agreement constitutes that the author, Mr. Floyd Stephen Alexander, will retain
Getting to School Walking and Cycling Where possible, we hope that most children will walk or cycle to school. There is a secure area for bicycles. Children who cycle to school should wear a helmet and bring a bicycle lock. During the winter it is important that bicycles have appropriate lights. Public Transport The County Council have advised us that the children will need to purchase a Kent Freedom Pass. This will enable them to use the existing public bus services. For further information on the Kent Freedom Pass please visit http://www.kent.gov.uk. Traveline (www.traveline.info) is a dedicated local transport website. You will be able to input your location and your destination. All route options are displayed. The drop off point for most of the services is Trinity School. Go Coach provide a ‘link’ service between Knole Academy and Trinity School. If you have any questions about the local bus service in your area you can also contact the companies directly. Their contact numbers are as follows: Arriva: 0844 8004411 www.arrivabus.co.uk Go! Coach 01732 668090 www.go-coach.co.uk Nu Venture 01622 882288 www.nu-venture.co.uk Redroute 01474 353896 www.redroutebuses.co.uk Kent County Council will only provide transport to children who meet their school transport criteria. If you would like to be considered for transport under these terms you will need to apply to KCC transport department directly. Further information is available on the school website. Private Transport We understand that it will be necessary for some children to come to school by car. We would encourage parents to consider car sharing. Private cars are not permitted to drop off or collect from the car park nearest the school at any time. Please make use of the furthest car park, which is where the busses drop off. There is plenty of space, and means we avoid antagonising those who live near the school. If your child has a disability, please contact student services who will issue a permit. Design Technology
with less” has almost become a cliché. How is CIGFARO and this conference going to show us how to practically add value? As Roger Duncan once said, and I quote “Most anyone can do less with more. That’s a no-brainer. Doing more with less requires strategic sorting of priorities. It’s fairly common for business people to tell me that in their organizations “everything is a priority so, therefore, nothing is a real priority.” That’s the equivalent of saying you’re too busy driving to stop and get gas.” Unquote. Accordingly, it is clear we need to prioritise. To me that is the delivery of basic services, job creation, housing and transport to stimulate economic growth through nodal development. In the current economic state it is not easy being in government whilst we must do all we can to ensure we spend sustainably and for long term benefit, we must not forget about the importance of our mandate and the need to provide services to our communities. As eThekwini Municipality, we take viability and sustainability very seriously. We have embedded these two crucial elements into Plan 8 of our Integrated Development Plan (IDP) which is to ensure a Financially Accountable and Sustainable City. Our IDP is the guideline that speaks to the direct needs of communities and our budgets are aligned with this. The ultimate achievable goal of this plan is to maximise the Municipality’s financial resources, thus ensuring long term financial viability and sustainability. This, in turn, will boost
Julie A. Griffith M.D., M.S. B.C.I.P. Energy Health Center, Inc. 5 Bon Air Rd, Suite D219 Larkspur, CA 94939 Telephone (415) 925-1616 Facsimile (415) 962-1303 MEDICATIONS/SUPPLEMENTS Patient: DOB: Wt. KG. Pharmacy: Phone: Name Mg / Mg /cc AM B MM L MA D PM/ BT Mg / Mg /cc AM B MM L MA D PM/ BT Medication Supplements
Patient Name: D.O.B: Physician and other health provider list: PLEASE ASTERICK ( * ) IF OK TO SEND DICTATION TO PRIMARY MEDICAL DOCTOR PROVIDER NAME PHONE FAX ADDRESS Primary Care Physician Pharmacy Laboratory School Occupational Therapist Physical Therapist Speech Therapist Other Providers
Mark Making Outdoor Play different textures for stimulation) Children move up through the rooms, dependent on a number of factors, including their age, stage of development and whether space is available in the next room on the days your child attends nursery: Green Room: For babies aged 0 to approximately 14 months Staff ratio: 1 adult to every 3 babies The room can accommodate up to 9 babies The baby room is a safe, secure, loving and stimulating environment, with lots of laughing, singing, playing and cuddling. All the toys in this room are designed to enhance your baby’s developmental skills, including treasure baskets and sensory area. There is also a separate sleep room. Orange Room: For toddlers aged 14 to approximately 18 months Staff ratio: 1 adult to every 3 children The room can accommodate up to 9 babies Our bright, warm orange room provides opportunities for your child to develop their independence and self-esteem within the different areas of continuous provision. Part of the day includes circle time, where children have the opportunity to develop communication skills, including listening to a story and singing songs. Red Room: For toddlers aged 18 months to approximately 2½ years Staff ratios: 1 adult to every 3 children up to 2 years old 1 adult to every 4 children aged 2+ The room can accommodate up to 15 children This room is divided into 2 areas – the first being for creative play, including painting easels, water and sand play plus small world and music areas. The second area provides opportunity for interactive play, including a home corner, cosy corner, construction and jigsaws. The toys have been carefully selected to maximise children’s learning and development skills. Blue Room: For children aged 2½ years to 3 years and Pre-School Staff ratios: 1 adult to every 4 children from 2 – 3 years 1 adult to every 8 children aged 3+ The room can accommodate up to 32 children The purpose-built extension of the main building is a large room consisting of different play areas such as a Learning Zone (including computers, jigsaws, maths area), role play, messy play, cosy corner and construction. The messy area in this room has all the resources needed for your child to be as creative as their imagination allows. The room has floor to ceiling windows giving easy and instant access to the outside play area, supporting our open door policy where children can play out when they want to.
Basic science Gain familiarity with skin functions and how relevant dysfunction contributes to disease Approach dermatologic disease with an understanding of basic skin structure and microanatomy Morphology Develop a systematic approach to describing skin eruptions Communicate skin examination findings using appropriate dermatologic terms Dermatologic therapies Estimate the amount of topical medication needed for therapy based on frequency of application and body surface area involved Match individual topical steroids to their potency class Choose appropriate strengths of topical steroids based on age, body location and severity of dermatitis List side effects of prolonged use of topical steroids Inflammatory disorders: Acne Identify and describe the morphology of acne Discuss the pathogenesis of acne Explain the basic principles of treatment for acne Recommend an initial treatment plan for a patient presenting with comedonal acne Recommend an initial treatment plan for a patient presenting with inflammatory acne Practice providing patient education on topical and systemic acne treatment Determine when to refer to a patient with acne to a dermatologist Rosacea Identify and describe the morphology of rosacea List common triggers for intermittent flushing in rosacea. Explain the basic principles of treatment for rosacea Determine when to refer to a patient with rosacea to a dermatologist Atopic dermatitis Identify and describe the morphology of atopic dermatitis Recognize that superficial infections often complicate atopic dermatitis. Recommend an initial treatment plan for a child with atopic dermatitis Provide patient/parent education about daily skin care for a child with atopic dermatitis Determine when to refer to a patient with atopic dermatitis to a dermatologist Contact dermatitis Identify and describe the morphology for contact dermatitis Distinguish allergic contact dermatitis from irritant contact dermatitis Recommend an initial treatment plan for a patient with allergic or irritant contact dermatitis Determine when to refer a patient with contact dermatitis to a dermatologist Pityriasis rosea Identify and describe the morphology of pityriasis rosea Recall the typical duration of symptoms in pityriasis rosea. Determine when to refer to a patient with a red, scaly rash to a dermatologist Psoriasis Identify and describe the morphology of psoriasis Describe associated triggers or risk factors for psoriasis
Timeline Date Event Significance or Lasting Impact 1492 Christopher Columbus sets sail -looking for a Western route to Asia -arrive in North America -beginning of European interest in exploring the West *1534 Cartier’s first voyage -Cartier claims land for France (this is the beginning of New France) -takes Donaccona’s two sons back to France 1535 1541-2 1603 *1608 *1609 Champlain joins the Huron in a battle against the Iroquois *1611 1619 1625 The population of New France is 65. Growth of the colony is slow and inconsistent.
Welcome to New France People in New France Person or Group Notes (just the facts) Significance (Why are they important? Who did they influence?) Huron -were allies with the French -helped Champlain survive in New France -1609 – battle -the Europeans would not have survived without them - this alliance made the Iroquois an enemy of the French settlers Iroquois -were allies with the British -enemies of French and Huron -attacked them a lot -would not trade with the French -French people didn’t want to be settlers in N.F because they were afraid of the Iroquois’ attacks Jacques Cartier -3 unsuccessful voyages -kidnapped Donaconna He died in France – so the Iroquois refused to help Cartier -the French did not return to North America for 50 years Donaconna -First Nations chief -was helping Cartier -died in France -when he died the FN refused to help the French Samuel de Champlain Founder of Quebec 1608 -created alliance with Huron (fur trade, military) 1609 -worked to establish New France – brought over Jesuits, promoted agriculture, etc. -first successful French settlement Worked hard to establish Ne France
Jesuits -French missionaries - 1611 -wanted to spread Catholicism to F.N. -established schools for boys -impacted F.N. – tried to convert people – caused tension in tribes because some converted and some didn’t – weakened the FN -only source of education in NF Ursuline Nuns -established schools for girls, hospitals, and convents in NF -nuns – who came to NF They made the colony stronger because they provided social services for the people Coureurs des bois -French who illegally traded furs with the FN -important part of the economy -slowed the development of the colony of New France Seigneurs -men favoured by the King who were given land in NF -had to get people to live/farm on the land they were given -provide mill, church, common land -farmers were important to the development of the colony -to grow the population -important to the culture of New france for a long time - creates a social structure Habitants -farmers on the seigneruy -pay rent and work hours Filles du Roi -young women sent by the King to New France -they helped increase the population of New France -this was important to the development of the colony
PARENT HELPERS We encourage parents to assist in non-teaching activities in the classroom. As well parents often provide assistance with sport, school camps, transportation, and Kapa Haka. If you feel you would like to help please contact the office – Phone 06 3880130, or tell a teacher. REPORTING TO PARENTS Three times a Year whanau are invited to share in learning celebrations. Children take a lead role in these events, goals are set and reflected upon. Parents are always welcome to contact the School for an appointment with the Class Teacher, however there are 3 occasions during the Year when the school reports to parents: - Term 1 Junior School - Goal Setting Conferences (Whanau /Student/Teacher Interviews) Senior School – Goal Setting Conferences Term 2 Junior School - Learning Celebrations (Whanau/Student/Teacher Interviews) Senior School- KAMAR Report Term 3 Junior School – Whanau Engagement Senior School – Learning Conferences Term 4 Junior School - Learning Celebrations and Written Reports Senior School- KAMAR Report LUNCHES Lunches can be purchased from ‘The Canteen’. These often include meals such as macaroni and pizza bread; No Year 0-11 Students my go to town to purchase lunches. Year 12 have a set day, while the freedom to go to town is a right of passage for Year 13 Students. DIGITAL DEVICES Children are encouraged to bring digital devices, including laptops and iPads, to school, and have free internet access. However at times they may be asked to refrain from using them during classes. Devices may be confiscated if used inappropriately. N.B. Students will be encouraged to use digital devices responsibly, and look after them carefully, but the School accepts no responsibility for the physical upkeep of these devices, and they are brought to school at the owners own risk. TRANSPORT On enrolment all students must sign a bus passenger’s agreement. This ensures the safe travel of all TAS students, who travel regularly, or on School Trips. LIBRARY BOOKS AND HOME READERS Your child will bring home library books from school. We spend a significant amount on these books and we would ask your assistance in looking after them. The Junior School in particular bring many reading books home. These are to support the school reading programme and are usually books that the children have already read at school, but some are for shared reading with parents.
13 Cafeteria - Main Hospital The Eye and Ear has a cafeteria located in the Peter Howson Wing foyer. Opening hours are from 7am to 5pm, Monday to Friday.* Cafeteria - Eye and Ear on the Park The Eye and Ear on the Park cafe is located on Ground Floor and is open from 6:30am to 5:30pm, Monday to Friday.*
oral explanation of text written text discussion debates role-plays folios of tasks or investigations performing practical tasks reflective work journals student logbooks. More VCAL ideas for your own learning ……. You will work in teams with the support of your teachers to plan and develop any of these themes, reflecting on how you can include and demonstrate the PDS & WRS & Literacy learning outcomes. Vegie and herb gardens Zaidee’s Rainbow Nesting Boxes Outdoor Tables Outdoor Chess At Rumbalara Furniture Restoring Naughts & Crosses Swimming sports BBQ Lunchtime Sports Athletics Sports BBQ Textiles & Fabrics Bring It On Grounds With Frank Production Make Up Production Props SHS Radio Alfred Hospital Calendar Of Events Bush Tucker Police Careers Kooriez in Dah Hood Silk Screen Printing Defence Forces McGrath Foundation Motivation Quotes Jewellery Corner Henna Painting Wearing A Hijab Primary Readers Mobile Phone Deals One of Downball SHS Mentoring Relay
A full paragraph for each of the five design examples you have selected. This is the FORMAL analysis, where you need to describe the designs in terms of the design elements and principles, materials used, methods of production etc. Several paragraphs discussing the historical CONTEXT for each design – write about the time and place where it was designed/produced. Consider the following questions: What was happening in society at the time this was designed? How has the historical context influenced the design? How have developments in technology influenced changes in the design? How has advancement of materials influenced changes in the design? Has popular culture played a role in this design? If so, how? How has the place (city or country) where this was designed influenced the appearance of the design? A thorough comparison of Shepard Fairey's contemporary designs with the designs from the past. How has he been influenced by other designers? In what ways do his designs raise issues of intellectual copyright? CONCLUSION Recap your main points. A closing sentence summing up the changes in poster design, and stating how designs of the past can influence contemporary designers. BIBLIOGRAPHY Acknowledge all sources: books, internet sites, magazines, journals etc. used for research, as well as any images, timelines etc. you downloaded from the web. Unit 2: Applications of Visual Communication Design Outcome 1 – Technical drawing in context Folio of set technical drawings for a specific purpose/brief. There will be two design briefs for this Outcome. Both ask you to apply manual technical drawing skills for a specific design field. Final drawings should be presented as fully rendered, with specifications meeting standards (refer to attached handbook on technical drawing specifications). You may “value add” to your final drawings by either re-creating them in Illustrator, or scanning them into Photoshop or Illustrator and enhancing them digitally. It is your manual drawing skills that will be assessed, as well as all thumbnail sketches, idea development, mock up drawings, as well as your final drawings. Design Brief 1: Environmental Design - Architecture You are to design a façade (shop front) for a coffee shop/café. Try to make your building design interesting! The shop front should include all signage and any window imagery. The façade should be presented as a two point perspective