zilongwang/ReadingBank huggingface dataset:
Getting more help Parking fines can be complicated. Contact any of these organisations if you need help. If you are facing arrest or your belongings are being taken away because of unpaid fines, you need to get help quickly. Legal services Victoria Legal Aid Victoria Legal Aid helps people with their legal problems, focusing on helping people on low incomes and those experiencing disadvantage. You can call the Legal Help phone service for free information, legal advice or other help over the phone. You can speak to someone in English or in your own language. Visit the or phone 1300 792 387. Community legal centres Community legal centres provide legal information, initial advice and, in some cases, ongoing help. The Federation of Community Legal Centres can help you find the best centre for your situation. Visit the or phone 03 9652 1500. Private lawyers Hiring a private lawyer can be the best option in some circumstances. A good place to start is the Law Institute of Victoria. It provides referrals to lawyers across Victoria. Law firms included in the referral service provide a free 30-minute inquiry interview. Visit the or phone 03 9607 9550. Translating and Interpreting Service (TIS) Phone 131 450 or visit the . Government agencies Local Government Victoria If you don’t know which local council to speak to about your parking fine, Local Government Victoria can help. Visit the . Civic Compliance Victoria For helpful information about an enforcement order or a warrant, contact Civic Compliance Victoria. Phone 03 9200 8222 or visit the . Resources Everyday-Law Everyday-Law is a free legal information website produced by Victoria Law Foundation. It has easy-to-understand resources on common legal topics and an online directory of free or low-cost legal services. Go to Everyday-Law to get the legal information and help you need. Visit the . The content of this guide is currently being updated to take in legal changes to parking fines. Do not rely on this information without seeking further legal advice. A new edition is planned for 2018.
2 August: The Schlieffen Plan had an It planned for the German army, when it attacked , to go through . The day after declaring war on , therefore, the Germans asked permission for their army to pass through . The Belgians refused! So the next day, invaded . 4 August: was obliged by a treaty of 1839 to help in the event of an invasion. Therefore, sent an ultimatum demanding, by , a German promise to withdraw from . The Germans were amazed: 'For a scrap of paper, is going to make war?' asked Bethmann-Hollweg. That night, crowds gathered in in . As Big Ben struck ( in ) they sang God Save the King, and then ran home crying: 'War! War! War!' As Grey watched the crowds leave, he commented: 'The lights are going out all over : we shall not see them lit again in our lifetime'. Source F The greatest war of modern times, and perhaps in the whole history of the human race, was begun by using the crime of a schoolboy as an excuse. The Great War - the Standard History (1914) A British patriotic magazine published weekly Source G All over , people greeted war with joy and enthusiasm. 'These people are very anxious to send our soldiers to face death', commented Lloyd George to the Prime Minister as they walked to the House of Commons. Extra: Debate as a whole class: 'Who was to blame for World War One?' • of arguments which justify your opinion • Develop points disprove any arguments which might be presented against you. Revision Questions What was the name of ’s ruler, 1888-1918? What was the of ’s national anthem and what does it mean? What is Nationalism? What was Panslavism? What happened at the Treaty of San Stefano in 1878? What did Kaiser Wilhelm say in 1901 that he wanted for ? What is imperialism? How much of the globe did the cover in 1900? What was ’s ambition in ? Where and when did French and British colonial ambitions clash? What is militarism? How big was the German army in 1914? How many men (including reservists) call up if there was a war? How many warships did have in 1914? Whose army was growing fastest?
ANNEX A TO AKA IS 14 DATED 23 Aug 14 KITESURFING RISK ASSESSMENT Serial Activity/Element Step 1 Hazards Identified Step 2 Existing Controls Step 3 Residual Risk Acceptable Step 4 Additional Controls Step 5 Residual Risk Acceptable Step 6 1 Kite surfing Drowning 1. All equipment checked before use by qualified instructor. 2. Qualified instructor to conduct daily risk assessment of kiting venue. 3. Beach safety number always provided. 4. Buddy system to be used ensuring no one kites alone. 5. Hire of rescue boat available at most locations. 6. 1st aid qualified riders on team Yes Yes 2 Kite surfing from impact 1. As per serial 1. 2. All students to wear helmets. Yes 1. Impact and helmets optional but encouraged for all other riders (in line with BKSA guidance). Yes 3 Kite surfing Other Injury 1. As per serial 1. Yes 1. Impact and helmets optional but encouraged for all other riders (in line with BKSA guidance). Yes 4 Kite surfing 3rd Party Injury 1. As per serial 1. Yes 1. All riders will have 3rd party kite surfing insurance. Yes 5 Kite surfing Dehydration 1. Team to provide sufficient water and food for all riders at the venue. Yes
Documentation: Sign-ins, handouts, powerpoints Number of participants: c. To the extent feasible and appropriate, how will the school coordinate and integrate parent involvement programs and activities with other federal, state and/or local programs, including public pre-school programs. With DCF for Access assistance to parents With local churches for school supplies, clothing and stocking the food pantry With sororities and fraternities for school supplies and clothing With Anchorage Children’s Home for parent resources and support With various businesses for student mentoring services Documentation: Parent notifications d. List any other activities, such as the parent resource center, the school will conduct to encourage and support parents and families to participate more fully in the education of their children?
Role title: Campaigning and Political Activity Trustee Reports to: Senior Members of paid staff (Chief Executive, Finance Director), The Board of trustees, and may vary depending on size and focus of organisation). Background: A general background in marketing, policy and campaigns, civil service, government personnel, specialised areas of campaigning, advocacy, lobbying, communications. 1.0 Role Summary Responsible for creating awareness of the organsiation’s activities, to educate or involve the public by mobilising their support on a particular issue, or to influence or change public attitudes. Within the political remit, the trustee may be required to influence political decision makers to further or support the organisation’s charitable purposes while complying within legal frameworks and governing document. 2.0 Main Responsibilities of the Campaigning and Political Trustee Weigh options, strategic risks, costs and benefits before starting a campaign or political activity. Set clear and measurable objectives when planning a campaign or political activity and how the campaign or activity will further or support the work of the charity. Develop objectives and ensure that the organisation within the scope and implications of campaigning objectives or political involvement required. Identify and review and implement systems to mitigate these risks. Safeguard company image by ensuring effective control over messaging and positioning involved in campaigns and political activity. Integrate core objective of campaigns and political activity to meet funding objectives. Have adequate knowledge about the donors and to determine that donations are in the best interests of the charity. Monitor the impact and success of a campaign or political activity and contributing this knowledge to the effectiveness of future campaigning activities. 3.0 Qualities of a Trustee Essential Excellent organisation skills, good judgement and interpersonal skills with up to date experience of campaigning.
FINAL EVENT SHOW FLOW Final Event Show Flow Time Action Screens 1:00 pm Arrival of Key Leaders, Cornerstone Signs Name Badges VIP List 2:15 Sponsors arrive to set up Setup signage throughout Varsity Theater entrance Check Run-through 2X Contact sponsors to have materials 2:45 Completion of Main Cornerstone, everyone Locations? Hard stop for sponsor set up at 2:55 pm 3:00 Setup Theater Room Caterer sets up food 3:30 - 3:55 Begin A/V in Theater Room Open Doors Mingle time BMC Title Slide: “Business Model Competition Final Event” – use logo Upbeat and energetic Save on money with recorded music? (Todd and Matt, work with Cornerstone)
3:55 -4:00 Photo Slide Show Slide Show “Submitted Presentations – title page montage” Music from slide show Need to take title pages and make a slide show montage and music. Do we have this done yet? 4:00 over welcome and introducing host BMC Title Slide VO by Petersen “Students, Faculty, Contestants, Entrepreneurs, Sponsors, Mentors and Guests, welcome to the 2011 Business Model Competition Finals. Introducing your Emcee for the evening, let’s give a big welcome to Mr. Keith McCord, KSL News anchor and Reporter and emcee extraordinaire.” 4:01 Welcome Opening Remarks “ Keith McCord (per script) Wireless or podium microphone? Includes recognition of workers, sponsors, etc. 4:05 Nathan Furr “ Nathan Furr 4:10 Presentations – “ “ Background music – upbeat and energetic Queue first presenter 4:15 Presenter(s) for Company #1 goes to stage PPT for Company #1 Textwaiter Order of presenters: 1) Textwaiter 2) Kalood 3) MealDrop 4) Gamegnat 4:30 Presentation and Q&A ends Set up next Company “ Background – upbeat and energetic Presenter(s) for Company #2 goes to stage PPT for Company #2 Kalood 4:45 Presentation and Q&A ends Set up next Company Background music – upbeat and energetic
SUBSTANCE USE HISTORY (Detail name of specific substances used) AGE AT FIRST USE AGE OF REGULAR USE ROUTE OF USE (Oral, inject, etc) AVERAGE DAILY USE (Quantity per day in past four weeks, cost, no. of injections, binge use etc) DAYS USED IN PAST WEEK DAYS USED IN PAST FOUR WEEKS DAYS INJECTED IN PAST FOUR LAST USE Tobacco products Alcoholic beverages Cannabis (marijuana, pot, hash, synthetic cannabis etc) Amphetamine type stimulants (speed, meth, ice, diet pills,ecstasy etc) Inhalants (nitrous, glue, petrol, paint thinner etc) Sedatives or Sleeping pills (benzodiazepines, serapax, rohypnol etc) Prescribed: yes no Hallucinogens (LSD, acid, mushrooms, PCP, Special K etc) Opioids (heroin, codeine, methadone, oxycodone, morphine etc) Prescribed: yes no Other (cocaine, GHB etc) 1B) CURRENT DRUG USE (signs of intoxication, withdrawal, BAC)
The Number System Add. 1. 7 + 1 = 2. 4 1 + 2 3 = 15 5 3 7 3. 3 + 2 = 4. 2 3 + 5 7 = 11 3 5 8 Add or Subtract. 1. h - 1 = 1 9 2 h = 2. + 2 5 = 9 10 s = 3 x - 5 = 1 11 4 x = 4. y + 11 15 = 14 15 y = Multiply. 1. 1 x 6 = 2. 5 x 3 = 8 7 9 5 3. 6 x 2 4 = 9 4. 2 1 2 x 6 1 = 3 Divide. 1. 1 ÷ 5 = 2. 3 ÷ 4 = 9 6 5 9 3. 1 ÷ 3 1 = 4. 5 1 ÷ 1 1 = 2 4 2 2
Physics G Chapters 12 and 13 Waves and Sound May 7/8 Oaks Park Prep May 9/10 Oaks Park Prep May 11 Oaks Park!! May14/15 Work on Presentations May 16/17 Work on Presentations May 18/21 Presentations to Class Block Class Due If you miss this class: 1 May 22/23 -The Human Wave -Work on Waves 1-15 -Wave simulations Video Flip: A, B, C -Types of waves -Wave calculations with wavelength, velocity, period, frequency -Read: 12-3 (pp. 452-458) -Watch: Videos A, B, C 2 May 24/25 -Standing Wave Demos -Work on Standing Waves: 1-6 (front) 1-5a-d (back) Video Flip: F, G Part 1 -What and why of standing waves -Different modes/calculations -Read: 12-4 (pp. 459-465) -Watch: Videos D, E, F,G 3 May 29/30 -Work on Standing 7-18 (word problems) Flip: G Part 2 - first three harmonics of three modes -Read: 13-3 (p. 494-499) -Watch: Videos G Part 2 4 May 31/ June 1 -More Standing Wave Demos -Nature of sound -Beats/Demos (nada) -Read: 13-1 (pp. 480-484) -Read: 13-3 (p. 502-503) 5 June 4/5 -Work on Doppler 1-12 -Hand out mock waves test Video Flip: K, L -Read: 13-1 (pp. 485-486) -Watch: Videos K, L 6 June 6/7 Test on Waves Farewell to Seniors! 7 June 8/11 -Speed of Sound Lab Review Skip -Polarization of -Mock Final Finals -A Meaningful Final (Not too hard, not worth a ton) Assignments: 2 Labs: Speed Of Sound /30 pts Oaks Park Lab Presentation /100 pts 1 (short) Test: Test (30 points) Handouts:
What is your experience in working with Indigenous students in your classroom? How is communication undertaken with families of Indigenous students in your classroom? How do you incorporate ICT in your teaching? How do you perceive the influence of ICT on Indigenous student engagement and learning? In your opinion, what professional learning opportunities would assist you to respond to the diverse needs of your students? Regards Appendix F Invitation to have a chat regarding children using information technology Dear Families, My name is Tony Watt and I am working as part of the Technology Enriched Curriculum Program that involved your child. I am hoping that you would be able to join with me in a casual discussion regarding how you think that your child and other children are using information technology as an important component of their formal education, and as a key part of their day to day social life and activities. I will pose a few questions such as What do you think your children enjoy most at school? What ways do you think your children like to participate in reading? Are your children using computers at home and at school? What about mobile phones similar to an iphone? What do they normally like to use computers and iphones for? Do you think your child has sufficient access to computer technology at their school?
your unit. Universal Design for Learning (UDL) Multiple Means of Engagement X Multiple Means of Expression Multiple Means of Representation Differentiated Instruction Remediation ESOL X Gifted/Talented Acceleration X Webb's Depth of Knowledge - Level 1 (Recall) Who, What, When, Where, Why Recite Define X List Recognize X Identify X Match Report X Illustrate X Measure Use X Webb's Depth of Knowledge - Level 2 (Skill/Concept) Categorize Estimate Observe Classify Graph Organize X Collect and Display X Identify Patterns Predict Compare X Infer X Summarize X
Students will model number sentences using various tools and manipulatives in order to demonstrate how to compose a 10 and some 1’s and decompose from a 10. Students will collaborate with on two DBI projects. Student conversations and demonstration of methods will be recorded in both written and digital form. Students will write in reflective journals, based on open-ended prompts. Students will complete a final reflection piece identifying their attitudes and dispositions about math. Rubric or Assessment Guidelines: Communication: checklists, verbal & written comments. Role – myself, as teacher. Evaluation method: rubric of quality criteria, holistic. Performance-based: show your work, written constructed response on white board or worksheet/journal. Product – interactive journal, shared project entry, model using tools. Process focused – observation, “kid watching”. Purpose – diagnose student strengths & needs, provide feedback on student learning, inform and guide instruction. Depth of Knowledge (DOK): Explanation #1 - TSWBAT recall or reproduce knowledge and/or will use simple procedures and/or formulas. Explanation #2 - TSWBAT explain reasoning behind strategy & application used, identify relationships between addition and subtraction. Explanation #3 – TSWBAT clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Explanation #4 – TSWBAT analyze complex, real world scenarios, construct and use mathematical models to interpret and solve problems. Central Text: Stuck, by Oliver Jeffers – A tale of trying to solve a problem by throwing things at it. Text Complexity Analysis: Quantitative: Grade Level PreK-5 Qualitative: Text Structure: Slightly Complex – story line is clear, chronological, and follows a pattern. Use of colorful illustration directly support and assist in interpreting the text, making the story come to life. Storyline is similar to familiar text, such as There Was an Old Woman Who Swallowed a Bat The font is fancy, which may detract some readers from decoding text. Language Features: Slightly Complex – conventions are straightforward and easy to understand. Vocabulary is contemporary and familiar, with most used conversationally. Some words may need further explanation (verbs and adjectives). Simple sentence structure. Meaning/Purpose: Slightly Complex – there is only one level of meaning. The theme is easy to identify and is revealed early in the text.
Mini-Project 1 Note Catcher Name Date Focus question: Could the three animals from The Cricket in Times Square be friend in the real world? Claim: Cat Mouse Cricket Size: Food: Behavior: Other: Size: Food: Behavior: Other: Size: Food: Behavior: Other:
Homework 1. For each of the following scenarios, would you expect transpiration to occur faster or slower rate than happened in your own experiments in your own classroom? In each case, explain WHY? a. If the shoots were placed in a very windy spot. b. If the shoots were placed in a very humid environment. c. If the shoots were placed in a classroom that was much warmer than the one in your school. Sequence Instruction Day 2: 1. Retrieve the terrariums that you made in your previous class. 2. Measure the volume of water remaining in the lower cup of each terrarium as accurately as possible (use volumetric flasks, measuring beakers or similar lab equipment if possible). 3. Fill in the results in the table used to record the initial volumes 4. Calculate the volume of water lost in each case and write this number in the appropriate column in the table provided. 5. Have students compare results of similar treatments. Do all of the replicates from similar treatments show the same results? If not, what might account for the variability that you see between replicates? 6. How do the results from the different treatments compare? Which lost the most water? Which lost the least? 7. Review the hypothesis that you made at the end of your last class. Do your results support your predictions? Why or why not? 8. If the extension activities were carried out, what can be concluded about which surface of the leaf is the source of the majority of the water loss through transpiration? How does this relate to the distribution of stomatal pores on the leaf surface? Assessment: Use a rubric such as the one at to assess student's participation in the activity and their subsequent write up of the experiment and its results.
Ch. 1 Three Old Worlds Create a New (1492 – 1600) Unit 1 Discovery of the New World 1A American, African and European Societies p. 3 – 16 Identifications: LO 1.1: Describe the political, economic, and social characteristics of the societies of the Americas, West Africa and Europe to exploration and discovery. 1B Exploration and Contact p. 16 – 31 Identifications: □ Treaty of Tordesillas □ encomienda system □ Columbian Exchange □ Sir Walter Raleigh / Roanoke Island LO 1.2: Indicate the social, political, economic, and technological factors that made possible the European explorations of the 15th and 16th centuries. LO 1.3: Examine the impact of the exchange of plants, animals, diseases, peoples, and cultures resulting from European exploration, discovery, and colonization. Ch. 2 Unit 2
Colonial America (1600 – 1640) Colonization 2A Spain, France and the Netherlands p. 33 – 41 Identifications: LO 2.1: Discuss the characteristics of the permanent settlements established by Spain, France and Holland on the North American mainland in the early 17th century. 2B English Colonization: Chesapeake and New England p. 41 – 57 Identifications: □ Church of England □ Protestant Reformation □ Martin Luther and John Calvin □ Puritans □ Separatists □ Jamestown and Capt. John Smith □ headright system □ House of Burgesses □ indentured servants □ Pilgrims and the Mayflower Compact □ Gov. John Winthrop and Massachusetts Bay Company □ Roger Williams □ Anne Hutchinson LO 2.2: Discuss the factors present in the 17th century England that led to colonization of the New and explain the goals and motives behind English colonization of the Chesapeake and New England areas. LO 2.3: Compare and Contrast the development of the Chesapeake and New England colonies. Be sure to assess the impact of the environment, religious beliefs, economy and labor, and political and social development on each of the regions.
Integrated learning experiences, instruction and assessment Evidence of learning Quality Teaching Register WEEK 1: -Students create title page in exercise books (discuss with students the need to have one book throughout the entire year) -Teacher discusses & writes class rules on board & students write in books -Class discussion “why learn another language”/Teacher directed answers from Smartboard. Online websites. Students to create a group mind map/or group discussion with group leader to report back to class -Students label a blank map of the world & mark continents & oceans, concentrating on the location of Asia. Differentiate the difference between the northern and southern hemisphere and locate Australia & Japan - Class discussion “why is Asia an important neighbour”/Teacher directed answers -Students label blank map of Japan (from SmartBoard) with main islands, cities, landmarks & surrounding oceans Students to research Word Heritiage sites for homework Students have a healthy appreciation of the benefits of learning a LOTE Students can identify & mark the location of Asia, Australia & Japan Students understand the importance of Asia to Australia Students know the number of islands in Japan, its Capital & important landmarks. Student High expectations, Substantive communication Connectedness Cultural knowledge Background knowledge Cross curriculum Substantive communication Cultural knowledge Student self-regulation
- Listening activity – students to listen to native speaker CD and answer accompanying worksheet (Hai 1) Students to be introduced to Hiragana script and begin learning of the lines. Hand out entire chart and worksheets. Flashcards & writing booklets Around-the-world-game To be continued throughout the year -Introduce Japanese festivals and the importance of them across the calander year Culture activity – seijin no hi Week 3 -Counting system: Students learn how to count from 1-10, including Roomaji & Kanji symbols -Around-the-world-game -Banzai -Worksheets - Number creation (tens and units columns) - Numbers 10-50 -Numbers 50-100 Culture activity - Setsubun Week 4 Ogenki desu ka. Introduce students to grammar of how are you? Some students will struggle with listening skills (visual learners) whereas others will excel (aural learners) Weekly quizzes Students can identify and recite the numbers 1-100, from any pattern Metalanguage Cultural knowledge Numeracy Metalanguage Cross Curriculum Cultural knowledge
-Various responses: genki desu Ma ma desu Chotto Kibun Combine this grammar with greetings to conversation structure. Culture activity – computer research exercise. (edmodo?) Research given places in Japan Assessment Task Culture Quiz 20% Week 5 Students learn how to ask for and give their name to somebody. -Onamae wa nan desu ka _________ desu Hai 1 – Listening & speaking activities Watashi/Boku no namae wa _________ desu. The ability to introduce their friends. Kochira wa ________ desu Culture activity – Homework Task: Japan: islands and cities word search (cumulative mark across semester – 20%) Students can give information on a city in Metalanguage ICT Metalanguage Cultural knowledge
Comparative features of different of entry-level microscopes Some considerations regardless of the type of microscope selected. For example, metal microscopes are more durable and provide greater stability than plastic; better quality optics provide better quality images (glass not plastic) Type of microscope Main features Advantages Disadvantages Guideline price Child-friendliness ‘Toy’ microscopes available from department stores and educational toy stores Often claim high linear magnification e.g. 500x or even 1000x. Brightly coloured plastic body with plastic lenses. Light and portable; bright colours attract very young children. Insufficient resolution to view images at the stated magnification (need careful sample prep, good optics and specialised lighting to get good results at such high magnification): produce poor quality fuzzy images. Not very stable: vibrations make poor quality image even more blurry. Poor quality plastic lenses are not corrected for lens errors. £25-50ish Poor: frustrations involved in using these toys can put children off rather than encouraging them into the wonderful world of microscopy. Introductory monocular microscopes e.g. Motic MS2 Relatively low magnification. Monocular. Upright image. simple controls. Removable base No sample preparation necessary. Generally metal and better quality than toy microscopes mentioned above. Easy to relate image to specimen viewed. Single magnification (usually 20x) enough to see Coarse focusing only. Monocular may not be comfortable for prolonged viewing (although binocular may not be suitable for younger children in any case). £60ish (and RMS grant may be available) A good general introduction to microscopes for children and adult beginners.
Compound microscopes Light is shone through subject so prepared thin specimens are needed. Higher magnifications are possible (e.g. Image is inverted. Shallow depth of field. Binocular or monocular (but each eye sees same Modular construction means range of eyepieces and objectives can be used to give range of magnifications and resolutions. Fine and coarse focusing Able to see cellular structure of plant and animal specimens. Wide variety of slides are available. Sample preparation is required. Harder to relate higher magnification inverted to the object under view: may require interpretation. Complex focusing. External lighting is required. £60-180ish Inverted makes orientation confusing. Complex to use requiring more time for instruction. Lower depth of field makes it trickier to ‘find’ the specimen. The only type of microscopes capable of looking at e.g. the nuclei of cells or bacteria.
IMAGES: To ensure the maximum efficiency and durability of its valves in service, also manufactures a wide range of associated components including retainers, cotters and valve rotators. New materials for inlet and exhaust valves from Federal-Mogul Powertrain are enabling the latest heavy-duty diesel engines to meet the challenges of higher loads, increased corrosion risk and continued downward cost pressure.
The seeming need to choose between such models is so difficult because I am someone who does intellectual work within the art world and as such thinks of her terrain as the meeting point between the philosophical, the political, and creative practices. So why, I think to myself, must I choose? This text is an attempt to figure out whether such choices need to be made and how the tension between the two models recasts the operative notion of we. Discussions of the we, the plural personal pronoun at the of all identification models, are currently suspended between the pull for declaring a collective identity grounded in a shared belief system and a set of common aspirations, and the push of defining this collectivity by drawing a defensive boundary around it, so as to separate itself from whatever it holds as dangerous challenges from the outside. Over the past 25 years, since the end of traditional Cold War divisions between the so-called East and the so-called West, it has become an increasingly empty task to try and think of these entities as having been divided along the lines of fully articulated political and ideological identifications. Not because one side has succeeded and one side has failed but because the worn-out distinctions that separate them have been overwritten by much more urgent contemporary ones. Indeed two years of ever more visible and ever more desperate migration from both the Middle East and Africa have breached these contemporary divisions between the global north and the global south, while freedom of movement for people across the European Union has sharpened the boundary between those who are inside, close to the provision of some minimal support, and those who are outside and bereft of it. What we have been able to recognize is that the lack of such minimal support is not
Name: _____________ Mentor: _____________ Subject Term 1 Term 2 Week 5 Work Completion Report Grade Comments Work Completion Report Grade 1 PLP English Maths My Learning & Personal Goals Planning 2016 Subject Term 3 Term 4 Week 5 Work Completion Report Grade Comments Work Completion Report Grade Stage 1 PLP English Maths
Work, Power and Energy Questions How much work is done moving a 14.3 kg box across a floor (frictionless) 7.5m? What is the efficiency of your lifting machine lifting water bucket with a mass of 2.5 kg up 36 m using a 1800W machine for 60 seconds? A) How much work is done slowing down Frank ‘The Tank’ Roberts with a mass of 1200kg (he’s a tank) from 9.2 m/s to 3.5 m/s?
World of Wars Vocabulary Crossword Word Bank – Central Powers, Triple Entente, Trench Warfare, Armistice, Reparations, Treaty of Versailles, War, Revolution, Communism, Worldwide Depression, Appeasement, Holocaust, Genocide, Propaganda, Allied Powers, Axis Powers, Berlin Wall, Eastern Bloc, NATO, Iron Curtain, Warsaw Pact Across 2. The Soviet Union and its satellite nations. 4. The mass murder of people because of race, religion, ethnicity, politics, or culture 5. This alliance was made up of Great Britain, France, and Russia during WWI. 9. Idea that if you meet another countries demands, you can avoid war 10. A period of low economic activity when many people lose their jobs 14. All people share equally in wealth 15. Fighting in trenches 17. Over 12 milion people were killed; 6 million of the victims were Jewish 18. This alliance was made up of Germany, and the Ottoman Empire during WWI. 19. War Damages 20. Cease Fire Down 1. Wall that surrounded Berlin and split East Berlin from West Berlin. 3. The persuasive attempt to influence public opinion. 5. Treaty that ended WWI and blamed Germany for the war 6. During WWII, this alliance was made up of Germany, Italy, and Japan. 7. The Eastern European countries that were headed by the Soviet Union. 8. Change in government or lifestyle 11. During WWII, this alliance was made up of Great Britain, France, and the Soviet Union. 12. Eastern and Western Europe were split during the Cold War 13. War between two groups within a country 16. Atlantic Treaty Organization was formed by the USA as a protector from the communist states, like the Soviet Union.
1. A portable hair dryer, plugged into a 110 V outlet, has a current of 10 A flowing through it. What is the power rating of the hair dryer? (1100 W) 2. A current of 0.50 A flows through a light bulb connected to a 110 V outlet. How much power is “lost” by this bulb? (55 W) 3. A toaster connected to a 110 V power source has 6.0 A of current flowing through it. How much power is dissipated as heat? (660 W) 4. A light bulb draws 1.25 A of current from a 120 V gasoline-powered generator. (a) How much power does the generator produce? (150 W) (b) If the generator runs for 5.0 min, how much energy will the lamp convert into heat and light? (45 kJ)
Date: Circle yes or no: Was I on time? Yes No Was I absent from work? Yes No How many hours did I work? ….. Activities I did today: What new skills did I today? What questions do I need to ask my supervisor next time?
Answer these questions by circling one number, where 1 means you feel the worst and 4 means you feel the best. How do you feel about your abilities? 1 2 3 4 How comfortable do you feel talking to people you have only just met? 1 2 3 4 How do you feel about spending time with new people? 1 2 3 4 How do you feel about people giving you criticism about your work? 1 2 3 4
What makes a good variable? YES NO Is the independent variable measurable? Can you change the amount or quality of the independent variable? Have you identified all relevant dependent variables and are they all caused by and dependent on the independent variable? Are all dependent variable(s) measurable? Have you identified all relevant controlled variables? Can all controlled variables be held at a steady value during the experiment? Can you repeat the test? What makes good variables? For good variables, you should answer “yes” to every question to the right. Identify your Variables Independent Variable (What I will change on purpose): ________________________________________________________ Dependent Variable (What I think will change during the experiment): ______________________________________ Controlled Variables (What I will keep the same): ______________________________________________________________ Control Group (The experimental group that gets “normal amount” or none of the independent variable):
(November 2007). Abuse of Discretion: Beheadings, Widows and Orphans, Oh My!, Oregon State Bar Bulletin 11 (August/September 2007). Finessing Gender Pronouns: When “He” or “She” Just Won’t Do, Oregon State Bar Bulletin 11 (June 2007). Comma Power: A Punctuation Mark with Clout, Oregon State Bar Bulletin 11 (May 2007). Word Choices: Pairs That Puzzle, Oregon State Bar Bulletin 11 (April 2007). Know Your Nouns: Perplexing Plurals and Possessive, Oregon State Bar Bulletin 39 (January 2007). Perfect Proofing: 10 Steps Toward Error-Free Documents, Oregon State Bar Bulletin 33 (December 2006). Six to Nix: Grammar Rules to Leave Behind, Oregon State Bar Bulletin (November 2006). Unblocking Writers Block: Moving Ideas from Head to Page, Oregon State Bar Bulletin (October 2006). The Bluebook Blues: ALWD Introduces a Superior Citation Reference Book for Lawyers, 64 Oregon State Bar Bulletin 31 (June 2004). SELECTED NEWSLETTER ARTICLES Crossing Boundaries: Teaching Legal Writing—Writing About Disability Law, AALS Section Newsletter, Legal Writing, Reasoning & Research 12 (Fall 2014). Program Selection: Ideas for the Future, AALS Section Newsletter, Legal Writing, Reasoning & Research 4 (Fall 2008). Update: The AALS Section on Legal Writing, Reasoning, and Research, 22 The Second Draft 15 (Fall 2007). The Significance of Service, AALS Section Newsletter, Writing, Reasoning & Research 8 (Winter/Spring 2007). Message from the Chair, AALS Section Newsletter, Legal Writing, Reasoning & Research 1 (Spring 2006). Message from the Chair, AALS Section Newsletter, Legal Writing, Reasoning & Research 1 (Winter 2006). Summer Conferences Enhance Intellectual and Pedagogical Exchange, AALS Section Newsletter, Legal Writing, Reasoning & Research 3 (Fall 2005). The ADA in Legal Writing Courses, AALS Section Newsletter, Legal Writing,
Please draw your best atomic cloud. Remember, and atom is mostly _________ space. Please give the particles below the correct charge. Please fill in the with all of the correct information using the periodic table of the elements. Protons ( P+)+ – Electrons (E-)– Neutrons (No) Protons – 6 Electrons – 6 Neutrons- Protons – Electrons – Neutrons- Protons – Electrons – Neutrons- Please fill in the boxes with all of the correct information using the periodic table of the elements. Protons – Electrons – 13 Neutrons- Protons – 17 Electrons – Neutrons- Protons – Electrons – Neutrons- Protons – Electrons – Neutrons-
Please complete Dot Structures for the following molecules H2O C2H6 CH4 NH3 AlH3 NaCl Draw another hydrocarbon of your choice Please create an alcohol Nitrogen gas N2 (triple bond) CO2 What is of nitrogenous organic compounds that are an essential part of living cells C2OH6 (Ethanol)
Reduction is loss of oxygen. Oxidation is gain of oxygen. Can you balance this equation and then describe which is oxidation and which is reduction by creating and labeling your own arrows. ___Al(s) + ___Fe2O3(s) ___Al2O3(s) + ___ Fe(l) Please describe how this arrangement of playing cards relates to the periodic table of elements. Warning 5 part question! Check each diamond when complete ◊ Color code the following: Noble Gases, Non-Metals, Metalloids, Alkali Metals, Halogens, Alkaline-Earth Metals, and Transition Metals. ◊ Record the number of valence electrons in each period. ◊ Next to period 1, 2, 3, 4, 5, (make a sketch of the number of electron orbitals) ◊ Draw arrows showing the direction of increasing atomic number and atomic mass ◊ Show an arrow showing increasing electron negativity. Key ( ) ______________ ( ) ______________ ( ) ______________ ( ) ______________ ( ) ______________ ( ) ______________ ( ) ______________ ( ) ______________
Filaments Microfilaments Fiber Diameter About 25 nm 8 to 11 nm Around 7 nm Protein Composition Tubulin, with two subunits, alpha and beta tubulin One of different types of proteins such as lamin, vimentin, and keratin Actin Hollow cylinders made of two protein chains twisted around each other Protein fiber coils twisted into each other Two actin chains twisted around one another Main Functions Organelle and vesicle movement; form mitotic spindles during cell reproduction; cell motility (in and flagella) Organize cell position organelles in cytoplasm; provide structural support of the nuclear envelope and sarcomeres; involved in cell-to-cell and junctions Keep cellular shape; allow movement of certain cells by forming cytoplasmatic extensions or contraction of actin fibers; involved in some or junctions Molecular structure of microtubules. Keratin intermediate filaments in skin cells (stained red). Actin cytoskeleton of mouse embryo cells. The cytoskeleton is discussed in the following video: (4:50). Go to for more content Summary The cytoplasm consists of everything inside the plasma membrane of the cell. matrix matrix
site as well as interviewing younger residents, considered to be between the ages of 18 and 25, and older residents, considered to be over 65 years, at every site. Other than this the sampling technique used was random. Chapter 4: Results and discussion A main objective of this study was to assess the social role that pubs play in village communities and how village communities can be affected socially by the closure of their pubs. To investigate this
TITLE OF YOUR DRAFT FINAL YEAR PROJECT REPORT GOES HERE by Your Full Name Matric Card Number Department Examination Panel Approval by Supervisor JKAP JKBP JKIG JKSB JSKR 1 Signature and official stamp: 2 3 Date of submission to FKAAS office:
Main Valve: Manual on/off switch Pressure Regulator: Adjusts pressure to correct setting Tubing Adaptor: Connects tubing to main water line Emitters: Provides water to the base of the plant Connector: Attaches drip tubing to lateral Stake: Keeps lines in place and held to ground Backflow Preventer: Prevents reservoir water contamination Filter: Additional water filter to prevent clogging Drip Tubing: Distributes water to field from water source End Cap: Caps the drip tubing at the end so water is not wasted Punch Tool: Makes holes in tubing Fittings: Attached lateral lines to main line
System Construction Directions To construct the drip irrigation system, begin at the water source: Make a hole in the holding tank so that you can attach a 12” piece of ¾” PVC pipe. Take a ¾” male adapter(S X MHS) and apply glue to the coupling male adapter and connect the pipe and fitting. Once dry, take the ¾” hose valve, apply Teflon tape to the thread and screw on the valve. When connecting any threaded pipes you need to apply Teflon tape to ensure that there are no leaks in the connections. Take the backflow preventer and connect it to the main Next you connect the pressure regulator Next you connect the Y-filter Next connect the ½” tubing adapter the tubing adapter is connected, take the ½” drip line connect the drip line by forcing the dripline and tubing together Lay the ½” line across the plot and it will serve as the mainline. At every row, cut the ½” drip tubing and in the same manner as the drip line was connected to the tubing adapter, simply connect press firmly the ½” tee coupling at every row For every tee coupling connect ½” drip line and run it along the entire row Using clamps secure the dripline to the ground and to ensure the dripline aligns properly with the rows. At the end of all driplines connect the ½” end caps or the end clamps to ensure that are not open lines
Activity 2 How did the Nazi’s reduce unemployment? p86-87 Strategy for reducing unemployment Explanation Job creation schemes 1 2 3 National Labour Service 1 2 Invisible unemployment 1 2 Rearmament 1 2 AF2 Causation and Change Activity 3 Working in pairs analyse whether or not Nazi economic plans achieved an “economic miracle” using the statistical information. Aspect of the economy Strengths of Nazi economic achievement Limitations of Nazi economic achievement Imports/Exports 1 2 1 2 Unemployment 1 2 1 2 Government spending 1 2 1 2 Investment 1 2 1 2 Production 1 1
Were any Aryans regarded as problems and what should be done with them? p96 Why did the fear the gypsies and what actions did they take against them? p96 AF2 Causation and Change Activity 2 Describe and explain the ways in which the Nazis dealt with what they considered to be burdens on the community using information SHP Germany 1918-1945 textbook p97. Describe the way in which the Nazis dealt with burdens on the community Explain the impact on German people and society Step 1. Propaganda was 1 2 Step 2. The Sterilisation Law was 1 2 Step 3. 1 2 Step 4. The euthanasia campaign was about 1 2 Activity 3 Put a sub title “The Nuremburg Laws” September 1935. Stick the copy of the Law in your book. Write a paragraph describing and explaining the impact of the law on the Jewish community. The Nuremburg Laws September 1935
The policy of murder by Einsatzgruppen p100 2 3 Stage 3. The policy of mass murder and genocide by the Final Solution. P101-3 1 2 3 AF2 Causation and Change Activity 7 Describe and explain how the Jewish community resisted this persecution at each using information SHP Germany 1918-1945 textbook. AF2 Causation and Change Activity 8 Complete sections of the Concept map. (III) Thematic Analysis of wider context: Why and for what reasons did Walter become a committed Nazi? Mystery Game. Why and for what reasons did Walter become a committed Nazi? 1 A photograph of Walter on holiday with his family in 1931 shows him doing a Nazi salute. His father is smiling and sitting behind Walter was a veteran of the First World War. 9 In 1934 Walter remembers going to the cinema and seeing images of the Nazi rallies at Nuremburg in the great German film “Triumph of the Will” 2 Walter started school in 1931. He was taught about the problems that Germany faced since the end of the first world war, and that a strong leader was needed to make Germany a great country once more. 10 In 1940 Walter became a member of the Hitler Youth aged 14. He had very fond memories of the camps and visits that his group took part in. 3 In 1932 there was a general election. Walter and his family listened to the radio programmes and he saw Nazi posters, which showed that Hitler could be Germany’s saviour. 11 In secondary school Walter was taught about the superiority of the Aryan race in both biology and history lessons.
Be Responsible Be Respectful Be Safe ** Keep area clean *Throw away trash when table is called *Accept consequences graciously *Use encouraging, polite and kind words *Use a speaking voice *Raise your hand if you need help *Keep hands, feet and objects to yourself *Walk carefully *Stay alert *Stay in your seat *Stay seated until your table is called *Wait patiently Cafeteria *Keep hallways clean *Stay with the line *Go straight to your destination *Report any incidents to an adult *Accept consequences graciously *Quiet wave *Appropriate voice *Be respectful of others work *Keep hands, feet and objects to yourself *Walk carefully *Stay alert *Walk on the arrows *Stay to the right Hallway *Complete classwork and homework *Work hard and do your best *Accept consequences graciously *Be prepared and ready for the day *Listen and follow directions quickly *Keep materials organized * Listen and talk at appropriate times *Use encouraging, polite and kind words *Be an active participant *Use an appropriate voice *Keep hands, feet and objects to yourself *Walk carefully *Stay * Use materials appropriately Learning Environment *Keep bathrooms clean and throw away trash *Flush *Wash your hands *Get in and out in a timely manner *Report any incidents to an adult *Use the bathroom for its purpose *Honor others privacy *Use a speaking voice *Use polite and kind words *Keep hands, feet and objects to yourself *Walk carefully Bathroom *Follow directions *Accept consequences graciously *Use encouraging, polite and kind words *Listen and respond appropriately *Use the appropriate voice level *Enter and exit quietly *Wait patiently *Keep hands, feet and objects to yourself *Stay seated Assemblies *Follow directions *Accept consequences graciously *Report any incidents to an adult *Take care of and return playground toys *Use encouraging, polite and kind words *Include others *Share *Take *Help others *Be a good sport *Keep hands, feet and objects to yourself *Move carefully *Play safely *Stay in designated area *Line up when called *Use playground equipment appropriately Playground *Keep the bus clean *Follow the rules of the bus *Keep track of your belongings *Report any incidents to an adult *Use encouraging, polite and kind *Listen to the driver *Speaking voices *Respect property *Stay seated *Face forward *Keep hands, feet and objects to yourself Bus
ENTER GOAL HERE Criteria Period The period of time OR number of sessions over which you will decide if mastery has been achieved Write Criteria Period here 1 2 3 4 5 6 7 8 9 10 11 12 Using a criteria period of A schedule of Adds up to Schedule How often you administer the METHOD Write Schedule Here Every You will Every You will Every You will Every You will You will Every You will Every You will Every You will Every You will Every You will Every You will Every You will Method How you will collect the data The results of the METHOD gives you a data point Write Method here Criteria Where you expect the student will be at the end of the school year OR What the criteria is at which the student has demonstrated mastery Long term goal Criteria Is: Actual Criteria student demonstrated either (1) In-session or (2) using another measure (ex: point sheets, etc.)gives you a data point Did the student meet above long term goal criteria for this criteria period? Yes/No Write Data Point Here Write Data Point Here Write Data Point Here Write Data Point Here Write Data Point Here Write Data Point Here Write Data Point Here Write Data Point Here Write Data Point Here Write Data Point Here Write Data Point Here Write Data Point Here