zilongwang/ReadingBank huggingface dataset:
7-11 2 1-2 Countries, Cities, Nationalities Learn some country and city names in Japanese. Students guess the English names (based on the Japanese). Learn/write the kanji for Japan. Learn how to say nationalities – especially those of students and their parents. Listening and speaking exercises based on the above. Students learn how to ask where someone lives and respond. Conversation practise/activity. Use real addresses/maps to locate buildings – addresses are based on numbers, not street names, so this reinforces numbers and “no” (the possessive pronoun). Adjectives Learn some common adjectives and how to use them to describe things. Listening, speaking, writing, (reading) exercises based on the above. Asking Someone Comes From/Lives & Responding + Nationalities Doko kara kimashita/desu ka. / Where are you from? O-sutoraria (no Pa-su) kara kimashita/desu. / I am from in) Australia. Watashi/Boku ha O-sutorariajin desu. / I am Australian. Doko ni sunde imasu ka. / Where do you live? Pa-su/Butler ni sunde imasu. / I live in Perth/Butler. (Jusho ha nan desu ka.) / (What is your address?) Using Adjectives to Describe People, Things Japanese Year System on the Emperor Look at the prices of common products in – cheap and expensive (Yoshinoya, melons, apples, strawberries!! And reasons why.) The origin/meaning of (Talk about Cherry blossoms/Hanami around the End of March/Start of April in Japan. Show Japanese TV coverage/obsession with the Cherry blossoms.) Japanese homes, Japanese addresses, Convenience Stores, Trains in Tokyo (housing locations are described in terms of how many minutes by foot they are from the nearest train station – numbers practise) 3 5
4 1-3 Weeks 4-6 Weeks 7-9 Listening, speaking, writing, (reading) exercises based on the above. Hiragana Practice Student Dialogues Students work on a role play practising the questions/answers learned so far this year, and then perform in front of the class. Practise a sample before students create their own. Film role Can be used as an assessment. Study some kanji – Chinese characters. Practise reading and writing. Cultural activities: making Japanese food, Japanese anime, J-Pop, Japanese TV, Manga, Pen-pals?, Excursion, Incursion, etc. Nihongo ga dekimasu ka. / Can you do (speak) Japanese? Hai, dekimasu. / Yes, I can. Iie, dekimasen. / No, I cannot. Hai, sukoshi dekimasu. / Yes, I can a little. Iie, amari dekimasen. / No, I cannot do it very well. Iie, zenzen dekimasen. / No, I cannot do it at all. Jouba ga dekimasu. / I can do horse-riding. (I can ride horses.) Ryouri ga dekimasen. / I cannot do cooking. (I cannot cook.) Kendou ga dekimasen. / I cannot do kendo very well. Review Sports, Club Activities at School. Traditional Japanese Games: Kendama (stick and ball), Spinning top, etc. Popular Japanese sports – Baseball, Soccer, Sumo. Origami – making a paper crane (tsuru). (All Japanese kids learn and CAN do.) Japanese Film Festival Japanese kanji (Chinese characters) Japanese food, Japanese anime, Japanese TV, Manga
Pay Run ID Pay Frequency Check Date Pay Period BW070117 Bi-Weekly 07/07/17 06/18/17 - 07/1/17 WKLY070216 Weekly 07/07/17 06/25/17 - 07/1/17 The weekly and biweekly paychecks paid to employees on Friday, July 7 is for work performed from June Because the payrolls essentially comprises FY17 work in its entirety (7/1/17 is a Saturday), the check itself will be posted to the General Ledger in June 2017 as a 6/30/17 entry. As this is not an accrual entry, it will not be reversed in July. Year-End Reporting Fiscal Year 2017 Close Dates Detail Listing Report Periods: Show Transactions "Between Dates" CREW Updated Actuals Available in HUBS
MONITORING OF STUDENT PROGRESS – Grammar, Punctuation and Vocabulary – Year Five, Term 1, Week 5 No Markers/Indicators Zone of High Performance 4+ Zone of Expected Achievement 3 Tier 1 Intervention 2 1 Tier 2 Intervention 0 Tier 3 Intervention over from Year Four Names of students
MONITORING OF STUDENT PROGRESS – Grammar, Punctuation and Vocabulary – Year Five, Term 1, Week 10 Class:_____________ No Markers/Indicators Zone of High Performance 8+ Zone of Expected Achievement 7 6 5 Tier 1 Intervention 4 3 Tier 2 Intervention 2 1 Tier 3 Intervention 0 Names of students
MONITORING OF STUDENT PROGRESS – Grammar, Punctuation and Vocabulary – Year Five, Term 2, Week 5 No Markers/Indicators Zone of High Performance 12+ Zone of Expected Achievement 11 10 9 8 Tier 1 Intervention 7 6 5 Tier 2 Intervention 4 3 Tier 3 Intervention 2 1 0
2 1 0 Names of students MONITORING OF STUDENT PROGRESS – Grammar, Punctuation and Vocabulary – Year Five, Term 3, Week 10 Class:_____________ No Markers/Indicators Zone of High Performance 21+ Zone of Expected Achievement 20 19 18 17 Tier 1 Intervention 16 15 14 13 Tier 2 Intervention 12 11 10 9 Tier 3 Intervention 8 7 6 5
MONITORING OF STUDENT PROGRESS – Grammar, Punctuation and Vocabulary – Year Five, Term 2, Week 10 No Markers/Indicators Zone of High Performance 16+ Zone of Expected Achievement 15 14 13 12 Tier 1 Intervention 11 10 9 Tier 2 Intervention 8 7 6 Tier 3 Intervention 5 4 3 2 1 0 Names of students
MONITORING OF STUDENT PROGRESS – Grammar, Punctuation and Vocabulary – Year Five, Term 3, Week 10 Class:_____________ No Markers/Indicators Zone of High Performance 21+ Zone of Expected Achievement 20 19 18 17 Tier 1 Intervention 16 15 14 13 Tier 2 Intervention 12 11 10 9 Tier 3 Intervention 8 7 6 5 4 3 2 1 0 of students
MONITORING OF STUDENT PROGRESS – Grammar, Punctuation and Vocabulary – Year Five, Term 4, Week 10 No Markers/Indicators Zone of High Performance Year Six markers Zone of Expected Achievement 24 23 22 21 Tier 1 Intervention 20 19 18 Tier 2 Intervention 17 16 15 14 Tier 3 Intervention 13 12 10 9 8 7 6 5 4 3 2 1 0 Names of students
Teacher: Athenia C. Tanner Week of: Entire Year Subject: Information Literacy Period: 1,3-6 OBJECTIVES ACTIVITIES RESOURCES HOMEWORK EVALUATION STANDARDS 1. Demonstrate familiarity with the organization and management process of the PJHS LMC. 1. Checking books in/out 2. Shelving books. 3. Reading Shelves 4. Straightening Shelves 5. Evaluating the validity of donated resources 6. Processing new resources 7. Weeding resources 1. Computers 2. Scheduling 3. Dewey Decimal System 4. Processing materials 5. Weeding resources materials None Oral questioning Weekly Rubric ACOS IL: 1.3 1. Demonstrate familiarity with the organization and management process of the PJHS LMC. 1. Checking books in/out 2. Shelving books. 3. Reading Shelves 4. Straightening Shelves 5. Evaluating the validity of donated resources 6. Processing new resources 7. Weeding resources 1. Computers 2. Scheduling 3. Dewey Decimal System 4. Processing materials 5. Weeding resources materials None Oral questioning Weekly Rubric ACOS IL: 1.3 1. Demonstrate familiarity with the organization and management process of the PJHS LMC. 1. Checking books in/out 2. Shelving books. 3. Reading Shelves 4. Straightening Shelves 5. Evaluating the validity of donated resources 6. Processing new resources 7. Weeding resources 1. Computers 2. Scheduling 3. Dewey Decimal System 4. Processing materials 5. Weeding resources materials None Oral questioning Weekly Rubric ACOS IL: 1.3 1. Demonstrate familiarity with the organization and management process of the PJHS LMC. 1. Checking books in/out 2. Shelving 3. Reading Shelves 4. Straightening Shelves 5. Evaluating the validity of donated resources 6. Processing new resources 7. Weeding resources 1. Computers 2. Scheduling 3. Dewey Decimal System 4. Processing materials 5. Weeding resources materials None Oral questioning Weekly Rubric ACOS IL: 1.3 F R I 1. Demonstrate familiarity with the organization and management process of the PJHS LMC. 1. Checking books in/out 2. Shelving books. 3. Reading Shelves 4. Straightening Shelves 5. Evaluating the validity of donated resources 6. Processing new resources 7. Weeding resources 1. Computers 2. Scheduling 3. Dewey Decimal System 4. Processing materials 5. Weeding resources materials None Oral questioning Weekly Rubric ACOS IL: 1.3
x 0 1 2 3 4 5 y 4 (3) Use your table of co-ordinates to draw the graph of y=5x-x2 on the axes to the left: (3) 14) Another graph has the equation y = 7x + 1 a) What is the gradient? ………………………………………………..…………………. (1) b) What is the y-axis intercept? ……………………………………………..……………. (1) 15) Find the area of this trapezium, stating the units of measurement. …………………………………………………………………………… ………………………………………………………………………….. ………………………………………………………………………….. (3) 16) Solve the equations: a) 7x + 2 = 3x + 23 …………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………(3) b) 4(2x – 1) = 3(x + 17) …………………………………………………………………………………………………….. ……………………………………………………………………………………………………………………………….. ……………………………………………………………………………………………………………………………. (4)
15) Expand and simplify: ( + )( +1) ………………………………………………………………………………………………………………………………………. ………………………………………………………………………………………………………………………………………. (4) 16) a) Use factors to x2 – 3x – 54 = 0 …………………………………………………………………………………………………………………………………………….. ……………………………………………………………………………………………………………………………………….. (2) b) Hence, sketch the graph of y = x2 – 3x – 54, on the axes provided. Make sure you clearly label any axis intercepts. ……………………………………………………………….. ……………………………………………………………….. ……………………………………………………………….. ……………………………………………………………….. (3) 17) This question will be a surprise!!!!!!! .
For each of the conclusion below identify and annotate the main parts of a conclusion. Prompt: ‘When lives are in danger, people care more about themselves than others’. Discuss In Brooks’ ‘Year of Wonders’ the responses to the dangers the villagers of Eyam are confronted with a variety of dangers. Characters who exploit the desperate situation of the plague are prominent throughout the novel. However, it is those altruistic, kind, generous villagers who are the focal point of Brooks’ attentions. They make conscious decisions to disregard their own wellbeing and suffering to aid other villagers. These people are heroes and are truly the ‘wonders’ Brooks refers to in the title of the novel. Prompt: ‘’Year of Wonders’ explores how people are changed by catastrophe’. Discuss. ‘Year of Wonders’ is a dramatic example of catastrophe and is many symptoms. It is undeniable that the plague’s assault attached not only individuals, but also the entire structure of society. The disease was indeed dominated by a sense of ‘raw sorrow’ and mourning. However, as the protagonist reiterates ‘life is not nothing, even to the grieving’. Not all transformations experienced in Eyam are negative. Through there is a breakdown in order and in faith, spurning violence and despair, there is an equal measure of liberation that spreads from the ‘starburst of death’. Anna is changed from an uneducated, timid individual to a heroine of great skill, whilst still maintaining her compassion. Furthermore, the most poignant ‘wonder’ resonating in the text is life’s resilience and ability to regenerate despite suffering. Those that emerge from the plague are not always ‘monsters’, but heroes reborn.
My event is: _________________________ Reflection Sheet Name: ____________ Date: ________ Think about how you rearranged the classroom space. Write what you like about your design and suggest any changes you would make. I Like... I Would Change...
What is the meaning of right and wrong and can I be sure that I am right? Why should I act morally? Is it ever morally justifiable to lie? What role should intuition, reason, emotion, duty or self-interest have in ethical decision making? manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management) perceive and understand people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness) form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management). compare the experiences of others with their own, looking for commonalities and differences between their lives and seeking to understand these reflect on how intercultural encounters have affected their thoughts, feelings and actions accept that there are different ways of seeing the world and live with that diversity stand between cultures to facilitate understanding take responsibility for developing and improving relationships between people from different cultures in Australia and in the wider world contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians. WEEKLY PLANNER Week 1 2 3 4 5 6 7 8 9 10 CE SEL IE Engage Explore Explain Elaborate Evaluate Lesson 1: Brainstorm what students know about the weather and seasons using a KWL chart or Y chart. Begin a graffiti wall by recording the students’ responses. Lesson 2: Student Resources: Newspaper Articles Photos pictures Teacher Resources:
Elicit questions about what we need to learn about weather e.g. What makes a storm? Why does it rain so much? Why doesn’t it snow here? Students are asked to bring in pictures, newspaper articles, photos etc of weather and seasons. These are to be added to the graffiti wall. Lesson 3: Draw/paint and label pictures of the sky at night and during the day. Use topic sight words e.g sky, moon, stars, rain, sun, cloud, day and night. Also add these words to the graffiti wall. Paper for KWL/Y Chart Pens Pictures/photos of weather Newspaper Learning Space – Graffiti Wall Factual texts: Stormy weather Pike, Katy (Go facts readers level 3 series, Blake Publishing, 2004, 12pp.) ISBN: 1865093017 available as a big book – ISBN: 1865093033 Assessment For Learning Observational checklist
CRITERIA SHEET ‘WHO IS THE BUSIEST IN YOUR FAMILY’ Criteria A B C D E Knowledge and Understanding Part 1 Justification of Who is the Busiest in Your Family Student identifies busiest person and provides a comprehensive reason for choice. Student identifies busiest person and provides a thorough reason for their choice. Student identifies busiest person and provides a satisfactory reason for their choice. Student identifies busiest person. No reason is provided for their choice. Student does not identify the busiest person or provide a reason. Part 2 Compare and Contrast the Busiest Family Member to the Smith Family Student thoroughly a range of jobs to show how busy the person is and comprehensively compares and contrasts the two people chosen. Student satisfactorily lists a range of jobs to show how busy the person is and attempts to compare the two people chosen. Student satisfactorily lists a range of jobs to show how busy the person is. Student may list 1 job to show how busy the person is. Student does not list any jobs to show how busy the person is or provides irrelevant answer. Skills Part 3 Job Student displays a comprehensive understanding of the progression from past to present to future by isolating technological advances within the chosen job/task. Student displays a thorough understanding of the progression from past to present to future by isolating technological advances within the chosen job/task. Student displays a satisfactory understanding of the progression from past to present to future by isolating technological advances within the chosen job/task. Student displays a limited understanding of the progression from past OR present OR future by isolating technological advances within the chosen job/task. Student does not display any progression between past to present to future within the chosen job/task.
PREP IDEAS/ACTIVITIES GRADE 1-2 IDEAS/ACTIVITIES Safety Rules Whistle use Warm up games Cat and Mouse Snowball Tag Tail Tag Spatial Awareness Developing peripheral vision Running Dodging Warm up games Assessment of rudimentary skills Running Hopping - L, R Jumping Jump to balanced landing Skipping Cross patterning Use assessment checklist Ipad video Throwing Build on skills learned in prep Develop correct throwing technique Eyes forward Arm back Opposite foot forward Follow through Fundamental motor skills Running Dodging Cat and Mouse Snowball Tag Tail Tag Catching Watching ball Hands in front of body Fingers spread Ball skills Free exploration Rolling Throwing Catching Bouncing Single use Partner work Teacher directed Running Correcting style Fruit salad Beat the band Race the ball Developing stamina with some distance running Running Correcting style Fruit salad Beat the band Race the ball Kicking Building on previously learned skills and applying to games Kicking immersion using inflatable bladders or soft balls Kicking to wall Kicking to target Rope skipping Individual rope skipping Long rope group skipping Increasing stamina Rope skipping Introduction to skipping with hoops Choosing correct length rope Single rope skipping Long rope skipping Gymnastics Basic skills Balancing Partner work Simple gymnastic moves
Who is involved? Where did this happen? Why did the author use these images of the Holy Spirit? How is the story told? When does this story take place? What happened? What’s the message? – Reflection on the story – 10 questions. This can be completed individually or in groups. Using one of the scriptures passages • Mt Sinai and the ten commandments Ex 19:16-25 • Pentecost Acts 2:1-4 • The Baptism of Jesus Mark 1: 9-11; Matthew 3:13-17; Luke 3: 21-22 Compose a Haiku on images of the Spirit of God. 10 –questions Haiku During the unit At the end of the unit Affective Assessment as Learning Students to reflect on artwork Ask students to choose one of the Pentecost images included as resources for this unit and complete an ‘Image Analysis’ of it. Living the Gospel: Read the story “Spirit of Wind, Fire and Water” at the end of this unit and reflect upon the meaning for us today. Complete a Reflection Triangle: What is one you have learned that connects with something you knew before? What are two questions you would still like answered? What are the three most important things you have learned ? Personal reflection Art response Personal reflection During the unit During the unit At the end of the unit At the end of the unit Learning and Teaching Sequence WK Inquiry Phase Activity/Experience/Differentiation Resources/ICLTs Assessment
MONITORING OF STUDENT PROGRESS – Grammar, Punctuation and Vocabulary – Year Three, Term 3, Week 5 Class:_____________ No Markers/Indicators Zone of High Performance 17+ Zone of Expected Achievement 16 15 14 13 Tier 1 Intervention 12 11 10 Tier 2 Intervention 9 8 7 6 Tier 3 Intervention 5 4 3 2 1 0 Names of students
foam layer and record your results in question 15. Measure the depth of the foam layer at the edge of the cup. If the foam layer is not even, measure the depth at the thinnest and thickest points and calculate the average. temperature of the warm water bath. At 9 minutes give a warning, and then at 10 minutes announce that it is time to measure the depth of the foam layer in the cups. - up. - Report your results to your teacher. 16. Assigned Temperature ____° C Starting Temperature _____° C Ending Temperature _____° C Cup 1 Cup 2 Cup 3 Amount of Sucrose (grams in 80 mL of water) Depth of Foam Layer (mm) at 10 minutes 17. Your teacher will provide the information to fill out as many of the columns as possible in this table. (Each column gives the results from one student group.) Amount of Sucrose in 80 mL of water) Depth of Foam Layer (mm) Lowest Assigned Temperature (______°C) Middle Assigned Temperature (______°C) Highest Assigned Temperature (______°C) Test 1 Test 2 Test 3 Average Test 1 Test 2 Test 3 Average Test 1 Test 2 Test 3 Average Lowest amount (_______ g) Medium amount (_______ g) Highest amount (_______ g) Starting temperature
How Sugar Affects Yeast Question How does sugar affect the growth of yeast? Variable Sugar Vocabulary (hy PAW thuh suhs) - An idea or question that can be tested. - A part of an experiment that is changed. Materials 1 cup measuring cup Two containers Warm water One cup marked “Yeast Only” One cup marked “Yeast and Sugar” Stirrer Stopwatch Procedure 1. Fill the two clear plastic cups with ½ cup of warm water. 2. In one cup, add the contents of the “Yeast and Sugar” cup. Stir the yeast and sugar in the cup 3. In the other cup, add the contents of the “Yeast Only cup. Stir the yeast in the cup. 4. Watch for 10 minutes and record your observations on your worksheet. Group Members _____________________________________________________
Trial Description Trial Description Qualitative Observations: Qualitative Observations: Temperature Test Table (Block A Quantitative Results) /3 Erlenmeyer Flask Water Temperature (List temperature beside each in °C) Circumference of inflated balloon after 15 minutes. Ie. 7.6 cm Average/trial Type Ice Cold Water 9°C 0 cm – some bubbling Ice Cold Water 9°C 0 cm (no bubbles) Room Temp Water 19°C 0 cm (no inflation) Room Temp Water 22°C 0 cm (no inflation) – some bubbles Hot Tap Water 37°C 19 cm - bubbles Hot Tap Water 40°C 22 cm- bubbles Heated Water 45°C 20 cm -bubbles Heated Water 45°C 23.5 cm- bubbles Nutrient Test (Block C Quantitative Results) /3 Erlenmeyer Flask – Amount of Dissolved Sugar in hot tap water - # of mL of sugar Circumference of inflated balloon after 15 minutes. Ie. 7.6 cm Average/trial Type Control - 0 mL 41°C 0 cm – some bubbles
Assessable development—Code assessment If on the ground floor of a building Assessable development—Code assessment Assessable development—Code assessment If in the 3 storeys (maximum) area identified on in the Accepted development, subject to compliance with identified requirements If in the 3 storeys (maximum) area identified on in the not on a , complying with all identified acceptable outcomes in the Not applicable If in the 3 storeys (maximum) area identified on in the where: on a , complying with all identified acceptable outcomes in the Not applicable Assessable development—Code assessment If in the 3 storeys (maximum) area identified on in the not on a , not Accepted development If in the 3 storeys (maximum) area identified on in the where: on a , not Accepted development Assessable development—Code assessment If on the ground floor of a building Assessable development—Code assessment If involving a new premises with a maximum of 200m2 and located in areas identified as Primary active frontage or Secondary active frontage on in the Assessable development—Code assessment Assessable development—Code assessment If involving a new premises with a maximum of 200m2
Year 8 General Music Semester 1 Program 2018 Week Teaching Focus Content Addressed Assessment T1:1 Introduction to Course Expectations and Assessment Outline Performance: Covers Listening to song Verbal analysis – instruments, structure & chorus) Go through individual parts style and Strait T1:2 Performance: Covers Select performance groups Select instruments to be performing with Group practice Song focus: Intro Teacher Drums T1:3 Performance: Covers Group practice Song focus: Verse Teacher focus: Guitar T1:4 Performance: Covers Group practice Song focus: Chorus Teacher Bass Guitar T1:5 Performance: Covers Group practice Song focus: Outro Teacher focus: Keyboard T1:6 Performance: Covers Group practice Song focus: Putting it together Teacher focus: Vocals
T2:3 Performance: Percussion Ensemble 2 part rhythmic ostinatos on different percussion instruments Medley Rehearse and plan medleys T2:4 Performance: Percussion Ensemble 3 part rhythmic ostinatos on different percussion instruments Medley Rehearse and plan medleys T2:5 Performance: Percussion Ensemble 4 part rhythmic ostinatos on different percussion instruments Medley Rehearse and plan medleys T2:6 Performance: Percussion Ensemble Working in performance groups select an ostinato and instruments Practice of ensemble task Medley Rehearse and plan medleys T2:7 Performance: Percussion Ensemble Working in performance groups select an ostinato and instruments Practice of ensemble task Medley Performance of Medley Task 2: Medley T2:8 Performance: Percussion Ensemble Working in performance groups select an ostinato and instruments Practice of ensemble task
T3:2 Performance: Ad Music Brainstorm Items to be advertised Brainstorm how to advertise their item T3:3 Performance: Ad Listen to songs to be selected for Ad Go through examples as a T3:4 Performance: Ad Music Groups select song & product to advertise Experimenting and practice T3:5 Performance: Ad Music Experimenting and practice T3:6 Performance: Ad Music Practicing of ads T3:7 Performance: Ad Music Practicing of ads T3:8 Performance: Ad Music Practicing of ads T3:9 Performance: Ad Music Performance of Ads Task 5: Ad T3:10 Performance: Ad Music Review of performances videos Student and teacher feedback
T4:1 Performance: Body Percussion Introduce Exploring different body percussion Listen to examples T4:2 Performance: Body Percussion Listen to ‘Cups’ song Practice singing the main section as a Practice the ‘cup’ percussion as a class T4:3 Performance: Body Percussion Revise ‘Cup’ song Perform as a class Individual groups to go select a song to work on T4:4 Performance: Body Percussion Individual groups to share chosen song Groups to discuss how body percussion can become the accompaniment What types of beats can you use? T4:5 Performance: Body Percussion Practicing of body percussion task T4:6 Performance: Body Percussion Practicing of body percussion task
item, if not already given in grams, was found. For example, 1 serving of asparagus (½ cup) weighs in at 65g and 1 serving of Atlantic cod weighs in at 75g. The websites used to gather information on weight can be found in the ‘References’ sheet of the model. Because the calculator uses pounds as the measurable unit, the next column uses a formula to convert grams into pounds. When the weight in pounds was determined, before setting the value in the calculator, it was rounded either up or down because the calculator does not show the hundredths decimal place value and only shows up to one decimal point. For example, if the weight in pounds was 0.17, it would be rounded up to 0.2 on the food calculator. If the weight in pounds was 0.13, it would be rounded down to 0.1 on the food calculator. The final column shows the carbon footprint of that specific food item based on its serving size in pounds. This was done for every item in every food group where information on serving size and weight in grams was available. Results Figure 1 below portrays the CFG recommended number of servings per day. For adults aged highlighted in green and orange below, the Guide recommends 7-8 and 8-10 servings of vegetables and fruits, 6-7 and 8 servings of grain products, 2 servings of milk and alternatives, and 2 and 3 servings of meat and alternatives per day for females and males respectively. Group Sex Age Food Group Vegetables and Fruits Meat and alternatives Milk and alternatives Grain Children Both 2-3 4 1 2 3 Both 4-8 5 1 2 4 Both 9-13 6 1-2 3-4 6 Teens Female 14-18 7 2 3-4 6 Male 14-18 8 3 3-4 7 Adults Female 19-50 7-8 2 2 6-7 Male 19-50 8-10 3 2 8 Female 51+ 7 2 3 6
8th Grade Jaysa Bedell Colby Bowman Kaylee Brown Katlyn Gordon Ethan Gulledge Kuhn Claire Stone Carrington Tucker All A HONOR ROLL 2015-2016 Quarter 1 7th Nicholas Boswell Dillon Burr Garrett Caulder Kessler Cutchin Amelia Gainey Ethan Hough Autumn Kaltwang Cierra Legette Eileen Liu Narrie McCall Kaitlyn Nicholson Bradley Parker Meghan Raynor Yasmin Rivers Wesley Rutledge Olivia Tucker Sarah Turner Guadalupe Vasquez 6th Sydney Arnoult Pres Beard Kaelyn Liana Brock Rylee Burr Harper Caulder Michael Crawford Sarah Emanuel Caroline Gaddy Leah Gardner Jayden Gaskins Daikwon Glover Kamryn Gordon Madison Griffith Tucker Jenkins Adam Jones Jordan Jones Yuanxin Lin Victoria Luna Malaysia Marsh McAllister Addison Morton Tyler Nivens Laney Pope Jody Sellers Carly Smith Walker Sowell Kameran Thomas Gabby Wharton Reagan Wilkerson Jymeer Wilkins Asher Williams April Wooten
At least 18 say or think boxes? Animation or sound? Sprites having conversations? Sprites speaking politely? how events were used to transition from one scene to another? Peer Grading sheet? #6: Good Nutrition 1 Program Background with instructions? 1 Healthy & 1 unhealthy food sprites? ‘Good Nutrition Points’ variable? Sprite 1 event block w/iteration? Sprite 2 event block w/iteration? Reinitializing event block w/iteration? 2nd healthy sprite with +2 iteration? 2nd unhealthy sprite with -3 iteration? Extra Credit: 3 scenes: Game title scene; instructions scene and game-playing scene. #7: Age Program Age variable with slider? Sprite & diapers (greater than 2)? Sprite & driving (greater than 15)? Sprite & R movies (greater than 16)? Sprite & voting (greater than 17)? Sprite & gambling (greater than 20)? Sprite and car renting (greater than 24)? Sprite and retiring (greater than 49)? Sprite and not old enough for anything (less than 3)? grammar, punctuation, etc.? Credit: 3 scenes: Program title scene; instructions scene and age-sliding scene. #8: Good Nutrition 2 Program Message being nutritious if # of points is greater than 9? Message eating healthier food if # of points is less than -4? Sprite saying messages OR broadcast changing the to convey messages? Correct grammar, punctuation, etc.? Credit: Use both broadcast with changing stages AND a sprite to convey messages. #9: Grades Program A grade variable with slider? A sprite saying, “You have an A!” (x>89)? A sprite saying, “You have a B!” (79<x<90)? A sprite saying, “You have a C!” (69<x<80)? A sprite saying, “You have a D!” (59<x<70)? A sprite saying, “You have an F!” (x<90)? Correct grammar, punctuation, etc.? Extra Credit: Use a single ‘if’ block to make the sprite say, “You qualify for tutoring!” for Bs and Ds. #10: Dice Program Costume changes for all die 1 rolls? A second die? Costume changes for all die 2 rolls? Hidden variables?
Irene McCormack Catholic College PHOTOGRAPHY Year 8 - Semester 1 ‘Shapes & Shadows’ (Term 1) / ‘Speed’ (Term 2) Scheme of Assessment 2018 ART MAKING Assessment type Task weightings Task Due Date Inquiry Practice Presentation Practical 70% 30% Task 5: Photographic Series on Shapes & Shadows Use compositional devices and elements of design to produce a series of 4 photos on shapes & shadows. Term 1 Week 10 ✓ ✓ ✓ 30% Task 9: Ghost Demonstrate your understanding of aperture, exposure and shutter by taking and editing photos on the theme of ‘ghost’. Term 2 Week 6 ✓ ✓ ✓ 10% Task 10: Jump Explore ISO, shutter exposure and aperture in Toyota or Jetstar jump photos. Create your own. Term 2 Week 9 ✓ ✓ ✓ Assessment type Task weightings Task Due Date Analysis Contexts Interpret & Response Written 30% 10% Task 4: Photography Analysis Inclass assessment – identify compositional devices and elements of design within photos. Term 1 Week 5 ✓ ✓ 10% Task 6: Peer Assessment Complete an evaluation of a peer’s ‘Shape & Shadows’ series. Term 1 Week 11 ✓ ✓ 10% Task 8: Photographer Complete an investigation into the background and artwork of Russian photographer Alexey Titarenko. Term 2 Week 2 ✓ ✓ ✓ McCormack Catholic College PHOTOGRAPHY Year 8 - Semester 2 ‘Want Me, Buy Me’ (Term 3) / ‘Kaleidoscope’ (Term 4)
Scheme of Assessment 2018 ART MAKING Assessment type Task weightings Task Due Date Inquiry Practice Presentation Practical 60% 15% Task 3: Product (*split assessed task, see table below) Taking inspiration from Timothy Hogan, create your own product photo shoot that will be used in developing a magazine ad. Term 3 Week 6 ✓ ✓ ✓ 15% Task 5: Magazine Ad (*split assessed task, see table below) Create a magazine ad, using your photos from Task 3. Your ad should utilise the elements and principles of design successfully. Term 3 Week 10 ✓ ✓ 30% Task 10: Kaleidoscope Use your photos from the of the week’ tasks to create a kaleidoscope. Digitally manipulate and edit your photos on Photoshop to achieve the desired effects. Term 4 Week 8 ✓ ✓ ✓ A ART RESPONDING Assessment type Task weightings Task Due Date Analysis Contexts Interpret & Response Written 40% 10% Task 2: Magazine Ads Analysis Analyse the layout and design principles used in magazine ads that focus on products. Term 3 Week 2 ✓ ✓ 5% Task 3: Product (*continued from above) Look at the work of contemporary product photographer Timothy Hogan, compare his ads to those in Task 2. Term 3 Week 6 ✓ ✓ ✓ 5% Task 5: Magazine Ad (*continued from above) Write a sales pitch for your magazine ad. Term 3 Week 10 ✓ 20% Task 7: Laura Zalenga Photography Look at the work of German photographer Laura Zalenga, complete the analysis activity. Term 4 Week 3 ✓ ✓ ✓
Q Signals (Q-Codes) Amateur radio operators use Q signals (Q codes) as shorthand to speed up non‐voice communication (CW or Morse code). Each Q signal represents information: advice, an answer, or a call for action. You turn the signal into a question by adding a question mark right after the Q signal. This list of common Q signals shows the meanings of the codes, as they would appear with and without a question mark: Q Signal Meaning QRL Is this frequency in use? The frequency is busy. QRM Man-made interference/devices (electrical contacts, fluorescents). QRN Natural interference, lightning etc. (static, hiss, crackle) QRO Shall I increase power? Increase power. QRP Shall I decrease power? Decrease power. QRQ I send faster? Send faster ( WPM). QRS Shall I send more slowly? Send slower ( WPM). QRT Shall I stop sending? Stop sending. (I’m QRT for the day.) QRU Anything more for me? I have nothing more for you. QRV Are you ready? I am ready. QRX When will you call again? I will call on kHz. QRZ Who is calling me? QSB Signal fading. QSL Received and understood. QSO Abbreviation for a contact. (Thanks for the QSO) QST Calling all stations. QSX I am listening on kHz. QSY Change frequency (or QSY to kHz). QTH What is your location? My location is . The 10 Q codes in bold type above are the only possible Q codes appearing on the I.C. Basic Certification exam.
Agenda for Wednesday 13th April 2016 10.30 – 10.35 Welcome and introductions, who is here today, these who cannot be here today 10.35 – 10.40 am What happened last time and Matters arising 10.40 am to 11.00 am Partnership Board matters and service user involvement 11.00 – 11.15 am Dentistry update – Lavinia Ellis 11.15 am to 11.30 am COFFEE BREAK 11.30 am to 12.noon Rape crisis Southampton – Caroline Tiza (part of our relationship and family topic) 12.00 – 12.15 noon SAIL – Maggie Thomas (You Trust) and Sharron Williams (HCC) 12.15 – 12.30 Anything else 12.30 End of the meeting (Times are approximate) Dates for 2016: 25th May, 29 June, 20 July, None in August, 21 September, 26 October, 23 November and 14 December (amended)
A fragile environment is one that can be easily damaged/disturbed by human activity and is difficult to restore. How are animals adapted to Antarctica? How do people use Antarctica? Why do tourists go to Antarctica? What impacts do tourists How can tourism be managed? Wildlife Scenery boat cruising Aircraft flight climbing camping walking helicopter flight ice landing kayaking snowboarding ship cruises scuba diving skiing The environmental impact of an individual tourist is much greater than that of a researcher. Landing sites are chosen for a special feature, so they quickly become honeypots. More than 99% of Antarctica is covered with ice, so little is left for tourist activity. Few visitors go on the ice. Tourists only spend a short time ashore, but the impacts do not always reflect this. They want to visit the most picturesque and wildlife-rich areas. The impact is uneven but in places too great. Animals, especially penguins and seals, are disturbed by more than a few people. Not used to humans, they do not like to be touched. If they leave as a result, they may abandon eggs and young. There have been accidents when All tour operators are members of IAATO, which directs tourism to be safe and environmentally friendly. Around 100 companies are involved. In line with the Antarctic Treaty, tourism is an acceptable activity in Antarctica - it is the scale that has to be controlled. Visitors are not allowed to visit Sites of Special Scientific Interest (SSSIs) in order to conserve precious wildlife and landscapes. Bird Island on South Georgia is one example. Although tourist numbers have increased rapidly in Antarctica, protection remains a priority. A permit must be gained for any activities on the continent. No ship carrying over 500 passengers can land in Antarctica. Never the less, there is concern that larger ships will eventually be
Attachment 4: Rubric for Yellow Journalism Newspaper Article Yellow Journalism Newspaper Article Rubric Name Date CATEGORY 4 points 3 points 2 points 1 point Score Layout – Headline & Caption The article has a headline that captures the reader's attention and accurately describes the content. The article has a byline. The graphic has a caption that adequately describes the people and/or action in the graphic. The article has a headline that accurately describes the content. The article has a byline. The graphic has a caption. The article has a headline that describes the content. The article has a byline. The graphic does not have a caption. The article has an incomplete or inadequate headline and it does not have a byline. The graphic does not have a caption. Article – Purpose The article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic. 80-89% of the article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic. 70-79% of the article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic. Less than 70% of the article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic. Article - Supporting Details The details in the second and third paragraphs are clear, effective, and vivid 90-100% of the time. The details in the second and third paragraphs are clear and pertinent of the time. The details in the second and third paragraphs are clear and pertinent 70- 79% of the time. than 70% of the details in the second and third paragraphs are clear or pertinent. Article – Interest The article contains facts, figures, and/or word choices that make the article exceptionally interesting to readers. The article contains facts, figures, and/or word choices that make the article interesting to readers. The article contains some facts or figures but is marginally interesting to read. The article does not contain facts or figures that might make it interesting to read. Article- Punctuation and Grammar There are no punctuation or grammatical errors There is one punctuation or grammatical error. The article has three punctuation or grammatical errors. The article has more than three punctuation or grammatical errors. Total
7-35 cm Earthworms Eat: Dead organic matter, bacteria Eaten by: American robins 0.5-1 mm Eat: Nematodes, fungi by: Beetles 1-3 mm Beetles Eat: Mites Eaten by: American robins Fungi Consume: Dead organic matter Eaten by: Earthworms, mites, nematodes, 2-6 µm Bacteria Consume: Dead organic matter Eaten by: Protista, nematodes, earthworms 0.1-2.5 mm Nematodes Eat: Protista, fungi, bacteria Eaten by: Mites
<80-400 cm Willows Eaten by: Elk Grasses (including seeds) Eaten by: Elk, deer mice, yellow- bellied marmots Dead Organic Matter Consumed by: Bacteria, fungi, earthworms flowering plants (including berries) by: American robins, deer mice, elk, grizzly bears, yellow-bellied marmots 58-99 cm (length, excluding tail) Beavers Eat: Willows by: Gray wolves 8-10 cm (length, excluding tail) Deer Mice Eat: Grasses; other flowering plants Eaten by: Coyotes
23-28 cm American Robins Eat: Earthworms, beetles, other flowering plants by: Snakes and birds of prey (not included in this food web) 2.1-2.4 m Elk Eat: Grasses, willows, other flowering plants Eaten by: Gray wolves, grizzly bears 1.8-3.3 m Grizzly Bears Eat: Other flowering plants, elk <1 mm Protista Eat: Bacteria by: Nematodes 1-1.4 m Coyotes Eat: deer mice, yellow- bellied marmots Eaten by: Gray wolves 1.4-2 m Gray Wolves Eat: Elk, coyotes
NCC to compile all plans once ready into one Nutrition Cluster plan and share with partners for comments NCC May Pending finalisation of the plans NCC to prepare draft ToR for the Advocacy TF and share with partners for the call for nominations NCC 20 May Pending NCC to share SAM admission data from the Nutrition Cluster database with UNICEF for research on caseload correction factor for those partners that were present at the meeting, and to write to the remaining partners for permission. NCC End May 2017 Pending UNICEF discussion with MoPHP NCC to to Health Cluster/HeRAMS/WHO to request catchment data population per health facility NCC 1 June Done, the data that received was corrupt and more discussions are ongoing NCC to support the Hudeidah Cluster Approach training and CCPM workshop NCC End July Ongoing Translate IYCF-E orientation to Arabic UNICEF Jul Ongoing with UNICEF support To discuss SAM children referral with cholera to SCs and protocol for treating such children CMAM WG 1 June Done. Pending MoPHP distribution Discuss and agree on the incentives for mothers to stay in the SCs CMAM WG 1 June Done, partners informed via email
Partners working in Ibb to start using the new data from the Ibb assessments immediately Partners in Ibb Immediately Done, Ibb NCC shared with partners and the findings were discussed To finalize the SMART guideline AWG and Scott Logue End June 2017 Ongoing, first draft is being prepared Partners planning to conduct SMART in the governorates to get in touch with the AWG for discussion on funding and capacity building ASAP Partners End June 2017 NCC sent email to partners, only three agencies volunteered but none have expertise in Nutrition. It was agreed in the Cluster that only NC partners that have ongoing nutrition programmes can do SMART assessments To upload all SMART reports retrospectively to the new Cluster website IMO End June Ongoing NCC to re-share the financial tracking tool with cluster partners for updates. NCC End June Done, partners are submitting their updates To advocate to the WFP to ensure their consistent presence at all cluster and WGs meetings NCC 13 June Done
To add discussion on surveillance and screening and referral to the next CMAM WG meeting agenda and to invite surveillance TF UNICEF 11 July Done, however the TF members did not attend the meeting To share the guideline on treatment children with cholera with partners NCC Immediately Done** To hold WFP-UNICEF meeting on the CMAM scale up plan and to add the CMAM scale up plan discussion to the next CMAM WG meeting UNICEF, WFP By 11th July Pending To share the WFP EMOP strategy and map with partners NCC Immediately Done To discuss and on the joint approach to per diem/incentives WFP, UNICEF, CMAM WG 11 July Pending To add discussion on the reporting of the dropouts (due to access constraints) to the next CMAM WG meeting UNCIEF 11 July Done, will be presented during the CMAM WG updates To discuss and agree on the monthly data analysis at national and sub-national levels AWG 23 July Done, will be presented during the AWG updates UNICEF and WFP to ensure that AAP actions of partners are defined in the PCAs and FLAs and followed up UNICEF and WFP Continuously Ongoing To form a TF for the AAP to agree on common tools SCI, SOUL, UNICEF, ADO July Done, the first meeting is pending To ask partners to share their current AAP tools NCC Mid-July Pending the TF meeting
To follow up discussions on the protection mainstreaming training for cluster partners NCC By end July Done, see updated from NCC Add agenda item on the UNICEF WB project update to the agenda of the next Cluster meeting NCC 24 July Postponed to the next meeting due to unavailability of UNCIEF Organise a SAG call with the SBC Advisor NCC, SAG 24 July Done, will be presented during the SAG updates To agree on operation modalities of the IYCF WG when the are not available IYCF WG Mid-July Will be done on the 25th From previous meetings To develop and share with the partners the SOP for the SMART assessments AWG 30 Ongoing NCC to compile all plans once ready into one Nutrition Cluster plan and share with partners for comments NCC May Pending finalisation of the plans NCC to prepare draft ToR for the Advocacy TF and share with partners for the call for nominations NCC 20 May Pending, see discussion on the Nutrition advocacy NCC to share SAM admission data from the Nutrition Cluster database with UNICEF for research on caseload correction factor for those partners that were present at the meeting, and to write to the remaining NCC End May 2017 Pending UNICEF discussion with MoPHP
ADO Amani Alawi Nutrition Assisstant a.alelbi@absyemen.org ADRA Melba Palmero Program Coordinator AlBadiyh Foundation Zainab Mohammed AlHaimi Projects Coordinator zainmoham2020@gmail.com Attanweer Nada Gamal Kahtan Sana'a Office Coordinator info@attanweer.org\ Baladna org.for relief & sustainable development bushra Abdul rahman Executive Director bushram4@hotmail.com BFD Mohanad Mote+B44a Abdullah Project manager BFD Ola Jarada Nutrition officer CSSW Dr. Hisham Musleh Program Coordinator halqubati@csswyemen.org Deem Mohammed Alghilany Program cordinator Deem Orgnazation Dr. Alshehari Health assisstant Deem Orgnazation Esam Ahmed Executive Director e.ahmed@deemyemen.org Direct Aid Elham Raweh Projects coordinator Direct Aid Alaa Alhaifi Nutrition Assisstant FAO Gamal Rashed Nutrition Officer gamal.rashed@fao.org FHD Sultan Al Hamdani Project Assistant Info@fhdye.org FMF Abdulhaleem Abdulkarem Sana'a Coordinator haleemakareem@yahoo.com FSTS Radhia Mohammed Nutrition officer allgill73@yahoo.com HAD Dr.Adel Abdulaziz Nutrition Manager Dr.adel@hadyemen.org HAD Jamal Qlamah Nutrition assisstant jamalq@hadyemen.org Horizon foundation nuha alhabal Executive Director info@horizonfound.org Human Appeal Dr. Mohammed Radman Programmes Manager
محسن yfvw.yemen@gmail.com YSFH Waleed Fouad Shubil puplic relations ZOA Jawaher Alwadei Project Officer j.wadei@zoa.ngo Reem alshash
To share Taiz highlands SMART report with partners NCC, SCI 26 August Done To share with partners online orientation on the SMART surveys NCC 26 August Done To modify the mobile team reporting for 2018 to include one column on access constrains IMO, CMAM WG 31 December 2017 Pending NCC to communicate to the WFP the CMAM WG agreements on the perdiems/incentives to the CHVs for the BSFP NCC 27 July 2017 Done To prepare a template for the CHVs training planning and share with partners to fill in by the 5th of August IMO, NCC 27 July 2017 Done, not all partners filled in To translate and share the advocacy questionnaire with partners NCC, IMO 26 July 2016 Done To fill in the advocacy questionnaire NC partners 31 July 2017 Not everyone NCC to write to the SAG informing them about the workshop on nutrition advocacy on behalf of the MoPHP NCC, SAG 31 July 2017 Done NCC to request cluster partners to share any behavior related studies with her for the desk review on the social behaviors and attitudes NCC, partners 25 July 2017 Done NCC to request SAG to attend the Nutrition Advocacy workshop on behalf of the NC partners NCC, SAG Done
NCC to inform the partners about the date for the protection mainstreaming training once confirmed NCC, protection focal point 30 July 2017 Done, training conducted From previous meetings To ensure that the discussion on the community level surveillance is discussed at the next CMAM WG meeting (ensure TF attendance) UNICEF as co-chair of the CMAM WG and WHO as chair of the TF 22 August The new agreement reached is that WHO will prepare detailed road map that will be shared with a WG and CMAM WG for comments To hold WFP-UNICEF meeting on the CMAM scale up plan and to add the CMAM scale up plan discussion to the next CMAM WG meeting UNICEF, WFP By 22 August Done To discuss and agree on the joint approach to per diem/incentives WFP, UNICEF, CMAM WG 22 August Pending To develop and share with the partners the SOP for the SMART assessments AWG 30 April Done NCC to share SAM admission data from the Nutrition Cluster database with UNICEF for research on caseload correction factor for those partners that were present at the meeting, and to write to the remaining NCC End May 2017 Pending UNICEF discussion with MoPHP