zilongwang/ReadingBank huggingface dataset:
Magnetism What materials are magnetic Magnetic fields can apply a force from a distance Understand that magnets have poles which can cause attraction or repulsion Understand how magnets interact with compasses Know the difference between a permanent and temporary magnet Describe and observe magnetic shielding Oxford Science 7.4 Investigating the effect of magnets on compasses Magnetism worksheet BBC Bitesize quiz 1.1.1.1, 1.1.1.2, Static electricity Atoms are the building blocks of everything around us. They contain positively charged protons and negatively charged neutrons. What is static electricity, how is it created and how is it dissipated. How static electricity is different from magnetism Electrostatic forces are non-contact forces and Electricity worksheet Static electricity worksheet Oxford Science 7.5 1.1.1.1, 1.1.1.2, 6 Static electricity Oxford Science 7.3 Investigating static electricity Simple machines Inclined planes Simple machines can change the size of a force, make things speed up or change the direction of a force Understand that simple machines allow you to use your force more effectively – they work by increasing distance to reduce force. The energy used stays the same. Different types of machines Simple machines decrease the amount of effort to do work Eureka- Inclined planes Eureka Simple Machines worksheet Inclined experiment sheet Oxford Science 7.7 1.1.1.3 Pulleys Understand how pulleys allow you to use your force more effectively Pulleys change the direction or size of a force Oxford Science 7.8 Eureka – Pulleys 1.1.1.3
Year Group: 8 Subject: Geography Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Coasts Paradise Lost Weather and Climate Geography of Mapping Festivals Summary of Content Developing knowledge of key processes in coastal environments, including erosion, transportation and deposition. How these processes result in beach formation and both erosional landforms (e.g.: caves, arches, stacks and wave cut platforms) and depositional landforms. Tourism in contemporary Thailand. Focus on the physical and human processes that make Thailand an increasingly popular place for tourists to visit; how tourism affects environmental interaction and sustainable development and the interdependent nature of an industry that increasingly relies on other countries, near and far, to supply its workforce and to widen its markets. An introduction to meteorology through looking at a variety of methods for measuring and predicting the weather. The science behind weather processes and events. How climates are monitored and compared. Developing knowledge of the linkages between geographical location, environmental quality and crime. Using GIS software and up to date crime mapping technologies to relate knowledge of geographical reasons underpinning crime. An introduction to the study of settlements. Develop students' map skills through the contemporary topic of Music Festivals. Using maps to explore wider issues in relation to festivals, such as environmental impacts and flooding and planning constraints Assessment Decision making Trial Investigation Trial Decision making Trial
Year Group: 8 Subject: Religious Studies Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Topic / Theme Themes in Religion, Ethics and Philosophy Ethics and Values World Religions 3 (a): Islam World Religions 3 (b): Islam (study trip to a local Mosque) Religions 4 (a): Sikhism World Religions 4 (b): Sikhism (study trip to Gurdwara) Summary of contents The BIG Questions: Ultimate Qs and Moral Qs. Theism, atheism, agnosticism and humanism. Authority. Right and wrong: moral, immoral and amoral. Humans: Body, Soul and Conscience. Right and wrong: moral, immoral and amoral (How do we know right from wrong?) What makes something good? The Golden rule Moral dilemma Solving moral dilemmas Stereotype, prejudice and discrimination. Who was Prophet Muhammad Who are Muslims? Are all Muslims the same? Branches of Islam. The Five Pillars of Islam. Muslim Holy Book: The Qur’an. Muslim place of worship: The Mosque. Muslim worship Pilgrimage in Islam. Fasting in Islam. What is Sikhism and who are the Sikhs? Sikh symbol and its meaning. Guru Nanak The Later Gurus. The Khalsa. Amrit Pahul ceremony. The Five ‘Ks’. The Guru Granth Sahib. The Sikhs and the Guru Granth Sahib. Sikh place of worship: Gurdwara. Assessment Ongoing teacher and peer assessment. Ongoing teacher and peer assessment. End of unit assessment. Ongoing teacher and peer assessment. Ongoing teacher and peer assessment. End of unit assessment. Ongoing teacher and peer assessment. Ongoing teacher and peer assessment. End of unit assessment.
Y8 PIR / LED Lamp PHASE 1 1.1 The Brief / Analysis of the Brief 1.2 Target Market Group or TMG (ie: who is your client?) 1.3 Product Analysis using ACCESS FM ( 3 page in total: 1 page analysis of the Top, Middle and Bottom of market – use the template used on the Project PPT) 1.4 Ergonomics & Anthropometrics (As related to your TMG) 1.5 Materials Research (Inc. unique electronic components) 1.6 Specification using ACCESS FM PHASE 2 2.1 Initial – annotated Sketches PHASE 3 3.1 Develop Ideas – Annotated Sketches 3.2 Develop Ideas – Modelling PHASE 4 4.1 Technical Drawing 4.2 Presentation Drawing and/or 4.3 3D Modelling/ Inventor/Sketch up etc PHASE 5 5.1 Works Schedule /Parts List 5.2 PRODUCTION 5.3 Evaluation against Specification ACCESS FM 5.4 Photos of Design
Y8 Assessment Summary for Parents 2017-8 Date Topic/Task Type of Assessment Assessment 1 Sept - Dec Speech (10%) Mood & atmosphere extract (10%) (20% of whole year assessment) Formal assessment Skills practice assessment Assessment 2 Jan - March Review of novel (10%) Poetry analysis (15%) Leaflet (5%) (30% of whole year assessment) Formal assessment Skills practice assessment Skills practice assessment Summative Assessment April - July Speech (20%) Non-fiction comprehension (30%) (50% of whole year assessment) Examination Examination nb: timings are subject to variation if the class is split between two teacher
5-10 Solar Car Challenge Solar Car Challenge Detail (knowledge & understanding): Energy transfer Solar energy Renewable energy OneNote: Y8 Science 2018 Teacher Space Physics Physics 1-4 EdPerfect BBC BiteSize Assessment (Week 4): Solar Car Challenge Booklet Challenges 1-6 & SIS Validation Test 11 Biology Respiration & Body Systems Research Task Term 2: BIOLOGY
Year 8 Biological Science Content Descriptors: Cells are the basic units of living things; they have specialised structures and functions Multi-cellular organisms contain systems of organs carrying out specialised functions that enable them to survive and reproduce Wk Skills, Concepts & Content Resources Assessment 1 Model Cells Plant Cells (model cells task) Animal Cells (model cells task) Specialised Cells (model cells task) Microscopes: Observe onion cell OneNote: Y8 Science 2018 Teacher Space Biology Cell EdPerfect BBC BiteSize 2-5 “How are the systems of the Human Body adapted to allow respiration to happen in every cell?” – Mini Lesson PBL Task Detail: Respiration Respiration equation Digestive System Role of Enzymes in Chemical Digestion Respiratory System Cardiovascular System Urinary System OneNote: Y8 Science 2018 Teacher Space Biology Biology – PBL Challenge EdPerfect BBC BiteSize Assessment (Week 5): “How are the systems of the Human Body adapted to allow respiration to happen in every cell?” – Mini Lesson PBL Task & Validation Test 6 Revision Term 1 Revision: Physics - Energy Term 2 Revision: Biology – Cells & Systems OneNote: Y8 Science 2018 Teacher Space Physics OneNote: Y8 Science 2018 Teacher Space Biology
EdPerfect BBC BiteSize 7 Exams Exam Exam Semester 1 Exam (Physics, Biology & SIS) 8-9 Reproduction distinguishing between asexual and sexual reproduction comparing reproductive systems of organisms OneNote: Y8 Science 2018 Teacher Space EdPerfect BBC BiteSize
IRENE MCCORMACK CATHOLIC COLLEGE YEAR 8 FOOD TECHNOLOGY – F/IT OUTLINE 2018 – SEMESTER COURSE TERM/WEEK INTRODUCE ASSESSMENT WEIGHTINGS % DUE DATE T1 Design Healthy Muffin 25 T1 W7 T2 Practical 20 T1 W10 T2 Practical 20 T2 W4 T3 Healthy Breakfast 25 T2 W8 Self-management 10 Total 100%
Content Checklist Topic Area Learner Must Know Red Amber Green Causes of World War One Militarism (Navy and Army) Alliances (Triple Entente and Triple Alliance) Imperialism Nationalism Trenches Features of a trench Conditions in trenches Problems faced by soldiers. Weapons Description of the weapon and its problems Rifles Artillery Gas Machine Guns Grenade The Battle of the Somme The events of the Battle Causes for its failure The role of General Haig Exam skills Source analysis Inference Differences Balanced argument Explain with “because” statements Use of key vocabulary.
Preparation for written assessment: categorising vocab / tenses WRITTEN ASSESSMENT: responding to stimulus (some vocab provided but no draft done in advance) 100 Module 4: Aux magasins: STORYLINE activity: creating a shop (6x100 approx) Timings Les magasins: what shops are in the street / products /opening time: Partitive article / 24h clock 200 Le commerçant / la commerçante: Describe your shop worker: Revise physical and personality descriptions /using past, present and future tenses 100 La publicité pour le magasin: Understanding and producing an advert for your shop / using the imperative 100 Les conversations au magasin: Understand and create a dialogue between shop keeper and customer READING ASSESSMENT 100 Les directions en ville: Finding the way to your shop in town /Directions vocab / revise imperatives 100 Module 5: Les Vacances (Studio 3 module 4) 10x 100 approx Timings 1.Question de vacances: Say what you normally do / where you go / types of places and activities. Present tense 100 2. Mes vacances idéales: Describe your ideal holiday saying what you would visit and do / Conditional: je voudrais + infinitive **j’aimerais 100 3. Bordeaux: et region: Be able to understand some key information about Bordeaux and region as a tourist destination 100 4. On prépare une visite: Plan a one week illustrated itinerary to Bordeaux / Future ‘aller’+ infinitive **simple future 100
Year 9 Subject: Geography Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Topic Risky World Who to be a bilionaire Ecosystems Who wants to live forever Geography of Conflict Summary of Content The spatial pattern and the influence of place on risk. The causes, impacts and responses to tectonic and atmospheric processes and how the effects vary according to a variety of location factors. Describe and explain changing human processes through a study of inequalities in the global distribution of wealth in the era of modern globalisation. After mapping where the very wealthiest people live, students will ask why people in some countries are gaining wealth faster than others. Developing awareness of a range of ecosystems and processes including, interactions between human needs, such as resource extraction and energy use and physical processes such as the nutrient cycle and climate patterns. Students will investigate a variety of ecosystems and how they are adapted to the specific climate. Through studying population change globally and at a national scale they will identify the issues surrounding different types of population. They will look at both ageing and youthful populations. Examine the extent to which conflict can influence, and be influenced by, geography. Through the study of historical and contemporary conflicts on a range of scales, develop an awareness of the causes and impacts of conflict, and of the interconnectedness that results in links between conflict and their own lives. An investigation into the contemporary issue of the plight and management of refugees. Assessment Test using resources and applying knowledge Trial Test Trial Decision Making Trial
Assembly 1 (8.45-9.35) 2 (9.35-10.25) 3 (10.45-11.35) 4 (11.35-12.25) 5 (1.10-2.00) 6 (2.00-2.50) 9 Bronte A All Led by JLS / DH Bradford University Importance of Skipton Building Society Careers awareness & use of Y&H website Skipton Building Society Employability skills Gill Arnold JP Inspirational speaker Michelle Hunter-Fee (West Yorkshire Careers) Market Information West Yorkshire Careers Advanced Manufacturing Game Future Jobs Resources 9 Hockney B West Yorkshire Careers Advanced Manufacturing Board Game Future Jobs Resources Bradford University Importance of Skipton Building Society Careers awareness & use of Y&H website Skipton Building Society Employability skills Gill Arnold JP Inspirational speaker Michelle Hunter-Fee (West Yorkshire Careers) Local Market Information 9 Salt C Michelle Hunter-Fee (West Yorkshire Careers) Local Market Information West Yorkshire Careers Advanced Manufacturing Board Game Future Jobs Resources Bradford University Importance of GCSEs Skipton Building Society Careers awareness & use of Y&H website Skipton Building Society Employability skills Gill Arnold JP Inspirational speaker 9 Bronte D Adeeba Malik CBE Inspirational speaker Michelle Hunter-Fee (West Yorkshire Careers) Local Market Information West Yorkshire Careers Advanced Manufacturing Board Game Future Jobs Resources Bradford University Importance of GCSEs Skipton Building Society Careers awareness & use of Y&H website Skipton Building Society Employability skills 9 Hockney E Skipton Building Society Employability skills Adeeba Malik CBE Inspirational speaker Michelle Hunter-Fee (West Yorkshire Careers) Local Market Information West Yorkshire Careers Advanced Manufacturing Board Game Future Jobs Resources Bradford University Importance of GCSEs Skipton Building Society Careers awareness & use of Y&H website 9 Salt F Skipton Building Society Careers awareness & use of Y&H website Skipton Building Society Employability skills Adeeba Malik CBE Inspirational speaker Michelle Hunter-Fee (West Yorkshire Careers) Local Market Information West Yorkshire Careers Advanced Manufacturing Board Game Future Jobs Resources Bradford University Importance of GCSEs
Rainhill HigH SCHOOL media arts college Year 9 BTEC First Information and creative technology Half-term 1 This half term I will learn: the uses of spreadsheets and the features available in spreadsheet software packages. how to design a spreadsheet. Half-termly assessments will be: Spreadsheet model will be assessed against course BTEC criteria. Key Terms I will learn this half term are: Accuracy Data Data Sets Formatting Model Modelling Productivity Recalculation Usability Learning Outcomes Homework Week 1 & 2 – I will be able to: demonstrate an understanding of why spreadsheets are used in the real world. improve productivity and accuracy support decision making (e.g. scenario modelling, goal seek, regression and data mining) present information analyse data perform calculations manipulate large datasets demonstrate an understanding of where spreadsheets are used in the real world. cost modelling analysis of data tracking progress and recording results creating timetables and results stock control Revise for “What is a spreadsheet?” assessment at the end of week two. Research which professions use spreadsheets and identify common uses for spreadsheets. Create a simple poster to explain this information. Week 3 & 4 – I will be able to:
YEAR 5 and YEAR 6 CURRICULUM OVERVIEW. YEAR 5/6 AUTUMN A AUTUMN B SPRING A SPRING B SUMMER A SUMMER B YEAR A and Legends (History) The Ancient Greeks. Going Global (DT/Geography) Cooking Techniques (Link to Shelfield) To prepare and cook savoury dishes and understand seasonality. To understand trade links and the distribution of food. Time Tunnel (History) The stone age to the iron age. We are architects. (Art) To about architects and designers. Local architects/buildings. Playgrounds (DT) Understand, explore and use mechanical systems. Further afield. (History) Mayan civilisation. YEAR B Making the news (History) The Roman Empire and its’ impact on Britain. Weather and Climate (Geography) Identifying the positions on the earth, such as longitude, latitude and equator. To understand climate zones. Take it outside. (Art/DT) Sculpture to build structures and to use sketch books to record observations. The Holiday Show. (Geography) Geographical skills and fieldwork. To use maps, atlases, globes and digital/computer mapping. Recycle, reuse and reinvent. (DT) To select from and use a wide range of materials (textiles) and to investigate and analyse a range of existing products. Here, Now, There and Then. (History) Extending chronological knowledge beyond 1066. The changing of monarchs.
Computing Y9 Assessment Summary 2017-2019 Teaching Section 2 – 4 of t Edexcel Computer Science (9-1) Date Topic / Task Type of Assessment Assessment One Sept 5th – Dec 5th Section 4 – Computer Hardware In class exam style assessment (Revision and exam practice for the Y9 Exam) 33% of Assessment 1 Exam - Marked in class and given a Standard / GCSE Grade. Pupils set DIRT targets for revision. Section 4 – Computer Software Research project on computer software 33% of Assessment 1 Formal - Marked and given a Standard / GCSE Grade. 2 bullets and DIRT carried out Section 4 – Computer Logic In class exam style assessment including questions from Hardware and Software (Revision and exam practice for the Y9 Exam) 33% of Assessment 1 (10% 0f Summative) Exam - Marked in class and given a Standard / GCSE Grade. Pupils set DIRT targets for revision. Date Topic / Task Type of Assessment Assessment Two Dec 6th – March 6th Section 3 – Data Binary numbers In class exam style assessment 33% of Assessment 2 Exam - Marked in class and given a Standard / GCSE Grade. Pupils set DIRT targets for revision. Section 3 – Data storage and representation Research project on storage and compression 33% of Assessment 2 Formal - Marked and given a Standard / GCSE Grade. 2 bullets and DIRT carried out Section 3 – Databases and Encryption Practical task and in class exam questions 33% of Assessment 2 (all above form 10% of Summative) Formal - Marked and a Standard / GCSE Grade. 2 bullets and DIRT carried out Date Topic / Task Type of Assessment Summative Assessment March 7th – 16th July Section 2 – Communication and the Internet In class exam style assessment (10% of Summative) Formal - Marked and given a Standard / GCSE Grade. 2 bullets and DIRT carried out Programming tasks Self-assessed and peer reviewed Year 9 Formal end of year Exam This makes up 70% of the summative grade Formal Assessment. Marked and given the appropriate Standard / GCSE Grade. 2 bullet marking and pupils will DIRT this. The final summative grade comprises of 70% Year 9 exam and 30% assessed work.
9. (DL) Ser vs Estar. Choose the right option for each sentence. a) Mi madre es/está alta y guapa. b) Esta hamburguesa es/está horrible. c) Estoy/soy en el centro de Cambridge. d) Tú de España. e) Los profesores son/están furiosos. a) Soy/estoy una persona muy organizada. b) El café es/está frío. c) Son/están las cuatro y media. d) El libro es/está en la mesa. e) Mi padre es/está amable. 10. (DL) Por vs Para. Choose the right option for each sentence. a) El baño pequeño es por/para los niños. b) Laura estudia por/para ser profesora. c) España es famosa por/para sus monumentos. d) No voy al insti por/para estar enfermo. e) Por/para mí, la vida es maravillosa. a) Voy de compras por/para la b) El café más grande es por/para mí. c) Reciclamos por/para ayudar la naturaleza. d) Por/para ganar dinero, necesitas estudiar. e) Lo compro por/para 20 euros. 30 key to have to have to (must) to be to want to to give to visit to be able to (can) to eat to go to to believe to know to do / make to read to play to work to see / watch to think to listen to help to find to ask to buy to learn to live to speak to arrive to write to come to go out 20 key adjectives great (several) good fun bad pretty silly ugly boring awful interesting new cool old tired big happy small sad easy hard 30 high-frequency words
sometimes cause conflict name-calling can be bullying behaviours culture other than my own RE 1. What differences are there in accounts given by Luke and Matthew? 2. Which stories have developed from the ‘real’ Christmas story? 3. What happens during Advent? 4. How do Christmas traditions vary around the world? 5. What is Epiphany? How is Epiphany celebrated around the world? 6. What story or play can we create based on traditional Christmas themes? Computing Lego robotics – See STEM breadth of study Lego robotics – See STEM breadth of study Lego robotics – See STEM breadth of study Lego robotics – See STEM breadth of study Lego robotics – See STEM breadth of study Lego robotics – See STEM breadth of study Lego robotics – See STEM breadth of study Science What is in our system? Locate main planets, moons and stars and distinguish between different celestial bodies How does the move? Experiment – Why and how does our shadow change throughout the day? Why does the moon have different phases? Introduce eclipse What causes day and why do we have time differences? Why do we have seasons and why are they different around the world? Planet research presentation project PE Gymnastics Balance and on mats Gymnastics Balance on apparatus Gymnastics Vaulting/ Pommel Horse Gymnastics Balance beam routines Gymnastics Floor routines (plan a one minutes floor routine) Gymnastics The Hoops Gymnastics Gym competition
Term Autumn 2 Week Week 1 06/11/17 Week 2 13/11/17 Week 3 20/11/17 Week 4 27/11/17 Week 5 04/12/17 Week 6 11/12/17 Week 7 18/12/17 Themed Week Assessment Events Reading LITERACY AND LANGUAGE UNIT 1 READING AND WRITING NON FICTION: Instructions LITERACY AND LANGUAGE UNIT 2 READING FICTION: Bling LITERACY AND LANGUAGE UNIT 2 WRITING FICTION: Bling LITERACY AND LANGUAGE UNIT 2 READING AND WRITING NON FICTION: Recounts LITERACY AND LANGUAGE UNIT 3 READING FICTION: Poetry LITERACY AND LANGUAGE UNIT 3 WRITING FICTION: Poetry Writing Grammar & Punctuation Cohesive devices: adverbials (including punctuating fronted adverbails) Correcting comma splices Punctuating clauses (semicolons) Modal verbs to indicate possibility and necessity Active and passive voice; identifying subject, verb and object. Spelling & H-writing RUTH MISKIN SPELLING SCHEME RUTH MISKIN SPELLING SCHEME Fractions Use common factors to simplify fractions; use common multiples to express fractions in the same denomination. Include fractions 1 Ordering fractions Representing fractions as images Fractions Add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions Multiply simple pairs of proper fractions, writing the answer in its simplest form Divide proper fractions by whole numbers Decimals Read, order and round numbers up to 3 decimal places. Placing decimals on number lines Convert fractions and decimals in tenths and hundredths (0.71 = ) including mixed numbers Geometry – position and direction Read and write in 4 quadrants Reflect, rotate and translate shapes Work out missing Geometry- properties of shapes Angles of lines, triangles and quadrilaterals. Working our missing angles Geometry- properties of shapes Drawing 2D and 3D shapes accurately using a protractor Lines of symmetry and diagonals of quadrilaterals History Prehistory Timelines Look at overall prehistory timeline and how it fits together Prehistory Defining prehistory Sequencing prehistoric events Prehistoric Britain The Stone Age: Palaeolithic and Neolithic periods Life and farming in Neolithic Britain Case study: Skara Brae. Where is it? The Bronze Age Emergence of religion Technology and travel Case study: Stonehenge. The Iron Age Tribal Kingdoms Art and culture in Iron Age Britain Famring in Iron Age Britain Review and Assessment Chronology of Britain from Prehistory to the Iron Age.
Science What is in our solar system? Locate main planets, moons and stars and distinguish between different celestial bodies How does the Earth move? Experiment – Why and how does our shadow change throughout the day? Why does the moon have different phases? Introduce eclipse What causes day and night why do we have time differences? Why do we have seasons and why are they different around the world? Planet research presentation project PE Gymnastics Balance and rolls on mats Gymnastics Balance on apparatus Gymnastics Vaulting Gymnastics Balance beam routines Gymnastics Floor routines Gymnastics The Gymnastics Gym competition
Drop Off: the application from the City’s Website (), fill it out and drop it off at the City Council office, located at 107 N. Nevada Ave., Suite 300 Interviews will be held on Monday, November 5, 2018 from 3:30-5:30 p.m. at City Hall, 107 N. Nevada Avenue, Suite 300. A mandatory training session for the selected youth liaisons will be held on Tuesday, December 4, 2018 from 3:30-4:30 p.m. at City Hall, 107 N. Nevada Avenue, Suite 200 (Pikes Peak Conference Room). Youth liaisons must bring their signed parental to the training session. Any questions can be directed to Jacquelyn Puett, Assistant to Council, at 719-385-5453 or . For more information on the City’s Boards and Commissions visit
to inform students and shall make acceptable arrangements for those who cannot attend at the new time location. Favouritism Faculty and students have an obligation to make opportunities to participate in academic life and to acquire resources known to all eligible students. Faculty has an obligation to assure that all students have opportunity to participate in class discussion. Faculty is on occasion and often with little or no advance notice asked to recommend students for particular tasks or projects. Students who are known to the faculty member to have skills matching the task will often be recommended. Whenever possible, these opportunities should be open to application by all who wish to apply to avoid the appearance of favouritism. Advising Relationships Students have the right to timely, accurate and respectful advising. Students can request a change of advisor at any time for any reason. Meetings should take place in locations that are mutually agreeable to both the faculty member and student. Students and faculty are jointly obligated to clarify expectations and responsibilities in the advising relationship and to hold one another accountable for commitments made in that relationship. Procedural Guidelines An individual who believes these policies have been contravened should bring this complaint to the attention of their immediate supervisor; Course Director; or Residency Site Director. Notwithstanding, individuals have the right to utilize preferentially the policies of the University of British Columbia with respect to procedures in the case of conflict of interest or sexual harassment. If bringing the complaint as outlined does not resolve the matter, the complaint may be directed to the Head of the UBC Department of Family Practice. In a context of strict confidentiality, the complainant and Department Head will review the episode and discuss alternative courses of action. It is expected that supervisors, course directors and Residency Site Directors will deal promptly and responsibly with complaints. Carol P. Herbert, Professor and Head UBC Department of Family Practice Policy Statement Passed by Department 1, 1995 Acknowledgement: The earlier work of Alison Tom and Tom Sark in the Faculty of Education is very much appreciated COMPLAINT MANAGEMENT SYSTEM WHERE CAN POSTGRADUATE STUDENTS GO TO DEAL WITH COMPLAINTS? 1. Your Preceptor 2. The Program Director 3. The Department Head 4. PAR BC 5. Associate Dean, Postgraduate Education 6. Associate Dean, Equity 7. College of Physicians and Surgeons of B.C.
Postion Runner Handicap Time Actual Time 1 Tracey Hector – Guest 36.48 36.48 2 Will Hargreaves - Guest 37.21 25.51 3 Steve Curd – Handicap Winner 37.43 24.28 4 Danny Kilgannon 37.45 28.00 5 Sarah Harris – Handicap Winner 37.56 25.41 6 Martin Daoud 38.09 22.54 7 Olivia Howe – Fastest Female 38.13 25.13 8 Kylie Goodman 38.14 27.29 9 Mark Kencroft 38.17 21.02 10 Jane Harris 38.23 28.38 11 Nick Vanson 38.28 27.43 12 Stacey McManus 38.34 29.04 13 Andy Price 38.37 23.07 14 Richard Green – Guest 38.40 24.10 15 Wilton Grey 38.42 24.12 16 Simon Turrell 38.58 26.28 17 Sarah Holroyd 38.59 31.29 18 Michael Charles 39.08 24.53 19 Breege Leane 39.10 25.25 20 Rob Brown 39.10 21.55 21 Santosh Rai – Fastest Male 39.10 20.55 22 Sean Hanrahan 39.20 23.50 23 Mark Delahunty 39.24 21.24 24 Patricia Thomas 39.40 26.55 25 Andy Leung 40.22 26.52 26 Jav Sondh 40.28 24.43 27 Carol Jones 40.55 26.55 28 Maceo Charles 42.06 28.06 29 Jacki Hulbert 45.48 45.48
communicate purpose and perspective. In addition, students write a narrative, modeled after studied texts that will include strong characters, appropriate point of view, and effective word choice. Big Idea: At times, authors use or alter history as a basis for their writing. As readers, it is important to think critically about a text, understanding the meaning/message of the text is based on the writer’s interpretation of what occurred. How can historical events inspire people to take action to improve world? How does the setting of a story affect the character’s choices? sensory language to capture the action and convey experiences and events. Unit 4: Choices That Reflect Conscious Decision Making 3-4 weeks State Standards: Description: Students read Nothing but the Truth and various selections from Collections, such as “Life at Home in the 21st Century”, “Teenagers and New Technology”, “The Educated Consumer”, “Virtual Reality”, etc. Students will analyze how themes or central ideas are developed over the course of a text and the structure an author uses to organize a text. Students will also be analyzing how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. Big Idea: Authors make conscious decisions about what to include in their presentation of information in order to express their unique interpretation of the facts. As readers, it is necessary to actively engage with texts by critically analyzing the ways in which various ideas and evidence are presented. How do we make choices that reflect conscious decision making? What is the impact of the choices we make? How does an author shape his or her writing to emphasize different interpretations of facts? How does an author create an effective argument to support his or her central ideas? Analysis Essay – Students will compose an essay to compare and contrast how two or more authors addressing the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. Students will describe the central ideas of each text as well as the evidence presented by the writers to support their ideas. Details from each text will support student responses.
Box Hill High School Box Hill Senior Secondary College Brentwood Secondary College Camberwell High School Canterbury Girls Secondary College Croydon Community School Doncaster Secondary College East Doncaster Secondary College Fairhills High School Glen Waverley Secondary College Kew High School Koonung Secondary College Mooroolbark College Mount Waverley Secondary College Norwood Secondary College Ringwood Secondary College Sherbrooke Community School Templestowe College Vermont Secondary College Wanganui Park Secondary College Wantirna College Special/Specialist Schools Ashwood School Aurora School Belmore School Belvoir Wodonga Special Developmental School Bulleen Heights School Burwood East Special Developmental School Cobram and District Specialist School Croydon Special Developmental School Eastern Ranges School Glenallen School Heatherwood School Monash Special Developmental School Vermont South Special School Verney Road School Wangaratta District Special School Yarra Ranges Special Developmental School
Preston High School (New 2019) Pyramid Hill College+ Red Cliffs Secondary College+ Reservoir High School Richmond High School (New 2018) Robinvale P-12 College+ Rochester Secondary College+ Roxburgh College* Rushworth P-12 College+ St Helena Secondary College*#+ Sunbury College+ Sunbury Secondary College+ Swan Hill College+ Sydney Road Community School The Lakes South Morang P-9 School Thomastown Secondary College Thornbury High School Tyrrell College+ Viewbank College* Wedderburn College+ Weeroona College Bendigo#+ Werrimull P-12 School+ Whittlesea Secondary College+ William Ruthven Secondary College Wycheproof P-12 College+ Special and schools Bendigo Special Developmental School Broadmeadows Special Developmental School Coburg Special Developmental School Concord School Croxton Special School Diamond Valley Special Developmental School Echuca Specialist School Glenroy Specialist School Hume Valley School Jacana School for Autism Kalianna Special School Merriang Special Developmental School Mildura Specialist School Northern School for Autism Sunbury and Macedon Ranges Specialist School Swan Hill Specialist School Waratah Special Developmental School NOTES *This school has an enrolment ceiling which limits the number of students who can gain entry. #These schools have an approved restricted zone. The nearest neighbourhood school policy may not apply to some addresses. +Enquiries about bus transport should be directed to the principal and will be considered in accordance with Department of Education and Training policy regarding eligibility. @Due to changes in demographics and increased enrolment pressures, students with older siblings currently at these schools who reside outside the neighbourhood zone may not automatically gain entry.
Stuttering: Foundations and Clinical Applications, 2/e is considered the most comprehensive, complete presentation of the science and treatment of stuttering available in a single text—how stuttering is explained, and how stuttering is treated. The text is unique in its coverage of the stuttering population, its in-depth look at stuttering therapy at various ages, and its original approach that invites students to offer critical appraisals of differing theoretical viewpoints. The new Second Edition: Has been revamped editorially to ensure ease of readability; Highlights sections with the latest scientific knowledge of stuttering regarding incidence and prevalence, onset natural recovery, and genetics; Includes completely revised sections on brain anatomy and physiology, motor aspects, and cluttering; and Updates the material with new case studies, tables and figures, and a new outline format for treatment procedures. Previous Editions Stuttering: Foundations and Clinical Applications Yairi & Seery ISBN-10: 0131573101 • ISBN-13: 9780131573109 ©2011 • Cloth, 496 pp • Instock Suggested retail price: $158.00 • Net price: $118.50? | Stuttering: Foundations and Clinical Applications Yairi & Seery ISBN-10: 0131573101 • ISBN-13: 9780131573109 ©2011 • Cloth, 496 pp • Instock Suggested retail price: $158.00 • Net price: $118.50? | Features
Customer Requirement Metric Target Basis Verification Yakima Product should have no mechanical or structural failures for 5 years of moderate use Product life Theoretical life of 5 years. Yakima warranty standards Testing Disposal: Customer Requirement Metric Target Verification Yakima Use only recyclable plastics Plastic recyclability 100% recyclable Yakima recyclability standard Customer definition and or standards Maintenance: Customer Requirement Metric Target Basis Verification Yakima Non-water soluble lubricant on moving metal parts Lubricant type Use only non-water lubricant Chemical composition and lubricant manufacturer specs Test Lubricant for non-water solubility Yakima Plastic parts to be cleaned with soft cloth and mild detergent Plastic type Use only plastics that can be cleaned with cloth and mild detergent Customer definition Test plastic for cleaning Performance: Customer Requirement Metric Target Verification Yakima Ease of use Loading time Load and lock bike or boat in less than 5 minutes Customer definition and physical test Testing Yakima Low reach distance Distance from ground to loading rack 36 inches from ground to rack in loading position Height of 2011 Subaru Outback(64 inches) Testing Yakima Should be easily fitted to standard rack systems Modular design No removal of base rack system Customer definition Testing
Yakima No rattling when loaded or unloaded Noise or chatter during loading and unloading process No audible sound to loader Customer defined Testing Safety: Customer Requirement Metric Target Basis Verification Yakima No edges/corners Number of sharp corners or edges Zero Customer Requirement Inspection Yakima No pinch points Number of pinch points Zero Customer Requirement Inspection Timeline: Customer Requirement Metric Target Verification PSU PDS Report Completed Report January 30, 2012 Course requirements Good Grade PSU Progress Report Completed Report March 12, 2012 Course requirements Good Grade PSU Final Design Report Completed Report June, 2012 Course requirements Good Grade Yakima Product Timely Completion June 1, 2012 Customer Customer is Satisfied Company Constraints and Procedures: Customer Requirement Metric Target Basis Verification Yakima Keep product inherently safe N/A Consider pinch points and potential user “misuse”. Yakima Requirement Inspection Cost of production per part: Customer Requirement Metric Target Basis Verification Yakima Low retail price Dollars $1000 maximum Customer feedback Study of price in market Environment: Customer Requirement Metric Target Basis Verification Yakima Operates in a harsh wet environment of Resistance to rust and corrosion 5 Group decision Study of standards
Relevant historic surveys and drawings assembled Approval of proposed schematic design, floor plan, and elevation for all structures and gardens Botanical signage for education underway Therapeutic gardening programme now being developed with NY Hospital Upper story has been cleared and cleaned to reveal structure Study underway of moisture text and water infiltration and plan to divert water to prevent further rot/termite infestation Inventory of artefacts complete Initial archival research carried out at National Archives Timeline of the property's evolution and residents complete Major work to be carried out includes the following: New roofing for all structures Renewal of water supply Rainwater harvesting/purification Limited structural repairs Comprehensive joinery repairs to windows, doors, panelling, shutters, and flooring Reorganization of service rooms, bathrooms, kitchens, staff accommodation New electrical, mechanical, and security systems Establishment of solar and passive cooling Implementation of approved landscape design Development of internships for preparation of business/management plan, conservation team for structural surveys, paint analysis, traditional skills training, archaeology, landscape, historic building assessment, curatorial/educational team Development of environmental designs Production of budgets/schedule Conduct archaeology surveys Commencement of implementation of Phase I of the landscape design so that part of the landscape has time to mature while buildings are restored. This allows for a finished landscape, and illustrates how funds are put to good use. Development of budget with quantity surveyors Completion of construction and engineering drawings Submission of plans for approval and permitting LEED submission Preparation of project bid documents, conservation specification, and construction drawings for bids Implementation of design in phases for completion by January 2020 World Monuments Watch An endorsement of this calibre places the Islands on the international stage of excellence, thereby allowing Government House access to the best in their fields of expertise, and the opportunity for productive collaboration. Her Majesty, Queen Elizabeth II has expressed her support for the project, and the Royal Household has offered their assistance in the initiative as well. His Royal Highness, Prince Henry of Wales graciously visited Government House on 21 November 2016, and officially launched the Government House Restoration Initiative with the Governor General. The Governor General plans to invite a senior member
FIRSTNAME LASTNAME 123 Address St | New Haven, Connecticut 06511 | (555) 555-5555 | jane.bulldog@yale.edu EDUCATION Yale University, New Haven, CT Expected Graduation 20XX BA/BS in XX Relevant Coursework: (optional) Awards: (optional) High School Name, City, State Graduation Year GPA: XX (optional) Awards: (optional) EXPERIENCE IN DATA ANALYSIS AND PROJECT MANAGEMENT Employer, Your Title, City, State Dates Employer, City, State Dates Job Title (dates) Job Title (dates) Employer, Your Title, City, State Dates EXPERIENCE IN EDUCATION AND STUDENT ENGAGEMENT Yale Student Organization, Your Title, City, State Dates Yale Department, Your Title, City, State Dates Non-Profit Organization, Your Title, City, State Dates COMPUTER SKILLS AND LANGUAGES
Basic People, Places and Things in Roman History: 753 B.C. – 201 B.C. (courtesy of Adam Williams and Howard Chang) The following list is provided as a starting point for the study of Roman History and is in no way inclusive. Students on the Novice Level can expect to do well if they learn the stories associated with the items on this list. Students on the Intermediate Level and above should ensure that they are well acquainted with the items on this list, but are stronglyencouraged to fill in the gaps as thoroughly as possible using the sources provided in the syllabus: 7 Hills of Rome Aegates Islands Aequi Alba Longa Amulius Ancus Marcius Appius Claudius Caecus/Censor Appius Claudius Decemvir Ausculum Beneventum Brennus C. Duilius C. Flaminius Camillus Cannae Carthage Caudine Forks Cincinnatus Cloelia Collatinus Coriolanus Corsica Decius Mus Drepanum Ebro River Etruria/Etruscans Fabricius Faustulus Gauls/Senones Hamilcar Hannibal Hasdrubal Heraclea Horatii & Curiatii Horatius Cocles L. Junius Brutus Lake Regillus Lake Trasimene Lars Porsenna Lex Licinia-Sextia Lutatius Catulus M. Claudius Marcellus M. Furius Camillus M. Junius Brutus M. Manlius Mamertines Messana/Straits of Messana Metaurus River Mt. Algidus Mucius Scaevola Mylae Numa Pompilius Numitor P. Claudius Pulcher P. Cornelius Scipio Africanus Pyrrhus Q. Fabius Maximus Cunctator Q. Hortensius (dictator)/ Lex Hortensia Regulus Remus Rhea Silvia Romulus Saguntum Samnites Sardinia Sentinum Servius Tullius Syphax Syracuse Tanaquil Tarentum Tarpeia Tarquinius Priscus Tarquinius Superbus Teuta Titus Tatius Tullia Tullus Hostilius Veii Verginia Verginius Volsci Xanthippus Zama
Calling All Entrepreneurs + Environmentalists! Join YALI Network members for an event on Going Green for Business Entrepreneurs! Are you an entrepreneur at heart? Do you want to reduce the effects of climate change in your community? Starting a green business can be a great way to get involved. By providing products or services that help reduce climate change, you can have a positive impact in your community and the world. Come join the discussion about entrepreneurship and green business, and get started on your journey! Event Details Host: Date: Time: Location: Please register by Emailing me [insert address] with your name, phone number and email address, Contacting me on WhatsApp [insert phone number] or Registering for my event on the YALI face2face Facebook group page [insert event url] Join us and take action to stop the effects of climate change in your community!
Show them: If you could develop the ultimate future phone, what would it look like, and what would it be able to do? Create an A4-sized pamphlet or brochure: Make a drawing or computer-generated image of the new phone; Use colours and different to draw attention; Describe in detail what your phone can do; Persuade the audience to buy your phone; The sky is the limit! Be creative and have fun with it! Student Handout: Broken - Doda Smith I’m gasping for air, My legs have gone numb. My fingers are twitching Please help me someone. My stomach’s all hollow. I’m feeling uneasy. I’m starting to panic.
Tender loving care Whatever Message list for text and chat lingo 2DAY Today 2MORO Tomorrow 2NITE Tonight 4EAE For ever and ever ADN Any day now AFAIK As far as I know AFK Away from keyboard ATM At the moment BC Because B4 Before BF/GF Boyfriend / Girlfriend BFF Best Friends Forever B4N Bye for now BCNU Be Seeing You BOL Be on later BRB Be right back BTW By the way DBEYR Don’t Believe Everything You Read DC Don’t Care DM Direct message F2F/FTF Face to face FB Facebook FUD Fear, Uncertainty, and Disinformation FWIW For what it’s worth FYEO For your eyes only FYI For your information GLHF Good luck, have fun GR8 Great GTG Good to Go or G2G got to go HAK Hugs and kisses HAND Have a nice day IDK I don’t know IIRC If I remember correctly IKR I know, right? ILY / ILU I love you IMHO In my honest opinion / In my humble opinion IMO In my opinion IRL In Real Life ISO In Search Of IU2U It’s up to you IYKWIM If you know what I mean J/K Just kidding J4F Just for fun JIC Just in case JSYK Just so you know K or KK Okay L8R Later LMK Let me know LOL Laughing out loud LYLAS Love You Like A Sister MHOTY My Hat’s Off To You MSM Mainstream media NAGI Not a good idea NIMBY Not In My Back Yard NM Never mind NMU Not much, you? NP No problem / Now playing NSFW Not safe for work NSFL Not safe for life NTS Note to self NUB New person to a site or game OH Overheard OIC Oh, I See OMG Oh my God OT Off Topic PAW Parents are watching PLS or PLZ Please POV Point Of View PPL People PROPS Proper Respect and Acknowledgement PTB Please text back
Deze les is gemaakt in opdracht door John Mulders. 13 november 2014 Doel De leerlingen kunnen een standpunt innemen in een discussie over mobiele telefoons en deze mondeling verantwoorden in een groep. De leerlingen kunnen de voor- en nadelen van de spelling van text lingo benoemen. De leerlingen kunnen minstens tien text lingo woorden vertalen naar standaard Engels en andersom. De leerlingen kunnen het gedicht aan het begin van deze les - dat veel text lingo woorden bevat - vertalen (80 %). De leerlingen kunnen een traditioneel gedicht vertalen naar text lingo. De leerlingen kunnen een gedicht schrijven vanuit hun eigen belevingswereld (gerelateerd aan mobiele communicatie en met de beperkingen van hoeveelheid karakters).
Yearbook on Arbitration and Mediation 2015 – 2016 Executive Board Andrew Fillmore Managing Editor Alyssa Looney Managing Editor Steve Worthington Articles Editor Brian Forgue Books & Literature Editor Zachary Burley Comments Editor Alexander Park Foreign Decisional Editor Kelsie Massini Recent Developments Editor Shohin Hodizoda-Vance Admissions & Research Editor Benjamin Colburn Senior Editors Nathaniel Conti Janene Kelsey Mansell Marcus Shand Ryan Thomas Associate Editors Nicolette Chasse Susanna Chehata Faith Chorpenning Christina Gallagher Radu Giosan William Halkias Camille Hart Kayla Kelly-Slatten Stephanie Lappel Matt Maragulia Shari Maynard Caroline Myrdek Lauren Picciallo Lindsay Simonson Tracey Timlin Jon Vaitl With Gratitude to Professor Thomas Carrbonneau Faculty Advisor Professor Nancy Welsh Faculty Advisor
The person in the mirror: using the enfacement illusion to investigate the experiential structure of self-identification Ana Tajadura-Jiménez*a, Matthew R. Longob, Rosie Colemana & Manos Tsakiris*a a Department of Psychology, Holloway, University of London, Egham, Surrey, TW20 0EX, UK b Department of Psychological Sciences, Birkbeck, University of London, Malet Street, London, WC1E 7HX, UK Published as: Tajadura-Jiménez A, MR, Coleman R, Tsakiris M. (2012) The person in the mirror: Using the enfacement illusion to investigate the experiential structure of Conscious Cogn. 21(4):1725-38 *To whom correspondence should be addressed: Dr Ana Tajadura-Jiménez, Department of Psychology, Royal Holloway, University of London, Egham, Surrey, TW20 0EX, UK. Tel. +44(0)1784276551, Fax. +44(0)1784434347, E-mail: or
15 "I felt that I was imitating the other person" .516 .315 .301 .456 16 "I felt that other person was imitating me" .666 .092 .186 .487 17 "I felt that I blinked when the person blinked" .557 .061 .246 .374 18 "I felt affiliated with the person in the .223 .466 .428 .449 Eigenvalues 8.107 1.708 1.037 % Variance Explained 45.041 9.487 5.762 Note. Factor loadings stronger than 0.5 are in boldface.
Manufacturer Stock-Class – Cameron Martin #8 FZR SVHO 2nd 5th 4th 3rd Yamaha would like to thank the sponsors; Yamaha's Marina Bayside, Sydney Sea-Doo and Kawasaki's Wollongong City Jet Skis for their support, whilst also thanking the volunteers, NSW PWC Club and racers for their time and efforts.