zilongwang/ReadingBank huggingface dataset:
COMPANY PROFILE « COMPANY NAME » « Company logo » Please return to Please fill this form in English. This form will be provided to together with your brochures Your Company Address: Email: Tel: +33 (0) Web: Social networks: Contacts: NAME: Surname: Position: English Speaking? : Yes/No Email: Tel: +33 (0) Mobile: +33 (6) Who we are Our competitive advantages Key figures Turnover 2016 Xxxx Euros Activity xxxx Export Turnover 2016 Xxxx Euros ( x %of the TO) Export countries Nb Employees xx Setting up date xxxx
COMPANY REGISTRATION FOR JOB FAIR – (Please provide the following details): CITY (Participation) Organization Name Address Sector Tourism and Hospitality ( Facilities Management, Hotels, Restaurants, Cruise Liners, Tourism) Contact Person Designation & Dept. Phone Email Hiring Details S. No. Job Positions / Roles Number of Positions Eligibility criteria for Hiring Process for Hiring Category Salary Package on offer Remarks (Provide Job Description) for each of the Job roles for each of the Job roles for each job role Gen / SC / ST / Women / PWD for each of the Job roles (if any) 1 2 3 4 5
Course Project Company List Southwest Airlines Walt Disney Company Nordstrom Ritz-Carlton Lowe’s Home Improvement Amazon.com Apple FedEx USAA Marriott Google Newegg Toyota Publix Super Markets Starbucks Trader Joe’s Enterprise Rent-a-Car Dell Lexus Wegmans Food Markets Scottrade Drury Inn & Suites Netflix Costco UPS State Farm Edward Jones Domino’s Pizza
T O P D O C S . C O M . A U TOPDOCS COMPANY REGISTRATION FULL SERVICE ORDER FORM What you are required to do to order your Company: Complete all relevant fields in BLOCK LETTERS Fax this form to Topdocs at (03) 8256 0108 or email to Topdocs at SECTION A (I): PERSON/ADVISER ORDERING DETAILS Name: Signature: Company Name: Postal Address: Date Of Order: / / Your Ref: Phone: ( ) - - Fax: ( ) - - Would you like to order a Company Seal for the Company, for an additional $55? Yes No APPLICATION FOR ABN & TFN Would you like Topdocs to register the Company with the Australian Tax Office for an ABN & TFN? An additional Fee of $99 applies. Yes – complete Section E No SECTION A (II): PAYMENT DETAILS Enclosed is payment for a Company Registration for the sum of: $ Direct Debit* Visa Mastercard Cheque Card Holder Name: Credit Card Number: - - - Expiry Date: / Authorised Card Signature: *To pay by Direct Debit you must have a current Direct Debit agreement with Topdocs. If you would like to arrange for Direct Debit for future purchases please contact Topdocs on 1300 65 92 42 SECTION B: COMPANY DETAILS PREFERRED COMPANY NAME 1: PREFERRED COMPANY NAME 2: PREFERRED COMPANY NAME 3: Is this a Sole Purpose SMSF Trustee Company? Yes No Has the Company name already been reserved with ASIC? Yes No
ESEA TITLE I COMPARABILITY REPORT Detailed School Data Form B2 PART A: Complete the following information. Corporation Name ______________________________________ Number ______________ County ________________ PART B: TITLE I SCHOOL DATA – If more than one sheet is required for providing information on this grade span and size grouping, use another copy of this form and repeat the non-Title I school data. Indicate the grade span the data represent on this sheet. When applicable, indicate the enrollment group the data represent. Grade Span: ______ Enrollment Group: _____ Larger or _____ Smaller Title I Schools (1) Grade Span (2) Students Enrolled (3) Salaries (exclude Longevity) (4) Col. 4 divided By Col. 3 (5) Not Comparable (6) ` PART C: NON-TITLE I/COMPARISON SCHOOL DATA – List the schools included in these data. Calculate the averages for the schools listed. Non-Title I Schools (schools included in the averages) AVERAGES (for schools in this grade span and size grouping) Total Enrolled Total Salaries Average (5A) in Box 5B 90% of Box 5A (5B) Page ____ of ____ Comparability (09/16) INSTRUCTIONS (Form B2) Instructions on this page are general in nature. For more specific details and examples, refer to the Comparability Guidance (09/16). PART A: Provide corporation name, number, and county, etc. PART B: TITLE I SCHOOL DATA
Comparable Training for Licensed Mental Health Professionals Medicare covers mental health services when provided by psychiatrists, psychologists, mental health clinical nurse specialists and clinical social workers. Licensed Professional Counselors (LPCs) and Marriage and Family Therapists (MFTs) are not covered, despite the fact that both groups have education, training and practice rights equivalent to or greater than existing covered providers. Both LPCs and MFTs are licensed for independent practice in all 50 states, and are covered by private sector health plans. Licensed Professional Counselor (LPC) Licensed Clinical Professional Counselor (LCPC) Licensed Associate Marriage & Family Therapist Licensed Marriage & Family Therapist (LMFT) Licensed Social Worker (LSW) Licensed Master Social Worker (LMSW) Licensed Clinical Social Worker (LCSW) Education Master’s or doctoral degree in mental health counseling or a related field (min 60 credits) Master’s or doctoral degree in mental health counseling or a related field (min 60 credits) Master’s or doctoral degree which qualifies for licensure as a marriage and family therapist (min 60 credits) Master’s or doctoral degree which qualifies for licensure as a marriage and family therapist (min 60 credits) Bachelor’s degree Master’s or doctoral degree in social work Master’s or doctoral degree in social work Experience 1,000 hours supervised experience in a graduate program 2,000 hours of post-graduate supervised practice (3,000 hours total) 1,000 hours supervised experience in a graduate program 3,000 hours of supervised experience in marriage and family therapy None for licensure None for licensure 3,000 hours of post-graduate supervised clinical practice Licensure Required Yes Yes Yes Yes Yes Yes Yes National ~120,000 ~55,000 ~200,000 Idaho 1162 887 14 269 1,813 1,326 1,266 Medicare No No No No Yes Yes Yes *Title of licensure varies by state
Alternative methods of sale: auction, private treaty, tender advice on methods of sale to the seller Legislation to be followed at instruction stage Consumer Contracts (Information, Cancellation and Additional Charges) Regulations 2013 Consumer Protection from Unfair Trading Regulations 2008 Part 2 Consumer Rights Act 2015 Money Laundering Regulations 2007 and Proceeds of Crime Act 2002 EPC regulations The market appraisal process: Preparation for the market appraisal Structure of a market appraisal appointment: the nature of the property, client requirements, winning instructions After the market appraisal Correspondence and follow-up Preparing property particulars Consumer Protection from Unfair Trading Regulations 2008 Measurement of land and property Inclusion of energy performance certificate Marketing strategy Marketing properties SWOT AIDA Use of technology and the media Dealing with applicants, Qualification selling The agent’s duties and the procedures to be followed following receipt of instructions Customer contact Working to a marketing plan, marketing updates and price adjustments Selling techniques, methods and approaches Arranging and conducting viewings, Viewing feedback Dealing with and negotiating offers Agreeing a sale Instructing solicitors Progressing sales: Dealing with common problems Chains Surveys Mortgages Leasehold property
Feedback on Writing Style Micro Level – “Word” Issues Spelling error Plural / singular errors Ineffective or incorrect punctuation Inappropriate change in verb tense Poor grammar Omitted words/phrases or duplicate or extra words/phrases Poor word-choice Use subjunctive mood for hypotheticals - Redundant use of words (within a sentence or across sentences) without parallelism Ineffective use of prepositions: Limit prepositions to no more than two between verbs. Preposition at end of sentence: Reserve “stress position” (a sentence’s ending) for more impactful words. Ambiguous pronoun use (e.g., to whom does “it”, “s/he”, or “they” refer?) Use of “prove” or “proof” (reserve those for complete certainty, i.e., mathematical proof) Locating the action - (s/b in the verb) – rather than “being” verbs such as “is” “are” “was” “were” “have” “had”. Avoid nominalizations. Personification Mid Level – “Sentence” Issues Lapse in succinctness (limit sentences to no more than 35 words) (omit the phrase “in order”) See , , Lapse in clarity Lapse in coherence or logic: A non-sequitur occurs when a conclusion does not follow from the premise(s). Awkward phrasing or informal phrasing Ambiguous comparison, ambiguous negation (“not A or B”), or incorrect negation (“all that glitters is not gold”). Subject / verb separation – s/b short or zero. Also, minimize the separation between items being contrasted. Lapse in parallelism - Macro Level – “Paragraph” Issues Ineffective transition between sentences, or paragraphs - Put in the topical position old info that links back to the prior unit of discourse (sentence or paragraph). Put in the stress position new info that you want emphasize to the reader. Also avoid “pseudo transitions” - placing the topical sentence for one paragraph as last sentence in the preceding paragraph. Poor organization at the paragraph level. Each paragraph should begin with a topical sentence. Each subsequent sentence must relate to the topical sentence. Each unit of discourse should make a single point: one idea per sentence, one theme per paragraph. Idea requires additional development, evidence, or context Emphasizes or opinion over , synthesis, or . (Connect; Compare / Contrast; Pros / Cons)
KENDRIYA VIDYALAYA NHPC DHARCHULA(U.K) COMPARATIVE STATEMENT OF QUOTATION RECEIVED Name of Department/. Section for which purchase is to made :…………………………………… Advertisement No. & date/Limited enquiry No. & date ……………………………………………. Last date for receipt of quotation:……………………………………….. Total number of enquiry issued…… number of quotation received…… Name of firms which quotation not received…… Details of quotation received and earnest money received: Quotation No. Name of the firm Date of Quotation Quotation Received on Important terms Of Quotations Quotations valid Valid upto Earnest money Received Remarks regarding rejecting of quotations Sign. of Principal 1 2 3 PART II SN S Article/ work with full description Amount of Quotation No. Remarks Rate s for No. of Copies 1 2 3 1 2 3 Note: Lowest Rates of the firm/service provider have been encircled with Red ink Prepared by: Checked by: Certificate & Recommendation of Purchase Committee “Certified that we the members of the purchase Committee are jointly and individually satisfied that the goods/articles recommended for purchase are of the requisite quality and specification priced at the prevailing market rate and the supplier recommended is reliable and competent to supply the goods/articles in question.” Sign. of Members of Purchasing Committee: PRINCIPAL
Comparative for Isolation and Clean-up Procedure by 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 Solid Phase Extraction over Liquid-Liquid Extraction of Cephalosporin and Carbapenem antibiotics in forensic samples. Jaskaran Singh* M.Sc. Forensic Science Amity University, Noida [jaskaransingh630@gmail.com] Sudhir Shukla M. Sc., Ph.D. Madhulika Sharma M. Sc., Ph.D. SurajKataria B.Sc. Forensic Science Jitendra Kumar M.Sc., Ph.D. 1 for and Clean-up Procedure by Solid 2 Phase Extraction over Liquid-Liquid Extraction of Cephalosporin 3 and Carbapenem antibiotics in forensic samples. 4 Jaskaran Singh*, Sudhir Kumar Shukla, Madhulika Sharma, SurajKataria andJitendra 5 Kumar 6 Amity Institute of Forensic Sciences, Amity University, Noida .U.P. 201313, INDIA 7 8 Abstract 9 Sample preparation is an important step for analytical procedures in forensic labs which 10 include clean-up process, isolation and extraction of desired analytes at trace levels. The 11 present paper describes the application of simple cleanup process, isolation and miniaturized
for of and in 14 The 15 Biological specimens (Gastric lavage, Viscera and Blood) which creates hindrances in 16 identification of target drug. S.P.E. has been used as an effective, environmental friendly, 17 economical and proficient technique in separating drug from forensic biological specimens with 18 high quality of recovery. A comparison is carried out between S.P.E. and conventional 19 L.L.E. for extraction of drug from biological matrices showed that S.P.E. is the better 20 technique for sample extraction and preparation of various biological specimens with trace level 21 of analytes. 22 Keywords: Solid phase extraction (S.P.E.), Liquid-Liquid Extraction (L.L.E.), Cephalosporin 23 and Carbapenem. 24 25 INTRODUCTION 26 The aim of forensic toxicological study is to isolate and clean up different antibiotic drugs in 27 various matrices of biological or non-biological origin to yield desired amount to which 28 spectrophotometric, chromatographic and other instrumental techniques can be applied 29 successfully for determination of analytes. In forensic sciences, sample clean-up process is 30 necessary for eliminating coagulated proteins and large amount of fat molecules for 31 inhibiting the interference with chemical activity of target drug present in matrix. For this it is 32 necessary to simple, precise, economical cleanup process. Since extraction is primary step 33 for chemical analysis, it should be applied in a way that it give high quality yield of 34 analytes in forensic toxicological specimens.Thus Solid Phase Extraction technique is used 35 to extract analyte in trace levels in large number of samples with easy automation which 36 is not available in conventional extraction techniques such as Liquid-Liquid up
Indicator 23n – Standardised premium rates for Education by jurisdiction Health and community services Indicator 23o shows that the average Australian premium rate for the Health and community services industry has fallen by 9 per cent since 2010–11 to be 1.55 per cent of payroll in 2014–15. The largest reduction in premium rate was seen in New South Wales and Queensland (down 18 per cent, each) in 2014–15 compared to the previous year. Victoria was the only jurisdiction to show an increase in premium rate during the current year (up 1 per cent). Indicator 23o – Standardised premium rates for Health and community services by jurisdiction Cultural and recreational services In 2014–15, the Northern Territory, Australian Capital Territory, Queensland, New Wales and Victoria all recorded a reduction in their premium rates, compared to the previous year. The Australian average premium rate was 1.14 per cent of payroll during the current year, which was a 9 per cent reduction compared to 2013–14. New Zealand showed a decrease in premium rate from 0.67 per cent of payroll in 2013–14 to 0.56 per cent of payroll in 2014–15 (a fall of 16 per cent). Indicator 23p – Standardised premium rates for Cultural and recreational services by jurisdiction Personal and other services Indicator 23q shows that there was a 4 per cent fall in the Australian average premium rate in the Personal and other services industry in 2014–15 compared to the previous year. The Australian Government and Victoria were the only jurisdictions that showed increases in premium rates over the same period (up 11 per cent and 3 per cent respectively). All other jurisdictions showed a decrease in their premium rates, with Tasmania and Queensland recording the largest fall (both down 20 per cent). New Zealand recorded 0.74 per cent of payroll in 2014–15. Indicator 23q – Standardised premium for Personal and other services by jurisdiction
Appendix 2 – Jurisdictional contact information Appendix 2 – Table : Jurisdictional contact information Jurisdiction Organisation Contact details New Wales State Insurance Regulatory Authority SafeWork NSW Customer Service Centre 13 10 50 Victoria WorkSafe Victoria Advisory Service 1800 136 089 Queensland Workplace Health and Safety Queensland – Office of Industrial Relations – Queensland Treasury Infoline 1300 362 128 Western Australia WorkCover WA Department of Mines, Industry Regulation and Safety– WorkSafe (08) 9388 5555 1300 307 877 South Australia Return to WorkSA SafeWork SA 13 18 55 1300 365 255 Tasmania WorkSafe Tasmania Helpline 1300 366 322 (inside Tas) (03) 6166 4600 (outside Tas) Northern Territory NT WorkSafe 1800 019 115 Australian Capital Territory Access Canberra WorkSafe ACT within Chief Minister Treasury and Economic Development Directorate (02) 6207 3000 Seafarers Seacare Authority (02) 6275 0070 Australian Government Comcare 1300 366 979 New Zealand Accident Compensation Corporation 64 7 848 7400
Indicator 12b – Work health and safety inspectorate activity by jurisdiction Activity Financial year NSW Vic Qld WA #SA #Tas NT ACT Aus Gov Seacare aTotal Aus NZ Number of active inspectors 2011-12 315 i 240 216 103 93 31 12 23 44 4 1,081 146 2012-13 315 i 261 210 103 93 31 17 22 44 1 1,097 h.135 2013-14 315 i 261 211 103 93 31 17 30 46 0 1,107 160 2014-15 315 i 261 210 103 93 23 25 30 46 2 1,108 181 2015-16 315 i 264 217 93 93 25 26 30 46 2 1,111 181 Number of active inspectors per 10 000 2011–12 1.0 0.9 1.1 1.0 1.3 1.5 1.1 2.0 1.2 5.0 1.1 0.8 employees 2012–13 1.0 1.0 1.1 0.9 1.3 1.5 1.5 1.8 1.1 1.2 1.1 0.7 2013–14 1.0 1.0 1.0 0.9 1.3 1.5 1.4 2.4 1.2 0.0 1.1 0.8 2014–15 1.0 1.0 1.0 0.9 1.3 1.1 2.0 2.3 1.2 1.5 1.0 0.9 2015–16 1.0 1.0 1.0 0.8 1.3 1.2 2.1 2.0 1.2 2.9 1.0 0.9 Number of staff undertaking non- 2011–12 36 u/a 57 j.5 11 0 0 4 28 2 143 12 inspectorate activities 2012–13 35 u/a 71 j.4 11 0 0 4 27 2 154 0 2013–14 0 u/a 81 j.5 12 0 0 4 36 2 140 0 2014–15 0 u/a 86 3 13 0 0 3 41 2 148 0 2015–16 0 u/a 67 3 11 0 0 4 49 2 136 0 u/a – Data unavailable as some jurisdictions do not collect this information. For rest of footnotes, please refer to Appendix 1 – Explanatory Notes.
SHORTAGE OF CLEXANE INJECTION: ALTERNATIVE THERAPEUTIC OPTIONS Comparative table of low molecular weight heparins Licensed indication Enoxaparin (Clexane®) Inhixa (enoxaparin biosimilar)Ω Arovi (enoxaparin biosimilar)¥ Dalteparin (Fragmin®) Tinzaparin (Innohep®) Fondaparinux (Arixtra) Prophylaxis of venous thromboembolic disease in moderate and high risk surgical patients ✔ ✔ ✔ ✔ . ✔ ✔ Dose in moderate and high risk surgical patients Moderate risk (MR): 2000 IU/day; high risk (HR) 4000 IU/day MR: 2500 IU/day; HR 5000 IU/day MR: 3500 IU/day; HR 4500 IU/day 2.5 mg/ day Prophylaxis of venous thromboembolic disease in medical patients with an acute illness and reduced mobility at increased risk of venous thromboembolism (weight based dosing for LMWHs) ✔ ✔ ✔ ✔ ✔ ✔ Treatment of deep vein thrombosis and pulmonary embolism (weight based dosing for LMWHs) ✔ ✔ ✔ ✔ ✔ ✔ Prevention of thrombus formation in extra corporeal circulation during haemodialysis ✔ ✔ ✔ ✔ ✔ X Acute coronary syndrome* (weight based dosing for LMWHs) ✔ ✔ ✔ ✔ X ✔ Extended treatment of symptomatic venous thromboembolism and prevention of its recurrence in patients with solid tumours (weight based dosing) X X X ✔ ✔ X Dose in renal impairment Not recommended for patients with end stage renal disease (CrCL <15 ml/min). Dosage table for severe renal impairment As per recommendations for enoxaparin. In the case of significant renal failure (CrCL<30 ml/min), dose should be adjusted Not recommended for CrCL < 30 ml/min. Treatment can be used cautiously when CrCL down to 20 Contra-indicated in severe renal impairment (CrCL <30 ml/min) and used with caution in moderate renal
Model Examples Comparative Advantage Absolute Advantage: Comparative Advantage: Assumptions a. Always make a 3x3 matrix b. Assume constant opportunity cost 1. Anna & Barry Potatoes per week Cabbage per week Anna 100 200 Barry 120 units 150 units a. What is this chart showing? b. Does anyone have an absolute advantage (circle on chart) Complete ratios below to see if there are benefits from trade? (other words: comparative advantage) Anna Barry 1 potato = 2 cabbage 1 potato= 5/4cabbage 1 cabbage= ______ potatoes 1 cabbage= ______ potatoes c.WHO IS COMPARATEVELY BETTER AT PRODUCING POTATOES? When producing potatoes, which farmer gives up the LEAST cabbage?(lower opportunity cost should specialize in making potatoes) ANSWER: BARRY: LOWER OC IN PRODUCING POTATOES (gives up less cabbage): so the world can enjoy more potatoes d. WHO IS COMPARATEVELY BETTER PRODUCING CABBAGE? When producing cabbage, which farmer gives up the least potatoes?(lower opportunity cost and should specialize in making cabbage) e. Are benefits to Anna & Barry trading with each other? 2. Henry & John: Fisherman who catch bass and catfish in one day Bass Catfish Henry 4 bass 6 catfish John 24 bass 12 catfish Henry John 1 Bass= 3/2 Catfish 1 Bass=______Catfish 1 Catfish=________ Bass 1 Catfish=_____ Bass Who has a comparative advantage in catching bass (lower oc)? Who has a comparative advantage in catching catfish (lower oc)?
Bigger than Faster than *Go back 1* Slower than COMPARE TWO THINGS Make a sentence about two things or people using the comparatives in the boxes. Example: healthier than *Fruit is healthier than candy. *My mother eats healthier than my father. Longer than than Newer than Stronger than Weaker than More than Younger than Smaller than Shorter than Nicer than *Trade Places* Quieter than Worse than Spicier than Sweeter than Saltier than Juicier than Smarter than Dumber than Louder than Uglier than Better than Prettier than More expensive than Cheaper than More delicious than *Go 2* Heavier than More daring than *Go Back 1* Hotter than Colder than Lower than Higher than Lighter than Harder than Crazier than More boring than *Trade Places* Stiffer than Easier than More interesting than Safer than More flexible than Happier than More peaceful than More difficult than *Go Ahead 2* Softer than More careful than *Go back 1* More dangerous than More than More crowded than More patient than END
does each woman have, on average? Literacy Rate – What % of people over the age of 15 can read and write? definition: age 15 and over can read and write total population: 99% male: 99% female: 99% (2003 est.) Government Government Type is it? Constitution-based federal republic; strong democratic tradition of State Who is the nation’s highest/top leader? Title President of the US POTUS Military Spending as a Percentage of GDP. Find in Military section 4.06% of GDP (2005 est.) country comparison to the world: Economy Economy Overview – What are the most serious economic problems facing each of these four nations? Summarize from Economic Overview Long-term problems include inadequate investment in economic infrastructure, rapidly rising medical and pension costs of an aging population, sizable trade and budget deficits, and stagnation of family income in the lower economic groups. GDP Per Capita – What is the value of goods and services produced per person? $46,400 (2009 est.) country comparison to the world: Population Below Poverty Line – How many people live in poverty? 12% (2004 est.) GDP Composition by Sector – What % of GDP is industry and services? agriculture: 1.2% industry: 21.9% services: 76.9% (2009 est.) Labor Force by Occupation – What % of workers is in agriculture? farming, forestry, and fishing: 0.7% Industries – What are the primary industries? leading industrial power in the world, highly diversified and technologically advanced; petroleum, steel, motor vehicles, aerospace, telecommunications, chemicals, electronics, food processing, consumer goods, lumber, mining Are the industries primarily producing for consumer or government consumption? Determine this by assessing the Mostly producing for the consumer (private citizens)
General 1) Injustice, dehumanization of women (juvenalian) a) systemic and intentional b) pessimistic 2) Hypocrisy a) Social structures of equality b) The versus the have- nots, exemplified in gender- based terms 1) Our tendency to shun the outsider (juvenalian) in both the androids’ cases and in Isidore’s a) we learn more about him because his is ostracized b) Tie into narrative POV 2) Corporate greed (juvenalian) in the Rosen Association’s need to produce the latest, greatest product, no matter the risk or cost a) Ironically, this leads to sameness (as seen by Rachael in being a type of android, less an individual) ??? Commonalities Handmaid/Androids Both works are social satire Narrative POV Allows the perspective of the outsider, the ostracized and dehumanized, to be heard Isidore (3rd person) Offred (1st person) Androids, Handmaid extrapolate a modern concern, project it forward Dehumanization removal of identity from women (Handmaid) and the ostracized (Androids – Isidore) denial of humanity to androids • Handmaid/The Road etc… Differences Handmaid/Androids Speculative fiction (Handmaid) v. science fiction (Androids) Androids is more critical of technology and our relation to it (Due to sci-fi genre of Androids and Dick’s address of reality vs artificiality as a motif, though Atwood addresses it elsewhere) Handmaid is more social and immediate: more urgent, perhaps, than Androids • Handmaid/The Road etc…
Tentative Weekly Schedule Week Gregorian Hijri Lesson 1 Sun., Feb. 5 8/5/1438 Registration week (dropping/adding courses) 2 Sun., Feb. 12 15/5/1438 Introduction Punctuations 3 Sun., Feb. 19 22/5/1438 Numbers 4 Sun., Feb. 26 29/5/1438 5 Sun., Mar. 5 5/6/1438 Superlative and comparative adjectives 6 Sun., Mar. 12 12/6/1438 Conjunctions 7 Sun., Mar. 19 19/6/1438 Mid-term 1 8 Sun., Mar. 26 26/6/1438 Nominal Sentences MID-SEMESTER BREAK 9 Sun., Apr. 9 12/7/1438 Compound adjectives and nouns 10 Sun., Apr. 16 19/7/1438 Adverbs and adverbials 11 Sun., Apr. 23 26/7/1438 Relative clauses 12 Sun., Apr. 30 4/8/1438 Negation 13 Sun., May 7 11/8/1438 Mid-term 2 14 Sun., May 14 18/8/1438 Revision 15 Sun., May 21 25/8/1438 COLT’S ORAL EXAMS WEEK
Sun., May 28 – Thurs., June 15 EXAMS Summer (Students) Fri., June 16 – Sun. Sep., 10th Punctuation 1. When to use a period? At the end of statements and indirect questions The sun rises from the east. The asked me whether I can swim or not. After an abbreviation Dr. Ph.D. B.C. p.m. etc. The meeting was scheduled at 10 a.m., but it was postponed to 11:30 a.m. After an initial E.R.K. As a decimal point It costs 10.50 SAR. After each number in a list Verbs Adjectives 2. When to use an exclamation mark?
Some disyllabic adjectives follow two rules (i.e., they take -er and -est OR more/the most). For example: Clever Gentle Friendly Quiet Simple Narrow Irregular Comparative/Superlative Adjectives Good – better – the best Bad – worse – the worst Far – further – the furthest to refer to a greater degree (can be used adverbially to mean in addition) (e.g. That's the furthest for my mind) Far – farther – the farthest to refer to distance only (e.g. My house is farther from school than yours.) Old – – the eldest when referring to someone in the family Old – older – the oldest general use Little – less – the least Many – more – the most Comparative/Superlative Adverbs Monosyllabic adverbs add –er / –est Faster – the fastest Harder – the hardest Other adverbs add more / the most
She is pretty. She is clever. (yet, for) You should follow the rules. You will be fined. (and, or) wanted to buy a new bag. She started to save ( so, for) I have never visited Asia. I have visited Africa. ( either, neither) Combine each pair of sentences by suitable correlative coordinators. I spoke to the secretary. I spoke to the director. ( both …and, whether…or) I cannot play violin. I cannot play piano. ( either …or, neither … nor) You can have some coffee. You can have some tea. (either …or, whether…or) أكمل الجمل التالية بحرف عطف مناسب: ..........محمد صديقان. إلى المدرسة .......تغيبت ؟ العلماء ........الجهلاء. ركعتين ....ثلاث. الضيوف..... تناولنا العشاء. صام الرجل عن الطعام ..... مغيب الشمس. حددي معنى حرف العطف في الجمل التالية: البصرة فالكوفة. حتى الأطفال.
Compare/Contrast Organizer: You can use the Compare/Contrast Organizer to compare and contrast two events, people, perspectives, policies, or ideas from your study of history. The organizer can be used in different ways, some of which are identified below: Compare and contrast the effects of two events or two policies. Compare and contrast the qualities of two famous people. Compare and contrast two big like democracy and totalitarianism. This organizer should help you get your thoughts together before you write a compare/contrast essay. Step #1: Identify the topic and the two “items” to be compared and contrasted. Step #2: Brainstorm everything you know about each of the two items being compared… one at a time. Write down everything you know. Look for additional information in your resource materials (presentations, notes, other). You can do this work on your own but you’ll get many more ideas if you do it with other students. If you’re doing it with another student, you could also split the task and then share your ideas. Have one person brainstorm everything s/he knows about one item and the other person brainstorm everything s/he knows about the other item. Then compare notes and add other ideas. Step #3: Sort the features you came up with in Step #2 into two categories: the things that are the same for each of the two items and the things about each item that are different. Step #4: Identify a conclusion you’ve come to about the relationship between the two items. In the “Conclusion” portion of the graphic organizer, answer the following three questions. Your answers will describe the relationship between the two items. “Do similarities or differences exist between the two items?” “What were the important areas of similarity and difference?” “Was one of the items you compared and contrasted better, more important, more effective, or equal to the other item…………and why?”
Compare the vote – Level 1 Elections and voting Fill in the blanks using the words or phrases that refer to an election for the UK House of Commons. past the post – UK House of Commons 1 Members of Parliament (MPs) are elected to the House of Commons using a system called . 2 The country is divided into voting areas, called , and each is represented by one MP. 3 On election day, voters choose which candidate they would like to be their MP by marking a next to the candidate’s name. 4 The candidate with the most votes wins the – the right to represent their constituency at Westminster. 5 The party that wins (the majority) of the seats in Westminster can form a government and the party leader becomes prime minister. 6 If there is no overall majority then two or more parties may join together to form a government. This is called a . coalition • more than half • seat • constituencies • 650 • first past the post
Fill in the blanks using the words or phrases that refer to an election for the UK House of Commons. Section A: First past the post – UK House of Commons 1 Members of Parliament (MPs) are elected to the of Commons using a system called . 2 The country is divided into voting called , and each is represented by one MP. 3 On election day, voters choose which candidate they would like to be their MP by marking a next to the candidate’s name. 4 The candidate with the most votes wins the – the right to represent their constituency at Westminster. 5 The party that wins (the majority) of the seats in Westminster can form a government and the party leader becomes prime minister. 6 If is no overall majority then two or more parties may join together to form a government. This is called a . coalition • more than half • seat • cross constituencies • 650 • first past the post
Timeframe The selected timeframe for this was Friday, November 6, 2015 through Saturday, November 14, 2015. Part of the reason these dates were selected was because of the Paris terrorist attacks that occurred on Friday, November 13. As unfortunate as these attacks were, it is imperative that a political candidate had some sort of response to this sort of tragedy, and monitoring their response, or lack thereof, would have been very telling. Platforms Trump and Clinton both had a similar presence on various platforms in terms of number of followers and frequency of posts; greater focus was placed on the more prominent platforms: Facebook, Twitter, and Instagram. Methodology Explain Equations & Weights Each platform has similar ways that can interact, react, and engage with profiles, and each of those interactions carries a different weight that affects the overall tone (positive or negative) of the post. Key Terms: React: Users or followers will have some sort of immediate, or “gut”, reaction to the post. This is usually a positive response. Interact: Users or followers are compelled to do more than simply click once or twice (to like/favorite); they want their opinion to be heard. Interactions can occur between the User/Follower and the Profile, or between Users/Followers. Facebook Twitter Instagram Reaction Like *1 Like *1 Heart *1 Share *2 Retweet *1 Tag Friend *2 Interaction Positive Comment *3 SUM = SCORE Positive Comment *3 Negative Comment *(-4) Rationale lacking Negative Comment *(-4) Troll / Unrelated Comment *(-1) Troll / Unrelated Comment *(-1)
CHART: COMPARE & CONTRAST TWO CIVILIZATIONS COMPARISON REGION/EVENT: Europe Japan COMPARISON THEMES (3): Social Political Philosophy and Religion THESIS: Define Feudalism. Time and Place Give Dates for each. Explain the reason for the rise of feudalism in each region. 1ST Region or Event 2nd Region or Event Similarities and Differences Analyze one reason why each theme is similar/different 1st Theme (1st Body Paragraph Social -Lord = nobility -Knight (vassal) – Fief =Land -Peasants own no land=have no rights -women have no rights -Merchants good -Daimyo= lord -Samurai (vassal) -Shugo = land -Peasants own land = have rights -women are more equal (can be samurai) -Merchants bad Three social classes based on birth and land ownership. Treatment of peasants and women are better in Japan. Japanese history has strong farmers and women. They chose feudalism. While European (Roman history) is based on strong male roles and feudalism was necessary due to external crisis. (The fall of Rome) 2nd Theme (2nd body Paragraph Political -Many states -Decentralized -Many loyalties -Kingdoms are self sufficient (Manorialism) -Constant warfare -Centralized Control -Military dictatorship -No multiple loyalties -The shoen (villages) need trade -In both the lords own independent realms = local laws, taxes, army, castles -Difference: Europe is constantly at war. Japan unifies under a Shogun The Japanese need peace to facilitate trade. The history of Confucianism led to respect for one strong leader. 3rd Theme (3rd body paragraph) and religion Chivalry: Knights got paid in land. Protect women, poor, church, fight only as a last resort (men only) -Religion and government are mixed Bushido: Loyalty, fight and die for the lord. Women can be samurai. Ritual suicide is necessary to preserve honor. Open to all religions. Japanese personal code while in Europe the Pope is the voice of God on Earth. Knights serve a larger community and Salvation does not depend on honor. Religion and philosophy are personal in Japan and based on Confucian values. European values tend towards personal profit. CONCLUSION: Restate thesis and describe the decline of feudalism in each region.
Compare/Contrast Essay Write a compare and/or contrast essay using one of the topics below. You will need to choose either the block or point by point method and complete the graphic organizer provided in class. Remember that you need to include evidence from the text to support your ideas. Your essay will have a clear introduction, body and conclusion. Please refer to the rubric to ensure you have included all of the necessary components in your essay. The story “Celia Behind Me” by Isabel Huggin and the poem “The Sleeper” by Edward Field, both support the theme that actions have a lasting impact on people’s lives. Compare and/or contrast how each of piece of literature supports this theme. Write a compare and/or contrast essay using the short story “Celia Behind Me” by Isabel Huggin and the poem “The Sleeper” by Edward Field. (YOU CHOOSE THE TOPICS TO COMPARE) Write a compare and/or contrast essay on one or some of the characters in the short story “Celia Behind Me” by Isabel Huggin and the poem “The Sleeper” by Edward Field.
stored in a hard disk drive. external hard drives Optical Disks Flat, circular, plastic or glass disk on which data is stored in the form of light and dark pits. Types: Compact Disk (CD): CD-ROM: CD-Read Only Memory - data cannot be erased from it CD-RW: these disks can be erased and rewritten at any time. Digital Versatile Disk (DVD): Only Memory - data cannot be erased from it DVD-RW: these disks can be erased and rewritten at any time. Portable Faster than magnetic tape, but slower than hard disk or flash memory CD: Can transfer data up to the speed of 7800 KB/s, or about 70 minutes of audio. DVD: access rates of 600 KBps to 1.3 MBps CD: About 650 MB DVD: Ranges from 4.7 GB to 17 GB
Flash Drive small external storage device, typically the size of a finger; inexpensive and durable Portable 30 to 100′s of MB (megabytes per second) 8 Megabytes to 512 Gigabytes Flash Memory Card An EEPROM computer storage chip. They are flat and also have a smaller version which is used within cell phones Portable About 15 MB/s 1 Gigabytes Gigabytes
PROMPT: Identify and explain the strongest thematic connection between “The Catastrophe of Success” and The Glass Menagerie. your literary analysis paragraph below: (attach extra paper if necessary) A* A B C D F A01: Knowledge 5 points Quotations incorporated seamlessly into your sentences Surprising but apt quotation choices/details Carefully selected words from text quote comes from. Not just a good quotation, but the BEST ones Two quotations Show that you understand essay/play Quotations insufficient or not always relevant Basic understanding but some fuzzy details Some points have no evidence or there is confusion text Wrong facts about the story No quotes/ no meaningful quotes A02: Understanding 5 points Insightful, creative, surprising (Wow! I didn’t think of that!) Excellent explanation/ analysis Specific details Connects analysis through whole paragraph Includes analysis sentence (connect quotation to the topic sentence) Good explanation sentence, missing/weak Analysis sentences don't explain/analyze. Try to analyze No/unclear explanations Explanation/ Analysis sentences include only plot summary OR no attempt to explain/ analyze
MARKING RUBRIC CRITERIA 1 LEVEL 2 LEVEL 3 4 Section 1, 2, 3: Historical knowledge of time period; knowledge of position; choosing relevant facts to support main argument (thesis) (Knowledge/ Understanding) X2 Displays limited understanding of few historical concepts; only a few facts of limited relevance were chosen to support the main argument Displays moderate understanding of some historical concepts; many facts were chosen to support the main argument; some facts were more relevant than others Displays substantial understanding of most historical concepts; many facts were chosen to support the main argument Displays thorough understanding of all historical concepts; the most convincing evidence, examples, & relevant facts were chosen to support the main argument Venn Diagram & Conclusion: Analysis, assessment of ideas, concepts from sources; formulation of a clear, viable main argument (thesis) in response to reflective question/statement/ topic (Thinking/Inquiry) X2 Displays limited analysis; Information is limited and not much thought went into the presentation of these ideas Displays some analysis; Information is present and some thought went into the presentation of these ideas Displays moderate analysis; Information is clear and thought went into the presentation of the ideas Displays thorough & insightful analysis; Information is thorough and the placement of the is out and accurate Communicating Ideas (Communication) Rarely explains with clarity & precision; visually not appealing and/or not all elements included Occasionally explains with clarity & precision; occasional visuals and some organization evident Usually explains with clarity & precision; good organization and appropriate choices for images Consistently explains ideas with clarity & precision; strong visuals, clear, and thoughtfully chosen Depth of Research; Citation of sources (Application) Limited evidence of research; few sources and/or citations, not properly formatted Some evidence of research; limited number of sources and/or in-text citations, sometimes properly formatted Clear evidence of research; sufficient number of sources and/or in-text citations, usually properly formatted Evidence of considerable research; many sources and/or in-text citations, always properly formatted Project Planning (Time Management) Limited use of time during class and/or project comes in late Some good use of class time and/or good use of time outside of class to get project in on time Good use of class time and project completed by the due date Very efficient use of class time and project entirely completed by the due date TOTAL /28
COMPARING THE NORTH AND SOUTH The North and the South developed differently from each other in the first half of the 1800s. Geography was a principle reason northerners and southerners developed different ways of life. The north extends from Maine and south westward towards Iowa. All northern states experience four distinct seasons from frozen winters to hot humid summers. Different areas in the North had distinct natural features. The jagged New England coastline was perfect for use as harbors. The South extended from Maryland south to the tip of Florida and from the Atlantic Coast west to Louisiana and Texas. The southern states enjoyed mild winters and long hot humid summers, which allowed the South to have long growing seasons for their crops. Wide coastal plains edged the shorelines from the Chesapeake Bay to the Gulf of Mexico. Above the plains lies the Appalachian Mountains. Southerners used natural resources such as forests in North Carolina and fish, oysters, and crabs from the Chesapeake Bay to make a living, as well as the region’s fertile soil to grow crops. An important feature of the south was its broad rivers. Many of the South’s earliest towns were built at the mouth of rivers. Compare and contrast the GEOGRAPHY of the North and South: NORTH: Climate – 4 seasons=frozen winters and hot summers Location – Maine (N) to Iowa (W) Features – Coastline, mountains, Great Lakes, harbors, forests, Climate – mild winters and hot, humid summers Location – Maryland (N) to Florida (S) to Texas (W) Features – Coastline, App. Mountains, Chesapeake Bay, forests (NC), plains, fertile soil, rivers In the North, the new inventions of the Industrial Revolution led to the development of mills and factories. Increasing numbers of people went to work as wage earners. New inventions and manufacturing methods made goods cheaper and plentiful. They also shifted work from skilled craftspeople to unskilled laborers. New immigrants flooding into the cities of the north led to an unlimited supply of labor, especially those entrenched in poverty. The South depended primarily on agriculture. Although a minority of white southerners owned slaves, much of the economy depended on slave labor to raise cash crops such as cotton. Compare and contrast the ECONOMY of the North and South: NORTH: Business – mills and factories Make money – manufactured goods (E) and agriculture (W…not in the reading) Labor force – wage earners/unskilled many were immigrants Business – agriculture/farms Make money – growing cash crops like cotton force – majority was slaves
treatment in later colony transactions. 1623 • The colonists receive own land on which to plant crops. November, 1623 • A fire destroys several buildings in Plymouth. An unknown number of colonists, having lost the homes and possessions, return to England. 1624 • A religious controversy centering around the Reverend John Lyford results in many leaving Plymouth for England or areas of New England. 1626 • Plymouth builds its first trading house at Aptucxet on the southwestern side of Cape Cod. There they trade with the Natives of both Cape Cod and Narragansett Bay. May 22, 1627 • The colony begins to divide its major assets, beginning with livestock. The resultant document lists most of the Plymouth inhabitants by name. from the New England Company
Background Background does not detract from text or other graphics. Choice of background is consistent from card to card and is appropriate for the topic. Background does not detract from text or other graphics. Choice of background is consistent from card to card. Background does not detract from text or other graphics. Background makes it difficult to see text or competes with other graphics on the page. Originality Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way. Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way. Presentation shows an attempt at originality and inventiveness on cards. Presentation is a rehash of people's ideas and/or graphics and shows very little attempt at original thought. Text - Font Choice & Formatting Font formats (e.g., bold, italic) have been carefully planned to enhance readability and content. Font formats have been carefully planned to enhance readability. Font formatting has been carefully planned to complement the content. It may be a little hard to read. Font formatting makes it very difficult to read the material. Content - Accuracy All content throughout the presentation is accurate. There are no factual errors. Most of the content is accurate but is one piece of information that might be inaccurate. The content is generally accurate, but one piece of information is clearly flawed or inaccurate. Content is typically confusing or contains more than one factual error. Spelling and Grammar Presentation has no misspellings or grammatical errors. Presentation has misspellings, but no grammatical errors. Presentation has grammatical errors but no misspellings. Presentation has more than 2 grammatical and/or spelling errors. Sequencing of Information Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card. Most information is organized in a clear, logical way. One card or item of information seems out of place. Some information is logically sequenced. An occasional card or item of information seems out of place. There is no clear plan for the organization of information.
Use of Graphics All graphics are attractive (size and colors) and support the theme/content of the presentation. A few graphics are not attractive but all support the theme/content of the presentation. All graphics are attractive but a few do not seem to support the theme/content of the presentation. Several graphics are unattractive AND detract from the content of the presentation. Effectiveness Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide. Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide. Project is missing more than two key elements. It make an incomplete study guide. Project is lacking several key elements and has inaccuracies that make it a poor study guide.