zilongwang/ReadingBank huggingface dataset:
on the evidence map, make some written notes in each of the four study sites about how you arrived at your predictions. your group has completed your map, please answer the following questions: (15) Which of the study areas do you predict should exhibit the greatest ice mass loss? Why? (16) Please explain your strategy for addressing these contradictory data sets. In other words, in the case of contradictory data sets, how did you decide on your prediction for ice mass change? Did one particular data set “win out” over another, or were all data sets considered equally? (17) How certain are you in your predictions? If you are uncertain, which additional pieces of information would be useful in making your predictions? (18) What were the biggest challenges in making your predictions for changes in ice mass?
development that minimises impact and enhances urban ecology and biodiversity. Explore the opportunity to establish an incentive framework based on the global environmental accounting system to acknowledge and encourage private sector to invest in biodiversity and reduce ecological footprint. Year 3 Government, IMAP and other Victorian Councils NGOs and Charities Incorporated into business as usual budgets & processes Principle 3: Demonstrate local and global leadership Strategy 5 - Demonstrate local and global leadership in urban ecology and biodiversity Action Suggested Timeframe 1 to 10) Potential Collaborations Business Impact (e.g. Incorporated into business as budgets & processes, part of capital works project, or subject to separate approval/business case) Undertake ongoing advocacy and education to increase awareness about importance of biodiversity within the city. Year 1 - 10 Universities, communities groups, other government agencies Incorporated into business as budgets & processes Undertake a community-wide survey to select emblematic species to represent the City of Melbourne and further promote awareness of biodiversity in the city. Year 1 Universities, communities groups, other government agencies Year 1 budget allocation Partner with local researchers to position Melbourne internationally as a hub for urban ecology and biodiversity research. Ongoing Universities and research institutions Incorporated into business as budgets & processes and research funding Support and partner with local volunteer groups to enhance biodiversity management in the municipality. Year 1 - ongoing Community groups Incorporated into business as budgets & processes
Develop local and international networks on biodiversity such as C40,ICLEI and Biophilic Cities Network. Year 1 - ongoing C40, ICLEI, Biophilic Cities Network and other cities Incorporated into business as usual budgets & processes Deliver a flagship biodiversity and urban ecology project within the City of Melbourne that is recognised locally and internationally as an innovative and outstanding example of rewilding in a dense urban fabric. Year 2 - ongoing Community groups, State Government, contributors to Urban Forest Fund Subject to separate approval/business case
Directions: List the existing dropout prevention interventions/strategies in your school or division in column 1. In columns 2 and 3, use the codes to indicate which best captures the intervention. In columns 4-16, mark an “X” in the column(s) that the intervention addresses. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 School/Division: Date: Tier (1= Universal, 2=Targeted, 3=Individualized) A=Attendance B=Behavioral, AC=Academic Focus on achievement in core courses Content recovery courses Tiered approaches Tutoring as an academic support Attendance and behavior monitors Advisories and team teaching Counseling and mentoring Personalization (e.g., learning communities) Partnerships between high schools and feeder middle schools grade transition programs Support for students with disabilities outside of school Career and college awareness Family engagement Example: Virginia Ninth Grade Transition Initiative 1 B,AC X X
(7) At about 3:45, Dr. Famigleitti displays a global GRACE map and some graphical data. Make a sketch of the time series for snow water storage in the Tibetan plateau. Include a trend line in your sketch. Do the GRACE data illustrate water loss or water gain in this area? Part 2: GRACE USA map (8) The NASA map below illustrates the rate of freshwater storage change between 2003 and 2012. Which color is used to show areas in which the amount of groundwater has increased between 2003 and 2012? Which color is used to show areas in which the amount of groundwater has decreased between 2003 and 2012? (9) Which area on the map has experienced the greatest decrease in groundwater between 2003 and 2012? Propose a reason for what could be causing this decrease. (10) Which area on the map has experienced the greatest increase in groundwater reserves between 2003 and 2012? Propose a reason for this increase.
2b. Initiate Contracting Start the contracting process for remaining data needs – now 2c. Executing the Contract Collecting Lidar field data in the spring of 2018 before leaf-up. Process Lidar and Bathymetry Data to produce capacity curves (part of contract) – Spring, 2018 Final products received from contractor (end of June, 2018) 2d. Receipt and Review of the Data Depends on when the modellers need the data. Expected by end of July, 2018. Est. Cost: Estimates are developed. Resources: POS Board Predecessor: n/a Successor: HH6 Review: USGS and/or the USACE to review contractor’s work. Task DW3: Review and Update of Hydrometeorological Data Network Improvement Report Point of Contact: Jeff Woodward, ECCC This task involves reviewing work that was completed since 2013 to evaluate the atmospheric and streamflow monitoring networks for water supply and flood forecasting. Potential sub-tasks include: Review the existing report Summarize existing datasets (WIN, CaPA, streamflow) that are not included in the report. If the report doesn’t do so already, identify gaps in the observational network that would help with water supply forecasting and flood forecasting. Sub-tasks: Review of hydrometeorological network report Timeline: Jan – Mar, 2018 Est. Cost: Estimates are being developed. Resources: ECCC Predecessor: n/a Successor: n/a Review: Internal review by ISRSB. Notes: This could fit-in with real-time WIN precipitation data and the Canadian Precipitation Analysis (CaPA) in Canada, and their equivalents in the U.S.
FOR IMMEDIATE RELEASE Contact: Autumn Payton Email: Phone: (985) 748-7890 Livingston- According to District Attorney Scott M. Perrilloux, 48-year-old, Chadwick Drago, of Denham Springs, LA was sentenced to 10 years with the department of corrections after pleading no contest to three counts of pornography involving juveniles under 13 years of age and two counts of pornography involving juveniles over the age of 13 but under 17 years of age. Upon a review of a National Center of Missing and Exploited Children Complaints, it was reported that Chadwick Drago was using an email address to upload child pornography to a google account. The IP address associated with the account was used at various times and registered to Cox Communications. Through investigation, it was learned that Chadwick Drago was the registered user of the account. During a review of the files, there appeared to be approximately 80 images and two videos of child pornography. The juveniles were from infant to post-pubescent juveniles. Chadwick Drago was apprehended on a felony warrant issued by the court. Upon interviewing Drago, he advised that the email associated with the uploading child pornographic images did in fact belong to him and that he was the subject that downloaded the images and videos of child exploitation. Assistant District Attorney Serena represented the state before Judge M. Douglas Hughes, said Perrilloux. ###
of the distress caused, the balance between speaker and listener might swing to the listener. Press spends much of the remainder of the article establishing dormitories as nonpublic forums, thus not being granted the same level of protection as public forums and making them more open for regulation. He cites Frisby v. Schultz as demonstrating a legitimate state interest in protecting unwilling listeners in their homes, and that speech can be prohibited when the captive audience cannot avoid speech. His claims are further backed by Chapman v. Thomas, a 4th circuit case which classified dormitories as nonpublic forums. Using the public forum doctrine, speech can be restricted in nonpublic forums, provided that the restrictions are not suppressing expression because of opposition from school officials. This also fits into the R.A.V. framework, and is a useful alternative to the fighting words doctrine. Hate Crime Legislation Hans C. Wahl, “The Right to be Offended: The Greatest of All Unenumerated Rights,” Florida Coastal Law Review 13 (Spring 2012). Wahl begins his article by looking at the implications of the decision in R.A.V. vs. The City of St. Paul, Minnesota. He states that there were some in the field of constitutional law who interpreted this decision as saying that it is particularly unacceptable to evaluate and attack one’s speech or motivation while also evaluating any criminal conduct which may have occurred. This loophole, some reasoned, meant that it was acceptable to evaluate one’s speech and motivations after criminal conduct has been determined to be legitimate. This leads Press to the case of Wisconsin v. Mitchell, which determined whether or not enhancing existing criminal penalties was constitutional because the perpetrator’s motivation came from discriminatory hate. The court unanimously upheld the provision, contending that the First Amendment does not prohibit the use of speech as evidence to determine motive or intent for a crime, and that there is no
Bibliography Boram, Meredith. “The Matthew Shepard and James Byrd, Jr. Hate Crimes Prevention Act: A Criminal Law Perspective.” University of Baltimore Law Review 45 (Spring 2016): 343-368. Caplan, Aaron H. “Invasion of the Public Forum Doctrine.” Willamette Law Review 46 (Summer 2010): 647-676. Corbin, Caroline Mala. “The First Amendment Right Against Compelled Listening.” Boston University Law Review 89 (June 2009): 939-1016. Delgado, Richard and Jean Stefancic. “Four Observations About Hate Speech.” Wake Forest Law Review 44 (Summer 2009): 353-370. Jacobs, Gregory Matthew. “Curbing Their Enthusiasm: A Proposal to Regulate Offensive Speech at Public University Basketball Games.” Catholic University Law Review 55 (Winter 2006): Juhan, S. Cagle. “Free Speech, Hate Speech, and the Hostile Speech Environment.” Virginia Law Review 98 (November 2012): 1577-1619. Meli, Laura. “Hate Crime and Punishment: Why Typical Punishment Does Not Fit the Crime.” 2014 University of Illinois Law Review 921 (2014): 923-965.
so each gamete receives only one from each pair of chromosomes. Thus, the parents' diploid cells have two copies of each gene, but each haploid gamete has only one copy of each gene. stick that is facing up indicates which chromosome from each homologous pair is included in the gamete. The alleles from this chromosome are recorded in the Egg or Sperm column in the charts on page 4. When a haploid sperm fertilizes a haploid egg, this produces a diploid zygote with one copy of each gene from the mother and one copy from the father. These genes determine the phenotypic traits of the baby dragon that develops from this zygote. The dragon parents record the phenotypic traits of their baby in the Baby's Traits column in the charts on page 4. SIMULATION PROCEDURE
Dragon’s Den – Written Report CATEGORY 4 3 2 1 Quality of Information x2 Information clearly relates to the main topic. It includes several supporting details and/or examples. Information relates to the main Some supporting details and/or examples are included. Information relates to the main topic. Very few supporting details and/or examples are included. Information has a limited connection with the main topic. Supporting details and/or examples are lacking. Comprehensive Content All topics are addressed and all questions answered. Most topics are addressed and most questions answered. Some topics are addressed and some questions answered. Several topics are unaddressed or questions left unanswered. Organization Excellent organization of information with well-constructed paragraphs and subheadings. Good organization of information with well-constructed paragraphs and subheadings. Limited organization of information. Paragraphs lack structure and/or subheadings. Poor organization of information. Paragraphs lack structure and/or subheadings. Spelling/Grammar No grammatical, spelling or punctuation errors. Very few grammatical, spelling or punctuation errors, do not interfere with the reader's understanding. Several grammatical, spelling, or punctuation errors that may interfere with the reader's understanding. Major grammatical, spelling, or punctuation errors interfere with the reader's understanding
Thank you for sharing our enthusiasm for getting more people in Wales into sport as part of the BBC Live Longer Wales campaign. It would be great if you could provide some key details regarding your intended activities for the 25th – 27th October. Contact name and role in club: Simon Harris- Director Club name: Dragon Crossfit Contact telephone number: 02920383121 Contact email address: simon@dragoncrossfit.com Club Address (including post code of club facility): Dragon Crossfit 14/15 Curran Road Cardiff Cf105ne Local Authority: Cardiff Council Activities / sports offered within club: Crossfit, Olympic Weightlifting Details of activities that will be available during the weekend? (Please give details of all specific sessions if more than one) Crossfit, Olympic Weightlifting, Rowing, Running, Gym Date and times of activities 9am and 10am on Saturday Intended participants (please give details of any age restrictions etc) Over 16 Any charges for partaking in activities? We a free session to anyone that wants to try crossfit. What day and time do your sessions normally take place? Please also let us know of any particular information for your sessions such as age group details / level of difficulty etc Mon- Fri classes from 6.30am up to 7.30pm and Saturday at 9am and 10am. The age group is 16 and over and everyone trains together as the exercises are scalable if beginners find it tough. Please return to
LITERACY CONTINUUM for Modelled Reading - Stage appropriate (highlight cluster markers treated in the unit) Session Modes/Skills Explicit Modelled Reading Guided reading (Where to next?) Comprehension C11 1. Analyses and evaluates the ways that inference is used in a text to build understanding. 2. Re-examines sections of texts for evidence to support interpretations and opinions. 3. Evaluates a personal interpretation of a text by critically re-examining evidence within the text. 4. Responds to themes and issues evident in texts that present different perspectives on a given topic or different points of view in a text. 5. Analyses texts to explain and compare how audience, purpose and context influence texts. 6. Critically analyses and interprets a text to create a summary that demonstrates an understanding of the different views and values represented. 7. Analyses and responds to language and grammatical techniques used to influence an audience. 8. Analyses and compares how information and ideas are presented in a range of texts on the one topic. Comprehension C12 1. Interprets and critically analyses texts by responding to inferred meaning within a text and justifying interpretations using evidence. 2. Reinterprets ideas and issues by creating innovative personal responses to ideas and issues in literary texts through oral, dramatic, written and multimodal presentations. 1 Chapter 1 (or part thereof) G, P & V Vocab vultures stragglers dark instinct glided, raiders, fretfully, anxious, polished copper, shameful, outcasts, INTRODUCTION TO BOOK Before: monitoring and visualising *Discuss students’ knowledge of dragons. *Discuss and blurb. *Complete the DFK chart to pre-teach extracted vocab. During: MENACE FROM THE SKY * Draw map from the front of the book and words from book as the teacher reads. *Students visualise the setting - describe the area Baran and his family live. *Discuss Don’t know words in context as they arise. After: Students write a V.I.P. for the chapter. Extension: enlarge map of Shenzing to discuss. Differentiate groups according to Literacy Continuum Clusters and choose appropriate double pages to photocopy for reading: Reader’s Response (see bookmark in appendix): Students choose 3 -5 questions to answer in relation to the chapter. Students to share some of their responses.
TRIM "quick select" PowerPoint “Text colour” (open the text colour palate) “go to <Notes/slide>” (mouse position macro to move cursor between Notes field and Slide field) “Insert a slide” “New slide” “View slideshow” “press escape” (to close the slideshow)
B. YALCIN, M.B. SELEK, B. BEKTORE, T. HOSBUL, M. OZYURT, Investigation of linezolid resistance in Staphylococcus epidermidis: first reported linezolid resistant coagulase negative staphylococcus in Turkey. Turk. J. Med. Sci., 44, 1136-1138 (2014). A. MARTINEZ-MELENDEZ, R. MORFIN-OTERO, L. VILLARREAL-TREVINO, A. G. GONZALEZ-GONZALEZ, J. LLACA-DIAZ, E. RODRIGUEZ-NORIEGA, E. Molecular epidemiology of coagulase-negative bloodstream isolates: detection of Staphylococcusepidermidis ST2, ST7 and linezolid-resistant ST23. Braz. J. Infect. Dis., (2016). http://dx.doi.org/10.1016/j.bjid.2016.05.007. E. RUIZ DE GOPEQUI, C.I. MARINESCU, P. DIAZ, A. SOCIAS, M. GARAU, J.I. AYESTARAN, A. PAREJA, M.C. GALLEGOS, J.L. PEREZ, A. OLIVER, Nosocomial spread of linezolid-resistant Staphylococcus hominis in two hospitals in Majorca. Enferm. Infecc. Microbiol. Clin., 29(5), 339-344 (2011). doi: 10.1016/j.eimc.2011.02.001.
Discover Research Access Group (DRAG) – MINUTES Thursday 21 June 2018 Alan Hardwick AH Discover Imperial College Health Partners Yes Amanda Lucas (Chair) AL Programme Director – Discover Imperial College Health Partners Yes Majeed AM Head of Department of Primary Care and Public Health Imperial College Ben Glampson BG Research Informatics Programme Manager Imperial College NHS Foundation Apols Carole Cohen CC Discover Consultant ICHP Yes Damon Foster DF Research Delivery Operations Manager Chelsea and Westminster NHS Foundation Trust Apols David Newton DN Consultant ICHP/Kaleidoscope Yes David Stone DS Consultant Kaleidoscope Yes Emma Lidington EL Clinical Research Assistant Royal Marsden Yes Essam Ramhamadany ER Assistant Director of Research and Development Chelsea and Westminster NHS Foundation Trust Apols Genevieve Morrison GM Research Delivery Team Manager West London Mental Health Trust Was on phone but had to leave owing to very bad sound quality Jenny Rivers JR Research and Development Director Royal Brompton and Harefield NHS Foundation Trust Apols Katie Stone (Notes) KSt IG Support Officer NWL/Kaleidoscope Yes Kavitha Saravanakumar KSa Deputy Head of BI & Info Mgt NWL Collaboration of CCGs Yes Paul Downey PD BioResource Programme Manager Imperial College Regimantas Petininkas RP Head of Study Support Service NWL Clinical Research Network Yes
Experimental characterisations of devices for high power ultrasonics applications Professor Margaret Lucas, University of Glasgow, UK 15:00 Plenary Session – Mayflower 3 Suite (Geir Olafsson) BSSM Young Stress Analyst Competition, Mayflower 3 Suite Chair: Simon Quinn 1 Switchable-stiffness morphing aerostructures using granular jamming, David Brigido-Gonzalez, University of Bristol, UK 2 Image-based inertial impact tests for composite interlaminar tensile properties, Jared Van Blitterswyk, University of Southampton, UK 3 Deformation mechanism interaction in high-purity columnar Al, Marissa Linne, University of Michigan, USA 4 Preservation of bone tissue mechanics with temperature control for in situ SR-microCT experiments, Marta Pena Fernandez, University of Portsmouth, UK 16:10 Refreshments and Exhibition – Mayflower 2 16:30 Plenary Session – Mayflower 3 Suite (Jack Callaghan) BSSM Measurements Lecture 2018 Chair: Janice Barton Accurate non-destructive defect characterisation ultrasonic measurements Professor Bruce Drinkwater, University of Bristol, UK 17:30 BSSM AGM – Mayflower 3 Suite 19:00 Conference Dinner – Grand Harbour Hotel, Mayflower Suite Friday 31st August 2018 Mayflower 3 (Geir Olafsson) Mayflower 1 (Saranarayanan Ramachandran) Mayflower 2 (Michael Comport) Session 3.1a Chair: David Asquith Session 3.1b Chair: Mikko Hokka Session 3.1c Chair: Michel Coret Structural Testing Small Scale Testing DIC Application 3 09:00 Design and optimization of a multi-camera structural test using pre-visualization Matthieu Vitse1, M. Poncelet1, A.E. Iskef1, J.-E. Dufour2, R. Gras3, A. Bouterf1, B. Raka1, C. Giry1, F. Gatuingt1, F. Hild1, F. Ragueneau1 and S. Probing the compressive failure mechanisms in syntactic foam using X-ray micro-computed tomography Mehmet Kartal, University of Aberdeen, UK Mechanical characterisation of the adhesion between a silicone elastomer film and silicone gels Christophe Berto, Y. Tillier, MINES ParisTech, France
Drama Rubric (Adapt as required) Skills Criteria 1 2 3 4 Exploring and Making Engages in play Enters into a role or character and develops it Understands and explores the element of time Distinguishes between the different genre Reflecting on Drama Engages in discussion related to the activity Reflects on alternative courses of action related to the issues explored during the drama activity Recognises the relationship between story, theme and life experience Generalises insights gained from the drama activity to real life situations Co-operating and Communicating Making Enthusiastic to and communicate with others both in and out of role Contributes to the shaping of Drama both in the discussion about it and as the action takes place Develops fictional relationships through interaction with the other characters as the drama progresses Enacts scenes for and with other members of the class with spontaneity and without
IMPACT: New DLMS Data Elements: Changes to DLMS Data Elements: Allow 2 Position Decimals in quantity fields. Automated Information Systems (AIS): Navy NDMS, DAAS, DLA EBS (JDA Planning Module) Army, Air and Marine Corps IT Solution must be able to accept DLMS Defense Automatic Addressing System (DAAS): Systemic logic change required to implement processing of FLIS validation and decimal requirements identified in quantity fields. Non-DLM 4000.25 Series Publications: None.
13:15 – 17:45 (including coffee break from 15.00 to 15.30) 3 working groups in parallel: - WG City branding and international economic relations - WG innovation - WG Entrepreneurship and SMEs 17:45 – 18:30 Startup Braga presentation and visit Startup Braga is an innovation hub designed to assist the inception and development of high potential entrepreneurial projects for international markets. In partnership with Microsoft Ventures we provide business acceleration programs for startups with global ambitions. It has a special link with the local universities and research labs. This presentation will introduce the visitors the innovative and creative environment of Braga and put them in contact with entrepreneurs and Startups. 20:00 – 22:00 Informal welcome reception & dinner Taberna Migaitas Tuesday 27 March 2018 Venue: Theatro Circo 08:30 - 09:00 Coffee and registration 09:00 – 09:15 Official Welcome by Ricardo Rio, Mayor of Braga 09:15 – 09:30 Presentation of Braga strategy on the knowledge economy by Ricardo Rio, Mayor of Braga
Year 7 Strand One: Note taking Strand Two: Strand Three: Extended writing Detail Watch the play of Antigone ( found on Youtube: Write down notes using the following questions as guidelines Staging: What did the stage look like? Lighting: What lighting was used for the performance? Costume: What did the actors wear? If you were to stage a performance of Antigone how would you use costume to show the tradition of this style of drama? Evaluate the of Antigone, Use the structure of point, example, evaluate to aid your writing. Sentence starters… What went well This be even
if How assessed? Pupils notes will be collected from their Drama teacher on their first lesson back to school Pupils questions will be collected from their Drama teacher on their first lesson back to school Pupils Evaluation will be collected from their Drama teacher on their first lesson back to school.
if How assessed? Pupils notes will be collected from their Drama teacher on their first lesson back to school Pupils questions will be collected from their Drama teacher on their first lesson back to school Pupils Evaluation will be collected from their Drama teacher on their first lesson back to school.
Please continue on a separate sheet if necessary Section C continued 5. Education and Professional Qualifications: (Please list in date order, starting with the most recent, include any qualifications you are currently working towards) Name and address of school, college or university Qualifications obtained or to be taken (Only include A Levels or equivalent e.g. NVQ Level 3 and above and professional qualifications) Date Passed Or to be taken Grade Obtained
13 Workshopping scripted monologues to suit particular approach to presentational, non-realist drama – Brecht, Grotowski or Artaud Review of suggested texts for Task 9: Australian representational, realist text and world presentational, non-realist text – extended answer responses based on actor question or one designer question (question sets the focus of the designer role) Voice and movement Drama processes and the elements of drama Drama forms and styles Drama conventions Values, forces and drama practice Spaces of performance Oral and written communication Suggested texts Week Tasks and activities Unit content 14–15 Performance of scripted monologue for feedback Review of improvisation skills and conventions Review of structure of improvisation stimulus Review of structure of good answers in interview Review of past questions from the interview Whole unit 16 Examination week Completing Task 9 and Task 10 Selected sampling of unit content for both practical and written examination
Writes structured paragraphs explain with some effect how another group used two elements of drama to create mood and atmosphere in their production. 5–6 Writes paragraphs which explain how another group used two elements of drama to create mood and atmosphere in their production. 3–4 Writes in an extended way how another group performed and created mood and atmosphere in their production. 1–2 Total /8 Using a graphic organiser, explain how we used two forms of design and technology to reinforce key ideas in one scene for our production of ‘Haroun and the Sea of Stories’. Description Effectively uses the conventions of a graphic organiser to explain how two forms of design and technology reinforce key ideas in one scene of their production. 7–8 Uses to some effect the conventions of a graphic organiser to explain how two forms of design and technology support key ideas in one scene of their production. 5–6 Uses a graphic organiser to explain how two forms of design and technology support key ideas in one scene of their production. 3–4 Uses diagram form to explain design and technology and making meaning in their production. 1–2 /8 Using short answer form in the table below, explain how you have used three self or group management skills to make the process of developing our drama event professional and effective. Description Marks Succinctly discusses three self or group management skills to make the process of developing our drama event professional and effective, using short answer form. 7–8 Clearly discusses self or group management skills to make the process of developing our drama event professional and effective, using short answer form. 5–6 Discusses three self or group management skills to make the process of developing our drama event professional and effective, using short answer form. 3–4 Briefly discusses two or three self or group management skills to make the process of developing our drama event professional and effective. 1–2 Total /8
We are delighted to see the word ‘creativity’ in Writing at KS4 and love to see this replicated across the other Key Stages – particularly KS3. We are really pleased to see the word register included in the POS. Inclusion of ‘Drama’ through the POS We would like to see the word ‘drama’ clearly included in programme of study for each Key Stage (1-4). We also like to suggest some of the following small changes to wording throughout the document to ensure that a coherent drama ‘thread’ is included. Y 1 p19 : bullet ‘participate in discussion INSERT ‘AND ROLE PLAY’ about what is read....’ Y 2 p 27: ‘participate in discussion INSERT ‘AND ROLE PLAY’ about what is read....’ Role-play is an accredited way for children to explore texts and ideas, giving access to meaning and implications in ways which are not reached through ‘discussion’. Y 3/4 P35: preparing and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action Could be modified to include: ‘use drama approaches and role play to develop understanding of how to develop and perform plays and poems’ This could be mirrored in the plans for Y 5/6. Key 3 Replacement language for the last bullet point on p.52 ‘know understand and use drama(tic) approaches, techniques and role play, considering how words, movement, sound and staging combine for effect.’ We feel that this gives a clearer view of making effective use of plays and drama; the current wording (intonation, tone, volume) is insufficiently demanding as it is only about how words are spoken (even though ‘action’ is added, it is only one other dimension). Key Stage 4
Assessment Skills Weighting % Total Year 9 Autumn term: Performance Performance of scripted scene (group) Performance of a monologue or duologue Exam question “How did you use physicality to show your character in your performance?” Live Theatre Review Performing Responding 30% 100% Spring Term: Exploring a text – Macbeth Performance of extended group piece (or design skills for this performances) Exam question 1 “You are directing the scene… how would you use space to convey character and meaning?” Exam question 2 “You are designing a set for ‘Macbeth Act 1 Sc1’ describe how you would create location and atmosphere” Live review responses Devising/ Performing/ Responding 30% Summer Term: Devising – Theatre in Education Develop workshops for primary students Devise theatre work for their selected primary audience Performance of devised to primary audience Devising log book and evaluation Devising Performance Responding 40%
The progression map of key Performing Arts skills in the 3 discreet of Drama from Y7-9 is detailed below Drama KS3 assessment overview Assessment Topic Skills Topic Weighting % Total Year 7 Autumn term 1: Characters Writing a park bench script Performing script (group) Written script with stage directions Devising Performing Responding 15% 100% Autumn term 2 and Spring term 1: Beowulf Performance of scripted scene (monologue) Performance of cross cut / physical theatre devised scene Exam question “How would you use space in a scene to show relationships and status?” Performing Devising Responding 30% Spring term 2: Naturalism Performance of monologue (solo) Evaluation “ how did you use the techniques of Stanislavski to develop and interpret your character?” Performing Responding 20% Summer term 1 and 2: Devising (abstract theatre) Performance of devised scene Devising log book Devising Responding 35% Year 8 Autumn term 1 and 2 1or2) : Trestle mask Devising mask scene Performance of trestle scene Evaluation “how did you use the techniques of Jacques Lecoq to create a clear character?” Performance Devising Responding 15%
Draft Programme EY10 9 – 13 October 2017 GP PRIMARY MENTAL HEALTH COURSE MONDAY 9 October 9.30 – 10.00 Registration and Coffee 10.00 - 11.00 A GP’s Perspective on Mental Health Dr Nigel Cowley 11.00 -11.15 Coffee 11.15 - 12.15 A GP’s Perspective on Mental Health Dr Nigel Cowley 12.15 - 1.00 Lunch 1.00 – 3.00 Guidelines for the Treatment of Depression Professor Tony Kendrick 3.00 – 3.15 Tea 3.15 – 4.15 Elderley Patients with Psychotic Symptoms in Primary Care Dr Vicki Osman-Hicks TUESDAY 10 October 9.45 – 10.45 Mental Health Problems before and after Childbirth Dr Alain Gregoire 10.45 -11.00 Coffee 11.00 – 12.00 Mental Health Problems before and after Childbirth Dr Alain Gregoire 12.00 – 12.30 Lunch 12.30 – 1.30 Mental Health Law Dr Laura Pearse 1.30 – 2.30 Patients in Primary Care with Personality Difficulties Dr Laura Pearse 2.30 – 2.45 Tea 2.45 - 4.45 Patients with Anxiety Disorders in Primary Care Mr Richard Mutimer WEDNESDAY 11 October 9.15 -10.45 Problem Solving and Cognitive Behavioural Skills Dr Lars Hansen 10.45 – 11.00 Coffee 11.00 – 12.30 Problem Solving and Cognitive Behavioural Skills Dr Lars Hansen 12.30 – 1.15 Lunch 1.15 – 3.15 Patients in Primary Care with Learning Disabilites Dr Kuljit Bhogal 3.15 – 3.30 Tea 3.30 – 4.30 Patients in Primary Care with Self-harm Problems Dr Nick McGuire THURSDAY 12 October 10.00 - 10.15 Coffee 10.15 – 12.15 Therapeutic Consultations Dr Kevin Ostler 12.15 – 1.00 Lunch 1.00 – 2.30 Unexplained Physical Symptoms in Primary Care Dr William Bruce-Jones 2.30 – 2.45 Tea 2.45 – 4.45 Patients in Primary Care with Dementia Dr Simon Manchip FRIDAY 13 October 10.00 - 11.00 Eating Disorders in Primary Care TBA 11.00 – 11.15 Coffee 11.15 – 1.15 Understanding Children and Adolescents with Mental Health Difficulties in Primary Care Dr Erika Harris and Dr Julie Waine 1.15 - 2.00 Lunch 2.00 – 3.00 Patients with Alcohol Problems in Primary Care Dr Tim Bradbeer 3.00 Close
ENG1DB Dramatic Monologue Presentation Rubric Category R Level 1 50-59% Level 2 60-69% Level 3 70-79% Level 4 80-100% Knowledge Knowledge of original text Understanding of character and scene Limited knowledge of original text evident Limited understanding of character/ scene Some knowledge of original text evident Some understanding of character/ scene Considerable knowledge of original text evident Considerable of character/ scene evident Sophisticated knowledge of original text evident Sophisticated understanding of character/ scene evident Thinking Planning script (ideas and organization) Creative analysis demonstrated Limited planning evident Limited analysis evident through the creative presentation Some planning evident Some analysis evident through creative presentation Considerable planning evident Considerable analysis evident through creative presentation Sophisticated planning evident Sophisticated analysis evident through creative presentation Communication Clear expression Appropriate style and voice Limited clarity of expression and voice was used with limited effectiveness Some clarity of expression Style and voice was used with some effectiveness Considerable clarity of expression and voice was used with considerable effectiveness Clarity of expression is highly effective Style and voice was used with a high degree of effectiveness Application Applies creative skills (props, costumes, blocking) Transfers knowledge of text or concepts to script Creative skills used with limited effectiveness Transfers knowledge of text or concepts with limited effectiveness Creative skills used with some degree of effectiveness Transfers knowledge of text with some effectiveness Creative skills used with considerable effectiveness Transfers knowledge of text with considerable effectiveness Creative skills used with a high degree of effectiveness Transfers knowledge of text with high degree of effectiveness
The only lighting used in this scene are the candles for Blanche’s birthday, but there is no real significance of them as Stella only brings them out. Scene 8 When Blanche tries to explain the reason of her long baths to Stanley, the blue piano fades out. This represents the ongoing conflict of the old versus new south due to the blue piano “I’ve said i was sorry three times. [The piano fades out.] I take hot baths for my nerves Hydro-therapy, they call it. You healthy Polack, without a nerve in your body, of course you don’t know what anxiety feels like.” Scene 9 “[... the “Varsouviana,” is heard.]” The song is played in her mind, and she is trying to escape it by drinking. Blanche mentions the “Varsouviana” again to Mitch as she is reminded of the revovler and Allan when he shot himself. Scene 10 This scene is right after, Blanche and Mitch broke up. At the beginning of the scene Stanley appears around the corner of the building, the honkey-tonk music is played [... As he rounds the corner the honkey-tonk music is heard. It continues softly throughout the scene] The honkey-tonk music symbolizes the upcoming, slow and strange conversations Stanley will have with Blanche which results in the tragedy. The blue piano is also played, after Stanley complained to Blanche that she left the phone of the hook. “You left th’ phone of th’ hook.” -Stanley Furthermore the ‘Hot trumpet’ is played at the end of this scene, when Stanley abuses Blanche. [She moans. The bottle-top falls. She sinks to her knees. He picks up her inert figure and carries her to the bed. The hot trumpet and drums from the Four Deuces sound loudly.] Scene 11 Throughout the scene the “Varsouviana” is heard to emphasize the tension created. “It’s for me, then [She looks fearfully from one to the other and then to the portieres. The “Varsouviana” faintly plays.]” At the end of the play the “blue piano” plays again, to show the end of the fight between New South and Old South. “[The luxurious sobbing, the sensual murmur fade away under the swelling music of the “blue piano” and the muted trumpet.]”
Multimedia evidence during practical assessment Year 8. Key Stage 3 Drama. Unit 2. How can I develop my performance skills and rehearsal processes through a new theatrical technique and genre? Enquiry questions, concepts and processes Teaching activities Learning outcomes CCF and COL Lesson One What are the stock characters used and found in Victorian Melodrama? How do we show these characters physically? DC DP APP Creating frozen images around the space of stock character characteristics, e.g. brave, confident, evil, frightened, graceful, heroic, pleading, sinister, weak, submissive, villainous. Create paired tableaux of opposite characteristics, e.g evil and frightened. Images must consider status and relationship. Spotlight and evaluate. Explore stock characters – hero, villain, damsel in distress, sidekick, royalty, sick relative Students to work in groups and explore a basic stereotypical melodramatic plotline through either image and narration or short scenes. Bring to life as whole class performance To allow students to think about and begin to explore the genre of Melodrama To begin to understand the term ‘stock characters’ To allow students to experiment physically with facial expression, posture, gesture and body language to portray status and relationships PLTS ECM WCD COL PLTS ECM WCD COL
Lesson Two How do we recreate a melodramatic acting for an audience? DC DP APP Homework: Research melodrama and create a poster Watch melodrama DVD clip. Students fill in observation grid looking at acting style. Feedback Using last weeks plotline bring one scene to life focusing on developing exaggerated characterisation. Perform and evaluate To begin to experiment with characterisation within a plotline To develop creative observational skills and start to apply these to practical work . Lesson How can we use non verbal communication to create character and narrative? How can we use music to enhance our work? DC DP APP Lesson Four How can I improve my understanding of the genre Students to be given brief stimulus. Students to bring story to life using mime to recreate a silent film scene. Focus on exaggeration and non - verbal communication. Flip record and watch back – peer assess in paired groups. Highlight three areas of improvement Homework – Create a storyboard of your silent film scene To experiment with and understand the impact of non verbal communication in a scene To understand how we can use music to enhance performance To allow students to watch and evaluate the work of others in order to understand how to make it look visually effective To read and discuss a play script using critical PLTS ECM WCD COL
Date: Please return completed form to: Assessment Team, 7th Floor, Pearson/Edexcel, 190 High Holborn, London WC1V 7BH. Or, email scanned copies to: drama.assessment@pearson.com DRAMA EXEMPLAR MATERIAL CONSENT DECLARATION By signing the declaration you agree for your coursework to be used by the awarding body Pearson (“the Awarding Body”) to support professional development, online support and training of both centre assessors and awarding body moderators and examiners including for awarding and standardisation (“the Purpose”). You also agree to the use of your personal information - including your image if you are featured in a DVD, video or other visual recording in the course of the examination process - by the Awarding Body and other Pearson group companies for the Purpose and for the publication of educational resources and marketing materials. Your personal details will be kept in accordance with the Data Protection Act 1998. Signed (Candidate): Name (block capitals please): Date: Signed (Parent/Guardian):
Signed (Parent/Guardian): Name (block capitals please): Date: Please return completed form to: Assessment Team, 7th Floor, Pearson/Edexcel, 190 High Holborn, London WC1V 7BH. Or, email scanned copies to: drama.assessment@pearson.com EXEMPLAR MATERIAL CONSENT DECLARATION By signing the declaration below you agree for your coursework to be used by the awarding body Pearson (“the Awarding Body”) to support professional development, online support and training of both centre assessors and awarding body moderators and examiners including for awarding and standardisation (“the Purpose”). You also agree to the use of your personal information - including your image if you are featured in a DVD, video or other visual recording in the course of the examination process - by the Awarding Body and other Pearson group companies for the Purpose and for the publication of educational resources and marketing materials. Your personal details will be kept in accordance with the Data Protection Act 1998. Signed (Candidate): Name (block capitals please): Date:
Unit Title Length of Unit Focusing Lens(es) Standards and Grade Level Expectations Addressed in this Unit Inquiry Questions (Engaging- Debatable): Unit Strands Concepts Generalizations My students will Understand that… Guiding Questions Factual Conceptual Critical Content: My students will Know… Key Skills: My students will be able to (Do)… Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline. EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: “Mark Twain exposes the hypocrisy of slavery through the use of satire.”
12.40pm Lunch 1.25pm Keynote Sharon Cooke – Wii Gaay – Armidale Catholic Education Office The Catholic Schools Office, Armidale has developed a program involving Aboriginal and Torres Strait Islander students from across the Armidale Diocese, known as the “Wii Gaay” program. “Wii Gaay” is Gamilaraay Language for “Clever Child”. This project has operated within the Armidale Diocese since 2002. The “Wii Gaay” program was developed to culturally and educationally support identified Gifted Aboriginal and Torres Strait Islander students in the Armidale Diocese. 2.15pm Workshop Breakout 3 a) Alyson Whiteoak – Jervis Bay School – ACT Set within the beautiful location of Booderee National Park and HMAS CRESWELL, Jervis Bay School is a unique teaching and learning environment. Jervis Bay School currently has a 70% Indigenous student population with students coming from Defence Force families, Jervis Bay village and surrounding NSW towns. It is within this context the Booderee Junior Rangers Program has been created. b) Lindsay Donnan and Colleagues – Sydney Catholic Education Office The Integrated Underachievement Model (IUM) uses pedagogical and affective interventions to increase the academic self-efficacy of underachieving students with a special focus on gifted underachieving Indigenous students. Dr. Graham Chaffey’s provision model has had a profound influence on the development of the pedagogy underpinning this model. 3.05pm Keynote Ms Delsie Lillyst and Dr Susan Nikakis – Catholic Education Melbourne This workshop will inform the audience about programs and identification methods currently used in Victorian Catholic Secondary schools. The workshop will focus on models implemented in a number of schools to identify Indigenous gifted students. Latest research will be presented and discussed by all participants.
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SEMI FINALS - SATURDAY 1ST & SUNDAY 2ND SEPTEMBER 2018 ROUND TIME DIVISION FIELD MATCH TECH BENCH UMPIRES CANTEEN DUTY TIMES TEAMS 10AM U/6 U/8 1 MINKIES N/A SHORTY MCDONALD ROBBIE MASASSO 9:30-11:00 ALL PARENTS SEMI FINAL 11:30 DIV 2 1 ALL STARS 2 V TROOPERS PURPLE HAYLEY FULLGRABE MADDIE DUNCAN DUNSTAN PAM CLEARWATER 11:00-12:30 GREEN GOBLINS FUN MATCH 2 GREEN MACHINE V LIGHTENING HAWKS N/A PURPLE HURRICANES SEMI 1:15 DIV 1 1 ALL STARS 1 V BIONIC BLUES LORRAINE STOPPFORD PAM CLEARWATER WARREN PHILLIPS LEANNE GODFREY 12:30-2:00 LIGHTENING FUN MATCH 2 PURPLE HURRICANES V GREEN GOBLINS N/A GREEN MACHINE SEMI FINAL 2:30 OPEN LADIES 1 TO BE PLAYED SUNDAY 2/9/18 SEMI FINAL 3.00 VETS LADIES 1 PLASTERED VETS V BLUE STEEL PAM CLEARWATER JO HALL GARY TOSHACH JOHN MULLER 2:00-3:45 ROGA WILDCATS & GALAXY GIRLS FUN MATCH 4.15 OPEN & VETS LADIES 2 SHOOTERS/MISFITS WATERLOO/DIRTY MOVERS COMBINED FUN N/A OWN REFS 5.30 BAR & CLOSE WATERLOO SEMI FINAL SUNDAY 2ND SEPT 3.30 OPEN LADIES 1 GALAXY GIRLS V ROGA WILD CATS LEANNE GODFREY DEB GRIMSHAW WARREN PHILLIPS ELAINE PHILLIPS BAR & CLOSE SHOOTERS & MISFITS GRAND FINALS - SATURDAY SEPTEMBER 8TH