zilongwang/ReadingBank huggingface dataset:
YEAR 1 TERM 1 TERM 2 TERM 3 TERM 4 TERM 5 TERM 6 Who Am I? May the Force be with you Marvellous Machines Green Fingers Dungeons and Dragons Into the Literacy Suggested genres to link with topics divided into narrative, non-fiction and poetry to be covered within a term. See expanded document for possible texts. Stories with a familiar setting Stories with Imaginary Worlds Dr Who Stories Stories from the environment Fantasy Fiction Fairy Tales/Brothers Grimm Instructions Biography/Autobiography Information texts/Non Fiction Reports/Persuasion Newspaper articles Points of view (based on fairy tales) Poetry – all about me Poetry (linked) Poetry – Acrostic Poems Poetry - environments Poetry - performance Ryhmes Numeracy Suggested areas to cover within maths lessons, dependent on the needs and learning styles of individual classes. Number and Place Value Mental Addition and Subtraction Mental Addition and Subtraction Written Addition and Subtraction Written Multiplication and Division Number and Value Mental Multiplication and Division Number and Place Value Addition and Subtraction Statistics Properties of Shapes Mental Multiplication and Division Properties of Shapes Measures Fractions, Ratio and Proportion Position and Direction Written Addition and Subtraction Algebra KUW - ICT Text and Graphics Control Finding things out Databases Research Multimedia presentations KUW - Science Body Parts Space Electricity Plants/Growth Forces Animals and Habitats Humanities Local History Landscapes Inventions/Discoveries Where things grow/recycling/waste Castles/Knights/Invaders Amazon/Rainforests Music Body Percussion/beat Boxing Soundtracks KraftWerk Sounds in the environment Interactive Maps Performing together EAD - Art Body Art/Portraits Alien Art Junk Modelling and Patterns Still life Sculpture Leaf Art/Printing EAD - DT/FT My Animated Face Moving monsters Primary Engineer Wooden Planters/Planting Siege weapons Structures PE Invasion Games Dance Net and Wall Games Gymnastics Striking and Fielding Athletics MFL All about me Likes and Dislikes Travel Food and Drink Animals Growing Things PSHE Good to be me Journeys Personal Safety Environment Bullying/Cyber Rainforest Challenge
LONG TERM FORECAST YEAR 5 2016/2017 AUTUMN 2016 SPRING 2017 SUMMER 2017 ENGLISH Classic Fiction Instructions and explanations Recounts Slam Poetry Biographies Short stories Fiction Drama Poetic Style Non-chronological reports Classic Narrative Oral Poems Short stories Persuasive Writing Fantasy The power of imagery Non-chronological reports- Part 2 MATHS Numerals Geometry/Measure/Statistics Fractions/Decimals Oral Recall/Counting Daily Weekly Problem Solving Number/Calculations/Roman Numerals Geometry/Measure/Statistics Fractions/Decimals Oral Recall/Counting Daily Weekly Problem Solving Number/Calculations/Roman Numerals Geometry/Measure/Statistics Fractions/Decimals Oral Recall/Counting Daily Weekly Problem Solving SCIENCE Working Scientifically Earth and Space (link to Geography) All living things – Life Cycles Properties and changes of materials Forces Animals including humans – Growth of Humans GEOGRAPHY Mapping Skills Mapping Skills Aerial unit - El Salvador World Mapping skills HISTORY Local Area Study – What was it like for children locally during the Victorian era? How did life change in our locality during the Victoria era? The Tudors 1485-1603 *Mayan Civilization c.AD900 (Guatemala) D & T Musical instruments (Victorian) Moving Toys (Science) Bread (Savoury)(Cooking and Nutrition) ART & DESIGN Talking textiles (Victorians) Roy Lichtenstein – pop art Containers (Mayan) COOKING & NUTRITION Healthy Diet (History) Changing State (Science) (DT) Growth of Humans (Science) Mayan Food/Production (History) COMPUTING Then and now: database (History) Coding Create a virtual space (Art and Design) Create a podcast E-Safety Week Programming a game (coding) Introduction to spreadsheets RELIGIOUS EDUCATION Creation The Commandments Faith Week Inspirational People Reconciliation Life in the Risen Lord People of other Faiths CAFOD Universal church unit FL Unit 7 Me and my School – Moi et mon ecole Unit 8 What would you like? – Qu’est-ce que tu veux? Unit 9 Sport – Les sports MUSIC Charanga Tameside Music Service Charanga Tameside Service Charanga Tameside Music Service PE Swimming Tag Rugby (Tameside Sport Coaches) Hockey (Tameside Sports Coaches) Swimming Gymnastics (Tameside Sports Coaches) Dance (Tameside Sports Coaches) Swimming Outdoor (Tameside Sports Coaches) Cricket (Tameside Sports Coaches)
Curriculum overview 2017-2018 Subject Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Topic Pharaohs Creator Stargazers Tudors Peasants, Princes & Pestilence Allotment English Writing Play script report Narrative (Mystery Story) Poetry – Limericks and Kennings Instructions Advertisements Myths and legends Graphic Narrative Letter to outer space Newspaper reports Persuasive letters Newspaper Poetry (to be read at banquet) Journals Letter entry Narrative Explanation Reading The Phoenix Code Charlotte’s Web Northern Lights Off With Her Head Children of Winter The Secret Garden Grammar/ punctuation Relative clauses Demarcate sentences correctly. Parenthesis Adverbs and modal verbs Determiners More precise use of vocabulary Dictionary and thesaurus Adventurous vocabulary to fit genre – covering senses Active and passive Use a growing range of punctuation for clarity Write in the correct tense. Formal and informal writing Relative pronouns
Spelling/ phonics Revise Year 3/4 common words Ar r Word roots Ir and ire Y endings (nouns) Adding s or es Revise Year 3/4 common words Words ending a, I, o and u Silent letters Unusual plurals Able, ible, able and ibly Mnemonics Ow endings Et endings Ull and ul Fer + suffixes Hyphens and apostrophes Ough Ost and oll Same letters, different Homophones Ious, eous, cious and tious Cal, cial and tial Ie Ei Ey endings Ild and ind E Tricky Using a thesaurus Maths Place Value Number -addition and subtraction Statistics Statistics Number – multiplication and division Perimeter and area Number – multiplication and division Number - fractions Number – fractions Decimals and percentages Number – Decimals Geometry – Properties of shapes Geometry – Properties of shapes Geometry – Position and Direction Measurement – converting units Measures - volume RE Creation The Commandments Inspirational People Reconciliation Life in the Lord People of Other Faiths
Science Properties and changing materials Living things and habitats Recording data Space Forces Living things and habitats Living things and their habitats Life cycles of animals and mammals Computing Research E-safety Research E-safety Research E-safety Research E-safety Research E-safety Research E-safety History Ancient Egypt Tudors British History Geography Locational knowledge Human and physical knowledge of Egypt Geographical skills and fieldwork Geographical skills and fieldwork Human and physical knowledge Locational knowledge Geographical skills and fieldwork Locational knowledge Locational knowledge Map of the allotment Human and physical knowledge Geographical skills and fieldwork PSHE Class rules Mission statement British Values Thinking about the lives of others. Resolving Differences Topical issues Reflection Moving on to a new
Curriculum Overview 18/19 Teacher: Mrs Harries, Mrs Melville, Miss Ricketts Year Year 3/4 18/19 AUTUMN TERM Stone Age Enguinuity with Y5/6 SPRING TERM Ancient Greece Plants and Animals SUMMER TERM Underneath Our Feet Cardingmill valley with Y5/6
CURRICULUM PATHWAY FOR 21ST CENTURY HAP STUDENTS Entry at Year 7 to 21stC High Achievers Program is through an ACER test conducted at Blackburn High School in May every year. 21stC HAP Policy available for more information. Curriculum Subjects and Pathways for 21stCHAP are: Year 7 Great Philosophies(S1) and Big Ideas (S2) covers English, Maths, Science and Humanities LOTE (French AND German) Music, Art Technology Health and PE Sport Year 8 Great Philosophies(S1) and Big Ideas (S2) covers English, Maths, Science and Humanities LOTE (French AND German) Music Art Health and PE Sport Year 9 Semester 1 or 2 In a Semester two Year 9 classes undertake the Global Learning Program which develops students intercultural understandings through project work that aims to inspire and prepare young people for the 21st Century Semester 1 or 2 21C HAP students select the four advanced subjects and the other selections from the mainstream subjects. These advanced subjects are open to all high achieving students at BHS on application English Maths Science S1 or 2: Regular program Health and PE Semester 1or 2 Regular program LOTE (French/ German) Semester 1 & 2 Electives for all students Art, Technology and Sport Electives Year 10 *An English is compulsory Early VCE subject (Units 1 and 2) Early VCE subject (Units 1 and 2) Year 10 subject Year 10 subject Year 10 subject Year 11 *An English is compulsory Year 12 subject Year 12 subject Units 1 and 2 any subject Units 1 and 2 any subject Units 1 and 2 any subject (if required)
Year 12 An English is compulsory Year 12 subject Year 12 subject Year 12 subject Optional For further information on curriculum pathways, contact Arlene Roberts, Teaching and Learning leader at the school. CURRICULUM PATHWAY FOR MAINSTREAM STUDENTS 7-12 Curriculum Subjects and Pathways for students in the mainstream program: Year 7 Core curriculum English Maths Science LOTE S1: Introduction to French AND Introduction to German S2: French OR German Music (all year) Art for a Semester Technology for the other Semester Health and PE Sport Year 8 Core curriculum English Maths Science LOTE French OR German Music Art Health and PE Sport Year 9 Semester 1 or 2 In a Semester two Year 9 classes undertake the Global Learning Program which develops students intercultural understandings through project work that aims to inspire and prepare young people for the 21stCentury Semester 1 or 2 These advanced subjects are open to all high achieving students at BHS on application English Maths Science S1 or 2: Regular program Health and PE Semester 1or 2 Regular program LOTE (French/ German) Semester 1 & 2 Electives for all students Art, Technology and Sport Electives Year 10 *An English is compulsory Early VCE subject (Units 1 and 2) Year 10 subject Year 10 subject Year 10 subject Year 10 subject Year 11 *An English is compulsory Year 12 subject Units 1 and 2 Units 1 and 2 any subject Units 1 and 2 any subject Units 1 and 2 Any subject Year 12 An English is compulsory Year 12 subject Year 12 subject Year 12 subject Year 12 subject
Contents 1. Curriculum Aims 3 2. Legislation and guidance 3 3. Roles and responsibilities 4 4. Organisation and planning 4 5. Inclusion 7 6. Monitoring arrangements 7 7. Links with other policies 8 ……………………………………………………………………………………………………………………………. The Harbour School curriculum supports our overarching aim that our students leave us with the skills, knowledge and confidence to participate in society and function independently, economically and socially: Self-confidence Aspiration Lifelong learning skills
♦ allow children to develop a knowledge of themselves in time and space ♦ enable children to acquire knowledge and skills in science ♦ enable children to be technologically aware and confident in Computing ♦ promote spiritual development ♦ promote physical and mental development and an awareness of the importance of a healthy lifestyle ♦ enable children to be aware of the importance of and participate in the arts and related cultural themes ♦ enable pupils to develop sensibility through carefully taught values ♦ develop the personal and social skills of each child ♦ provide equality of access and the opportunity for all pupils to make progress ♦ prepare pupils for the opportunities, responsibilities and experience of adult life. Our Curriculum The curriculum is planned effectively, providing continuity and progression. It promotes an enjoyment of learning and a commitment to learning and achieving.
Teaching and Learning Policy Key Stage 4 2017/18 This local policy conforms to the Independent School Standards Wales Regulations 2003: Section 1(2)(a)(ii) - 1(2)(b) - 1(2)(c) This document describes the overall approach to teaching and learning in key stage 4 at Headlands School. This document is reviewed annually and is read by all staff working within the key stage, providing them with essential information about the ethos and principles that should be at the core of their practice. There are currently four groups in key stage 4, with pupils being grouped according to their learning needs. 1. The Curriculum Aims The curriculum in key stage 4 aims to consolidate and build upon the skills that pupils have already gained and developed at key stage 2 and 3, as well as introducing and expanding on current independent and social skills. Pupils are provided with a broad and balanced range of academic and vocational experiences which promote effective learning and provide opportunities to complete independence skill development and work-related learning in the community. This in turn leads to gaining external qualifications for all pupils. Pupils’ social and emotional skills underpin the curriculum to ensure that all pupils become more effective learners and consequently reach their full potential. This will hopefully allow a successful transition to the next stage of their educational journey. The learning day in both Year 10 and Year 11 are very similar, with the timetable consisting of 5 lessons, with a focus on completing core examination courses (Entry Pathway/GCSE/Essential Skills) and developing relevant vocational skills. All teaching focuses on building all pupils’ social and emotional skills in order to prepare them for the next phase of their learning. All staff support pupils by using Therapeutic Crisis Intervention (TCI) to help pupils develop their coping skills and Dyadic Developmental Psychotherapy (DDP) strategies to support pupils develop their relationships. 2. Teaching Models In key stage 4, learners have the opportunity to access a broad and balanced curriculum. As well as studying English, Maths, Science, Art, Music, PSE and PE, pupils have the opportunity to access more vocational based subjects such as Design Technology, Spokes Bicycle Repair Shop, Cookery and Duke of Edinburgh. Underpinning all lessons is the development of social and emotional skills,
As within the lower school, some pupils follow a Personalised Curriculum. All other pupils are taught through a subject-based curriculum with specialised teaching and appropriate levels of differentiation. Appropriate differentiation of the curriculum and teaching and learning approaches ensures challenge for all. The multi-disciplinary team of Teachers, Therapists, Psychologists and Teaching Assistants plan and facilitate the learning process in a range of settings from community or environment contexts to a more traditional classroom experience. Upper School and 6th Form Independent School Standards Curriculum Area Discrete subjects taught Personalised Curriculum/THRIVE Mathematical Math’s GCSE Math’s Functional Skills Asdan Maths (short course) Thinking Skills including patterns, number and reasoning Linguistical English GCSE English Language, GCSE English Literature Functional skills Asdan English language (short course) Communication including reading and writing Scientific Science GCSE Science Entry Level Certificate Thinking skills including pre-symbolic (acting on the environment, cause and effect, early problem solving) and reasoning (observation, planning, predicting, evaluating). Technological Computer Science, ICT, Design Technology Skills for construction Entry to level 1 Communication including means of communication (ICT). Independent Living Skills (identifying and using resources). Human & Social Humanities, PSHE GCSE Geography OCR History (short course) Asdan History, Geography and British Values (short course) Communication including social communication (communicating needs and wants). Emotional Development. Working with Others. Independent Living Skills.
Course Delivered by (where this is not the school) Title and level of accreditation Awarding body Time allocation Automotive Award in Vehicle Maintenance, Level 3 ABC 1 day Hair and Beauty The Heights, Blackburn VTCT Level 1 Introduction to the Hair & Beauty sector. VTCT 1 day Fisheries and Outdoor Management Cast North West The Open Awards in Fisheries Management Level 1 Open Awards 1 day Fisheries and Outdoor Management Cast North West Open Awards Award Level 1-3 in Land-based Management Open Awards 1 day Performing Arts Creative Media Performing Arts Level 1 NCFE Half a day GCSE Art, English, Science, ICT, Maths, PE & RE AQA 2-4 hours per week, each subject QCF in PSHE Qualifications and Credit Framework, Award or Certificate AQA 1-3 per week Foodwise, Level – Level 1 ASDAN 1.5-3 hours per week ART Arts Award TCL min 45 minutes a week WRL Work Related Learning Level 1 AQA 45 minutes a week Functional Skills English, Level 1 & Level 2 AQA 1-2 hours per week, each sub Duke of Edinburgh Bronze, Silver 1-2 hours per week,
ICT 3 Art 2 Geography 3 PWL 1 Horticulture/Cookery 2 Vocational Unit 4 PE 2 1 Adapted from DfE Exemplar School Curriculum Policy – February 2014 Created July 2014 Reviewed – September 2015 Reviewed – September 2016 Reviewed – September 2017
YYD Curriculum Coverage Map - Stage not Age 3-14 Thematic Approach 14-19 Pathways QCF Levels Routes for Primary Phase Secondary Phase National YYD Digital Route Map OCR - Life and Living Skills Edexcel - Pers Progress, Voc Studies, Maths, Music WJEC - Entry GCSEs, ESW BCS - Digital Agored & NOCN- Essential Skills for Work & Life City & Guilds - Food Safety Award P1 P1 P2 P2 P3 P3 P4 P4 P5 P5 P6 P6 P7 P7 P8 P8 NC1 E1 NC2 E2 NC3 E3 NC4 L1 NC5 L1 NC6 L1 NC7 L2 NC8 L2 NC9 L2 NC10 L2 L3 Key 3-14 Curriculum 14-19 Curriculum
Life (Humanities) Work experience Vocational / off-site provision Employability BTEC Home Cooking Future World Computer Science / ICT Creative Arts / Digital Art Hair & Beauty Child Development Therapeutic Interventions Vocational / off-site provision Whole-school: Welsh Oracy / Wales and the wider world Literacy Numeracy Digital Competence Problem solving Whole-school: Therapeutic interventions School Nurse Multi-agency support Youth Worker provision Progress First Primary Curriculum: An experiential, themed curriculum: FUTURE Numeracy / Maths lessons / Tech / Science / Creative Arts LIFE: Literacy / English lessons PE Positive Play Therapy / enrichment
11.20 – 11.40 Break with toast and fruit available 11.40 – 12.20 Session 4 12.20 – 1pm Session 5 1pm – 1.35pm Lunch 1.35 – 2.35 – Session 6 2.35 – 3pm – Form Time ACTION PLAN FOR CHANGE: When What Who Outcome January 2018 Building Blocks roll out plan in place MM We will know what we need to do to get Building Blocks in
February 2018 Plans put to staff, students, carers and Governors for feedback IB/HH We will know what people March 2018 Amend plans if needed SLT Any needed changes are made March 2018 Provide planning time for staff to get changes sorted SLT Staff will be ready March 2018 Twilight Planning time provided to staff for curriculum changes and Building Blocks SLT Staff will be ready Early May 2018 New timetable made available to IB Staff will know what is expected Early May 2018 Provide current Year 11s with study plan for 1st few weeks after half-term MM New timetable will not prevent current Y11s access to revision and study
By May 2018 Building Blocks ready for 1st MM Staff will be able to start using for planning June 2018 New timetable for 2018-19 begins IB Staff will begin operating to new timetable July 2018 First data capture using Building Blocks MM We will be able to see what we need to change to make Building Blocks effective
SCHOOLS LIBRARY SERVICE Tel: 020 8724 8531 (Please send this form as attachment) CURRICULUM SUPPORT LOAN REQUEST Date requested: SCHOOL ………………………………………………….. YEAR …………….. TEACHER (1) …………………………..… (2)……………………….……..... (3) ……………………………. (4) ……………………………….. – Please include as much detail as possible: Any special requirements: e.g. books at a higher level: Audio/Visual Materials – please indicate if required: Resource/Picture Pack Video DVD (where available) ………………………………………………………………………………………………………… Office use only Date sent No. of books A/V? Box Y/N 1) 2) 3) 4) Feb 2015
1.0 Credit Algebra II or Honors Pre Calculus PHYS ED 2.0 Credits (1 course per year) ELECTIVES 10 Credits (for the Class of 2016 and Beyond) Graduation Plan: Class of 2016 and 2017 (25 credits) Name: Post Secondary Plans: REQUIRED CLASSES ELECTIVES English Requirements—4 Credits English 9 □ Sem 1 □ Sem 2 English 10 □ Sem 1 □ Sem 2 English 11 □ Sem 1 □ Sem 2 English 12 □ Sem 1 □ Sem 2 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Mathematics Requirements—3 Credits Algebra I Sem 1 □ Sem 2 Geometry Sem 1 □ Sem 2 Math: _________________ Sem 1 □ Sem 2 Science Requirements—3 Credits Physical Science □ Sem 1 □ Sem 2 Biological Science □ Sem 1 □ Sem 2 Other Science _____________________ □ Sem 1 □ Sem 2
15. ____________________ ☐.5=Semester ☐1.0 =Year Course 16. ____________________ ☐.5=Semester ☐1.0 =Year Course 17. ____________________ ☐.5=Semester ☐1.0 =Year Course 18. ____________________ ☐.5=Semester ☐1.0 =Year Course 19. ____________________ ☐.5=Semester ☐1.0 =Year Course 20. ____________________ ☐.5=Semester ☐1.0 =Year Course Total =10 credits Social Studies Requirements—3 Credits US History □ Sem 1 □ Sem 2 Other Social Studies □_____________________ Other Social Studies □ ___________________ □ Government □ Economics Physical Education—2 Credits (.5 per course) 9th □ 10th □ □ 12th □ Graduation Plan: of 2018 and Beyond (25 credits) Name: Post Secondary Plans: REQUIRED CLASSES ELECTIVES English Requirements—4 Credits English 9 □ Sem 1 □ Sem 2 English 10 □ Sem 1 □ Sem 2 English 11 □ Sem 1 □ Sem 2 English 12 □ Sem 1 □ Sem 2 1. 2. 3. 4. 5. 6. 7. Mathematics Requirements—3 Credits Algebra I Sem 1 □ Sem 2 Geometry Sem 1 □ Sem 2
Algebra II Sem 1 □ Sem 2 Science Requirements—3 Credits Biology □ Sem 1 □ Sem 2 Chemistry □ Sem 1 □ Sem 2 Physics □ Sem 1 □ Sem 2 Social Studies Requirements—3 Credits US History □ Sem 1 □ Sem 2 Other Social Studies □______________________ Other Social Studies □ ____________________ □ Government □ Economics
Patient number gaa activity results color and % mutation(s) effect on protein structure predicted function age of onset symptoms form of disease treatment 10031 No color change (<1% GAA activity) TYR STOP 18A>T Point mutation causes NONSENSE MUTATION Protein structure severely compromised Minimal GAA enzyme produced and/or limited function 6.5 months heart murmur Weak Muscles G-Tube Infant ERT 20032 No color change (<1% GAA activity) CYC STOP 21A>T Point mutation causes NONSENSE MUTATION Protein structure severely compromised Minimal GAA enzyme produced and/or limited function 5 months floppy baby respiratory problems physically weak; can’t sit up, little head control Infant ert 30033 No change (<1% GAA activity) INSERTION (A) CAUSES FRAMESHIFT ELIMINATING START CODON No protein produced No GAA enzyme produced 3.5 months floppy baby murmur NG tube Infant died before ert 40034 No color change (<1% GAA activity) BASE 6 DELETION (A) CAUSES FRAMESHIFT AND COMPLETELY DIFFERENT AA SEQUENCE Protein structure severely compromised Minimal GAA enzyme produced and/or limited function birth enlarged heart respiratory distress weak muscles Infant died before ERT 50035 Yellow (<20% GAA activity) 14A>G 4th aa: ILE THR 32C>A 11th aa: SER ILE Missense mutation 45T>C 15th aa: CCT CCC = NO CHANGE IN AA (silent mutation) Some amino acid changes resulting in an altered protein structure Some GAA enzyme produced although the function is reduced 7 years repiratory problems muscle weakness Delayed on-set (juvenile) ert physical therapy 60036 Yellow (<20% GAA activity) INSERTION CAUSES FRAMESHIFT, ASN LYS AND STOP CODON Missense and nonsense mutation Some amino acid changes resulting in an altered protein structure Some GAA enzyme produced although the function is reduced 16 years severe fatigue and weakness Delayed on-set (juvenile) Bi-Pap at night special diet exercise program *waiting for ERT
Lesson 1: Looking Through a Father’s Eyes Lesson 2: Pompe Timeline Lesson 3: Journal Club Lesson 4: DNA Protein High Low NA High Low NA High Low NA High Low NA Is the amount of teacher background information sufficient? Do the time estimates seem reasonable? Is the amount of advance preparation reasonable? Is the procedure clearly stated? Is the suggested assessment sufficient? Part II: Evaluation of individual lessons - Section A: For each question below, please indicate your response for each specific lesson by marking High, Moderate, Low, or Not Applicable (NA). Lesson 5: Putting it All Together Lesson 6: Grand Rounds Lesson 7: Gene Therapy Role Play Lesson 8: Optional - Movie High Low NA High Low NA High Low NA High Low NA Is the amount of teacher background information sufficient? Do the time estimates seem reasonable? Is the amount of advance preparation reasonable? Is the procedure clearly stated? Is the suggested assessment sufficient?
2 year courses with all exams at the end of the course AS will be taken at the end of 1 year but does not count towards the end grade • AS changes for 2015 Economics Business English Language English Literature Biology Chemistry Physics Psychology Sociology History Art Photography NOTE: There will be another set of subjects changing from September 2016 and then the final group, including mathematics, starting in 201
responds to and finger rhymes. 4 years Rounded body and Immature facial features Gross motor skills Is competent in general movement Can manage most dressing on own Independent for toilet and washing hands Outside, climbs, and swings. Can walk a low log. Fine motor skills Holds a crayon brush with pincer grip . Plays imaginatively and co- operatively with others Builds houses & selects items for play Separates happily from parent Responds to k’n rhythms and mostly manages transition and change in rhythm. Is no longer overcome by sense impressions (doesn’t leave table before meal ends) Recognises and accepts differences in others. Responds to cultural events – festivals – with awe & wonder Shows care and respect for the classroom environment and equipment Listens for a lengthening time. Concentrates 10+ minutes. Enjoys stories Enjoys looking at books, understands that writing tells the story Remembers simple directions Growing fluency in Mother Tongue Takes part in all of ‘Ring time’ and imitates unconsciously. Enjoys age appropriate finger games. Works co-operatively with others (sharing materials) Talks about experiences, ideas and feelings. Appearance of ‘real questions’ Can count to 20 and beyond Uses the terms, circle, square etc appropriately Recognises similarities and differences Awareness of past present and future Shows an interest in caring for living things Can use weights and measures with help Drawing: draws houses and a rudimentary human/tree Attempts puppet shows – builds a landscape. Painting: covers the whole Creative & Social page. Has an awareness of and is interested in blending colours Sewing: pushes needle through a woolen ball. ‘takes needle for a walk’,
Introduction to Philosophy: Main Problems Summer 09 Theory of Knowledge Fall 08 Seminar: knowledge and justification Spring 08 Theory of Knowledge Spring 08 Seminar: reasons Fall 07 Introduction to Philosophy: Main Problems Fall 07 Protoseminar Spring 07 Introduction to Philosophy: Main Problems Spring 07 Seminar: early analytic philosophy Spring 06 Introduction to Philosophy: Main Problems Spring 06 Seminar: the regress of reasons Spring 05 Introduction to Philosophy: Main Problems Spring 05 History of Modern Philosophy Fall 04 Introduction to Philosophy: Main Problems Spring 04 Protoseminar Spring 04 Research group: epistemic rationality Fall 03 History of Modern Philosophy Fall 03 Seminar: early analytic philosophy Spring 03 Experience and Reality Spring 03 Seminar: philosophy of mind Fall 02 Introduction to Philosophy: Main Problems Fall 02 Administrative Responsibilities: University of North Carolina, Chapel Hill Faculty Council (15 – 16) Department of Philosophy, University of North Carolina, Chapel Hill Chair, placement committee (04 – 05, 08 – 16) Recruitment committee (04 – 08, 14 – 15) Chair, Visitor recruitment committee (03 – 04) Graduate admissions committee (03 – 04, 06 – 08) Placement committee (03 – 16) Speakers committee (05 – 08, 12 - 13) Philosophy of mind area exam committee (03 – 08) Epistemology area exam committee (03 – 16) Modern philosophy area exam committee (03 – 06) Organizer of Workshop on Epistemic (05 – 06) Grievance committee (11 – 13) Service to the Profession: Book Symposium Editor for Philosophy and Phenomenological Research (2014 – present) Referee for Acta Analytica, American Philosophical Quarterly, Analytic Philosophy, Australasian Journal
Curriculum Vitae Sherita L. Tompkins MSW, CMHT Visiting Assistant Professor Education Background Masters of Social Work, 2010 Jackson State University Jackson, MS Bachelor of Social Work, 2007 Jackson State University Jackson, MS Certified Mental Health Therapist, 2013-current Department of Mental Health Jackson, MS Faculty Experience Visiting Assistant Professor, 2014-current Jackson State University Jackson, MS Adjunct Instructor, 2013-2014 Jackson State University Jackson, MS Courses 2013-2014: Teen Sexuality and Teenage Parenting in Urban Centers Theoretical Perspective in Generalist Social Work Behavior Modification Human Behavior and Social Environment II Family Treatment Professional Development and Licensure Preparation Behavior Modification for Social Workers Teen Sexuality and Teenage Parenting in Urban Centers Diversity and Social Justice
Deep-Sea Stories, Images, and Video,” March 31, 2010, . Interviewed for Houston Chronicle “Natural Gas under the Gulf May Be too Much of A Good Thing,” January 15, 2010, . Interviewed for Houston Chronicle story, “Natural Gas Find May Spur Interest in Shallow Gulf Waters,” January 12, 2010, . Interviewed for New York Times Upfront story, "How We Got Addicted to Oil," November 23, 2009, . Interviewed for Associated Press story, “BP Taps Vast Pool of Crude in Deepest Oil Well,” September 2, 2009, . Historical consultant and commentator, Big, Bigger, Biggest: Oil Rig, Demand Five television channel (UK), originally aired August 18, 2009, . Interviewed by WIST AM 690, Eric Inside New Orleans, about history of offshore oil leasing in the Gulf of Mexico, September 18, 2008. Interviewed by The Daily Cougar, October 9, 2007 (UH Student newspaper) about Antonia Juhasz’s book, The Bush Agenda: Invading the World One Economy at a Time. Featured in “Prof’s Oil Drilling Book Recognized,” The Daily Cougar, October 2, 2007. Interviewed by KTRK-TV News (ABC-13), Houston, TX, about Oscar Wyatt and Iraqi scandal, October 1, 2007. Interviewed by Houston Chronicle for on protecting oil technology patents overseas, September 29, 2007. Interviewed by KPFT Pacifica Houston, TX, about new oil discoveries in the Gulf of Mexico, September 6, 2006. Interviewed by KTRK-TV News (ABC-13), Houston, TX, about new oil discoveries in the Gulf of Mexico, September 5, 2006. Interviewed by Canadian Broadcasting Corporation about oil booms in Texas and Alberta, May 26, 2006. Interviewed by Garland Robinette on “The Think Tank with Garland Robinette,” WWL-AM, New Orleans, LA, about federal-state conflicts over offshore leasing, April 6, 2006. Interviewed by Christian Science Monitor about Shell Oil in New Orleans post-Katrina, January 2006. Interviewed by New Orleans Times-Picayune about federal-state conflicts over offshore leasing, June 2005. Interviewed by Salon.com about the Enron scandal, December 2001. Interviewed by KPFT Pacifica radio, Houston, TX, about the Enron scandal, November 2001.
5th Tour de Boland Time trial 5th Overall Tour De Boland 2nd place at Knysna oyster festival (1st place KOM) 2nd place Jock Cycle classic Stage 1 2nd place Jock cycle classic Stage 2 1st place overall Jock cycle classic (1st place in overall KOM) 1st place Clover tour Stage 1 1st place Clover tour Stage 2 (Time Trial) 2nd place Clover tour Stage 3 1st Clover tour Stage 4a (Hill Climb) 1st place overall Clover tour General Classification 1st place overall Clover tour Points competition 2nd place Overall Clover tour KOM competition International 2010 U23 La Cote Picarde (UCI 1.NCUP) 2010 U23 ZLM Tour (UCI 1.NCUP) 2011 Tour Zeeland (UCI2.1) 2011 Tour Of Hainan (UCI2.2) 2013 Mzanzi Tour (UCI 2.2) 2013 Tour De L’avenir (UCI 2.NCUP) 2013 U23 World Time trial Championships 2013 African Continental Championships (Road+TTT+ITT)
the brief treatment of the homeless and other traditionally underserved populations. 6.1.89 to 7.1.93 Director, alcohol and Drug Treatment and Training Services at the Brief Family Therapy Center. Milwaukee, Wisconsin. 9.1.88 to 5.31.89 Post-doctoral psychology resident at the Patty Duke Center for Depression at Canyon Springs Hospital in Cathedral City, California. 10.1.87 to 10.1.88 Psychology Intern at APA approved-Veteran's Administration Hospital in Salt Lake City, Utah. 2000 hours of supervised clinical work on major rotations of medicine, neuropsychology, gerontology, and surgery. Minor rotations of inpatient psychiatry and outpatient psychology. PERSONAL DATA Birthplace: Glendora, California Birthdate: July l4, 1958 Height: 6'0" Weight: 175 lbs.
• Assists parties to resolve their dispute where applicable with disclosure and settlement initiatives. • Provides testimony for custody and access proceedings in Family Court. Consultant- Preferred Provider 2004-2006 Warren Shepell (EAP Program) Toronto, Ontario • Provided supportive counselling to individuals, couples and families as part of a brief • counselling model. • Completed problem identification and intervention plan that was tailored to each case. • Consulted with mental health professionals and clinical managers Child and Family Clinician 1999-2003 Peel Children’s Centre Mississauga, Ontario • Provided individual, family and group counselling. • Provided to the Court a written assessment of children and their families under Section 13 of the Young Offenders Act. • Formulated a treatment plan and made recommendations to the Court for treatment of these children/families in the form of a report. • Liaison work with agencies, schools, probation officers, detention centre, police, lawyers, etc. • Responsible for counselling of children and their families as part of a multidisciplinary team, in a designated Children’s Mental Health Centre. • Oversaw the clinical needs of the adolescents in Section 19 classes. Psycho/Educational Consultant 1999 York Region District School Board York Region, Ontario • Responsible for report writing and provided feedback and assessment results to teachers, parents and other involved parties. • Responsible for conducting comprehensive psycho/educational assessments for children and adolescents. Clinician 1997-1999 Roberts Smart Centre Ottawa, Ontario • Provided individual, family and group counselling. • Provided case management for the adolescents and their families. • Responsible for a caseload of 17 moderately to severely conduct disordered young adults, adolescents and their families as part of a residential treatment facility designated as a Children’s Mental Health Centre. • Oversaw the clinical needs of young adults, adolescents and their parents.
CURRICULUM VITAE The William States Lee College of Engineering NAME: Qiuming wei DATE: June 09, 2010 RANK OR TITLE: associate professor DEPARTMENT: mechanical engineering and engineering science Office Location: 362 duke centennial hall Phone: 704 687 8213 Email: qwei@uncc.edu DATE OF FIRST EMPLOYMENT IN COE: july 15, 2005 EDUCATION Ph. D. Materials Science and Engineering, Carolina State University, Raleigh, NC (Advisor: Professor J. Narayan) 1998 M. Eng. Northwestern Polytechnic University, Xi’an, Shaanxi Province, PR China. 1988 B. S. Northwestern Polytechnic University, Xi’an, Shaanxi Province, PR China. 1984 EXPERIENCE Associate Professor Department of Mechanical Engineering University of North Carolina-Charlotte July, 2010- Assistant Professor Department of Mechanical Engineering University of North Carolina-Charlotte July Visiting Assistant Professor Center for Advanced Metallic and Ceramic Systems/Department of Mechanical Engineering, The Johns Hopkins Univ. Aug. Associate Research Scientist Center for Advanced Metallic and Ceramic Systems/Department of Mechanical Engineering, The Johns Hopkins University 2002-2005 Visiting Scientist Center for Advanced Metallic and Ceramic Systems/Department of Mechanical Engineering, The Johns Hopkins University 2001-2002 Research Scientist NSF-CAMSS, NC State Univ./NC A&T State Univ. 1999-2001 Visiting Scientist Dept. Chemical Engineering and Materials Science, Columbia University (New York) 1993
Article in an international journal: Kids Nation Magazine, edition 7, September/October 2015. Article in “Volksblad” on a speech in Parys and the work Sheri is doing to change perceptions about Down syndrome. Article in Volksblad about the fact that Sheri was awarded the Optentia Award, at the First South African Symposium on Teacher Education for Inclusion, which was held in Van der Bijl Park. 2016 Featured in the international Kids Nation magazine Issue #10 for the second time. Sheri appeared in a TV documentary in February, called: A life with….. 30 May: Guest speaker on television (KykNet), on Die Groot Ontbyt. 15 July: Featured by the television program: Pasella, on TV2. Many more articles in many languages: Google Sheri Brynard TESTEMONIALS THE FOLLOWING MESSAGES WERE POSTED ON THE WEB FOLLOWING SHÉRI’S SPEECHES AT THE GRADUATION CEREMONIES OF THE UNIVERSITY OF THE FREE STATE IN MAY 2011: The following note was written by Dzivhuluwani Ramabulana of ETVRamabulana - / Against All Odds has been given an opportunity to play on ETV. We have selected our most inspiring stories to play at 21:30 on Tuesday 28 May 2013. Sheri’s story will be the leading story on the program. Feel free to watch it again or inform those who may have not watched the initial episode.
CONFERENCE PRESENTATIONS: 2017 “Beyond the Boomerang” International Studies Association Catalytic Workshop, Baltimore, MD, February 21. Presentation of “Changing Climates in Russia and China: NGOs and Transnational Climate Advocacy in Authoritarian States.” Laura Henry (note: I could not attend due to illness but was an equal co-author). 2016 Association for the Slavic, East European and Eurasian Studies, Washington, DC, November 17-20. Presentation of paper “The Politics of Combatting HIV/AIDS in Russia: Global Norms and Domestic Preferences.” Co-author Laura Henry. Presentation of paper ““LGBT Discrimination Cases in Russia and at the European Court of Human Rights.” Co-author Valerie Sperling. Chair on panel: “Russia and China Civil Society Comparisons.” Law and Society Association Conference, New Orleans, June 2-5. Presentation of paper “Are Women’s Rights Human Rights? Gender Discrimination Cases and the European Court of Human Rights in Russia.” Co-author Valerie Sperling. Discussant on panel: “International Courts and Society.” Workshop on Assessment Power in World Politics, Weatherhead Center for International Affairs, Harvard University, May 6-7. Presentation of paper “Assessing Private Actors, Changing State Behavior: The Case of the Forest Stewardship Council.” Co-author Laura A. Henry. International Studies Association Convention, Atlanta, GA, March: Discussant on panel: “NGO Backlash? Changing Patterns of NGO-State Relations.” 2015 Annual Meeting of the American Political Science Association, San Francisco, CA, September: Presentation of paper “BRICS NGOs and Global Governance: Ascendance or Absence?” (co-authors Laura A. Henry and Priya International Studies Association Convention, New Orleans, LA, February:
Graduate Student Paper Award Committee member, Sexual Behaviors, Politics, and Communities Division of the Society for the Study of Social Problems, 2018 Past-President, Association for Humanist Sociology, 2016 Founders Award Committee member, ASA Section on Racial and Ethnic Minorities, 2016 Graduate Student Paper Award Committee member, Sexual Behaviors, Politics, and Communities Division of the Society for the Study of Social Problems, 2016 President, Association for Humanist Sociology, 2015 Oliver Cromwell Cox Book Award Committee, ASA Section on Racial and Ethnic Minorities, 2015 Local Arrangements Committee, Association for Humanist Sociology, 2015 President-Elect, Association for Humanist Sociology, 2014 Associate Editor, Humanity and Society, 2014 – 2016 Book Review Editor, Humanity and Society, 2012 – 2014 Program Chair, Association for Humanist Sociology Annual Meetings 2012, Nashville, TN Book Award Committee Chair, Association for Humanist Sociology 2011 Nominations Committee Member, Association for Humanist Sociology, 2011-2013 Book Award Committee Co-Chair, Association for Humanist Sociology 2010 Regional Representative for the Association for Humanist Sociology, 2004-2005 Program Committee member for the Midwest Sociological Society Annual Meetings 2000, Chicago Society for the Study of Social Problems Scholar Activist Fund Committee Member, 2000-01 Service to the University/Department: “The Loving Story,” panel discussion on changing attitudes toward interracial relationships. Social Justice Awareness Week. March 31, 2014. “Exploring Intersectionalities.” Invited speaker for campus Queer/Straight Alliance. Nov. 7, 2013. Trayvon: A Loyola Community Conversation about Race, Class, and Privilege in American Life,” panel member. Sept. 4, 2013. Advised 28 sociology seniors on their capstone research project (2003-2014) Mentored 9 students on their honors research projects (Columbia College, Loyola University, Tulane University)
Total Amount awarded (CAD) Duration Role Grant Agency Project Title 75,000 01/2012 – 06/2013 PI Alberta Innovates – Health Solutions Development of a Business Proposal for a Alberta Centre for Personalized Diagnostics 1,500,000 01/2011 – 06/2012 Co-I Novartis Pharmaceuticals Developing an expert system for reading the molecular phenotype of biopsies 200,000 01/2010 – 01/2012 PI Roche Organ Transplant Research Foundation The Integrin-TGF-beta-pathway in Interstitial Fibrosis and Tubular Atrophy in human renal allografts (grant # 701904686) 10,000 01/2011 – 01/2012 PI Organogenesis Inc. Histopathology of artificial skin allografts. 50,000 04/2010 – 05/2011 PI Astellas Pharmaceuticals, Canada The Banff Working Groups 25,000 01/2010 – 06/2011 PI University of Alberta Hospital Foundation Medical Research Competition Molecular Phenotyping of in Heart Transplants 90,000 03/2008 – 03/2010 Co-I Astellas Pharmaceuticals Role of B cells and Plasma cells in the progression of interstitial fibrosis and tubular atrophy in renal allografts 25,000 01/2009 – 12/2009 PI University of Alberta Hospital Foundation Medical Research Competition Mast Cells in Interstitial Fibrosis and Tubular Atrophy of Renal Allografts 50,000 06/2006 - 10/2008 Co-I Deutsche (=German equivalent of National Institutes of Health) Recruitment and activation of mesenchymal cells in renal allografts 300,000 03/2005 - 03/2007 PI DFG Project Grant: DFG-ME 2097/3-1 Pathogenetic role of tissue transglutaminase in the development of chronic allograft nephropathy 150,000 06/2003 - 06/2006 PI Brauckmann Wittenberg Heart Foundation Cardiac in situ microchimerism after heart and bone marrow transplantation 60,000 01/2006 – 12/2006 PI Dr. Werner Jackstaedt Kidney Foundation Differential and cell-specific gene expression in the mouse model of acute renal failure
Nakamura K, Arck PC and S Sheps 2008: . Journal of Assisted Reproduction and Genetics 25(2-3):47-62. Cited by 86. Arck PA, (long list including me) 2008: . Reproductive Biomedicine Online 17(1):101-103. Cited by 127. Final Views on the Diavik Diamond Mine Proposal, for the Prime Ministers Office, Mackenzie Valley Environmental Impact Review Board, February 2001. Technical reports on Marine and Aquatic Stewardship: 100+ MSc Thesis: Community Forestry: What works for the community and for the forest? Case studies on Read Island, BC and Cagayan de Oro, Mindanao, the Philippines BSc Honors Thesis: Efficiency and Effectiveness in Agricultural Extension. Case studies in the Morogoro Region of Tanzania, St. Augustine Trinidad, and southeastern Quebec Work History with Non-Profits & Public Private Partnerships Planner for Fisheries Improvements, Sustainable Fisheries Partnership, 2008-12, 5 years during the build out of their programs for McDonalds, Walmart and others. Sustainability Planner, Hawaii Seafood Council/PacMar, Honolulu, 2006-2016. Building Stewardship in Hawaii Supply Chains, Marine Aquarium Council, Honolulu, 2003-4. Co-management Board 1 (native/non-native): Executive Director, Westcoast Vancouver Island Fisheries Co-management Board, Tofino BC, 2000-2001 Co-management 2 (native/non-native): Community Seafood Planner, Central Region Board, Tofino BC, 1999-2000 Co-management Board #3 (native/non-native): Environmental Assessment Officer, Mackenzie Valley Environmental Impact Review Board, Yellowknife NWT, Director of Community Programs, Ecotrust Canada, 1995-1998 Forestry and Economic Development Planner, Tsilhqot’in National Government, 1994-1995 Co-management Board #4 (native/non-native): Chief Researcher, Northern Manitoba Economic Development Commission, 1992-3 Academia Invited speaker, ‘Is Fisheries Policy Pertinent? Are Individual Transfer Quotas appropriate for BC salmon?’ Tenth Annual Larkin Lecture, University of British Columbia Fisheries Centre (one of UBC’s most prestigious lecture series).
Learn 360: NetTrekker: Newsela: Culture Link to “Curriculum 101” Office Mix: Behavioral Science Iowa Core Language SS.7.27. Identify factors that can influence our thoughts and behaviors. SS.7.28. Examine what causes inequalities and how they exist within a society. Behavioral Science Behavior): SS.7.13 Identify what causes people to think and behave in the way that they do. SS.7.14 Examine the causes of inequality within a society. Middle East Suggestion Topic 2 3 4 Behavioral Science (Human Behavior) Basic knowledge of concepts: -the three major religions: Judaism, Christianity, Islam -identify conflict between Israelis and Palestinians Basic vocabulary such as: -culture, religion, identity, extremism, median income Identify the similarities and differences between the major religions (Judaism, Christianity, and Islam). Identify how a person’s identity (gender, ethnicity, nationality, religion) shapes a person’s view on current issues (Israeli/Palestine, ISIS, rights, etc.). Analyze data to examine how/why inequality exists between ethnic and religious groups. In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal. Example: Create a proposal that establishes a permanent border between Palestine and Israel. Explain the compromise that each side has to agree to for this compromise to be successful.
DIRECTIONS Enter each CLO in the top row (or use a short title). For each CLO, indicate the measure and achievement target, and indicate any GELO/ILO supported and whether, if applicable, the associated skills are introduced (I) for the first time, reinforced (R), giving the student a chance to practice the skills, or emphasized (E) with an expectation of student mastery. Answer the general education questions in the last row as applicable. An example is provided in the space for CLO #7. Replace with CLO if space is needed. Assessment Component CLO # 1: _______ CLO # 2: _______ CLO # 3: _______ CLO # 4: _______ CLO # 5: _______ CLO # 6: _______ Example Measure(s) (How will the CLO be assessed?) Scores on Chapter 7 test. Achievement Target(s) (What is an acceptable performance level?) At least 80% of students will score 75/100 on the test. Which, if any, GELO(s) or ILO(s) are supported? Communication Critical Thinking Is this a general education course? Yes No If yes, for which general education learning outcome? ________________________ If yes, which outcome was selected by faculty to meet institutional assessment requirements? _______________________