zilongwang/ReadingBank huggingface dataset:
Guangyang Secondary School 8 Bishan Street 12 Singapore 579807 Tel: 62589781/5 Fax: 63543108 Email: gyss@moe.edu.sg 8th Jan 2018 2018 Semester 1 Plan for Secondary Three Express Elective History Topics covered for Semester 1*: Weeks Topic TB pg Test Checklist/ Updates Term 1 Wk 1 Chapter 1.1: Impact of World War I – Background to World War I 2-3 Diagnostic Test Term 1 Wk 2-3 Chapter 1 : Impact of World War I – Treaty of Versailles and its impact 5-9 Mindmap SBQ Assignment Term 1 Wk 4 Chapter 1.2 : Impact of World War I – Reasons for setting up the League of Nation and reasons for its weakness 17-24 SEQ Assignment Term 1 Wk 5 Chapter 1.2 : Impact of World War I – Key failures of the League of Nation 25-28 Worksheet Term 1 Wk 5-6 Chapter 2.1 : Stalin’s Soviet Union – Events leading to the creation of the Soviet Union and authoritarian government 30-34 SEQ Assignment Term 1 Wk 6 Chapter 2.1 : Stalin’s Soviet Union – Reason for the Rise of Stalin 37-43 SBQ: Assignment: Inference and C&C Term 1 Wk 7 Chapter 2.2 : Stalin’s Soviet Union – Economic Impact of Stalin’s dictatorship on the Soviet Union 44-48 HI/IBL Common Test Term 1 Wk 8 Chapter 2.2 : Stalin’s Soviet Union – Political and Social Impact of Stalin’s dictatorship on the Soviet Union 49-58 HI/IBL Term 1 Wk 9 Chapter 3.1 : Hitler’s Germany – Reasons for the weakness of the Weimar Government 64-72 Class Test (SBQ) Term 1 Wk 10 Chapter 3.1 : Hitler’s Germany – Hitler’s leadership abilities 73-78 SBQ Assignment: Inference and C&C Term 2 Wk 1-2 Chapter 3.2 : Hitler’s Germany – Political impact of Hitler’s rule on Germany 86-90 SEQ Class Test Term 2 Wk 3-4 Chapter 3.3 : Hitler’s Germany – Economic Impact of Hitler’s rule on Germany 91-94 SEQ Assignment Term 2 MYE Revision
Wk 5-6 Term 2 Wk 7-8 Mid-Year Examination Term 2 Wk 9 Checking of Scripts and Corrections Term 2 Wk 10 Wealth Week *Please note that the topics might be subject to minor changes. Pupils will be updated accordingly. Assessment Plan Semester 1 CA1: 15% Semester 2 CA2: 15% SA1: 25% (MYE Examination) SA2: 45% (EOY Examination) Details of CA1 Assessments CA1 Date Topics/ Remarks Marks Assignment T1W2 SBQ Assignment 15m Assignment TI W3 SEQ Assignment 15m Test 1 T1 W5 SBQ 10m Test 2 ( common test) T1W7 Chapter 2 – Rise of Stalin 30m ICT-Based Project T1W6-7 Chapter 2 – Stalin’s Soviet Union 30m Test 3 T1W9 Chapter 3 – Hitler’s Germany 12m *Please note that the dates indicated for the CA1 components are subject to changes. Pupils will be updated accordingly. SA1 Components Date Guidelines Paper [1 hour 40 min] To be advised (Term 2 Week 6) All topics covered in semester 1. Total marks for the paper is are 50m. Details Marks A Source-based Case Study 30 B Structured-Essay Question 20 Absence from tests A medical certificate must be produced if your child/ ward is absent for the test. Parent’s letter is strongly discouraged and its validity will be approved based on a case-by-case basis. Absence from any test without a valid reason will result in zero mark for the test.
Weekly Math Review Quarter 1 Week 8 – October 1st-5th, 2018 NO CALCULATOR ALLOWED Monday Tuesday Wednesday Thursday Solve the following: 4(2a + 3) = −3(a −1) + 31 Solve the following equation for y Simplify by combining like terms. Solve and graph the solution. Is the following a function? Why? {(0,1), (1,3), (2,5), (3,7)} If find If , find Find the domain and range Is the following a function? Why? Find Find Find the domain and range Is the following a function? Why? Find Find Find the domain and range.
PERSON SPECIFICATION Lecturer Candidate: Interviewer: Date: Essential Criteria M Comments Score 1. Qualifications/Knowledge 1.1 Qualified in vocational area Level 6 or equivalent. I 1.2 Fully Teacher qualified e.g. Cert Ed, PGCE OR willing to work towards obtaining a teaching qualification. A/I 1.3 Educated to Level 2 minimum in maths and English (GCSE Grade C or above, GCSE Grade 4 or above or equivalent) within probationary period to enable access to required teacher training award. A/I 1.5 Demonstrate extensive range of knowledge, understanding and application of curriculum development, innovation and delivery strategies. I 1.6 Understand different initial assessment (IA) methodologies, select and apply appropriately and apply IA results in preparation for ILP. I
Type Title Location Policies and frameworks Australian Curriculum Early Years Learning Framework (P-2, P-6 and P-10 schools) ACT Board of Senior Secondary Studies (BSSS) (colleges) International Baccalaureate program (specific schools) People, practice and performance – School improvement in Canberra public schools – A framework for performance and accountability, 2016 Education Directorate policies. Some key policies are: Curriculum requirements policy Reporting to the community on school programs and performance policy Overseas excursions policy Australian Curriculum website Department of Education and Training (Commonwealth) – BSSS website www.bsss.act.edu.au International Baccalaureate Organisation website http://www.ibo.org/ Education Directorate website Education Directorate website For more information
Carlow Wicklow Cup Player Sanctions: U12-U16 CODE Description of Misconduct First Offence Second Offence Fine Discp1 3 Yellow Cards 1 game suspension € 20 Discp2 Dismissed for 2 Yellow Cards / Red Card 1 game suspension 1 Automatic +1 more € 20 Discp3 Dismissed for using offensive language / gestures at referee or other 1 game suspension 1 Automatic +1 more € 30 Discp4 Persisted in using offensive language at ref after been sent off. 1 Automatic +1 more 1 automatic +2 more € 40 Discp5 Dismissed for Serious Foul Play 1 game suspension 1 Automatic +2 more € 30 Discp6 Dismissed for Serious foul play where in the opinion of the Disciplinary Panel there was an obvious “attempt to injure” or “a complete disregard for the safety of an opponent 1 Automatic +1 more 1 Automatic +2 more € 40 Discp7 dismissed for Spitting at player ref or other 1 Automatic +3 more 1 Automatic +5 more € 40 Discp8 Dismissed for fighting or head butting 1 Automatic +3 more 2 Automatic +5 more € 40 Discp9 Referee Assault 12 months € 200
DIGITAL SIGNAL PROCESSING Paper Code: ETIT-415 L T/P C Paper: Digital Signal Processing 3 0 3 Objectives: The aim of this course is to provide in depth knowledge of various digital signal processing techniques and design of digital filters, learn the concept of DFT FFT algorithms, and design of digital filters using different approximations, DSP processor and architecture. The prerequisites of this subject are basic knowledge of signal and systems. UNIT–I : Frequency Domain Sampling: The Discrete Fourier Transform, Properties of the DFT, Linear filtering methods based of the DFT. Efficient computation of the DFT: Principal of FFT, Fast Fourier Transform Algorithms, Applications of FFT Algorithms, A linear filtering approach to computation of the DFT. Application of DFT, Design of Notch filter [T2, T1][No. of Hours: 11] UNIT–II: Design & Structure of IIR filters from analog filters: Impulse Invariance; Bilinear transformation and its use in design of Butterworth and Chebyshev IIR Filters; Frequency transformation in Digital Domain, Direct, Cascade, Parallel & transposed structure Design & structure of FIR filters: Symmetric and anti-symmetric FIR filters; Design of Linear Phase FIR filters using windows, Frequency Sampling Method of FIR design, Direct, Cascade, Frequency Sampling, transposed structure [T1, T2] [No. of Hours: 11] UNIT–III: Implementation of Discrete Time Systems: Lattice structures, Lattice and Lattice-Ladder Structures, Schur - Cohn stability Test for IIR filters; Discrete Hilbert Transform. Linear predictive Coding: Lattice filter design, Levension Darwin Technique, Schur Algorithm [T1, T2] [No. of Hours: 10] UNIT–IV: Quantization Errors in Digital Signal Processing: Representation of numbers, Quantization of filter coefficients, Round-off Effects in digital filters. Multirate Digital Signal Processing: Decimation, Interpolation, Sampling rate conversion by a rational factor; Frequency domain characterization of Interpolator and Decimator; Poly phase decomposition. [T1, T2][No. of Hours: 10] Text Books: [T1] Oppenheim & Schafer, Digital Signal Processing, PHI-latest edition.
ILM Level 5 Certificate in Coaching - Initial Assessment Name: Learning outcome Assessment criteria My level of knowledge How often I do this Comments A lot Some None Every day Once a week Once a month Never Understanding the skills, principles and practice of effective management coaching and mentoring 1 Understand the purpose of coaching and mentoring within an organisational context 1.1 Define what coaching and mentoring is within the context of an organisation and explain the similarities and differences between coaching and mentoring 1.2 Identify potential individual, operational and organisational barriers to using coaching or mentoring and develop appropriate strategies for minimising or overcoming these 1.3 Present the case for using coaching or mentoring to benefit individuals and organisation performance 2 Understand the skills, behaviours, attitudes, beliefs and values of an effective coach or mentor Understand the process and content of effective workplace coaching 2.1 Critically explore the knowledge, skills, and behaviour of an effective coach or mentor 2.2 Analyse why coaches or mentors require effective communication skills
Learning outcome Assessment criteria My level of knowledge How often I do this Comments A lot Some None Every day Once a week Once a month Never 3 Be able to demonstrate how you have developed and how you plan to develop in the future as a coach or mentor 3.1 Explain and reflect on the effectiveness of tutorial supervision 3.2 Provide evidence of how you have recorded and logged your own progress and development as a coach or mentor 3.3 Provide a linked and relevant plan for your future development for a minimum of the next twelve months
1801-10 100.0 41.05 50.95 -9.90 1811-20 101.3 41.60 49.80 -8.20 1821-30 89.2 36.60 47.05 -10.45 12.40 4.40 1831-40 110.0 45.15 63.70 -18.55 16.35 6.70 1841-50 140.0 57.45 79.35 -21.90 18.70 8.50 1851-60 259.6 106.55 137.20 -30.65 33.60 14.10 1861-70 404.6 166.10 223.60 -57.50 62.50 26.30 1871-80 537.0 220.45 313.85 -93.40 89.90 53.15 1881-90 570.8 234.30 331.95 -97.65 97.80 74.50 1891-00 584.0 239.75 385.20 -145.45 94.55 97.10 1901-10 845.9 347.25 505.55 -158.30 123.55 132.15 Explanation of the Table: Subtract imports from exports to obtain the balance on the commodity account, which was always negative (i.e. the British imported a greater value of goods than they exported). To that negatrive balance on the commodity account, add the ‘invisibles’ consisting of ‘services’ (i.e. shipping, banking, insurance revenues, etc.) and those dividends and interest payments received on foreign (overseas) investments, in order to obtain the final balance on Current Account, which was always positive. Gold movements and other items on Capital Account are not shown here. The Equation: Exports - Imports = Balance on the Commodity Account + Services + Dividends & Interest = Balance on the Current Account. * The accumulated net balance of overseas investments (foreign credits) includes the retained or re-invested interest and dividends on accumulated foreign investments. Gold movements and other items on the capital account are not given. Source: Calculated from Peter Mathias, First Industrial Nation (London, 1969), Table VII, p. 305. Table OF PRINCIPAL GRAIN CROPS OF SELECTED EUROPEAN COUNTRIES, IN MILLIONS OF QUINTALS, IN DECENNIAL AVERAGES, 1871-90 TO 4.5 5.3
BIOMET 3i Return/Exchange Policy Return Policy A purchaser may return any BIOMET 3i product within 90 days of the invoice date. BIOMET 3i products returned within 60 days of the invoice date will be accepted without any re-stocking fee to the purchaser. BIOMET 3i products returned between 61 and 90 days of the invoice date will be subject to a 15% restocking fee. A BIOMET 3i product will be accepted for return only if the BIOMET 3i product is (1) returned in its original, unopened package (including autoclavable products); (2) Received by BIOMET 3i within 90 days after the invoice date for that product; And (3) returned freight is prepaid to 4555 Riverside Drive, Palm Beach Gardens, Florida 33410, (Attention: Returns Department) accompanied by the BIOMET 3i return authorization number provided by BIOMET 3i’s customer service department. Purchaser should be advised that BIOMET 3i products not meeting the above criteria will not be accepted for return. Exchange Policy BIOMET 3i products may be exchanged within 180 days of the invoice date, without a re-stocking fee, for other BIOMET 3i products of equal or lesser value within the same product family as determined by BIOMET 3i (ex. implant for implant, abutment for abutment, membrane for membrane). BIOMET 3i products may be exchanged within 180 days of the invoice date for other BIOMET 3i products of greater value within the same product family as determined by BIOMET 3i (ex. implant for implant, abutment for abutment, membrane for membrane), with the price differential paid by the purchaser. In both cases, the exchanged BIOMET 3i product must be (1) returned in its original, unopened package (including autoclavable products); (2) a currently offered BIOMET 3i product (discontinued product not included); And (3) returned freight is prepaid to 4555 Riverside Drive, Palm Beach Gardens, Florida 33410, (Attention: Returns Department) and accompanied by the BIOMET 3i return authorization number provided by BIOMET 3i's customer service department.
Research Question/Aims: Central narrative (what you produced and how it relates to what you set out to achieve): Introduction Opening hook that introduces theme or underlying idea of project Goal/aim of research project and why How you went about exploring/achieving it (broad outline of process, materials) Positioning of project in artistic context Research significance of what you produced Signpost logical structure, a narrative of the exegesis Chapter 1: Title Broad purpose/ overarching theme/ idea/ theory/ concept explored Narrative of your work: Chapter 2: Title Broad purpose/ overarching theme/ idea/ theory/ concept explored Narrative of your work: Chapter 3: Title Broad purpose/ overarching theme/ idea/ theory/ concept explored Narrative of your work: Chapter 4: Title Broad purpose/ overarching theme/ idea/ theory/ concept explored Narrative of your work: Conclusion Restate aims and focus What did you create? What did you find along the way? Highlight significant points of narrative Discuss wider implications of your work – how it contributes to the field and literature Section Purpose: Section Purpose: Section Purpose: Section Purpose: Section Purpose: Section Purpose: Section Purpose: Section Purpose: Section Purpose: Section Purpose: Section Purpose: Section Purpose:
Research Question/Aims: Argument: Chapter 5: Title Broad purpose: Chapter 6: Title Broad purpose Chapter 7: Title Broad purpose: Chapter 8: Title Broad purpose: Conclusion Summary of argument Implications Section I will argue: Section I will argue: Section I will argue: Section I will argue: Section I will argue: Section I will argue: Section I will argue: Section I will argue: Section I will argue: Section I will argue: Section I will argue: Section I will argue:
. In the past month Not at all Less than 1 in 5 times Less than half the time About half the time More than half the time Almost always Your score Incomplete Emptying: How often have you had the sensation of not emptying your bladder? 0 1 2 3 4 5 Frequency: How often have you had to urinate less than two hours? 0 1 2 3 4 5 Intermittency: How often have you found you stopped and started again several times while urinating? 0 1 2 3 4 5 Urgency: How often have you found it difficult to postpone urination? 0 1 2 3 4 5 Weak Stream: How often have you had a weak urinary stream? 0 1 2 3 4 5 Straining: How often have you had to strain to start urination? 0 1 2 3 4 5 None 1 time 2 times 3 times 4 times 5 times Nocturia: How many times do you typically get up at night to urinate? 0 1 2 3 4 5 Total I-PSS Score Patient Name:________________________________ Date of Birth:_______________ Date Completed_____________ Score: 1-7: Mild 8-19: Moderate 20-35: Severe Quality of life Due to Urinary Symptoms Delighted Pleased Mostly Satisfied Mixed Mostly Dissatisfied Unhappy Terrible If you were to spend the rest of your life with your urinary condition just the way it is now, how would you feel about that? 0 1 2 3 4 5 6
Instructor Caitlin E. Mullarkey DPhil Assistant Professor, Bachelor of Health Sciences Program Note while the BHSc office space is undergoing renovations, I will not hold regular open office hours. Please contact me if you wish to set-up a meeting. Teaching Assistants Sabah Haq (haqs4@mcmaster.ca) Sabrina Shrestha (shress1@mcmaster.ca) Andrea Llanos (llanosa@mcmaster.ca) Time and Place Lectures: Mon and Wed 1:30-2:20 PM, BSB B136 Tutorials: Tuesday 3:30-4:20 PM---MDCL 1115 T1 Wednesday: 12:30-1:20 PM---MDCL 1115 T2 Wednesday: 3:30-4:20 PM---MDCL 1115 T3 Friday: 2:30-3:20 PM---MDCL 1116 T4 Friday: 3:30-4:20 PM---MDCL 1115 T5 Textbook The following textbook is recommended: Principles of Virology (ASM Press), Fourth Edition, Authors: 1, 2, 3, 4 Print ISBN : 9781555819514 e-ISBN : 9781555819521 DOI: *Note the library has one hard copy and two ebook copies of the textbook [one through ProQuest and one through the R2 Digital library]. Where possible figures from the textbook which are used in lectures will be posted on Avenue to Learn (with appropriate permission). This textbook is a “Special Order Only” item at the McMaster bookstore. If you wish to purchase a copy from the bookstore you can place an order online or in the store. It will take ~1 week for the textbook to arrive from the distributor. Ebooks can be purchased through RedShelf or VitalSource. Overview and learning objectives The course will focus on virology as an integrative disciple. Rather than reviewing individual virus families, we will focus on the overarching principles and survival strategies adopted by viruses. In this way, you will understand the diverse characterstics of viruses are simply unique solutions to a common set of problems.
ASTM E2357 - Standard Test Method for Determining Air Leakage of Air Barrier Assemblies. Underwriters’ Laboratory, Canada (ULC): CAN/ULC-S741, Standard for Air Barrier Materials – Specification. CAN/ULC-S742, Standard for Air Barrier Assemblies – Specification. U.S. Green Building Council - LEED rating systems. 1.4 SUBMITTALS A. Submit under provisions of Section 01300 - Administrative Requirements. B. Product Data: Manufacturer's data sheets on each product to be used, including: Physical properties, performance criteria, compliance reports, material compatibility, product limitations, and recommendations. Preparation instructions and recommendations. Storage and handling requirements and recommendations. Installation methods. C. Shop Drawings: Provide manufacturer’s typical, scaled, shop drawings with actual product names on details of: Typical conditions. Transitions to adjacent systems. Mock-up, including plans and elevations. D. Manufacturer’s Letter Indicating Compatibility: Submit letter or technical bulletin listing specific air barrier materials, and typical adjacent system materials; that are compatible, both chemically and adhesively. E. Qualifications: Submit manufacturer and installer qualifications. Submit 5 project references within the last 5 years of similar-sized projects with sheet membrane air barrier assembly installation by the proposed installing contractor. Warranty: Submit manufacturer’s sample warranty. LEED Submittals: Provide product VOC data and manufacturer's certifications as requested by the Architect. 1.5 QUALITY ASSURANCE A. Single Source Responsibility: Provide primary weather barrier materials from a single manufacturer. Secondary and accessory materials by other manufacturers shall be approved for compatibility by the primary manufacturer. B, Testing Laboratory Qualifications: Accredited by the International Accreditation Service (IAS), American Association for Laboratory Accreditation (A2LA), or Standards Council of Canada (SCC). C. Manufacturer Qualifications: Minimum 10 years of experience manufacturing similar products. D. Installer Qualifications: Minimum 5 years of experience installing similar products and approved by the manufacturer.
Remove left over material and debris from Work area. Use necessary means to protect film before, during, and after installation. Touch-up, repair or replace damaged products before Substantial Completion. After application of film, wash film using common window cleaning solutions, including ammonia solutions, 30 days after application. Do not use abrasive type cleaning agents and bristle brushes to avoid scratching film. Use synthetic sponges or soft cloths. END OF SECTION
5 Value Bands £0 - 2k £2k - 50k £50k - 170k Hours Normal Hours 8am – 5 pm Monday – Friday Emergency Normal day Hours 8am – 5pm (within 2 working hours) Monday – Friday Emergency Out of Hours 5pm – 8am and weekends Quotations and Tenders only and not Reactive/Emergency Day Work *Please see enclosed Shropshire Area Map on the next page.
CLM Devotional Schedule 7:00pm-8:00pm Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 Robert Meade 3 Jackie Blackmon 4 5 6 7 Harry Sewell 8 9 Julius Washington 10 Earl Morris 11 Hope Repair 12 13 14 Steve Morgan 15 16 Berkeley Baptist 17 Tim Mobley 18 19 20 21 Greg Davis 22 23 JD Steedley 24 Victory Baptist 25 26 27 28 Bill Olson 1 2 Eric Denton 3 Ray Bickley 4 5 6 7 Pat Mitchum Sr. 8 9 Jesse Sullivan 10 Brian Guerry 11 Hope Repair 12 13 14 Danny Tracy 15 16 Berkeley Baptist 17 Mickey Sauls 18 19 20 SCREVEN Sandridge First Baptist 21 Sean Kelly 22 23 Gene Lisenby 24 Victory Baptist 25 26 27 28 Brian Lynch 29 30 Pastor Norman Rogers 31 Mike Hill 1 2 3 4 Chris Barker 65 6 Wayne Ahl 7 Joe Wofford 8 9 10 11 Ben Suddeth 12 13 David O’Dell 14 Robert Meade 15 Hope Repair 16 17 SCREVEN Corinth Baptist 18 Dennis Bishop 19 20 Berkeley Baptist 21 Ben Sudduth 22 23 24 Jeff Jacobs SonRise Church 25 Steve Morgan 26 27 Pastor Norman Rogers 28 Victory Baptist 29 30
Rockbridge Montessori 108 West Roosevelt Little Rock, AR 72206 Phone: 501-404-9549 Fax: 501-508-5740 This form MUST be returned by May 3, 2017 to be in the 2017-2018 lottery draw which will occur on May 5, 2017. Preference is given to Founding member’s children, Board Member’s children, and siblings of current students. A separate form must be filled out for each child you wish to enroll in the lottery. Student’s Name: First Middle Last Student’s Address: City: Zip: Student’s Social Security Number: Student’s Birth Day: Student’s Age: Gender (Male or Female) Student’s Grade for 2016-2017 school year School last Attended: Contact Information Parent/Guardian Names(s)
Oceanic ridge Term 2/3 Plate tectonics – Types of plate boundaries and landforms (part 1) Divergent boundaries Rift Valleys block mountains Oceanic ridge 10-12 21-24 WS 2B Data response on Divergent boundaries and landforms Term 2/4 Plate tectonics – Types of plate boundaries and landforms (part 1) Divergent boundaries Rift Valleys block mountains Oceanic ridge 10-12 21-24 WS 2B Data response on Divergent boundaries and landforms Term 2/5 Revision for MYE Revision paper A DR +SQ +LM (self-mark) Term 2/6 Revision for MYE Revision paper B DR +SQ +LM (self-mark) Term 2/7 *Labour Day (Tues) Mid-Year Examinations MYE - weather & climate - Plate Tectonics Term 2/8 *Vesak Day(Wed) Mid-Year Examinations Term 2/9 Plate tectonics – Types of plate boundaries (part 2) Convergent boundaries 13-15 WS 3B Data response on Convergent plate boundaries Term 2/10 Plate tectonics – Types of plate boundaries (part 2) Convergent boundaries 13-15 WS 3B Data response on Convergent plate boundaries JUNE HOLIDAY June Holiday Homework Extent of earthquake M.P.L.D.T.T. (12m) Term 3/1 Plate tectonics – Types of plate boundaries (part 2) Volcanoes Characteristics of volcanoes Types of volcanoes (shield/strato) Distribution of volcanoes Risk/benefits staying near volcanoes 24-29 WS 4B Data response on characteristics and distribution of volcanoes Term 3/2 *Youth Day (Mon) Plate tectonics – Types of plate boundaries (part 2) Volcanoes Characteristics of volcanoes Types of volcanoes (shield/strato) 24-29 WS 5B Level marking on volcanoes
Evidence All evidence supports the assertion. Some evidence supports the assertion. Evidence does not support the assertion. Citations correct All evidence is cited correctly. Some evidence is cited correctly. evidence is cited incorrectly. Commentary All commentary connects evidence to assertion. Some commentary connects evidence to assertion. Commentary does not connect evidence to assertion. Use of complex sentence starters and academic vocabulary. Uses complex sentence starters and academic vocabulary often. Uses complex sentence starters and academic vocabulary sometimes. Uses complex sentence starters and academic vocabulary never. Editing Use of conventions, punctuation, mechanics, and spelling. Some use of conventions, punctuation, mechanics, and spelling. Essay does not use conventions, punctuation, mechanics, and spelling. Total: __________ / 21 = ________% = ________ GRADE VOCABULARY & SENTENCE STARTERS TO USE IN YOUR ESSAY: Some Complex Sentence Starters Although… Even though… Despite… Some Key World Geography Vocabulary Manufacture/ manufacturer Sweatshop Labor/ Laborer Exploit/ exploitation The environment/ environmental Multinational Corporation “Race to the Bottom” GDP GDP per capita Poverty Relative Poverty Citizen/citizenship Economic migrant Refugee Asylee Compassion Empathy
Pollution/ pollute Producer/ produce Consumer/ consume Conditions Wage Cost/benefit Contribute Civic Absolute poverty Income Push factor Pull factor Home country Host country Undocumented/ documented Resist Persecution/persecute Dehumanize Superior Exploit Latino/Latina ANNOTATION SYMBOLS Who How What Where Get the Gist (GTG) GTG: Very short (a few words or one sentence summary of the paragraph (sometimes just a chunk of text ) Right hand margin Roadblocks Put a box around any word or phrase you do not know or cannot pronounce. Clarify in the margin. Draw and arrow from the book and clarify in the left margin. Golden Lines Underline a line in the text that stands out to you (an aha moment): might be something you agree with or something you can relate to. Wherever it appears in the text Wondering Questions ? Underline and write a question mark above a chunk of text that is confusing. Left margin: make a note of your question. Key Ideas ! Underline and write an exclamation mark above any chunk. Wherever it appears in the text Literary Devices Underline text where you see a literary device. If you can, identify the device in the margin. Left margin
Guangyang Secondary School 8 Bishan Street 12 Singapore 579807 Tel: 62589781/5 Fax: 63543108 Email: gyss@moe.edu.sg Semester Plan for Sec 3 Normal (Technical) Mathematics 2018 Please be informed of the following semester plan for matters pertaining to Mathematics for your child/ ward in Semester 1. Curriculum Plan Tentative Week Topics to cover Term 1 Week 2 – 3 Chapter 1 – Indices and Standard form Term 1 Week 4 – 5 Chapter 3 – Expansion and Algebraic Fractions Term 1 Week 6 – 8 Chapter 4 – Factorisation Term 1 Week 9 Chapter 2 – Scales and Maps Term 2 Week 1 Chapter 2 – Scales and Maps Term 2 Week 2 – 3 Chapter 5 – Arc Lengths and Sector Areas Term 2 Week 4 – 6 Revision Term 2 Week 7 – 8 Mid – Year Exam Term 2 Week 9 – 10 Going through of Mid – Year Exam paper SEAB Syllabus Assessment Plan CA1: 15% (80% - Common Tests and 20% - Class Tests/Quizzes and assignments) SA1: 25% (Mid – Year Exam) CA2: 15% (80% - Common Tests and 20% - Class Tests/Quizzes and assignments) SA2: 45% (End – of Year Exam) CA1 Components Tentative Date Weightage Topics covered Term 1 Common Test 1 (Post – Holiday Test) Term 1 Week 2 Sec 1 & 2 Topics Term 1 Common Test 2 Term 1 Week 4 Indices and Standard form Algebra (Chapter 3.1–3.2) Term 1 Common Test 3 Term 1 Week 7 Sec 1 and 2 topics Chapters 1 and 3 Chapter 4.1 Term 1 Common Test 4 Term 1 Week 9 Chapter 4 Term 2 Common Test 5 (Post – Holiday Test) Term 2 Week 1 Chapter 1, 3 and 4 Term 2 Common Test 6 Term 2 Week 4 Chapters 2 and 5 *Other assessment components include class quizzes and assignments. Exam Format SA1 Components Weightage Date Remarks Paper 1 50% Term 2 Week 7 1hr 50mins Calculator allowed Sec 1 & 2 topics Sec 3 (Chapters 1 – 4) Answer all questions Paper 2 50%
Answer on spaces provided Paper 2 50% Term 4 Week 4 All Sec 1 to 3 topics Cover topics from strands: Number and Algebra, Statistics and Probability, Real – world contexts related to Number and Algebra and Statistics and Probability 1 hour 30 mins 50 marks Answer on spaces provided Absence from tests Medical certificates must be produced if student is absent for the test. Parent’s letter is strongly discouraged and its validity will be approved based on a case-by-case basis. Absence from any test without a valid reason will result in zero mark for the test. Do note that student will have to do a make-up test on the day he/she returns to school. With this information, we hope all students will better prepare themselves for the academic demands this year. Do feel free to contact the Mathematics teachers, Miss Choo Cheryl and Miss Tan Yu Zhen should further clarification is needed on this matter.
Guangyang Secondary School 8 Bishan Street 12 Singapore 579807 Tel: 62589781/5 Fax: 63543108 Email: gyss@moe.edu.sg 8th Jan 2018 2018 Semester 1 Plan for Secondary Three NA Elective History Topics covered for Semester 1*: Weeks Topic TB pg Test Checklist/ Updates Term 1 Wk 1 Chapter 1.1: Impact of World War I – Background to World War I 2-3 Diagnostic Test Term 1 Wk 2-3 Chapter 1 : Impact of World War I – Treaty of Versailles and its impact 5-9 Mindmap SBQ Assignment Term 1 Wk 4 Chapter 1.2 : Impact of World War I – Reasons for setting up the League of Nation and reasons for its weakness 17-24 SEQ Assignment Term 1 Wk 5 Chapter 1.2 : Impact of World War I – Key failures of the League of Nation 25-28 Worksheet Term 1 Wk 5-6 Chapter 2.1 : Stalin’s Soviet Union – Events leading to the creation of the Soviet Union and authoritarian government 30-34 SEQ Assignment Term 1 Wk 6 Chapter 2.1 : Stalin’s Soviet Union – Reason for the Rise of Stalin 37-43 SBQ: Assignment: Inference and C&C Term 1 Wk 7 Chapter 2.2 : Stalin’s Soviet Union – Economic Impact of Stalin’s dictatorship on the Soviet Union 44-48 HI/IBL Common Test Term 1 Wk 8 Chapter 2.2 : Stalin’s Soviet Union – Political and Social Impact of Stalin’s dictatorship on the Soviet Union 49-58 HI/IBL Term 1 Wk 9 Chapter 3.1 : Hitler’s Germany – Reasons for the weakness of the Weimar Government 64-72 Class Test (SBQ) Term 1 Wk 10 Chapter 3.1 : Hitler’s Germany – Hitler’s leadership abilities 73-78 SBQ Assignment: Inference and C&C Term 2 Wk 1-2 Chapter 3.2 : Hitler’s Germany – Political impact of Hitler’s rule on Germany 86-90 SEQ Class Test Term 2 Wk 3-4 Chapter 3.3 : Hitler’s Germany – Economic Impact of Hitler’s rule on Germany 91-94 SEQ Assignment Term 2 MYE Revision
Wk 5-6 Term 2 Wk 7-8 Mid-Year Examination Term 2 Wk 9 Checking of Scripts and Corrections Term 2 Wk 10 Wealth Week *Please note that the topics might be subject to minor changes. Pupils will be updated accordingly. Assessment Plan Semester 1 CA1: 15% Semester 2 CA2: 15% SA1: 25% (MYE Examination) SA2: 45% (EOY Examination) Details of CA1 Assessments CA1 Date Topics/ Remarks Marks Assignment T1W2 SBQ Assignment 15m Assignment TI W3 SEQ Assignment 15m Test 1 T1 W5 SBQ 10m Test 2 ( common test) T1W7 Chapter 2 – Rise of Stalin 30m ICT-Based Project T1W6-7 Chapter 2 – Stalin’s Soviet Union 30m Test 3 T1W9 Chapter 3 – Hitler’s Germany 12m *Please note that the dates indicated for the CA1 components are subject to changes. Pupils will be updated accordingly. SA1 Components Date Guidelines Paper [1 hour 40 min] To be advised (Term 2 Week 6) All topics covered in semester 1. Total marks for the paper is are 50m. Details Marks A Source-based Case Study 30 B Structured-Essay Question 20 Absence from tests A medical certificate must be produced if your child/ ward is absent for the test. Parent’s letter is strongly discouraged and its validity will be approved based on a case-by-case basis. Absence from any test without a valid reason will result in zero mark for the test.
my crew in the Shetlands near Unst – and that was in the summer - but that’s another story. I’m on firmer ground on whaling, as I’m involved with two organisations trying to help whales. The first is Ocean Alliance, founded by Dr Roger Payne, who popularised humpback whale songs in the 1960s and 1970s, and inspired my undying love of Kate Bush’s music. In November 2008 Roger presented a performance of “Sea Change” at Gresham College with his wife Lisa Harrow. My second organisation is the International Fund for Animal Welfare which co-hosted Sydney Holt’s challenging 2008 Gresham lecture, “Shall Future Generations Eat Fish Or Whales?” Today Dr Stonehouse is going to help us explore our history. In 1576 the Muscovy Company was awarded a monopoly to kill whales. While the 35 tonne Grace of Bristol went to Newfoundland in 1594 to trade whale products with the Basque, it wasn’t until 1611 that the Moscovy Company’s first whaling expedition set sail. Whaling today seems repugnant and uncivilised to many, but Dr Stonehouse’s British Arctic Whaling website reminds us: “Few today regret the end of British whaling; fewer still would want to see it revived or encouraged in any form. For all its products there are now reasonable alternatives, and most nations agree that whaling is no longer needed. This was not the case in the 16th to mid-19th centuries, or even in the early 20th century when British whaling finally ceased. To judge whalers of those times by standards of today makes no sense at all. If we seek to judge, we must in fairness know more of the circumstances in which they worked.” Whaling, particularly in the arctic, was tough and dangerous, and many ships were lost. As a professor of commerce, I have to ask – why did people risk so much, what did they gain, why did they stop? To answer those questions and
other farm implements; Land Pride, which manufactures grounds maintenance tools such as mowers, rototillers, rotary cutters, and dirt-working equipment; Great Plains International, which sells the company’s products worldwide; Great Plains Trucking, which operates a nationwide fleet of flatbed trucks; and Great Plains Acceptance Corporation, which finances the company’s products. Great Plains Mfg., Inc., is headquartered in Salina, Kansas. # # #
Coordinate requirements for power supply, conduit, disconnect switches and wiring. INSTALLATION Install in accordance with manufacturer's instructions. Install dryers at specified heights. Install dryers securely to supporting substrate so that fixtures are level and aligned with each other. Use type and length of fastener as recommended by manufacturer for type of substrate. PROTECTION Inspect installation to verify secure and proper mounting. Test each dryer to verify operation, control functions, and performance. Correct deficiencies. Protect installed dryers until completion of project. Replace damaged products before Substantial Completion. END OF SECTION
Application forms will be marked out of a possible 16 marks on the basis of the following criteria: Intellectual ability: may be demonstrated through a very good academic record (regardless of school or university attended) or through other achievements/employment which show a high level of intellectual application (up to 8 points). Commitment: a high level of drive and determination; evidence of a genuine and strong interest in practising law at the Bar (up to 4 points); and Impact: the candidate’s ability to market themselves on paper through their personal style and achievements (up to 4 points). Application process Applications are made via 3PB’s application form to , an address monitored by the Director of Operations. Applications are determined by each centre’s assessor on the basis of the form. There is no interview stage. The applications are considered once a month, with a cut-off date off 15th of the month, with the applicants usually being informed by the end of the month. As we are a working Chambers, it is not always possible to deal with applications as swiftly as we would like. Applications will only be accepted if they are made using the Chambers’ application form. Chambers does not accept applications via curriculum vitae or covering letter. Only the information provided on the application form itself will be used for assessment, to ensure that all candidates are marked fairly and consistently. It is not acceptable to submit an application form with only basic information that refers to an attached curriculum vitae or other information. Applications sent via e-mail must contain the centre to which you are applying in the subject box, failure to do this will result in your application
.ELA – Literacy R.I. 8.6 .ELA – Literacy R.I. 8.8 .ELA – Literacy R.I. 8.9 CCSS.ELA-Literacy.W.8.1 .ELA – W. 8.2 * CA. ELD Standards (12) Argumentative Unit (See Unit by Genre for full text of CCSS descriptors) CA. ELD Standards (12) Literary Analysis Unit (See Unit by Genre for full text of CCSS descriptors) CA. ELD Standards (12) Minimum Course Requirements Materials/Supplies Maintain a “C” or above grade on class assignments Maintain a Portfolio with Formal Writing Samples & Culminating Tasks Projects Group participation and communication of unit information will be graded A minimum of two Novels will be required for CCSS/DOK analysis Attendance/Tardies- More than 3 will result in U’s for Cooperation 2 pencils & 2 pens Pencil sharpener Lined paper Binder, three-ring, dividers, supplies pouch Highlighters The teacher will not provide basic school supplies Grading All assignments will receive a grade mark; Credit/Non-Credit + = A √ = B/C - √ = C- - = D 0 = F 100 – 90% = A 89 – 80% = B 79 – 70% = C 69 – 60 = D 59 & below = F Projects & Culminating Tasks = 60% of grade Class work = 30% of grade Homework = 10% of grade Fall Semester Marks Progress Report 9/7 9/14
Identify at least one sentence from the meerkats passage that is a simile. Identify at least one sentence from the meerkats passage that contains alliteration. She was sunlight dancing on the leaves. In the sentence above, identify the two types of figurative language that are expressed. Allusion makes reference to something or someone else. You can find examples of allusions in literature and everyday conversation. For #15-19 see the attached passage and instructions. Directions: For #19-20, explain the allusion of the sentence. He was so angry he began to act like The Hulk. When the teacher assigned him silent lunch, he felt like Nelson Mandela. Sentence Structures and Clauses ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of phrases and clauses in general and their function in specific sentences. Choose among, simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Directions: For #22-23, identify the sentence structure of each sentence. Explain. Whenever it is time to go shopping, my mom always wants to have a pep talk about sensible spending and I have to sit there and listen. The EPA is an agency that enforces pollution-control standards in the United States.
Week # Form of Writing Prompt & Writing Activity/Strategy Topics for Grammar/Revising/Editing Week 1 August 27 Baseline Writing through Journaling: Expository/Narrative Prompt: Daily Journal Prompt (see IFD) Activity/Strategy: Respond to daily prompts Texas Assessment Preparation Pretest pages Week 2 Prompt: Describe your favorite game and explain why it is fun. Describe tu juego favorito y explica porque es divertido. Activity/Strategy: Expository Informative Brainstorming (pg. 36 – Randi Whitney) Linear Paragraph (pg. 23 – Randi Whitney) Subjects and Predicates Week 3 Prompt: Describe your favorite game and explain why it is fun. Describe tu juego favorito y explica porque es divertido. Activity/Strategy: Use Linear Paragraph handout (from week 2) to create rough draft, Revising, and Editing Kinds of Sentences Week 4 Prompt: Describe your favorite game and explain why it is fun. Describe tu juego favorito y explica porque es divertido. Activity/Strategy: Final draft/Publish Common and Proper Nouns Week 5 Personal Narrative Prompt: Write about an event that changed your life. Activity/Strategy: Brainstorming, Magnifying,( Randi Whitney) Lesson 4 Common Nouns Proper Nouns Ideas Week 6 Prompt: Write about an event that changed your life. Activity/Strategy: Drafting using Storyline (Randi Whitney) pg. 43-47 1 Page Foldable Plural Nouns with s & e Ideas Week 7 Prompt: Write about an event that changed your life. Activity/Strategy: Revise and edit-(Randi Academy) Lesson 6, Publish. Verbs Revising for Word Choice Week 8 Expository-How to/Procedural Prompt: Explain how to ride a bike. Explica como andar en bicicleta. Activity/Strategy: Introductions/Conclusions folder Introductions pg. 28/38 – (Randi Verb Tenses
Mon 1/29 A Tues 1/30 B Wed 1/31 A Thurs 2/1 B Fri 2/2 A Synthesis essay (all period if necessary BUT will give timing updates) all class period (80+minutes): analysis and argument essay Mon 2/5 B Tues 2/6 A Wed 2/7 B Thurs 2/8 A Fri 2/9 B Vocabulary quiz Go over multiple choice answers/corrections Explain process for grading essays Essay grading tables/argument essay Finish up grading Mon 2/12 A Tues 2/13 B Wed 2/14 A Thurs 2/15 B Fri 2/16 A Assemble benchmarks for grades Best speeches EVER Homework: What do you remember about rhetorical analysis? Annotate Abraham Lincoln's "Gettysburg Address" with EVERYTHING that you can find. Be sure to identify his rhetorical purpose. clickhere Begin bringing springboard with you again! Write pledge of allegiance: Analyze, what does it mean? Red Skelton pledge Mon 2/19 Tues 2/20 Wed 2/21 B Thurs 2/22 A Fri 2/23 B Professional Learning Professional Learning Springboard 3.4 : Kennedy inaugural address. Examine/practice syntax. Discuss work on multiple choice in groups. complete syntax, prepare for Harkness: Read Trump's innagural address. Note syntax, diction, etc.: . Note similarities in choice, themes, etc. Return research papers Harkness: discuss choices made in structure, syntax, diction for the three things we have read so far. Emulate and change: choose favorite section of one of the things we read, either emulate the syntax and write on your OWN subject or CHANGE syntax.
Content TEKS and Process Skills ELAR Informational Text Social Studies & Science Resources Strategies 3.13 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from the text to support their understanding. 3.13A Identify the details or facts that support the main idea. (READINESS) 3.13B Draw conclusions from the facts presented in text and support those assertions with textual evidence. (READINESS) 3.13C Identify explicit cause and effect relationships among ideas in texts. (READINESS) 3.13D Use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text. 3.14 Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from the text to support their analysis. 3.14A Identify what the author is trying to persuade the reader to think or do. 3.15 Reading/Comprehension of Informational Text/Procedural Text. Students understand how to glean and use information in procedural texts and documents. 3.15A Follow and explain a set of written directions. 3.15B Locate and use specific information in graphic features of text. Social Studies Scott Foresman Textbook Primary Source Readers: Clara Barton, Harriet Tubman, Daniel Boone ELAR Leveled Readers LRE Biography Cards Science Delta Science Readers: Food Chains and Webs, Dinosaurs and Fossils, Earth Movements, Electrical Circuits, Magnets, Plant and Animal Life Cycles, Solar System, Sound, Water Cycle, Weather Instruments (your kit has 8 copies of each title and 10 copies of corresponding Skillbuilders) AIMS: booklets STEMscopedia* Reading Science ** Science Rocks! Lyrics** P-B-L Science** *found in STEMScopes 2.0, available in 2014-2015 **found in both STEMScopes 1.0 (currently available) and STEMScopes 2.0 Graphic Organizers Foldables Headlines/Reverse Headlines I Used to Think…Now I Think Sketch-to-Stretch The Explanation Game What Makes You Say That? Think-Puzzle-Explore Text Coding This Needs a Caption
Persian Chart for the following: Ancient: 6000BCE to 600 BCE Egypt Mesopotamia (Sumeria/Babylonia) Indus (Harappa/Mohenjo-Daro) Huang He (China) Classical: 600 BCE to 600 CE India (one chart for each) Maurya Gupta China (one chart for each) Qin Han Greece Rome (republic and imperial) Maya Post-Classical: 600-1450CE Umayyad Abbasid Sub-Saharan Africa (Western Kingdoms/ Swahili Coast) Byzantine Medieval Europe (west) Pre-Columbian America (one chart for each) Aztec Inca China (one chart for each) Tang Song Japan/Korea/Vietnam Mongols Pre-Modern: 1450-1750 Russia Western Europe Latin America Africa (Western Kingdoms, South Africa & Swahili Coast) Ottomans Mughals Ming China Industrial Age: 1750-1914 Europe Qing China Russia Japan Ottomans Modern Age (1914-present) Europe USSR Post-Communist Russia Communist China India Sub-Saharan Africa Middle East Mexico SPICE Chart for the following: Ancient: 6000BCE to 600 BCE Egypt Mesopotamia (Sumeria/Babylonia) Silk Road Classical: 600 BCE to 600 CE Classical India Classical China Classical Rome Silk Road Mediterranean trade Post-Classical: 600-1450CE Muslim Empire Sub-Saharan Africa Byzantine Medieval Europe (west) Pre-Columbian America China Silk Road Indian Ocean network Pre-Modern: 1450-1750 Russia Western Europe Latin America Africa Muslim (Gunpowder) Empires China Indian Ocean network Industrial Age: 1750-1914 Europe Qing China Russia Japan Ottomans Modern Age (1914-present) Europe USSR/Post-Communist Russia Communist China India Sub-Saharan Africa Middle East Latin America
Quarter 3 Establish Science/ Lab/ Notebook Routines Review Scientific Investigation and Reasoning Process – TEKS 3. 1-4. TEKS 3.7 Earth and space. The student knows that Earth consists of natural resources and its surface is constantly changing. (A) explore and record how soils are formed by weathering of rock and the decomposition of plant and animal remains; (B) investigate rapid changes in Earth's surface such as volcanic eruptions, earthquakes, and landslides; (C) identify and compare different landforms, including mountains, hills, valleys, and plains; and (D) explore the characteristics of natural resources that make them useful in products and materials such as clothing and furniture and how resources may be conserved. 3.ES.1-4 Earth and space. The student knows there are recognizable patterns in the natural world and among objects in the sky. (1) observe, measure, record, and compare day-to-day weather changes in different locations at the same time that include air temperature, wind direction, and precipitation; (1a) Researches and gathers information to describe climates in different regions of the State, nation, the world. (1b) States and explains the merit of a design solution that reduces the impact of a weather-related hazard (i.e. a levee, a seawall). (2) describe and illustrate the Sun as a star composed of gases that provides light and heat energy for the water cycle. (3) construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions. (4) identify the planets in Earth's solar system and their position in relation to the Sun. Earth Space Natural resource Earth’s surface Weathering Decomposition Investigate Landforms Products Materials Conservation Natural world Weather changes Temperature Wind direction Precipitation Illustrate Sun Gas Heat energy Water cycle Orbit Position Planets Solar System