zilongwang/ReadingBank huggingface dataset:
Resources Resources Books Castro, F. (2008). Che. Melbourne, Vic., Australia: Ocean Press. Castro, F. and Ramonet, I. (2009). My life. 2nd ed. New York, N.Y.: Scribner. Dennett, B., Dixon, S., Howitt, B. and Wong, A. (2018). Key features of modern history. 5th ed. Melbourne: Oxford University Press. Dallimore, J., Kandalaft, R., Kelly, B. and Tol, D. (2017). Investigating modern history, pp. 53 – 54. Harris. R. (2011). Che Guevara: A Biography. Shimano, C. and Konno, K. (2008). Che Guevara A Manga Biography. 1st ed. New York: Penguin. Websites YouTube Clips DVDs Che: Part One. (2008). [DVD] Directed by S. Soderbergh. Mexico: Wild Bunch.
Students: Build on their knowledge of Cuban history due to their prior investigation of the Cuban Revolution (List B) through a study of the Nature of Modern History in regards to the construction of the historical personality Ernesto “Che” Guevara Search, read, discuss: teacher shares a collaborative with students which consists of two columns “positive” and “negative”. Students are instructed to search for tweets on Twitter using the hashtag: and place the tweets they find in the relevant column(s). Class discussion: Class discusses the different findings in regards to Guevara and that it is difficult to come to a unified perspective in regards to the construction of this personality. Students: Learn about the role of evidence, interpretation and perspective in the construction of historical accounts Teacher exposition: teacher introduces students to the key questions when constructing history, such as “who are the historians” and “what are the purposes of history” and how these play an integral role in the construction of historical accounts, such as Che Guevara. Create a mind-map (using ): students discuss the question, ‘’What makes a good historian?’ The following five criteria about the historian should be considered: Purpose Context Methodology Style/language Influence Create a glossary: add terms – historiography, methodology, archive, evidence, bias, epistemology. PowerPoint: “What is History” (a free collaborative website which allows users to see others comments) Students: Investigate the different types of histories, including narrative history, biography, social and cultural history Teacher exposition and student note taking: Teacher explanation of the choices historians take in the selection of the type of history they will produce or the approach they will use. This in turn will impact the topics they investigate, sources they consult and stories that they construct. Exposition includes four key examples of methods of investigation: Narrative history Biography Social history Cultural history Dennett, B., Dixon, S., Howitt, B. and Wong, A. (2018). Key features of modern history. 5th ed. Melbourne: Oxford University Press, pp.34-35.
Document Verification Job title Job number Document title File reference Document ref Revision Date Filename Chpt.3- Consultationdocx.docx Draft 1 9 Dec 2016 Description First draft Prepared by Checked by Approved by Name Ailsa Doyle Sinead Whyte Sinead Whyte Signature Issue 3 October 2017 Filename Chpt.3- Consultation_Issue_May 2017.docx Description Prepared by Checked by Approved by Name Signature Filename Description Prepared by Checked by Approved by Name Signature Filename Description Prepared by Checked by Approved by Name Signature Press Control+Shift+D to insert or remove DV sheet Issue Document Verification with Document
1. Please complete Date of Birth What is your date of birth? DD/MM/YY What is your age: To be completed I prefer not to answer this question 2. Please complete Marital / Civil Partnership Status Married / in a Civil Partnership Divorced / Dissolved Civil Partnership Separated (Marriage / Civil Partnership) Single Widowed / Bereaved Civil Partner I prefer not to answer this question 3. Please complete Gender Female Male I prefer not to answer this question 4. Please complete Nationality Scottish English Welsh Northern Irish British Irish Polish Other – please state I prefer not to answer this question 5. Please complete Ethnic Group A White Scottish Other British Irish Gypsy/Traveller Polish Other – please state B Mixed or multiple ethnic groups Any mixed or multiple ethnic groups, please state:
Physical Broken structures Composite fibre (CF) Stored energy Explosives Radiological† Cuts Punctures Crush Inhalation / Ingestion Contact/proximity High Likely Probability Critical Severity Severe injury and/or Significantly degraded operational capability Control access Avoid/cordon Disarm Apply Fixant (CF) Decontaminate No eating on site Wear PPE Chemical Petroleum, Oil, Lubricants/fluids Metals/oxides Viton (rubber) Inhalation Ingestion Contact Medium Likely Probability Moderate Severity Minor injury and/or Degraded operational capability Control access Avoid/cordon Neutralize Decontaminate No eating on site Wear PPE Environmental Cold/heat Fatigue Insects/wildlife Enemy/Security Political Situation Variable Medium Likely Probability Moderate Severity Minor injury and/or Degraded operational capability Control access Implement site security Apply work/rest cycles Feeding/hydration Insect repellent/sunscreen/ tick removal Wear clothing appropriate for the weather Wear PPE Psychological Traumatic exposure†† Direct exposure Indirect exposure (vicarious trauma, narratives) Medium Likely Probability Moderate Severity Minor injury and/or Degraded operational capability Control access Apply work/rest cycles Monitoring Limit exposure and control information release Wear PPE Blood Borne Pathogens HIV Hepatitis B/C Cuts Punctures Via mucous membranes Low Unlikely Probability Critical Severity Severe injury Vaccinate††† Control access Decontaminate Wear PPE † Although the injury sustained from Radiological hazards could be severe, the probability of exposure is considered improbable and therefore the risk is considered LOW. †† The potential for severe traumatic exposure may increase the assessed risk level to HIGH in certain circumstances ††† Advance vaccination is encouraged and could be mandatory for all personnel who attend a crash scene Practical Application DFS has now moved beyond the conceptual stage of this initiative and has had opportunities to practically apply the CraSH Matrix in the field.
on a response to be shared with the entire class Call on one member from each group to share their group’s response with the whole class Assess for understanding by listening to student responses Use information gained throughout the activity to inform further teaching decisions and strategies Have students post the charts on notice boards/class wall to further share their group’s thinking with the class group members to reach consensus on a group response Use communication skills such as active listening and requesting clarification Record the group response in the centre of the placemat Actively listen as each group’s placemat is presented Post the chart for further sharing with the class and as a record of the topic learned so that the students and teacher can make reference to it in future lessons In the Hot Seat This creative in-role activity can be a useful tool to encourage discussion about a particular issue and share information. A single hot seat should be placed facing the group. Alternatively, in order to facilitate more relaxed interaction between students, the hot seat might be placed in the middle of a circle. How does it work? Students are allocated a particular character, or alternatively they think of a role themselves relevant to the issue in question. The role can be researched by a group or individually. Other students in groups think up challenging questions for the person in the hot seat. This can be done with the help of the teacher. The character in question is put in the hot seat and questioned by the other students. This can help students to feel empathy for a particular person or viewpoint, particularly a view which they do not normally share. An idea or issue could also be placed on the hot seat, instead of a student. Using this technique, answers can come from anyone in the class. A mystery game could also be played out using this technique, with class members having to guess the identity of the person in the hot seat. A debrief afterwards could involve asking pupils what they learned, what they found interesting and if they would challenge anything which the person in the hot seat said.
Workplan (maximum project duration 6 months) Activity M1 M2 M3 M4 M5 M6 Monitoring and evaluation Intended outcome: Output 1 : Activity (name of activity) Indicator (what are you going to measure) Baseline (what is the current status- disaggregate) Source (where the information is going to come from) Target (for the duration of the project) e.g. Creation of working group e.g Members of the working group e.g. 0 (per pillar / per gender) e.g. Meeting minutes e.g. 15 (5 corporate, 5 government and 5 civil society – 8 men and 7 women) Output 2 : Risks & risk management strategy Use the matrix to describe any political, security or other risks the project faces. Risk Likelihood Low/Medium/High Impact Low/Medium/High Manageability Low/Medium/High Mitigation measure(s)
Eggs can form part of a balanced diet and provide a good source of some food types. Name two of these food types. [2011][2006 OL] [2006] The diagram shows a food pyramid. Name one item of food that could be found at X in the pyramid. Name one other food from level B Why should only a small amount of the foods at the top of the pyramid be eaten? Explain how to use a food pyramid to plan a healthy diet. Food Tests [2010 OL] Some Fehling’s (or Benedict’s) solution was added to a food sample. The mixture was blue at the start. When the mixture was heated a brick-red colour appeared. For which food type is this a positive test? What is the function of this food type in the body? [2007][2010] Describe how to test a food for the presence of fat. [2011 OL] What chemical is used to test for starch? Food Tested Food Tests Starch sugar Protein Fat Food A + – – + Food B – – + + Food C + – + + [2006] Tests were carried out on three foods by a pupil in a school laboratory. The results of these tests are given in the table. A plus (+) sign means a positive result to a test. A minus (–) sign means a negative result to a test. Which one of the foods, A, B or C would most likely be cheese, meat, or fish? Which one of the foods, A, B or C would most likely be crisps, or chips? Food labelling [2008 OL] Nutritional Information Food A per 100 g Food B per 100 g Energy 1629 kJ 394 kJ Protein 26 g 5.6 g Carbohydrate Trace 20.3 g Fat 19.5 g 0.6 g The table shows the nutritional information given on the labels on two foods A and B. Which food, A or B, provides the most energy per 100 g? Which food, A or B, is more likely to be cheese? Give a reason for your answer. Nutritional Information per 100 g Energy 872 kJ / 206 kcal Protein 15 g
7. Monitoring and assessment Some following targets and indicators are used to monitor and assess the process and results of implementing the health financing strategy for the period Monitoring and assessment contents Targets, indicators Data source and time of assessment Sustainable social HI coverage Rate of people with HI Rate of people with HI by subject groups, especially those in informal sectors with average income Rate of the poor and other vulnerable subjects with HI. Rate of subjects with HI in enterprises. Amount of HI fund support from excise tax on alcohol, beer and tobacco. Innovating forms of HI purchase by households. General Statistics Office of Vietnam, Vietnam Social Security, Ministry of Health Annually Financial mechanism to ensure access and use of basic health care services with high quality Rate of expenditure at health facilities; rate of costs for health care services at health facilities over the total health care costs at all levels; Rate of inpatients and outpatients with HI at district level over the total of inpatients and outpatients at all levels. Rate of budget allocated and spent on preventive medicine. Rate of patients with high blood pressure, diabetes managed and monitored at health facilities Basic health care package developed and applied. Appropriate payment method, encouraging primary health care and General Statistics Office of Vietnam, Ministry of Health, Vietnam Social Security
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text hero slogan grass-roots financial plight donations on a mission public appearance interviewed autographed concerned STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text local newspaper stationery community thrilled tour concerned volunteers hauled
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Page 47 - average Page 42 - natural Page 43 - mightier Page 44 - contains Page 51 - regularly Page 43 - considered Page 44 - contains Page 44 - combined Page 49 - narrow STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Page 42 - pours Page 45 - peak Page 51 - depth Page 51 - active Page 42 - trench Page 53 - formed Page 51 - shore Page 52 - extreme Page 52 - overtake
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text average natural mightier contains regularly considered contains combined narrow STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text pours peak depth active trench formed shore extreme overtake
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text serves spongy Europe difficult planned swallow bouquet in charge STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text spend circus aquarium pier collects collection growing keep hatched soars
Have students select trade books for independent reading. Guide students in selecting books at appropriate reading levels that relate to the concept, Different Cultures. After reading, have students work in pairs, retelling their trade books to one another. Possible trade books: African Journey by John C Chiasson The Most Beautiful Place in the World by Ann Cameron The Boy Called Slow: The true Story of Sitting Bull by Joseph Bruchac Between Earth & Sky: Legends of Native American Sacred Places by Joseph Bruchac Notes to the Teacher The words in the vocabulary chart are Tier 2 academic words found in the text. However, the following Spanish words should also be taught to help students understand the story: Abuelito y Abuelita y domingos papaya huevos rancheros piñata Feliz cumpleanos
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING Words addressed with a question or task WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Short (page 105) Earned (pg. 92) Value (pg. 98) Worth (pg. 99) Feat, endangered (pg. 108) Stupendous Prefer, rather Well-worn, fixable, down payment Tame, obstreperous, bulky Dull STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Interest (pg. 97) Check (pg. 102) Expensive (pg. 106) Stack, receive Combinations Hard to handle Lend Towering (pg. 108)
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text mischief figured plucky, varsity, junior varsity usual curiosity, boundless, bustle professional, competitor, career STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text gritted bungalow croaked persuading, dreaded mocking, taunts, scoffed, jeered
has been decided earlier. Use statistics or facts to help summarize urgency and severity of impacts Speaks to a handout including: Objective of the consultation Annotated agenda In this example the hot topic is “IUU fishing” 2. Why the “hot topic” to be discussed during the HLC was selected and why its important for LEADers NOTE: Try to start on time, but keep in mind that adjustment is needed if meeting starts late. Prepare alternatives to make up for lost time. - Objective - Agenda II. Overview of EAFM: What and why EAFM Objective: leaders understand why EAFM is needed for sustainable fisheries and what it is. 1. Presentation on the Ecosystem Approach to Fisheries Management Start the video (11-min full version) OR presentation based on the brochure - take LEADers through the brochure page by page but do not read the details 2. Brief discussion on EAFM activities that are already going on in their country. 1.Thorough understanding of the why and what of EAFM (to be able to explain convincingly to leaders) If using the brochure, *summarize* and elaborate on only 2 or 3 of the 7 principles (e.g. “Precautionary Approach” and “Scale”) Reference E-EAFM: Handbook Modules 2 & 3 The why of EAFM [Toolkit- Conversations] What is EAFM [Toolkit- Conversations] FAQs [Toolkit- Conversations] 11-min Video OR Brochure 20 mins
Note-1: For checking compliance with the above EMC requirements, the method of measurements shall be in accordance with TEC Standard No. and the references mentioned therein. SECTION II Safety Requirements The safety requirements shall be as per TEC letter no. TEC/R/Safety/2015 dated 15.04.2015 as below: Sr. No Requirements Testing requirements The equipment shall conform to IS 13252 part 1: 2010 “Information Technology Equipment Part 1: General Requirements” [equivalent to IEC 60950-1 {2005} “Information Technology Equipment –Safety- Part 1: General Requirements” or IEC 62368] Test results from Designated CAB of TEC to be submitted for compliance. SECTION III Technical Requirements Technical Requirements of equipment & its variants are mentioned in the table. Name of Equipment Variant 1 Variant 2 Variant 3 Media Gateway Media Gateway Line Media Gateway Media Gateway for CPE Table 1: List of Interfaces for products and their variants Applicable to→ Interface↓ MGW LMGW MGW for CPE –
“Nobody Online?” Spector Pro 5.0 FAQ’s.” Netbus.org. Netbus.org, n.d. Web. 17 Feb. 2006 Zoning Out Online. Digital image. Internet Journal. Internet Journal, n.d. Web. 15 Oct. 2006.
together. We will invite them to our next meeting in December to discuss the idea. We have sent them our presentation on Good Neighbours schemes. Compassionate Community pilot scheme - professional befriending of the most vulnerable in the surgery catchment area. If you would like to find out about training and volunteering for this new scheme please get in touch with the PPG or the surgery reception. No movement we will continue to push this programme. Healthwatch Herefordshire is planning to establish a patients and stakeholders forum which would meet four times a year to discuss topics that the patient community want to find out more about. Patients enrolling on line at the surgery to make appointments and reorder prescriptions. The PPG will promote this initiative. The PPG secretary spoke to Lesley Woakes Director of primary care at the CCG to ask would it be possible for the CCG to look at the barriers to enrol. We await a response. Patients not showing up for their appointments, the PPG asks all patients to enrol with reception to give the surgery your mobile phone number so that you can receive SMS messages to remind you to attend or so that you can cancel easily. No shows were 257 between July - September. This represents 43 hours of doctors time wasted. Taurus out of hours GP appointments using your records. If you need an appointment out of surgery hours or at weekends in Ross on Wye or Hereford , call the surgery during normal opening hours or Taurus direct on 0800 121 7221 between 6-8pm weekdays and 8am-8pm at weekends. You can also call 111 for a Taurus appointment. Date of next meeting 6 December at the surgery at 14.00.
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text style twentieth century starving shocking flatter, statues, monuments sculptures, scenery, museum STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text period portrait mood, controversial cubism/cubes biography modern art chiseled originality
Name Signature Team Convener Engr. Prof. Dr. --------- Evaluator1 Engr. Prof. Dr. ---------- Evaluator2 Engr. Dr. ---------------- PEC Rep. Engr. ---------------------
OR Note that Now the maximum value that sin 2β can be is 1; this will happen if 2β is 900, or β = 450. And that’s it. However the expression for the range won’t always be in the form above, so you need to be familiar with the differentiation method. 1981 (a) Establish an expression, in terms of initial speed u and angle of inclination to the horizontal α, for the range of a projectile on a horizontal plane through the point of projection. Deduce that the maximum range for a given u is u2/g. 1989 A particle is projected with speed u at an angle α to the horizontal. The range of the particle on the horizontal plane through the point of projection is R. Show that R is a maximum when α = 450. If R = , find the two possible values of α. the ratio of the greatest height to the range is 2:5, find α. Trickier example Given the expression for the range in the first line below, we can find the value of ϑ that would result in maximum range as follows:
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING Words addressed with a question or task WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Page 204 - collection Page 214 - indescribable, wonderment Page 206 - tuft, breed, souvenir Page 207 - unpleasant, haul, distraction Page 208 - thrift store Page 209 - barely Page 210 - bulge, strain, hinges, avalanche, pressure Page 214 - scattered, inspiration, scrutinizing, brilliant Page 216 - fascinating STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Page 207 - tidy, clutter Page 208 - navigate Page 211 - enormous Page 216 - museum
Mandatory support integrated into the programme Guidance Highly recommended additional support available through your coach or local SLP Guidance School led support optional to be provided from within the partnership Guidance Additional recommended support available at no cost Leadership Induction day at NSLC including support with finalising the action plan Minimum 2 teachers to attend, including lead teacher of partnership – NO COST SLP support for initial action planning and needs analysis of the partnership 2 teachers – NO COST Facilitation of ENTHUSE Partnership meetings and events £500 co-ordinating grant paid (from the support package of £12,000) to the lead school after signing contract Online MOOCs Coaching, school improvement and subject-specific support by NSLC subject experts At least 2 days at £450 per day (including expenses) Stem Ambassador inspiration and enhancement curriculum support Unlimited number of teachers and students – NO COST Teacher-led CPD from within the Partnership Supply cover costs to facilitate delivery available from the £12,000 grant Supply cover costs to facilitate attendance available from the £12,000 grant to a maximum of £4,000 Email support from subject expert coaches and SLPs SLP support (where the partnership focus is science) Minimum 2 teachers to attend - see for course fees Additional SLP or subject expert coach support which could be: Bespoke CPD (full day, half day or twilight) Mentoring/coaching Bespoke webinar Skype coaching Local 1-2-1 support Each day for £450 (including expenses) per 5 hour teaching day £75 per hour Online community groups Stem Insight placements Minimum 1 teacher. Additional bursary available Online curriculum-linked resources Register for free on NSCL residential CPD Minimum 2 teachers. Additional bursary available Participation with multiple additional inspiration and enhancement activities such as CREST Awards Maximum £1,200 over two years Celebration event at NSLC Year 1 and 2 and participation in ongoing alumni activities Minimum 2 teachers to attend, including lead teacher of partnership – NO COST
through the Bay of Bengal producing a 12m high wall of water that drowned a half million people in East Pakistan (now Bangladesh) (Garrison 2005). The long-term association of population centers with lowland coastal regions dates back to early civilizations when people congregated at river mouths and estuaries because of abundant and accessible food sources (Stanley and Warne 1997, Kennett and Kennett 2006). A recent theory now ties the emergence and rapid expansion of the first complex societies to a slowing rate of SLR (Horton et al.2006, Day et al. 2007). These authors suggest that the rapid growth of complex societies did not occur until rising sea level began decelerating approximately 7,000 yrs BP following deglaciation. They argue that prior to that time, sea level rose too quickly (1 m /century; Fairbanks 1989) to permit communities to become permanently established and prosper. Prior to 7000 yrs BP, shorelines along coastal zones, such as delta plains, retreated at a rate of about 1 km/century (Day et al. 2007). The commonality in response of early civilizations and recent inhabitants of coastal regions such as the rapidly subsiding Louisiana lower delta plain, the disappearing islands in Chesapeake Bay, and other abandoned lands to the encroaching sea emphasizes the degree to which SLR has and continues to influence human populations13. Figure 3.3: source: IPCC 2007 It is important to note that many of the present ills associated with rising sea level represent the cumulative effects of processes that have been ongoing for many decades and perhaps centuries and that these effects may be related to other natural and anthropogenic factors in addition to SLR, such as reduced or exhausted
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Page 53 - reflection, dissolved, reformed Page 55 - wrenched Page 62 - quay Page 56 - horizon, surf STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Page 50 - molted, basked, basked, panic Page 54 - buffeted Page 56 - swell, elated, swooped, horizon Page 48 - mussels Page 60 - sensation, deserted
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text reflection, dissolved, reformed wrenched quay horizon, surf STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text molted, basked, basked, panic buffeted swell, elated, swooped, horizon mussels sensation, deserted
Temporary Senior Executive Engineer: National Roads Design Office , Donegal (to December 2021) Application Form Closing Date: 12noon Monday 1st October 2018 Section A – Personal Details Title: First Name: Surname: Address – For Correspondence Purposes: Contact Details: Work Phone: Extn Number: Home Phone: Mobile Number: Email Address: Note: Please ensure that you have read the Information Booklet and prior to completing your application. You must ensure that all sections of this application form are completed in full. In the event that short-listing of applicants is required, the Council will examine the application forms and assess them against a set of pre-determined criteria based on the requirements of the position. It is therefore in your own interest to provide a detailed and accurate account of your qualifications/experience on the application form. First Name: Surname: Section B – Education & Training Please give details of all education and training undertaken and qualifications obtained, i.e. general education and academic/professional/technical qualifications. Qualification Grade obtained Subjects taken in University, College
(e.g. Degree, Diploma, Cert etc) Duration of course Year obtained (e.g. 1, 2.1, 2.2, Pass, etc.) final examination or Awarding Body First Name: Surname: Section B – Education & Training (continued). Qualification (e.g. Degree, Diploma, Cert etc) Grade obtained (e.g. 1, 2.1, 2.2, Pass, etc.) Subjects taken in final examination University, College or Awarding Body
Dates Title of post held, short description of duties, salary, etc. Name and address of employer, contractor, sub contractor From: To: Period in Months: Reason for leaving: From: To: Period in Months: Reason for leaving: From: To: Period in Months: Reason for leaving: From: To: Period in Months: Reason for leaving: First Name: Surname: Section D – Relevant Work Experience
Mass, height, acceleration due to gravity (g). State the Principle of Conservation of Energy. [2008][2005][2013] Energy cannot be created or destroyed; it can only be changed from one form to another. Define Power [2006] [2002] [2007 OL] Power is the rate at which work is done. What is the unit of power? [2005 OL][2007 OL] The watt. Circular Motion Define (i) velocity [2006] and (ii) angular velocity. [2006][2005][2013] Velocity is the rate of change of displacement. Angular velocity is the rate of change of angle with respect to time. [2013] Name the type of acceleration that the ISS experiences as it travels in a circular orbit around the earth. Centripetal What force provides this acceleration? Gravitational Even though the hammer [moving in a circle] moves at a constant speed, it accelerates. Explain. [2012] The direction changes (continuously) Define ‘Centripetal Force’ [2005] Centripetal Force is the force - acting in towards the centre - required to keep an object moving in a circle. The moon orbits the earth. What is the relationship between the period of the moon and the radius of its orbit? [2009]The period squared is proportional to the radius cubed. Give an expression for centripetal force. [2004] Centripetal force is required to keep the earth moving around the sun. [2004][2013] What provides this centripetal force? In what direction does this centripetal force act? Gravitational pull of the sun. Towards the centre. What is the period of a geostationary communications satellite? [2013] One day/ 24 hours Simple Harmonic Motion State Hooke’s Law. [2014][2009][2007] [2003] [2002][2011] Hooke’s Law states that when an object is stretched the restoring force F is directly proportional to the displacement provided the elastic limit is not exceeded A mass at the end of a spring is an example of a system that obeys Hooke’s Law. Give two other examples of systems that obey this law. [2002][2012] Stretched elastic, pendulum, oscillating magnet, springs of car, vibrating tuning fork, object bobbing in water waves, ball in saucer, etc.
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING Words addressed with a question or task WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Page 127 - grouchy, prunes, halibut Page 127 - velvet STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Page 127 - handsome, flat, mutt
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Page 172 – approve Page 172 – cool Page 174 – quaked, quivered Page 176 – ignored Page 179 – concentrated Page 179 – burn Page 179 - respond Page 183 - grumbled Page 173 – shaved Page 173 – cotton Page 172 – weird Page 176 - flutter, breeze Page 178 – snatched STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Page 173 – slurped, Page 173 – light, graceful Page 174 – handkerchief Page 177 – pumping Page 178 – snickered Page 179 – snug Page 181 – rhythm Page 174 – pale Page 174 – souvenir Page 175 – paces
Prosecutor How long have you been with this drug court? What is your court’s intended population to serve? (Describe the range of people the court serves [probe whether they intend to serve higher-risk offenders]) Do you have any concerns about serving the high risk / high need population in this court? What exclusion criteria are there for this court? To what extent are you able to reach your target population? Do you serve other individuals outside of that intended group? If so, what kind of individuals? Why/how does that occur?
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Triumphant (pg 73) Victorious (pg 73) Summoned (pg 74) Bestow (pg 75) Words not found in the text but critical to understanding the big idea: Sacrifice Homesick Loom (pg 58) Draft (pg 61) Scrolls (pg 61) Elder (pg 62) Bridle (pg 64) Bank (pg 66) Dusk (68) Ravaged (pg 72) Swift (pg 77) Comrades (pg 82) STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Sorrowful signs (pg 59) Frail (pg 62) Farewell (65) Harsh (71) Endured (pg 71) Triumphant (pg 73) Victorious (pg 73) Invaders (pg 61) Troops (pg 61) Armor (pg 65) Escort (pg 77) Astonished (pg 82)
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text p. 283 – mystery p. 289 - suspect p. 283 - interesting p. – laboratory (lab) p. 293 - banquet STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text p. 283 – investigate, detective, agency p. – intruder, embarrassed p. 286 – professor, delicious p. 289 – curiosity p. 290 – nervous p. 292- confess p. 286 – expert p. 288 – various p. 290 – alert p. 292 - scent
Additional Tasks Discuss with students the importance of contributing to the community. Point out that by solving people’s mysteries, Sam and Cam are helping their community. Ask students to talk about how they participate in their own community. Explain that a classroom is a type of community. Point out that when students participate in the classroom, they can help other people understand ideas. Create a play: Have students perform the Readers’ Theater of The Case of the Three Bears Breakfast, using pre-made props for their performance. Note to Teacher The Case of the Three Bears’ Breakfast is a Reader’s Theater where the students read the script aloud. Remind students that The Case of the Three Bears’ Breakfast is a different version of a story they already know. The Culminating Task does not have to be completed all at once. This should be used as a writing process.
Vocabulary TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Page 492- resolved Page 495- frantically Page 502- chittering Page 503- calamity Page 504/506- anxiously Page 505/507- edible Page 506- suppressed Page 492- avoided Page 492- complimented Page 492- lest Page 493- dragged Page 494- hung in the air Page 494- matter was settled Page 502- calamity Page 505- anxiety Page 506- festive Page 506- wicked Page 507- creative STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Page 498- distaste Page 498- squeamish Page 492- complaint Page 493- good-humored Page 493- cross Page 493- weary Page 500- remarked Page 502- gritted Page 504- skittish
Answer: How the girls felt about their punishment before they cooked dinner: How the girls felt about their punishment as they cooked dinner: How the girls felt about their punishment after they cooked dinner: The girls tried to get out of their punishment by being very well behaved. They hoped their parents would forget about the punishment. They did not want to cook dinner. At first, Beezus appeared nervous because she was frantically flipping the pages of the cookbook. The girls thought about trying to get back at their parents by cooking something awful. They changed their minds and worked together to try to create a good meal. They showed they cared about doing a good job because they tried to create many different dishes, and Ramona panicked when she didn’t have the correct ingredients. They also showed they cared about doing a good job because they decide to serve the dinner by candlelight so that it looked better. The girls realized that cooking dinner is not easy and they wondered how their mother gets everything done. The girls were anxious about how dinner would taste. They exchanged suppressed smiles when the dinner ended up tasting pretty good, so this shows they were happy about how their punishment turned out. Part II - Writing Assignment: At the beginning of the story, Beezus and Ramona received a punishment for not eating their dinner. How did they feel about this punishment at the beginning of the story? How did their feelings change about this punishment throughout the story? Use the evidence in your table above to support your answer. Answer: At the beginning of the story,The Extra- Good Sunday, Beezus and Ramona received a punishment for not eating their dinner. In order for them to get out of their punishment they were asked to cook a meal for the family. The girls tried to get out of
How does the Olympic torch arrive at the Olympics? (Pg. 137) What oath do the Olympic athletes take? (Pg. 137) What details from Evelyn Ashford’s early track career help you know she was very fast? (Pg. 139) How did Michael Johnson make running history twice? (Pg. 140) What is a stroke in swimming? Explain how swimming strokes are connected to the changes in how swimming events in the first modern Games are very different from those of today. (Pg. 141)
Words addressed with a question or task understanding the big ideas of the text TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Telescope Probably Main Dwarf STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Solar System Meteoroids, Asteroids, Comet Satellite, Planets (illustrations) Orbit (illustrations) Rocket Dim Easily Temperatures Farther (illustrations) Vocabulary
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING Words addressed with a question or task WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Page-286 lonely (You may want to explain that the other wishes in the illustration on p 293 are from other Julian stories. There is no other way for the kids to know, and it might drive them to want to read these wonderful stories!) Page 286- suddenly Page 288-seriously Page 290-fastened STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Page 289-squawked
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING Words addressed with a question or task WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text lonely (You may want to explain that the other wishes in the illustration on p 293 are from other Julian stories. There is no other way for the kids to know, and it might drive them to want to read these wonderful stories!) suddenly seriously fastened STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text squawked
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING Words addressed with a question or task WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Page 306-announce, gym Page 307-perform, effective, memorize Page 310-ignored Page 314-billions STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Page 306-dismissal Page 307-roam Page 308-recite Page 310-antennae, ignore Page 312-gymnastics Page 314-billions (illustration) Page 316-symphony
Page 306 Ms. Babbitt announces the talent show. Page 308 Carol Ann calls Beany and tells her they will recite a bee poem in the talent show. Page 310 Beany starts to get nervous about her part because Carol Ann keeps talking about the things Beany might do wrong. Page 312 Beany’s mom suggests that she do cartwheels instead of performing with Carol Ann. Page 315 Beany’s Dad tells her that some things in life are meant to be enjoyed. Page 319 Beany tells Carol Ann that she is not going to perform with her in the talent show. Page 320 Beany does cartwheels in the talent show and has fun.
that show how the cloth talks? newness and growth. Blue is for love. Red is sadness or sad times. Symbols represent faith, power, love, offend no one without cause, except God I fear none. Why does wearing the cloth make Amber picture herself as an Ashanti princess? Because the adrinka was originally worn by royalty; its length is a sign of wealth Why does Amber suggest “green and grubby handprints” for her brother? Why might Aunt Phoebe suggest the pinstripe cloth and squares for Amber's father? Amber’s brother is a baby. The green cloth shows that he is new and that he is growth. Amber must feel that that her baby brother is a messy little boy. The pinstripe cloth and squares stand for seriousness and Amber’s father is very serious. What are some ways the author lets the reader know that Amber and Aunt Phoebe are especially close? Aunt Phoebe calls Amber names like Baby. Aunt Phoebe also intends for Amber to inherit Aunt Phoebe’s collectibles. At the end of the story, Aunt Phoebe says, "This child has grown a lot, inside, just today." What does Aunt Phoebe mean by this statement? Amber grows because she's gaining knowledge and understanding of many things, particularly about her African heritages. Why did Amber picture herself surrounded by her family and everyone who ever wore an adrinka in the last paragraph of the story? It makes her feel close to the people whose traditions she celebrates. Vocabulary
KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Collect, Collector Collection Symbol Flourish Embroidered Mocha STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Royalty Pinstripe Stunt Silk Offend Grubby Wealth Culminating Task Re-Read, Think, Discuss, Write
whoever believes in him should not perish but have eternal life. John 3:16 You are encouraged to study YOUR Bible to prove the truth presented in these lessons or any other lesson as it is your responsibility to seek to do God's will. Let God speak to you from His Holy Word. At the end of most lessons is a series of questions to assist you in evaluating your understanding of the lesson. If you have any questions, please contact us. Randolph Dunn The Bible Way Online Publisher Permission is given to reproduce for non-commercial purposes lessons in their entirety and without change. thebiblewayonline.com September 2015 Time after Christ returned to Heaven
Verbal Operant Definition Antecedent (Sd) Behavior (Response) Consequence (Consequence) Mand A request for an item, for an action or for information Motivative Operation (Wants cookie) Verbal Behavior (Says cookie) Direct Reinforcement (Gets cookie) Tact A label Sensory Stimuli (Sees or smells cookie) Verbal Behavior (Says cookie) Non-Specific Reinforcement (Gets praise i.e.) Intraverbal Answering Questions, Fill-In, Conversation (No visuals) Verbal Stimulus (Someone says, What’s something you eat?) Verbal Behavior (Says cookie) Non-Specific Reinforcement (Gets praise, i.e.) Echoic Vocal Imitation Verbal Stimulus (Someone says cookie) Verbal Behavior (Repeats all or part of the antecedent (Says cookie) Non-Specific Reinforcement (Gets praise, i.e.)
Other Operant Definition Antecedent (Sd) Behavior (Response) Consequence (Consequence) Receptive (Discrimi- nation) Chooses a picture or item from an array Verbal Stimulus (Someone says Touch cookie) Non-Verbal Behavior (Child touches cookie) Non-Specific Reinforcement (Gets praise, i.e.) Receptive (Listener Responding to Directions) Follows a direction Verbal Stimulus (Someone says Get the cookie from the plate) Non-Verbal Behavior (Gets the cookie) Non-Specific Reinforcement (Gets praise i.e.) Imitation Copies a motor action Non-Verbal Stimulus (Person performs an action) Non-Verbal Behavior (Person imitates same action) Non-Specific Reinforcement (Gets praise, i.e.) Match to Sample Matches a picture or object to the sample Non-Verbal Stimulus (Presentation of stimuli) Non-Verbal Behavior (In presence of 1 stimuli, a second stimuli is selected with shared properties) Non-Specific Reinforcement (Gets praise, i.e.)
6 Design the formulas for calculation (total capitation fund, capitation base rate, age group coefficients, capitation budget/allocation fund, adjustment coefficients) MoH/VSS/ EU-HF Formulas for calculation √ 7 Define performance indicators (benchmarks for incentives) MoH/VSS/ EU-HF Performance indicators defined √ 8 Consensus workshop MoH/VSS/ EU-HF Workshop organised √ 9 Draft Circular on capitation MoH/VSS/ EU-HF Circular drafted 10 Develop the operational manual MoH/VSS/ EU-HF Operational manual developed 11 Draft training materials EU-HF Training materials prepared 12 Training for implementation of the operational manual EU-HF Training provided
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING Words addressed with a question or task WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Page 52 - stray, pen Page 53 - carpenter Page 54 - matchmaker Page 55 - merchant Page 56 - wander, wanderer Page 50 - wheeze Page 54 - stun Page 55 - wring, mad, gentle Page 59 - precious STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Page 48 - wise Page 59 - moral,
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Page 210 - Galapagos, volcanoes Page 211 - Personal Page 213 - Tortoises Page 214 - Marine Page 210 - Formed Page 211 - Curious Page 212 - Pestered , scurry Page 213 - Fellas Page 214 - Graze Page 216 - Frigate, squabbling, delicate, punctured Page 217—reared STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Page 211 - Wildlife Page 212 - Waddling Page 211 - Hawks Page 212 - Overcoat, downy Page 213 - Cactus Page 214 - Stubby, seaweed, waterproof Page 217 - Collapsed, snoozing
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING BIG IDEAS OF TEXT Words addressed with a question or task WORDS WORTH KNOWING Words to be part of systematic vocabulary instruction, not essential for understanding the big ideas of the text TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Style Passion, confidence Emergencies, wander Concentrate Dangerous strange Impress Interrupt Splendid, admire Emerging, swashbuckling Master STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Bothering Racket Ached Peer Complain, ignore, budge Educated, dangerous Serious slunk
What are morals? Define it here: What is vengeance? Define it here: What is truth? Define it here: What is faith? Define it here: Continuing our journey… Our fourth destination: China Purpose: to realize true beauty How: through reading the short story, The Nightingale Author: Hans Christian Andersen Background Information This story is a fairy tale and is fictional! Andersen was born in Denmark into extreme poverty. At the age of 6, Andersen visited the insane asylum where his grandmother worked. He told stories to the patients who, in turn, told him stories of witches, ghosts, disease and death. His imagination was sparked! Always confident he would be famous, Andersen left home at the age of 14 to pursue his dream of obtaining fame.