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Language Syllabus Level 4 Target Vocabulary Target Structures Welcome Review of Beep! 3 vocabulary Review of Beep! 3 structures back! School subjects: art, English, IT, math, On Monday, I have/don’t have math. 1 Time for music, PE, science, Spanish School! What do you have on Friday? Days of the week: Monday, Tuesday, Wednesday, Thursday, Friday, Phonics Tongue Twister: i,sold. y Saturday, Sunday onlyor Countries: China, France, Ireland, Where are you from? 2 Where are Italy, Mexico, Spain, the UK, thecontent USA I’m from France. you from? Nationalities: Arabic,Publishing Chinese, He’s/She’s from Italy. English, French, Italian, Spanish I speak Chinese. reviewcopied He/She likes riding a bike. sample be Phonics Tongue Twister: a Months: January, February, March, What do you wear? 3 Months April, May, June, July, August, I wear/don’t wear a sweater. RichmondfreeSeptember, October, November,not Decemberteacher In (January, the winter)… © Seasons: spring, summer, autumn, Phonics Tongue Twister: e This forwinter may Review 1 is Units 0, 1, 2, 3 andPlaces: hospital, library, museum, Is there a hospital? 4 My Town movie theater, park, shopping mall, swimming pool, movie theater, There’s a/There isn’t a park. train station, zoo What should we do? Let’s go to the movies! Phonics Tongue Twister: u, ue, oo, ou 4 364143 _ 0001-0030.indd 4 9/10/13 5:17 PM Level 4 Target Vocabulary Target Structures Food: burger, cereal, egg, ham, meat, How much is the soup? 5 Let’s eat! rice, salad, soup, toast, vegetables It’s four dollars and fi fty cents. Meals: breakfast, dinner, lunch I have cereal for breakfast. Can I have a sandwich, please? Phonics Tongue Twister: asold. Animals: ant, bee, centipede, They have/They don’t have wings. 6 Minibeasts dragonfl y, grasshopper, ladybug, snail, onlyor worm; carnivore, herbivore, omnivorecontentHow many legs do they have? Body parts: antennae, legs, stingers, Phonics Tongue Twister: o wings Publishing Nature: fl ower, grass, leaf, pond,review tree copied Review 2 Units 4, 5, 6sample be Space: comet, moon, planet, satellite, Does he/she work on a space 7 Space spaceship, stars, telescope, UFO station? Richmondfree not The planets:teacher Mercury, Venus, Earth, He listens/doesn’t listen to music. © Mars, Jupiter, Saturn, Uranus, Neptune Phonics Tongue Twister: n for This Activities:may canoeing, climbing, Do you want to go hiking? 8 Summer cooking hot dogs, hiking, horseback Camp is riding, playing ball games, singing I want/don’t want to play games. songs, telling stories and Phonics Tongue Twister: ing Objects: cap, compass, fl ashlight, map, raincoat, snack, water bottle Review 3 Units 7, 8 5 364143 _ 0001-0030.indd 5 9/10/13 5:17 PM.

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Language Syllabus
Language Syllabus Level 4 Target Vocabulary Target Structures Level 4 Target Vocabulary Target Structures Review of Beep! 3 vocabulary Review of Beep! 3 structures Food: burger, cereal, egg, ham, meat, How much is the soup? Welcome 5 Let’s eat! rice, salad, soup, toast, vegetables It’s four euros, fifty cents. back! Meals: breakfast, dinner, lunch I have cereal for breakfast. School subjects: Art, English, IT, On Monday, I´ve got/haven’t got 1 Time for Maths, Music, PE, Science, Spanish Maths. Can I have a sandwich, please? school! Days of the week: Monday, Tuesday, What have you got on Friday? Phonics Tongue Twister: a Wednesday, Thursday, Friday, Saturday, Sunday Phonics Tongue Twister: i, y Animals: ant, bee, centipede, They’ve got/They haven’t got wings. 6 Minibeasts dragonfly, grasshopper, ladybird, snail, Countries: China, France, Ireland, Where are you from? worm; carnivore, herbivore, omnivore How many legs have they got? 2 Where are Italy, Mexico, Spain, the UK, the USA I’m from France. you from? Body parts: antennae, legs, stings, Phonics Tongue Twister: o Nationalities: Arabic, Chinese, He’s/She’s from Italy. wings English, French, Italian, Spanish I speak Chinese. Nature: flower, grass, leaf, pond, tree He/She likes cycling. Review 2 Units 4, 5, 6 Phonics Tongue Twister: a Months: January, February, March, What do you wear? Space: comet, moon, planet, satellite, Does he/she work on a space 3 Months April, May, June, July, August, I wear/don’t wear a jumper. 7 Space spaceship, stars, telescope, UFO station? September, October, November, December In (January, winter)… The Planets: Mercury, Venus, Earth, He listens/doesn’t listen to music.
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MNL and PMA Recommend That All Municipal Offices and Public Facilities Should Now Be Closed to the Public Including Appointments
Updated: May 1, 2020 1. WHAT ARE THE RECOMMENDATIONS FOR MUNICIPAL OPERATIONS AND STAFFING? MNL and PMA recommend that all municipal offices and public facilities should now be closed to the public including appointments. Business continuity planning in the case of an emergency, if available, should now be in place. All municipalities should explore and encourage banking online or through the phone, or payments through cheque/money order if online banking is not a possibility. Where and when possible, office staff should be working from home. If staff cannot work from home, advised social distancing guidelines and hygiene practices should be maintained in the office. Public works and outside staff should follow social distancing and hygiene practices and should work from home on an on-call basis, when possible. Update May 1, 2020: MNL is seeking further clarification on the role of municipalities in reopening and what reopening means for municipal operations. 2. WE ARE A SMALL COMMUNITY WITH A SMALL MAINTENANCE STAFF. IF OUR STAFF BECOME ILL, WHAT SHOULD WE DO? Ensure anyone who is feeling ill calls 811 and self-isolates for their protection and the protection of others. Reach out to neighbouring communities now to discuss whether there is an opportunity to share staff across the region should the need arise – particularly for critical services like drinking water. Mutual aid agreements can be helpful in these situations. If all or a large portion of your staff fall ill, you will have to curtail services unless you are able to work out an arrangement with neighbouring municipalities. If you are unable to find another solution, contact the Department of Municipal Affairs and Environment.
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My Town: Writers on American Cities
MY TOW N WRITERS ON AMERICAN CITIES MY TOWN WRITERS ON AMERICAN CITIES CONTENTS INTRODUCTION by Claire Messud .......................................... 2 THE POETRY OF BRIDGES by David Bottoms ........................... 7 GOOD OLD BALTIMORE by Jonathan Yardley .......................... 13 GHOSTS by Carlo Rotella ...................................................... 19 CHICAGO AQUAMARINE by Stuart Dybek ............................. 25 HOUSTON: EXPERIMENTAL CITY by Fritz Lanham .................. 31 DREAMLAND by Jonathan Kellerman ...................................... 37 SLEEPWALKING IN MEMPHIS by Steve Stern ......................... 45 MIAMI, HOME AT LAST by Edna Buchanan ............................ 51 SEEING NEW ORLEANS by Richard Ford and Kristina Ford ......... 59 SON OF BROOKLYN by Pete Hamill ....................................... 65 IN SEATTLE, A NORTHWEST PASSAGE by Charles Johnson ..... 73 A WRITER’S CAPITAL by Thomas Mallon ................................ 79 INTRODUCTION by Claire Messud ore than three-quarters of Americans live in cities. In our globalized era, it is tempting to imagine that urban experiences have a quality of sameness: skyscrapers, subways and chain stores; a density of bricks and humanity; a sense of urgency and striving. The essays in Mthis collection make clear how wrong that assumption would be: from the dreamland of Jonathan Kellerman’s Los Angeles to the vibrant awakening of Edna Buchanan’s Miami; from the mid-century tenements of Pete Hamill’s beloved Brooklyn to the haunted viaducts of Stuart Dybek’s Pilsen neighborhood in Chicago; from the natural beauty and human diversity of Charles Johnson’s Seattle to the past and present myths of Richard Ford’s New Orleans, these reminiscences and musings conjure for us the richness and strangeness of any individual’s urban life, the way that our Claire Messud is the author of three imaginations and identities and literary histories are intertwined in a novels and a book of novellas.
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English Song Booklet
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Music Express Song Index V1-V17
John Jacobson's MUSIC EXPRESS Song Index by Title Volumes 1-17 Song Title Contributor Vol. No. Series Theme/Style 1812 Overture (Finale) Tchaikovsky 15 6 Luigi's Listening Lab Listening, Classical 5 Browns, The Brad Shank 6 4 Spotlight Musician A la Puerta del Cielo Spanish Folk Song 7 3 Kodaly in the Classroom Kodaly A la Rueda de San Miguel Mexican Folk Song, John Higgins 1 6 Corner of the World World Music A Night to Remember Cristi Cary Miller 7 2 Sound Stories Listening, Classroom Instruments A Pares y Nones Traditional Mexican Children's Singing Game, arr. 17 6 Let the Games Begin Game, Mexican Folk Song, Spanish A Qua Qua Jerusalem Children's Game 11 6 Kodaly in the Classroom Kodaly A-Tisket A-Tasket Rollo Dilworth 16 6 Music of Our Roots Folk Songs A-Tisket, A-Tasket Folk Song, Tom Anderson 6 4 BoomWhack Attack Boomwhackers, Folk Songs, Classroom A-Tisket, A-Tasket / A Basketful of Fun Mary Donnelly, George L.O. Strid 11 1 Folk Song Partners Folk Songs Aaron Copland, Chapter 1, IWMA John Jacobson 8 1 I Write the Music in America Composer, Classical Ach, du Lieber Augustin Austrian Folk Song, John Higgins 7 2 It's a Musical World! World Music Add and Subtract, That's a Fact! John Jacobson, Janet Day 8 5 K24U Primary Grades, Cross-Curricular Adios Muchachos John Jacobson, John Higgins 13 1 Musical Planet World Music Aeyaya balano sakkad M.B. Srinivasan. Smt. Chandra B, John Higgins 1 2 Corner of the World World Music Africa: Music and More! Brad Shank 4 4 Music of Our World World Music, Article African Ancestors: Instruments from Latin Brad Shank 3 4 Spotlight World Music, Instruments Afro-American Symphony William Grant Still 8 4 Listening Map Listening, Classical, Composer Afro-American Symphony William Grant Still 1 4 Listening Map Listening, Composer Ah! Si Mon Moine Voulait Danser! French-Canadian Folk Song, John Jacobson, John 13 3 Musical Planet World Music Ain't Gonna Let Nobody Turn Me Around African-American Folk Song, arr.
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Music Express Song Index V1-V17
John Jacobson's MUSIC EXPRESS Song Index by Theme/Style Volumes 1-17 Song Title Contributor Vol. No. Series Theme/Style I've Got Peace Like a River African-American Spiritual, arr. Rollo Dilworth 15 1 Music of Our Roots African-American Spiritual Who Built the Ark? African-American Spritual, arr. Janet Day 15 4 Recorder Heroes & Sidekicks African-American Spiritual Over My Head Emily Crocker 16 1 Read & Sing Folk Songs African-American Spiritual, Folk Songs Angel Band, The Emily Crocker 16 3 Read & Sing Folk Songs African-American Spiritual, Folk Songs Good News Janet Day 16 4 Recorder Heroes & Sidekicks African-American Spiritual, Recorder, Pentatonix Janet Day, John Jacobson 17 1 One2One Video Interview Artist interview Aly & AJ, Do You Believe in Magic Janet Day 6 1 Spotlight Artist, Musician Signs and Symbols Cristi Cary Miller 17 5 Let the Games Begin Assessment, Review, Game Melody Hunt Cristi Cary Miller 17 4 Let the Games Begin Aural recognition, Game, Assessment, We Are Marching John Jacobson, Roger Emerson 7 2 Hop 'Til You Drop Back to School Right Here! Right Now! John Jacobson, Roger Emerson 8 1 Music Express in Concert Back to School Children of the World John Jacobson, Rollo Dilworth 9 1 Music Express in Concert Back to School New Beginning, A John Jacobson, Roger Emerson 9 4 Music Express in Concert Back to School Walk Faster! John Jacobson, Roger Emerson 10 5 Hop 'Til You Drop Back to School Planet Rock John Jacobson, Mac Huff 11 1 Music Express in Concert Back to School Let's Go! John Jacobson, Roger Emerson 12 1 Music
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Music Express Song Index Vol 1-14 ALPHA SORT
Song Index John Jacobson's MUSIC EXPRESS Volumes 1-14 Song Title Contributor Vol. No. Feature Series, Theme A la Puerta del Cielo Spanish Folk Song 7 3 Kodaly in the Classroom Mexican Folk Song, John A la Rueda de San Miguel Higgins 1 6 Corner of the World A Qua Qua Jerusalem Children's Game 11 6 Kodaly in the Classroom A-Tisket, A-Tasket Folk Song, Tom Anderson 6 4 BoomWhack Attack Mary Donnelly, George L.O. A-Tisket, A-Tasket / A Basketful of Fun Strid 11 1 Folk Song Partners Austrian Folk Song, John Ach, du Lieber Augustin Higgins 7 2 It's a Musical World! Add and Subtract, That's a Fact! John Jacobson, Janet Day 8 5 K24U Adios Muchachos John Jacobson, John Higgins 13 1 Musical Planet, Argentina M.B. Srinivasan. Smt. Aeyaya balano sakkad Chandra B, John Higgins 1 2 Corner of the World French-Canadian Folk Song, Ah! Si Mon Moine Voulait Danser! John Jacobson, John Higgins 13 3 Musical Planet, Canada Richard A. Whiting, Gus Kahn, Raymond B. Egan, Tom Ain't We Got Fun? Anderson 5 1 On the Radio Air Guitar John Jacobson, Mac Huff 12 5 Double Dream Hands: Movin' to the Music Palestinian Folk Song, John Al-yadil yadil yadi Higgins 5 3 World Rhythms, Palestine Alabama Gal arr. Emily Crocker 13 4 Read & Sing Folk Songs Irving Berlin, arr. Mark Alexander's Ragtime Band Brymer 12 1 Concert, Americana All Aboard for Broadway Roger Emerson 4 6 Destination: America Matthew Gerrard, Robbie All for One (from High School Musical) Nevil, arr.
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French Curriculum Documentation
French Curriculum Principles By the end of their all-through education, a student of French at Dixons Trinity Chapeltown will: • know of the culture and history of France and of the French language. Students will know how to communicate fluently, to an exceptional standard, for a variety of different purposes. Students will be able to communicate, with confidence, about themselves and the world around them as well as important social and cultural issues such as climate change, poverty and educational inequality. • understand why the study of an additional language is a valuable pursuit. Students will understand that a deep understanding of another language and its culture enriches their own and provides them with an edge in an ever-demanding job market. Our uniting ‘sentence’ is “the French department provided students with a profound understanding and appreciation of French language and culture”. In order to achieve a true understanding of French, topics have been intelligently sequenced based on the following rationale: • from Base Camp to Middle Peak, the DTC French curriculum is built upon the linguistic concept of lexicogrammar. Lexicogrammar is a term used in systemic functional linguistics and emphasises the importance of recognising the interdependence of – and continuity between – vocabulary (lexis) and syntax (grammar). We avoid thinking of grammar and vocabulary as discrete, separate, phenomena. This concept has recently been popularised and elaborated upon by Gianfranco Conti and Steve Smith. For further reading, see Chapter 5 of ‘The Language Teacher Toolkit’ by Conti and Smith. • in practice, this means that students from Year 1 to Year 8 will never have lessons teaching them a grammatical concept in isolation.
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Being a Change-Agent in the Context of International Cross-Cultural Community Development Work" (2013)
Illinois State University ISU ReD: Research and eData Stevenson Center for Community and Economic Development to Stevenson Center for Stevenson Center for Community and Economic Community and Economic Development Development—Student Research 2013 Being a Change-Agent in the Context of International Cross- Cultural Community Development Work Nicolette Slagle Illinois State University Follow this and additional works at: https://ir.library.illinoisstate.edu/scced Part of the Urban Studies and Planning Commons Recommended Citation Slagle, Nicolette, "Being a Change-Agent in the Context of International Cross-Cultural Community Development Work" (2013). Stevenson Center for Community and Economic Development to Stevenson Center for Community and Economic Development—Student Research. 5. https://ir.library.illinoisstate.edu/scced/5 This Capstone Project is brought to you for free and open access by the Stevenson Center for Community and Economic Development at ISU ReD: Research and eData. It has been accepted for inclusion in Stevenson Center for Community and Economic Development to Stevenson Center for Community and Economic Development—Student Research by an authorized administrator of ISU ReD: Research and eData. For more information, please contact [email protected]. “Being a change-agent in the context of international cross-cultural community development work” Nicolette Slagle 1 Introduction: Thailand and the Mission In January, 2011, I joined the 123rd group of Peace Corps volunteers heading for Thailand, becoming one over 5,000 volunteers who have served in that nation. Thailand is one of the longest continuously running programs in Peace Corps history. Through Peace Corps' relationship with the kingdom, the goals and objectives for the various programs have shifted and changed.
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Party Tunes Dj Service Artist Title 112 Dance with Me 112 It's Over Now 112 Peaches & Cream
Party Tunes Dj Service www.partytunesdjservice.com Artist Title 112 Dance With Me 112 It's Over Now 112 Peaches & Cream 112 Peaches & Cream (feat. P. Diddy) 112 U Already Know 213 Groupie Love 311 All Mixed Up 311 Amber 311 Creatures 311 It's Alright [Album Version] 311 Love Song 311 You Wouldn't Believe 702 Steelo [Album Edit] $th Ave Jones Fallin' (r)/M/A/R/R/S Pump Up the Volume (ToraDora!) Hashimoto Yukari Ame iro Rondo (ToraDora!) Hashimoto Yukari Chance Chase Classroom (ToraDora!) Hashimoto Yukari Creme Brule no Tsukurikata (ToraDora!) Hashimoto Yukari Duty of love (ToraDora!) Hashimoto Yukari Eyecatch (ToraDora!) Hashimoto Yukari Great escape (ToraDora!) Hashimoto Yukari Happy Monday (ToraDora!) Hashimoto Yukari Hey! You are lucky girl (ToraDora!) Hashimoto Yukari Kanchigai Hour (ToraDora!) Hashimoto Yukari Kaze wo Kiite (ToraDora!) Hashimoto Yukari Ki Me Ze Fi Fu (ToraDora!) Hashimoto Yukari Kitchen In The Dark (ToraDora!) Hashimoto Yukari Kotori no Etude (ToraDora!) Hashimoto Yukari Lost my pieces (ToraDora!) Hashimoto Yukari love on the balloon (ToraDora!) Hashimoto Yukari Magic of love (ToraDora!) Hashimoto Yukari Monochrome set (ToraDora!) Hashimoto Yukari Morning Glory (ToraDora!) Hashimoto Yukari Next Mission (ToraDora!) Hashimoto Yukari Onna no Ko no Kimochi (ToraDora!) Hashimoto Yukari Psychocandy (ToraDora!) Hashimoto Yukari READY STEADY GO! (ToraDora!) Hashimoto Yukari Small Heaven (ToraDora!) Hashimoto Yukari Sora iro no Houkago (ToraDora!) Hashimoto Yukari Startup (ToraDora!) Hashimoto Yukari Tears of dragon (ToraDora!) Hashimoto Yukari Tiger VS Dragon (ToraDora!) Hashimoto Yukari Todoka nai Tegami (ToraDora!) Hashimoto Yukari Yasashisa no Ashioto (ToraDora!) Hashimoto Yukari Yuugure no Yakusoku (ToraDora!) Horie Yui Vanilla Salt (TV-SIZE) (ToraDora!) Kugimiya Rie, Kitamura Eri & Horie Yui Pre-Parade (TV-SIZE) .38 Special Hold on Loosely 1 Giant Leap f.
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Physical Activity and the Built Environment Among Adults on Oʻahu
PHYSICAL ACTIVITY AND THE BUILT ENVIRONMENT AMONG ADULTS ON OʻAHU A DISSERTATION TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAIʻI AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN PUBLIC HEALTH MAY 2018 By Siosaia F. Hafoka Dissertation committee: Sara J. Carr, Chairperson Cheryl Albright Jinan Banna Lehua Choy Yan Yan Wu Keywords: Native Hawaiian and other Pacific Islanders, physical activity, active living, Photovoice ACKNOWLEDGEMENTS……………………………………………………………………….ii ABSTRACT……………………………………………………………………………………...iii LIST OF TABLES………………………………………………………………………………..vi LIST OF FIGURES………………………………………………………….....................……...vi CHAPTER 1: INTRODUCTION…………………………………………………………………1 The Built Environment…………………………………………………………………....3 Social Ecological Model…………………………………………………………………..6 Research Question 1……………………………………………………………………..10 Research Question 2……………………………………………………………………..11 Research Question 3……………………………………………………………………..12 CHAPTER 2: PHYSICAL ACTIVITY STATUS OF NATIVE HAWAIIANS AND OTHER PACIFIC ISLANDERS AND THEIR PERCEPTIONS OF THE ENVIRONMENT.................................................................................................15 Physical Activity Among NHPI………………………………………………………….16 Participant Demographics………………………………………………………………..19 Survey Tool………………………………………………………………………………25 Results……………………………………………………………………………………28 Discussion………………………………………………………………………………..41 Conclusion……………………………………………………………………………….44 CHAPTER 3: AN ASSESSMENT OF THE BUILT ENVIRONMENT……………………….47 Purpose
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Scope and Sequence
Scope αnd Sequence, Starter Welcome p. 4 Vocαbulαry Grαmmαr Phonics Story αnd Vαlue Vocαbulαry Grαmmαr Phonics Story αnd Vαlue 1 Hello! p. 5 School Subject: Lαnguαge Arts 5 I Like Food! p. 33 School Subject: Heαlth & Physicαl Educαtion Hello. Hello. How αre you? Aα, Bb, Cc What’s Your breαd, chicken, I like juice. Mm, Nn, Oo Let’s Eat! Name? Goodbye. I’m fine, thαnk you. αpple fruit, juice, monkey milk, rice, I don’t like breαd. Sing. bαg nuts Sit down. Whαt’s your nαme? wαter cαke ostrich Stαnd up. My nαme’s Yαrα. Thαnk you. Vαlue: Be friendly. Vαlue: Give αnd shαre. 2 At School p. 11 School Subject: Mαth 6 How Are You? p. 39 School Subject: Heαlth & Physicαl Educαtion book, chαir, Is it α book? Dd, Ee, Ff hαppy, sαd, I’m hungry. Pp, Qq, Rr Snack Time crαyon, desk, Yes, it is. / No, it isn’t. duck hot, cold, pink pencil, teαcher egg hungry, thirsty I wαnt wαter. quilt One pencil. fish rαin Numbers 1–6 Two pencils. Vαlue: Sαy thαnk you. Vαlue: Mαke good choices. Units 1–2 Video αnd Gαme p. 17 Units 5–6 Video αnd Gαme p. 45 3 Toys p. 19 School Subject: Lαnguαge Arts 7 My Fαmily p. 47 School Subject: Sociαl Studies bαll, cαr, Whαt’s this? Gg, Hh, i y Bo mom, dαd, This is my mom. Ss, Tt, Uu, Vv To x e Helpe doll, robot, It’s α cαr. goαt sister, brother, sun Th r teddy beαr, hippo grαndmα, grαndpα, He’s hαppy! teα trαin Whαt color is it? bαby She’s sαd.
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