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The First Ground Zero Scripture Text: Seek Wisdom
_______, seek wisdom, incline your heart to understanding. Yes, if you seek insight and understanding, raise your voice. If you seek wisdom like silver, like a hidden treasure, and if you search her out, then you, ______, will understand her and know the fear of the LORD; the fear of the Lord is the beginning of wisdom. For the LORD gives wisdom, from his mouth come knowledge and understanding. God has success in store for the upright, is the shield of those who walk honestly, guards the paths of the just and protects the way of his faithful ones. If you, _____, seek wisdom and fear the Lord, then you will understand what is right and just, what is fair, and what is a good path to follow. If you seek wisdom and fear the Lord, wisdom will enter your heart, knowledge will be at home in your soul, directions will watch over you, understanding will guard you. [Proverbs 2:2-‐11]
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Lokakuussa 2015 organisaatiomme aloitti partnerina Erasmus+ KA2-hankkeessa, joka rahoitetaan Erasmus + Espanjan kansallisesta toimistosta. Hankkeessa kehitetään rakennusalan ammatillista koulutusta.
Projekti on nimeltään " Serious games on Health and Safety for mobile learning", ja sen tavoitteena on luoda älypuhelimen minipeli-applikaatio, jossa pelaajien pitää kehittää pelin edetessä heidän "Health and Safety" taitoja, jotta he pystyvät läpäisemään pelin rakennustyömaa-skenaarion.
Konsortio muodostuu seitsemästä organisaatioita monista Euroopan maista:
- Fundación Laboral de la Construcción (Espanja, koordinaattori)
- Satakunnan Koulutuskuntayhtymä (Suomi)
- Open Universiteit Nederland (Hollanti)
- Westdeutscher handwerkskammertag (Saksa)
- Fundatia romano-germana Timisoara (Romania)
- Warrington collegiate (UK)
- Centro Edile A.Palladio (Italia)
Miksi tämä projekti? Terveys ja turvallisuus on ollut Euroopassa suuri huolenaihe jo yli 20
vuotta, ja erityisesti tämä on isona huolenaiheena rakennusalalla, jossa tapahtuu enemmän kuin yksi viidestä kuolemaan johtaneiden työtapaturmista EU-28 alueella (Eurostat, 2015). Tapaturmiin on olemassa monia erilaisia syitä, mutta mitä tulee oikean informaation saamiseen, näyttäisi olevan, että työntekijät ovat hyvin perillä terveyteen ja turvallisuuteen liittyvistä ohjeistuksista työpaikalla, joten ajattelimme luoda jotain, joka menee informaatiossa vielä pidemmälle kuin perinteinen tiedonjakaminen.
Koska rakennusalalla on jo olemassa paljon kirjallista ja didaktista tietoa terveyden ja turvallisuuden osalta, haluamme kehittää tässä projektissa tietojen ja käytännön taitojen lisäksi turvallisuuteen liittyvää asennetta. Aiheen pelillistäminen auttaa meitä saavuttamaan hankkeen tavoiteet: opi pelaamalla "health & safety" kriteereiden mukaisesti. Tämä metodologia otetaan käyttöön sekä ammatillisen koulutuksen työkaluna rakennusalan kursseissa sekä myös itseopiskelun työkaluna.
Hankkeen partnerit kokoontuivat 29.-30. 10.2015 Madridissa projektin aloituskokoukseen. Kokouksen toisena päivänä espanjalaisilla rakennusalan asiantuntijolla oli mahdollisuus liittyä kokoukseen ja heillä oli tilaisuus kertoa mielipiteensä hankkeeseen liittyvästä teknologiasta, jota käytetään terveyden ja turvallisuuden kehittämiseen rakennusalalla.
Seuraavaan projektikokoukseen (Vicenza, helmikuu 2016) mennessä kumppaneiden on tunnistettava yhteisiä terveyttä ja turvallisuutta kehittäviä taitoja ja päättää, mitä niistä yhteisistä kohteista kehitetään peliksi.
Hanke on rahoitettu Euroopan komission tuella. Tästä julkaisusta (tiedotteesta) vastaa ainoastaan sen laatija, eikä komissio ole vastuussa siihen sisältyvien tietojen mahdollisesta käytöstä.
Our organisation started working in October 2015 on a Project funded by the Erasmus+ Spanish National Agency in order to create Partnership for enhancing the Vocational Training, in this case, the one regarding the construction industry.
Our Project is named "Serious games on Health and Safety for mobile learning", and has the aim of creating mini-games wrapped up in an app in which the players have to make their health and safety skills work to win the games on a site scenario.
Our consortium is formed by seven organisations from as many European countries:
- Fundación Laboral de la Construcción (Spain, Coordinator)
- Satakunnan Koulutuskuntayhtymä (Finland)
- Open Universiteit Nederland (The Netherlands)
- Westdeutscher handwerkskammertag (Germany)
- Fundatia romano-germana Timisoara (Romania)
- Warrington collegiate (United Kingdom)
- Centro Edile A.Palladio (Italy)
Why this Project? Health and Safety has been a European big concern for more than 20 years. This is a big deal especially for the construction industry, where more than one in five fatal accidents at work in the EU-28 takes place (Eurostat, 2015). There are a variety of causes but, when it comes to information, it seems to be that workers are well informed about health and safety in the workplace, so we thought in creating something that goes further the transfer of more than concepts and information.
Since lots of books and didactic resources on health and safety in the construction already exist, we want to develop this Project addressing, besides the knowledge and practical skills, the safe attitude. Gamification will provide this: learning when playing and playing according to health and safety criteria. This methodology would be valid as a tool for VET courses in construction industry and also for self-learning.
The Partnership met on 29th and 30th October in Madrid to launch the Project. On 30th, some Spanish experts in the construction industry joined the partnership and they had the opportunity to expose their opinion regarding technologies linked to health and safety in this activity.
Until our next Project meeting in Vicenza (February 2016) the partners will have to work on identifying common basic health and safety skills and decide which ones will be developed in the games.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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The Costa Rican economy grew by only 0.3% in 2001, owing to a strong contraction of external demand, to which was added, after the events of 11 September, the reduction in tourist income. Fixed investment declined in view of the unfavourable prospects, despite the lower international interest rates and the greater flow of foreign direct investment. Despite the lower net factor payments abroad, national income fell by 1%, as a result of deterioration in the terms of trade. There was also an increase in open unemployment (6.1%), especially for women and in rural areas, and inflation rose to 11%.
The high-technology electronic industry suffered a marked setback, equivalent to 1.7% of aggregate GDP, as external demand contracted and production at one plant was halted owing to a restructuring phase. Meanwhile, the rest of productive activities grew by only 2%.
The authorities managed to adjust the economy to the new conditions. Measures were adopted to contain government expenditure and increase tax collection, but the central government deficit expanded. Public debt continued to grow and the interest payments amounted to 25% of total expenditure. During the second half of the year the exchange devaluation rate accelerated and interest rates rose.
Fiscal policy was restricted by high debt servicing payments and by expenditure for specific purposes. The central government deficit was 3.2% of GDP, while the non-financial public sector increased its surplus.
Despite the slowdown in economic activity, the income of the central government grew by more than 5% in real terms thanks to the payment of tax arrears, the elimination of Tax Credit Certificates, the application of the Tax Rules and Procedures Code and the approval of the Law on Tax Simplification and Efficiency.
Expenditure rose by 5.7% owing to increases in salaries and transfers for real investment in the National Road Council. In view of the large servicing payments for public debt, an effort was made to reduce interest payments by exchanging internal debt for external debt; the government placed US$ 250 million in bonds on the international markets at a fixed rate of 9% for a 10-year period. The size of the total public debt reached 57% of GDP in September, while internal debt was 37%.
The goal of monetary policy was to maintain inflation within a range of 10%. In the first few months an effort was made to expand credit without creating
COSTA RICA: MAIN ECONOMIC INDICATORS
| | 1999 | 2000 | 2001a |
|--------------------------|------|------|-------|
| **Annual growth rate** | | | |
| Gross domestic product | 8.1 | 1.7 | 0.3 |
| Consumer prices | 10.1 | 10.2 | 11.0 |
| Real wages | 4.7 | 0.8 | ... |
| Money (M1) | 9.7 | 5.4 | -4.8 |
| Real effective exchange rateb | 4.4 | 0.1 | -2.8 |
| Terms of trade | -4.1 | -6.9 | -1.1 |
| **Percentages** | | | |
| Urban unemployment | 6.2 | 5.3 | 5.8 |
| Fiscal balance/GDP | -2.3 | -3.0 | -3.2 |
| Real deposit rate | 3.9 | 2.2 | 0.5 |
| Real lending rate | 14.3 | 12.6 | 11.4 |
| **Millions of dollars** | | | |
| Exports of goods and services | 8 205 | 7 699 | 6 997 |
| Imports of goods and services | 7 183 | 7 289 | 7 243 |
| Current account | -697 | -751 | -943 |
| Capital and financial account | 1 177 | 597 | 868 |
| Overall balance | 480 | -154 | -75 |
Source: Statistical Appendix.
a Preliminary estimates.
b A negative rate indicates an appreciation of the currency in real terms.
Inflation was at 11%, similar to the level in the previous year. During the first six months, the increase in electricity and water tariffs, together with the rise in transport, caused an increase in the consumer price index. During the second half of the year prices for fuel derivatives and electricity tariffs diminished, but the higher exchange-rate devaluation rate had the opposite effect.
In order to avoid a deterioration in real salaries, at the beginning of January minimum salaries were readjusted by 5.1% and in June another increase of 7.7% was agreed. Workers in the public sector received an increase of 6.6% (4% in July and the rest in October). Unemployment increased in manufacturing and in agricultural export activity; in the last quarter, it also increased in tourism. A reform to the Labour Code was approved, prohibiting discrimination by gender, age, ethnicity or religion.
The trade gap increased considerably; the current account deficit rose to 5% of GDP. Exports of goods contracted generally (-13%); in contrast, tourist services increased by 7.5% until August, but fell in the last quarter. Sales of software, medical and surgical services also increased. Exports to Central America grew by 6.4% and represented 11% of the total.
Imports of goods contracted, mainly those of capital goods, which declined by 11%. The deficit in goods almost quadrupled. The lower profits of companies in the export processing zones meant that external
payments in this connection were 35% less than in the previous year.
Capital flows, much higher than those in 2000, were insufficient to cover the current account deficit, so that the reserves of the issuing bank fell by US$ 75 million. Foreign direct investment increased and there was a new bond issue by the central government, which thus obtained a level of resources which was higher than the payments for amortizing public debt and the purchase of foreign bonds by private investors.
**El Salvador**
GDP growth in El Salvador slowed to barely 1.5%, owing to the economic recession in the United States and the drought-induced contraction in export volumes. The earthquakes in January and February, which killed almost 1,200 people and caused material damage estimated at US$ 1.6 billion (approximately 12% of GDP), gave rise to an increase in public spending, which pushed the central government deficit up to almost 4% of GDP. The fall in merchandise exports and the expansion in imports led to a sharp increase in the external deficit. With the entry into force of the Monetary Integration Act in January, a fixed exchange rate was set and the dollar was established as a unit of account of the Salvadoran economy; in this context, annualized inflation declined to 3%.
Economic activity continued at a sluggish pace. The weakness of domestic demand and the virtually flat performance of exports following the recession in the United States economy eroded overall demand. Moreover, the after-effects of the two earthquakes, the record low in the price of coffee, and the drought that crippled the production of staple grains had an adverse effect on supply.
The economy started to pick up in April after the devastating earthquakes with the strongest impetus coming from tradables, associated with non-traditional exports, and from export processing. The highest-growth sectors were mining (12%), construction (9%), transport, storage and telecommunications (almost 7%), power, water and gas, and manufacturing (both over 4%). The effects of the drought were felt in agriculture, which experienced a 2% decline. Financial services showed a similar contraction. In other sectors, including business, growth was flat. In this context, the unemployment rate remained at about 6%.
Despite the lower supply of agricultural products, food prices trended downwards; the same was true of house rentals. The weight of these two major items of household expenditure in general price levels brought annualized inflation down to 3%, one percentage point below the level recorded in the previous year. Minimum wages did not vary. Construction wages were raised by 5%, as from 21 July.
The natural disasters referred to above seriously affected fiscal management. Even though current expenditure declined, public spending had to be increased substantially in the aftermath of the earthquakes (12% in real terms) in order to cover reconstruction work (indeed, one quarter of public investment was allocated for this purpose). Current revenues showed no improvement in real terms, at a time when weak domestic demand compounded the familiar problems of tax avoidance and evasion. The fall in income-tax receipts during the year was offset by higher proceeds from value added tax and the tax on imports.
The significant growth in expenditure widened the fiscal deficit to 3.9% of GDP (2.3% in 2000). The fiscal deficit was financed to the extent of over 80% with external funds from the issue of treasury notes (LETES). Fiscal management in the coming years should take into account above all the expenditures associated with the new pension system, which will exceed the US$ 1 billion mark in the next five-year period. During the year, privatization of State-owned companies, especially the telecommunications and electricity corporations, was completed and the operation of the five pension fund administrators was consolidated.
Dollarization of the economy was initiated in the early part of the year and has recently been approved by the Supreme Court, which dismissed various claims of unconstitutionality. The United States dollar was thus adopted as legal tender and the rate of exchange of the colón has been set at 8.75 colones to the dollar, following a fixed exchange-rate system that had been in force since 1993. This measure has been implemented in the context of the high volume of trade between El Salvador and the United States, the market for two thirds of Salvadoran merchandise exports and the country of origin of the substantial family remittances received in El Salvador, which account for 14% of GDP. In October, 46% of money in circulation and of deposits had been converted into dollars.
The slow economic activity has had the effect of stabilizing the demand for credit and lowering lending and deposit rates. Now that the exchange risk has been eliminated, it is much easier for industrial, electricity, transport and business firms to secure foreign loans directly.
The performance of the external sector was less favourable than in 2000. The trade deficit grew to the equivalent of 16% of GDP, as a result of the contraction in exports and the expansion (7%) in imports. Exports to Central America expanded by 3%, but sales to the rest of the world stopped expanding. Plummeling coffee prices on the international market caused a sharp contraction in coffee sales (-62%) and consequently a slump in traditional exports as a whole (-44%), while non-traditional exports expanded by almost 7%, with maquila exports performing well (15%). The increase in imports is attributable to higher purchases of intermediate goods (15%) and consumer goods (8%), since purchases of capital goods remained stable.
The large trade deficit declined substantially at the current account level, thanks to the increasing inflows of remittances from nationals abroad, which have already exceeded the US$ 2 billion mark, or the equivalent of 90% of the trade deficit. The balance-of-payments current-account deficit stood at US$ 500 million and was financed through foreign direct investment, which bordered on US$ 200 million, and new loans. In August, the country’s external debt represented approximately 25% of GDP.
The trade policy was focused on international trade negotiations and further advances were made with the free trade agreements being forged with Panama and Canada. The entry into force of the free trade agreement between Mexico and the Central American Northern Triangle (El Salvador, Guatemala and Honduras) enabled El Salvador to expand its trade. Negotiations with the Andean Group are at a standstill, while El Salvador is continuing to participate in the rounds relating to the Free Trade Area of the Americas. It should be noted that the extension of the free zone regime to 2010 is an extremely important decision for the country’s maquila sector.
Guatemala
The external crisis, coupled with persistent extra-economic problems on the home front, caused a slowdown in the Guatemalan economy in 2001 for the third consecutive year; growth is expected to be 2%, while inflation is estimated to be of the order of 10%, almost double the rate recorded in 2000. Nevertheless, thanks to renewed efforts to bring fiscal policy in line with monetary policy, the exchange-rate remained stable, a significant deterioration in the budget was avoided and fiscal reform—a milestone in the country’s recent economic history—was achieved. Further measures were taken with a view to the adoption of legislation for improving financial supervision and strengthening the central bank’s autonomy. Progress was also made in the negotiation of an agreement with the IMF on special drawing rights, which would provide access to funds for modernizing the financial system and implementing a strategy for poverty reduction. The entry into force of the Free Trade Agreement with Mexico, Honduras and El Salvador was another major advance.
Notwithstanding the fiscal reform, the government deficit increased to 2.5% of GDP in 2001 (compared with 1.9% in the previous year), owing, mainly, to the transfer of obligations postponed from 2000, to emergency support for the coffee industry and to the low level of tax revenues. These were disappointing compared with the expected outcome of efforts to control tax evasion and the yield anticipated from increases (from 10% to 12%) in the rate of value added tax and the taxes on corporate assets, fuel oil, transport, the import of vehicles and other goods (cigarettes and liquor).
Financing for the budget was based on external funding. For purposes of public debt restructuring, a US$ 325 million sovereign bond issue was launched in November. The central bank used open-market operations, lowered the nominal rediscount rate to 6.1% per year and successfully reduced the rate of expansion of money and quasi-money, although the latter remained in double digits. The real lending rate fell by five percentage points to average approximately 11% per year, but loans to the private sector declined in real terms.
For the first time in years, banking authorities intervened in banking and financial institutions. The Free Negotiation of Currencies Act was implemented and attracted higher inflows of funds into offshore banking services. Pressures on the rate of exchange between 12 September and the end of November, resulted in a nominal depreciation of the quetzal of 2%.
GDP growth slackened to 2% in 2001, the third year of steady slowdown; this is attributable to the worsening terms of trade and shrinking external demand. In addition, the extended conflict between certain corporate groups and the government eroded the business climate and was reflected in a fall of close to 4 percentage points in private investment. The only strong components of demand were public investment and public consumption. For the first time in the decade, export earnings contracted in real terms (-1%).
Merchandise production expanded by a mere 1.4% during the year. Agriculture showed modest growth (1%) and manufacturing weakened for the fourth consecutive year. Interrupting the sharp contraction in 1999, the rally in public investment and in some loans to the private
GUATEMALA: MAIN ECONOMIC INDICATORS
| | 1999 | 2000 | 2001a |
|--------------------------|------|------|-------|
| **Annual growth rate** | | | |
| Gross domestic product | 3.9 | 3.1 | 2.0 |
| Consumer prices | 4.9 | 5.1 | 9.8 |
| Money (M1) | 8.9 | 14.5 | 1.1 |
| Real effective exchange rateb | 14.3 | 2.6 | -3.0 |
| Terms of trade | -7.5 | -2.9 | -3.5 |
| **Percentages** | | | |
| Fiscal balance/GDP | -2.8 | -1.9 | -2.5 |
| Real deposit rate | 2.6 | 4.0 | 1.6 |
| Real lending rate | 13.6 | 14.1 | 11.1 |
| **Millions of dollars** | | | |
| Exports of goods and services | 3 435 | 3 783 | 3 701 |
| Imports of goods and services | 4 984 | 5 323 | 5 342 |
| Current account | -1 015 | -884 | -959 |
| Capital and financial account | 890 | 1 538 | 1 359 |
| Overall balance | -125 | 654 | 400 |
Source: Statistical Appendix.
a Preliminary estimates.
b A negative rate indicates and appreciation of the currency in real terms.
The slowdown is estimated to have caused a number of job losses in the formal sector and to have made the job market even more precarious. The situation was especially difficult in areas affected by the fall in the coffee operations, where job losses, combined with the effects of the drought, prompted applications for assistance from the World Food Programme and the Inter-American Agency for Cooperation and Development, since some 500,000 full- or part-time workers depend on this activity.
The annualized variation in the consumer price index was almost 10% in December, almost double the rate observed in 2000 and double the target set in the government programme. This resurgence in inflation may be attributed to the effect of the nominal exchange-rate depreciation, the rise in the price of some foods due to the drought and the one-off increase in general price levels associated with the increase in various taxes (in particular, value added tax). The persistent and sharp expansion in monetary liquidity, which outstripped the supply of goods and services, may also have had an impact.
External capital flows swelled international reserves, offsetting a current-account deficit equivalent to 4.8% of GDP (compared with 4.6% in the previous year). Foreign direct investment, representing the final payment for privatization of the telephone company, and the US$ 325 million sovereign debt issue on the eurobond market were major components of these flows. The current-account deficit increased slightly reflecting a modest expansion in merchandise imports at a time when exports were down. The slump in international prices for coffee to a record low, combined with lower sales volumes, led to a sharp contraction in export earnings from this product (-33%); thus, notwithstanding the rise in exports of sugar (24%), banana (5.5%) and cardamom (4.3%) sales of traditional exports were down by 13%. As a whole, non-traditional exports were flat (1%). Expansion in in-bond processing was down, at only 8% (compared with 21% in the preceding year). Exports to Central America increased by 4.5%, marking an improvement compared with the previous year’s performance.
Honduras
The Honduran economy recorded modest growth in 2001 (2.5%), owing largely to negative spillover from abroad. The slump in coffee prices was compounded by the effects of the recession in the United States. The main impetus for growth came from the buoyancy of domestic consumption in a context of relative stability with respect to the economic and financial aggregates and an intensive campaign culminating in the general elections in November. Inflation remained within the same range as in 2000; the real rate of exchange showed a slight appreciation, notwithstanding an acceleration in the nominal slide and public finances reflected a deficit similar to that of the previous year’s. Towards the middle of the year, the country suffered a drought and later the onslaught of Hurricane Michelle, confirming its high vulnerability to natural disasters.
The central government fiscal deficit rose to 5.5% of GDP, in keeping with the objective of boosting public investment in infrastructure reconstruction and poverty alleviation. However, the outlays under these headings were lower than projected as the transparency requirements laid down by international cooperation sources and the State Procurement Act resulted in delays in the use of resources. The central government deficit was financed wholly from foreign funding, as has been the case since 1998.
Direct tax revenue expanded by 8% and its main component, income tax, by almost 12%. Indirect taxes grew by slightly more than the rate of inflation. Central government revenue, including non-tax items, was almost equivalent to 18% of GDP (approximately one percentage point lower than in 2000).
Total public expenditure was equivalent to 23% of GDP (24% in 2000). Current outlays accounted for almost two thirds of the total, investment for 28% and debt payments for 7%. Honduras benefited under the Highly Indebted Poor Countries Debt Initiative from external debt relief amounting to US$ 100 million (or 40% of the interest paid out in 2000). The total external debt balance stood at US$ 4.6 billion at the end of the year, similar to the previous year’s level.
The money supply showed a year-on-year increase of close to 1%, much lower than in 2000, and the annual growth rate for foreign currency deposits was almost three times that of local currency deposits. This is attributable to the uncertainty typical of an election year and to expectations of a devaluation which were rife up to September. Bank loans to the private sector, mainly for real estate purchases and consumption, rallied slightly (1.5% in real terms). Bank finance charges remained high, with a spread of 12%. Further progress was made in banking supervision and capitalization ratios improved throughout the system.
The foreign-exchange policy became one of the major issues of debate. For the fourth consecutive year, the lempira appreciated, this time by 2%. To avert political pressures in favour of a sudden devaluation, the Central Bank decided in September to speed up the crawling peg devaluation; thus, by November the monthly average rose to double the rate recorded between January and August.
Further preparations were made for the implementation of a Customs Union in Central America and the trade agreement signed with Mexico a year earlier entered into force. The privatization of Hondutel remained pending, but the Insurance and Reinsurance
HONDURAS: MAIN ECONOMIC INDICATORS
| | 1999 | 2000 | 2001a |
|--------------------------|------|------|-------|
| **Annual growth rates** | | | |
| Gross domestic product | -1.5 | 5.0 | 2.5 |
| Consumer prices | 10.9 | 10.1 | 9.0 |
| Money (M1) | 9.9 | -4.9 | -6.2 |
| Real effective exchange rate b | -3.2 | -3.3 | -2.4 |
| Terms of trade | -6.6 | -5.8 | -3.7 |
| **Percentages** | | | |
| Urban unemployment rate | 5.3 | … | 6.3 |
| Fiscal balance/GDP | -4.0 | -5.9 | -5.5 |
| Real deposit rate | 6.9 | 4.5 | 4.4 |
| Real lending rate | 16.6 | 14.3 | 13.0 |
| **Millions of dollars** | | | |
| Exports of goods and services | 2 281 | 2 507 | 2 515 |
| Imports of goods and services | 3 053 | 3 319 | 3 539 |
| Current account | -200 | -204 | -359 |
| Capital and financial account | 415 | 197 | 263 |
| Overall balance | 216 | -7 | -96 |
Source: Statistical Appendix.
a Preliminary estimates.
b A negative rate indicates an appreciation of the currency in real terms.
Institutions Act and the Deposit Insurance Act for Financial Institutions were adopted. The Social Insurance Reform Act was challenged by private business and the Supreme Court of Justice is expected to make a pronouncement on this action.
GDP growth (2.5%) was lower than expected (4.5%) and was buoyed up by domestic consumer spending, since gross fixed capital formation contracted for the second consecutive year. The agricultural sector experienced a sudden slowdown (growing by 1%, compared with 9.8% in 2000), falling below the levels recorded before Hurricane Mitch, which devastated the country in 1998. A drought mid-year slashed staple grain production, while the fall in international coffee prices meant a sharp decline in income for producers.
The manufacturing sector experienced a cooling off (with growth down to 4%), although crucial activities (cement, sheets and plates, and textiles) maintained their level of activity. Some in-bond industries shut down their operations and sought locations that would enable them to reduce costs, but the sector as a whole expanded. Services also enjoyed higher than average growth.
At the close of the year, inflation stood at 9% (lower than in 2000), owing to the exchange-rate appreciation and the fall in fuel prices on international markets. The minimum wage increased by an average of almost 16% in nominal terms (6% in real terms). Statutory public-sector wages rose by 19.5% (9.7% in real terms). The loss of momentum in the production sector caused a sharp increase in unemployment. The resumption of the national survey on the labour market revealed an open unemployment rate of 4.2% (compared with 3.3% in 1999) and visible and invisible underemployment of 3.3% and 35.9%, respectively (2.3% and 23.7% two years earlier).
The current account deficit increased by just over US$ 100 million, to stand at US$ 359 million. This was largely due to the continuing decline in international coffee prices, reflected in a loss of income of US$ 160 million (45% of the current account balance). This deficit was financed through family remittances, other transfers and foreign investments.
Merchandise exports were flat. Banana sales soared (41%); shrimp sales also expanded (8.8%) as did melons (6.4%). Value added from the export-processing zones increased (13.1%). Conversely, export figures were lower for coffee (-47%), wood (-3.6%), zinc (-11.8%) and tobacco (-6.4%). Imports rose by 6.6%, with agricultural products significantly higher (31.6%), food products (16.5%) paper and paper products (34.4%) and electrical machinery (12.3%). On the other hand, fuel imports declined (-5.6%) together with transport equipment (-2.5%).
Direct foreign investment flows (US$ 186 million) diminished. Notwithstanding the increase in financial flows, the overall balance was negative for the second year in a row. The Central Bank’s gross international reserves were of the order of US$ 1.05 billion, or the equivalent of four months’ imports of goods and services.
In 2001 the Mexican economy stagnated, which was in sharp contrast to the targeted growth rate of 4.5% and well below the previous year’s rate of 7%. The economic slowdown in the United States caused a considerable downturn in output in the second semester, although the rest of the country’s macroeconomic targets were met. The public-sector deficit was 0.7% of GDP and the balance-of-payments current-account deficit was 3.1%. Voluminous flows of foreign direct investment contributed to a real appreciation of the peso, which in turn helped to reduce inflation (5.4%).
The sluggishness of the economy hurt employment and the overall performance of the production sectors. From the first half of the year export activities and investment suffered the effects of slackening external demand. An upturn in real wages boosted consumption, but in the following months domestic demand trended downwards as the wage bill contracted and uncertainty mounted with regard to the timing of an economic recovery in the United States, especially in the wake of the attacks of 11 September.
Economic policy continued along the same lines as previous years. Priority was afforded to reducing inflation and to maintaining the fiscal accounts in balance in the framework of a floating exchange rate.
Monetary and fiscal stances were adjusted as the international situation grew bleaker, and in response to the economic downshift in the United States. Early in the year, monetary policy remained tight in order to keep inflation on target, but later eased as trends and expectations with respect to inflation became increasingly favourable. This led the authorities to lower the nominal interest rate, which was also a reflection of the interest cuts in the United States, and the average prime rate on deposits recorded a single-digit figure for the first time since 1994, though lending rates continued to be high.
Public spending cuts (equivalent to 1.3% of approved programmable spending) were made to offset the drop in income that was anticipated in view of the downshift in production activity, the appreciation of the peso and the downturn in the price of petroleum (which generates over 30% of public income). The government kept the public-sector deficit on target in GDP terms by means of budget adjustments, mainly to investment. Public-sector borrowing requirements, which include a number of items in addition to the traditional definition of public deficit, are estimated at 3% of GDP at the end of 2001. The Bank Savings Protection Institute (IPAB) and privately co-financed public investment projects absorbed most of the resources (0.87% and 0.69%, respectively).
Source: ECLAC, on the basis of official figures.
In April the Executive submitted to Congress a financial and fiscal reform proposal that generated some controversy. Reforms to financial affairs were approved; and alternative fiscal reform proposals made by the country’s three main political parties were discussed, but in early December no agreement had been reached. The government’s proposal seeks to expand the country’s small tax burden (11% of GDP) by setting a standard rate of 15% for value-added tax (VAT) on basic consumption sectors that are exempt or have zero rates, mainly food and medicines. It also proposes a lower rate of income tax for individuals and firms.
The peso remained stable, mainly due to foreign direct investment flows and to public and private international debt issues, which benefited from the low international interest rates and the investment grade rating obtained by Mexico in 2000. In real terms, the currency appreciated by 5% against the dollar, which was a continuation of the trend recorded since 1998. International reserves stood at over US$ 40 billion, posting a gain of US$ 6.5 billion on the year’s end figure of 2000. External investment in the money market decreased considerably to account for less than 2% of the total, while the stock market displayed a slight fall.
In the first half of 2001 the effects of the economic slowdown in the United States were felt severely in Mexico. As a result, output declined gradually and in mid-2001 the economy slipped into recession. After growing by 1% in the first semester, in the third quarter of 2001 GDP thus began to slip (-1.6%) for the first time since 1995, which resulted in a slight contraction for the year overall.
External sales were the first sector to suffer the effects of the downswing. By contrast, private consumption expanded in the first semester, chiefly thanks to an increase in real wages (owing to lower-than-expected inflation), which offset the effects of a decrease in employment. In the second half of the year, however, the decline in output became widespread. Investment decreased (down by 5% in January-August) and continued to slide gradually as the year went on.
In the first nine months of the year, services expanded by 1.7% and the agricultural sector by 1.3%, while industry slipped back by 3.2%. In the third quarter the output of the manufacturing, construction and mining sectors clearly showed the effects of the downturn with declines of 5.5%, 4.1% and 1.1%, respectively.
The output of the automobile sector decreased by 3.5% in the period from January to October –with production for the local market down by 2.3% and for the export sector by 3.8%– although domestic sales grew by 9% in the same period, due mainly to financing programmes offered by automobile distributors. Similar schemes were operated for purchases of other durable goods and sustained the growth of private consumption, although this indicator trended downwards in the second half of the year. By contrast, commercial bank credit to the private sector shrank in real terms for the seventh year running (-7.5% to October). The real appreciation of the exchange rate helped to bring the rate of inflation down to 5.4%, which was the lowest figure recorded since 1972.
The number of urban workers registered with the Mexican Social Security Institute (IMSS) decreased by 2.9% between October 2000 and October 2001, which represented a loss of almost 323,000 jobs. For the first time in 15 years, employment declined in the maquila export industry, with a drop of 14% between September 2000 and September 2001, which brought the number of jobs in the sector to 1.149 million, while the man hours worked decreased by 18%. Employment in manufacturing was down by 3.7% in the period January-September. In the first 10 months, the average rate of open unemployment was 2.5%, which was slightly higher than the figure for the same period of 2000, partly due to the absorption of workers by the informal sector.
### MEXICO: MAIN ECONOMIC INDICATORS
| | 1999 | 2000 | 2001a |
|--------------------------|------|------|-------|
| **Annual growth rates** | | | |
| Gross domestic product | 3.7 | 7.0 | -0.1 |
| Consumer prices | 12.3 | 9.0 | 5.4 |
| Real wages | 0.9 | 6.1 | 5.5 |
| Money (M1) | 13.3 | 6.0 | 7.1 |
| Real effective exchange rateb | -8.2 | -7.6 | -5.2 |
| Terms of trade | 1.9 | 5.0 | -2.0 |
| **Percentages** | | | |
| Urban unemployment rate | 2.5 | 2.2 | 2.5 |
| Fiscal balance/GDP | -1.2 | -1.1 | -0.7 |
| Real deposit rate | 2.6 | 3.8 | 4.2 |
| Real lending rate | 7.9 | 8.0 | 7.6 |
| **Millions of dollars** | | | |
| Exports of goods and services | 148 083 | 180 136 | 171 268 |
| Imports of goods and services | 155 465 | 190 509 | 184 566 |
| Current account | -14 325 | -17 690 | -17 198 |
| Capital and financial account | 18 602 | 24 800 | 23 398 |
| Overall balance | 4 277 | 7 110 | 6 200 |
*Source:* Statistical Appendix.
*a* Preliminary estimates.
*b* A negative rate indicates an appreciation of the currency in real terms.
The increase in real wages, in combination with economic stagnation and a decline in labour productivity, considerably increased the unit costs of labour, especially in manufacturing.
External trade decreased essentially because of the recession in the United States, which accounts for 90% of Mexico’s exports and supplies over 80% of its imports. Together, the downturn in exports (-3.1% to October) and in imports (-1.9%) made for a deficit of close to US$ 9 billion, which was larger than the deficit posted in 2000. To October, imports of intermediate goods decreased by 4.4%, and of capital goods by 4.6%, while purchases of consumer goods increased by 23%. The decline in exports was also partly attributable to a sharp reduction in petroleum exports, which plunged by 19% to October, and to a backslide of 1.1% in manufacturing sales abroad (down by 1.7% in *maquila* and by 4.3% in non-*maquila* exports).
Interest payments on external debt are estimated at US$ 12 billion. Transfers –mainly remittances by Mexicans abroad, which are equivalent to 70% of petroleum exports– posted a significant increase. This pared the current-account deficit down to US$ 19 billion, or 3.1% of GDP, which was similar to the 2000 figure.
Foreign direct investment (FDI) also contributed to financing the current-account deficit. Not including income from the sale of Banamex to Citigroup (US$ 12.447 billion), in the first three quarters FDI was almost US$ 10 billion and it is estimated that total flows for the year overall have reached US$ 12 to 13 billion, which is much the same as the sum recorded in 2000.
In the third quarter net public external debt was just over US$ 77 billion and represented 24.7% of GDP, or 1.3 percentage points more than the previous year. Private external debt stood at around US$ 55 billion mid-year, which was similar to the figure recorded at the end of 2000.
**Nicaragua**
In 2001 the Nicaraguan economy slowed down, as the country’s external and financial vulnerability became more acute, as well as the global degree of underemployment of the work force. Despite the fact that the internal and external imbalances were higher than expected, inflation was less than 6%. The gross domestic product (GDP) grew by 2%, which represents a slowdown of more than two percentage points compared to the previous year. The lower increase is associated with the unfavourable external environment, the high fiscal deficit and the continuing difficulties in the banking sector. It was also due to the natural uncertainties of an election year, which caused a decline in private investment and in international financial cooperation flows.
The adverse economic environment affected the fiscal results, so that in the first nine months of the year the total income of the central government grew in nominal terms by only 1.2%. The government was obliged to limit expenditure, choosing mainly to cut capital outflows (-21%), which eroded the effectiveness of public spending as a catalyst for the economy. On the other hand, current disbursements grew by a nominal 12%, so that total expenditure increased slightly by 3.4%, stretching the deficit to more than 8% of GDP.
In view of the failure to achieve the goals agreed with the International Monetary Fund in the second year of the Poverty Reduction and Growth Facility, the government managed to agree on only one interim programme for the second half of 2001. If the reduction in public expenditure stipulated in the
programme is achieved, the global deficit in the non-financial public sector will fall to 7.8% of GDP (8.3% in 2000).
Owing to the high fiscal deficit and the costs associated with the banking crisis which erupted in the previous year, monetary policy remained tight. The central bank provided a full guarantee for the deposits and liquidity support for those banks where intervention had been necessary, while it sterilized a substantial portion of the liquidity through the placement of indexed debt securities. Also, in July it provided for a gradual increase of three percentage points in the legal reserve requirement rate, which reached 19.25% in September. In this context, the net credit of the central bank to the non-financial public sector expanded considerably, while international reserves were substantially decreased.
After the high levels recorded during the reconstruction programme carried out after the passing of Hurricane Mitch in 1998, public investment declined, as well as private investment in the residential sector. Both factors resulted in a major downturn in construction, one of the main causes of the loss of growth in the economy as a whole. The growth in trade, transport and governmental services was also eroded. In contrast, the industrial, energy and financial sectors stimulated economic activity. The mediocre performance of agriculture was due to a drought that caused substantial crop losses in different parts of the country.
The unfavourable external environment was characterized by an additional deterioration in the terms of trade and a significant slowdown in the global economy and trade, which resulted in a loss of sales for Nicaragua’s main export products, particularly coffee. The worsening of the United States economy was felt in exports of manufactures situated in the export-processing zones and the tourist industry, and this will probably also affect the level of family remittances. Also, the cost of exports rose, owing to the additional security measures adopted.
As the accumulated inflation over the first eleven months was 4.5%, a figure of less than 6% is estimated for the year as a whole (9.9% in the previous year). This drop is mainly due to the slowdown in the economy, the lower prices for petroleum products and the greater stability of tariffs for basic services.
The increase of 12% in minimum salaries, which had not changed since 1999, the salary adjustments in the public sector and the increase in remuneration in certain sectors meant that real average remuneration showed a substantial improvement. The loss of growth in the economy resulted in a rise in unemployment to 10.7% (9.8% in the previous year) and underemployment to 12.4%.
The excess of expenditure over production was again financed by external savings. It is estimated that the current account deficit will increase slightly to reach US$ 980 million (39% of GDP). This is attributable to the increase in the trade deficit and the larger payments for interest, profits and dividends. Current transfers, however, especially family remittances, remained at the high level of the previous few years.
The deficit in the trade in goods (37% of GDP) remained very high, especially taking into account the context of lower growth of the economy. Exports, including those from companies operating in the export-processing zones, declined more than imports (-4.7% and -1.6%, respectively). The drop in exports was principally due to the reduction in traditional product sales (-18.5%) caused mainly by the collapse of coffee exports (-40.3%) that was in turn a consequence of the fall in international prices. The value of imports was undermined by the lower levels of external purchases of intermediary goods and capital, a phenomenon which could be attributed in
| NICARAGUA: MAIN ECONOMIC INDICATORS |
|-------------------------------------|
| | 1999 | 2000 | 2001* |
| **Annual growth rates** | | | |
| Gross domestic product | 7.4 | 4.7 | 2.0 |
| Consumer prices | 7.2 | 9.9 | 5.8 |
| Real wages | 4.4 | 1.6 | 2.9 |
| Money (M1) | 16.5 | -3.2 | -0.3 |
| Real effective exchange rate b | 1.4 | -1.3 | -1.7 |
| Terms of trade | -7.2 | -4.6 | -4.1 |
| **Percentages** | | | |
| Unemployment rate | 10.7 | 9.8 | 10.7 |
| Fiscal balance/GDP | -4.9 | -7.8 | -8.5 |
| Real deposit rate | -0.9 | -1.9 | 0.9 |
| Real lending rate | 9.8 | 8.8 | 13.2 |
| **Millions of dollars** | | | |
| Exports of goods and services | 838 | 942 | 898 |
| Imports of goods and services | 2 034| 1 981| 1 950 |
| Current account | -1 092| -919| -976 |
| Capital and financial account | 1 001| 724 | 697 |
| Overall balance | -90 | -194 | -280 |
Source: Statistical Appendix.
a Preliminary estimates.
b A negative rate indicates an appreciation of the currency in real terms.
turn to the slowdown in economic activity. In contrast, the imports of consumer goods rose significantly (9%).
The capital and financial account showed less income in the first nine months of the year, owing to the reduction in official transfers and loans. This could not be offset by the relief of external debt in the framework of the HIPC initiative, although the amount allocated for this purpose in 2001 was higher than in the preceding year.
Panama
The Panamanian economy, which had been losing momentum in recent years, experienced a sharper slowdown in 2001. GDP growth was down to 0.5%, signifying a per capita decline in output for the first time in over a decade. This was due to both domestic and external factors. External demand weakened considerably, putting a damper on economic activity, although with a downward adjustment in imports, it was possible to reduce the current-account deficit.
Capital formation contracted sharply for the second consecutive year, partly as a result of a weakening in foreign investment flows. Consumer spending also grew more slowly, despite a continuing expansion in personal credit. Open unemployment rose but inflation continued to be very low.
In the early part of the year, the Government adopted counter-cyclical measures as part of a revitalization plan to counter this slackening of business activity; however, the sharper slowdown and the decline in public revenues defeated the incipient public investment programme. Discussion of the fiscal reform proposed by the executive authorities was therefore postponed.
Under the IMF standby agreement, the primary objective of which was to balance the government budget, economic policy sought first and foremost to adopt a moderate countercyclical approach through concerted action with the private sector for government expenditure on labour-intensive activities. However, with the economy weakening, revenue falling and fiscal reform becoming increasingly difficult, the authorities decided to cut back on budgetary expenditures in an attempt to rein in the deficit.
The public-sector deficit rose to 2% of GDP, as a result of the reduction in revenue and the decline in contributions from State-owned corporations. In the first nine months of the year, current revenue declined by 1% owing to the 10% fall in tax receipts and the lower direct and indirect tax collections. Production, sales and excise taxes fell (-2.8%) as, indeed, did imports (-16.5%), which continued to decline in the last quarter, owing in part to a reduction in tariffs. Non-tax revenues, which had been very high in preceding years, contracted sharply (-14.1%). These results were partly offset by advance interest payments from the Development Trust Fund, which had been credited with US$ 1,213,000 from privatizations. In addition, 750 million United States dollars’ worth of global bonds were issued on the international market in the first half-year to support the budget and finance loan repayments.
Under central government expenditure, staff remuneration increased, owing to an expansion in employment in the education and health sectors. Total interest payments on public debt also increased, accounting for more than one quarter of current expenditure. These increases were partly counterbalanced by a reduction in investments.
Loan operations within the domestic banking system increased in the period January-September both on the domestic market (6.3%) and abroad (3.8%), mainly as a result of loans to the business sector, the mortgage sector and for consumer spending. Interest rates on deposits and on loans did not vary significantly.
The performance of the different sectors was uneven. Merchandise production as a whole fell back considerably, while services expanded, albeit only moderately. Banking services and transport, storage and communications showed increases. Telecommunications
PANAMA: MAIN ECONOMIC INDICATORS
| | 1999 | 2000 | 2001* |
|--------------------------|--------|--------|--------|
| **Annual growth rates** | | | |
| Gross domestic product | 3.5 | 2.6 | 0.5 |
| Consumer prices | 1.5 | 0.7 | 0.7 |
| Terms of trade | 2.5 | -5.8 | 0.5 |
| **Percentages** | | | |
| Urban unemployment rate | 14.0 | 15.2 | 16.9 |
| Fiscal balance/GDP | -0.7 | -1.3 | -2.0 |
| **Millions of dollars** | | | |
| Exports of goods and services | 7 096 | 7 666 | 7 710 |
| Imports of goods and services | 7 832 | 8 164 | 7 843 |
| Current account | -1 320 | -933 | -404 |
| Capital and financial account | 1 172 | 605 | -881 |
| Overall balance | -148 | -328 | -1 284 |
Source: Statistical Appendix.
* Preliminary estimates.
Following the completion of sundry road projects, hotels and commercial centres, the construction industry suffered a slump (-15%), which also dragged down ore, concrete and cement production. As a result, the unemployment rate rose to 13.7% in August (compared with 13.3% in the same month of the previous year). There was no nominal increase in the minimum wage.
The low level of inflation (0.6%) reflects the fall in food and beverage prices and in transport and communications rates. Other headings, however, showed increases: clothing and footwear (4.3%), furniture and accessories (2.6%) and medical and health care (2.6%). Wholesale prices declined (-1.1%) owing to the decline in the cost of imports and industrial goods.
The current-account deficit narrowed to US$ 400 million compared with US$ 933 million in the preceding year, equivalent to 4% and 9% respectively. The merchandise trade balance (-US$ 825 million) was partly offset by the surplus on the services balance. However, as the capital account was also in deficit, authorities resorted to bond issues on the international market, which boosted international reserves to over US$ 1 billion.
Merchandise exports grew by just 1.4%, in contrast with 10% in the previous year. Reexports from the Colón Free Zone (over 80% of total) were flat owing to weak demand from the Latin American countries. For their part, national exports increased by 10% between January and September, thanks to larger catches of shrimp (23.8%), shrimp larvae (4.4%) and fish meal and oil (67.9%). Production figures were also stronger for melons (178%), watermelons (130%) and petroleum products (85%). Conversely, banana exports were down (-17%), as were those of coffee (-12.1%) and clothing (-26.4%).
A 4% contraction in imports reflects zero growth in imports into the Colón Free Zone and the fall in national purchases (-10%). With the exception of crude oil, all import categories showed a dramatic decrease: capital goods (-27.7%), food products (-6.1% and intermediate goods (-9.3%). Lastly, foreign investment flows amounted to US$ 250 million, in contrast with the figure of over US$ 600 million in 1999 and 2000, respectively.
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Ayub Khan and Modern Islam: Transforming Citizens and the Nation in Pakistan
Article in South Asia Journal of South Asian Studies · May 2014
DOI: 10.1080/00369401.2014.889590
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Arizona State University
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Ayub Khan and Modern Islam: Transforming Citizens and the Nation in Pakistan
YASMIN SAIKIA, Arizona State University, Tempe, USA
Pakistan is viewed today as a haven for fundamentalist Islamists. This essay probes the genealogy of Pakistan’s Islamisation by focusing on the rule of President Ayub Khan (1958–69) and extends to the war of 1971 and the dismembering of Pakistan during Yahya Khan’s presidency. I trace Ayub Khan’s project of ‘modernising Islam and the nation’ by probing three sites: the transformation of the Pakistani military into a jihadist army; the re-writing of history to craft an Islamic identity; and the reformation of East Pakistani Bengalis to make them ‘good Muslim subjects’. Ayub Khan’s experiment was a failure, leading to the violent dismembering of the country in 1971, yet an ethical imaginaire of renewing the commitment to create a humanistic moral community continues to be an ongoing quest in Pakistan, as reflected in my investigations of the oral testimonies of war veterans. Fulfilling these ethical concerns requires a critical evaluation of the roots of Islamisation in Pakistan, beginning from the period of Ayub Khan’s presidency.
Keywords: Ayub Khan; Islamisation; Pakistan Army; 1971 Bangladesh War; ethical imaginaire; oral history; national transformation
Foundation of Pakistan and Leadership
The alliances forged between disparate groups of Muslims brought together by anxieties about survival and marginalisation at the end of British colonial rule provided the impetus to demand the creation of Pakistan as a homeland for the Muslims of the Indian subcontinent for their socio-economic and cultural development. By the 1940s, different Muslim groups had come together under the banner of the All India Muslim League, led by Muhammad Ali Jinnah, to found Pakistan. Shared membership of the Muslim League temporarily erased multiple local, ethnic, linguistic and other markers of difference. But Pakistan’s identity became complicated soon after its foundation in 1947. The sudden death of Muhammad Ali Jinnah in September 1948 threw the country and leadership into crisis. Immediately, the concept of a homeland as an inclusive space for the Muslims of the subcontinent was threatened, and a new vision of Pakistan as a state with fixed territorial boundaries and an exclusive citizenry was circulated. By 1971, Pakistan had fragmented amid war and violence. From the beginning, however, two recurring questions have been of great concern to the
Senior research fellowships from the Harry Frank Guggenheim Foundation and Fulbright enabled me to undertake research in Pakistan and Bangladesh. I have benefitted from discussions in Dhaka (conference at BRAC University on ‘Building a Field of Scholarship and Dialogue on 1971’ organised by the 1971 Collective, 2011), in Lahore (Forman Christian College University and Lahore University of Management Studies, 2011 and 2012), in Delhi (Centre for the Study of Developing Societies, 2011), in the United States (Columbia University, 2011, and Harvard University, 2012) and in London (BrickLane Circle, 2012). I would like to thank the archivists and library staff at the National Documentation Centre and the Pakistan National Archives in Islamabad for help with primary sources. To the external reviewers and editor of South Asia: Journal of South Asian Studies, who worked with me through multiple iterations and revisions, I owe special thanks.
© 2014 South Asian Studies Association of Australia
Transforming Citizens and
USA
mentalist Islamists. This essay probes the rule of President Ayub Khan (1958–7) during Yahya Khan’s using Islam and the nation’ by probing into a jihadic army; the re-writing of East Pakistani Bengalis to make was a failure, leading to the violent of renewing the commitment to be an ongoing quest in Pakistan, as of war veterans. Fulfilling these ethical Islamisation in Pakistan, beginning from Army; 1971 Bangladesh War; ethical
Muslims brought together by anxieties about colonial rule provided the impetus to Muslims of the Indian subcontinent for the 1940s, different Muslim groups had Muslim League, led by Muhammad Ali the Muslim League temporarily erased difference. But Pakistan’s identity. The sudden death of Muhammad Ali leadership into crisis. Immediately, the Muslims of the subcontinent was with fixed territorial boundaries and had fragmented amid war and violence. have been of great concern to the
im Foundation and Fulbright enabled me to from discussions in Dhaka (conference at organised by the 1971 Collective, Centre and the Pakistan National Archives in and editor of South Asia: Journal of South nd revisions, I owe special thanks.
leaders and people of Pakistan. How was a viable state to be created? And what was necessary to make the state Islamic? The relationship between the normative and the practical, between the ideal and history, and between religion and state, was never straightforward in Pakistan.
The struggle of ‘Muslim Becoming’ has been at the heart of Pakistan since its foundation. The challenges to making Pakistan both a Muslim state and a modern nation were essentially political issues that became ideological. Abul ‘Ala Maudoodi, leader of the religious party, Jama’at-e Islami (founded in 1941), backed the demand to make Pakistan a theocratic state soon after Jinnah’s demise. Pakistani modernists, such as Professor Fazlur Rahman, Prime Minister Liaquat Ali Khan and his wife, Begum Liaquat Ali Khan, were concerned that the use of religion as a state project would empower the ulama (Muslim scholars of Islamic theology) to intervene in politics. One crucial issue that both sides agreed on was a shared hope that the newly-founded Pakistan should be ‘a good state’. While the desire to make Pakistan a good state was a lofty ideal, the problem lay in the method of doing so, and leadership was a most critical issue here. Who should lead Pakistan toward its goal of establishing a good state?
The military seized power in 1958 before these questions could be resolved. The military takeover radically undermined the original vision of Pakistan as a ‘moral community’. The removal of this ideal and its replacement with brute force as the basis for building Muslim Pakistan is a paradox and a process worth investigating. What circumstances enabled the military to assume the role of leadership and give shape to a hard-line, divisive Muslim identity for Pakistan? How did religion serve the military’s agenda for control of state power? How did this impact upon the people of Pakistan, who were expected to become modern and Muslim through military disciplining? Were there any voices of dissent questioning the military’s construction of identity? Decades after the first military coup in 1958, the architecture of identity for Pakistan as Muslim, human and modern remains an aspiration that cannot be realised unless the people of Pakistan reclaim their agency to effect change.
Scholarly Debates
The genealogy of Pakistan’s Islamisation has been of great interest to scholars, spawning multiple perspectives and interpretations. Likewise, the challenges of nation-building have been argued and counter-argued by scholars seeking to understand how the concept of Pakistan was transformed from a homeland into a religious state. Wilfred Cantwell Smith, who wrote Pakistan as an Islamic State, one of the first books to be published on the problem of Pakistan, argued that ‘Pakistan would never have happened had it not been for the Muslim’s ideal for a religious community, the inherent striving within the heart of Islam towards social self-expression’. Examining this argument further, David Gilmartin probed the transformation of Pakistan’s meaning and history from that of a moral symbol to a territorial state. Like Ayesha Jalal, Gilmartin credits Jinnah with successfully generating a moral foundation of community and ordering relationships between the multiplicities of Muslims who came together after the 1946 elections. This moral foundation functioned only
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1 Naveeda Khan, Muslim Becoming: Aspiration and Skepticism (Durham, NC: Duke University Press, 2012).
2 David Gilmartin, ‘Pakistan, Partition and South Asian History: In Search of a Narrative’, in Journal of Asian Studies, Vol. LVII, no. 4 (1998), pp. 1068–92.
3 Wilfred Cantwell Smith, Pakistan as an Islamic State (Lahore: Sheikh Muhammad Ashraf, 1951), pp. 32–3.
4 Gilmartin, ‘Pakistan, Partition and South Asian History’, pp. 1068–92.
5 Ayesha Jalal, The Sole Spokesman: Jinnah, the Muslim League and the Demand for Pakistan (Cambridge: Cambridge University Press, 1985).
instrumentally because, after Partition, the newly-founded state of Pakistan underwent a sudden and clear shift, seeing ‘its task as…imprinting its authority onto a new and intractable territory’. The shift from the moral to the territorial meant that different interest groups could enact their own assumptions of what Pakistan ought to be, with the result that a cohesive narrative for the nation never emerged, as Gilmartin concludes. His argument about the symbolic and structural transformation of Pakistan is very important, but it does not address the broader context of competition and negotiation between newly-formed India and Pakistan, which contributed to more divisive tendencies within Pakistan after 1947. According to Saeed Shafqat, the military emerged in this period as the only unified institution and became the dominant force. Scholarship has drawn attention to the civil–military alliances in Pakistan after the 1960s, which became crucial for maintaining Pakistan’s integrity as an independent nation-state in opposition to India.
Farzana Sheikh moves away from the single-minded focus on the civil–military nexus to foreground the country’s crisis of national identity, suffered since its inception, due to a lack of consensus over the role of Islam. Sheikh concludes that the conflict between the practical socio-economic desires of the people and the establishment of a religiously-grounded state accounts for the difficulties in forging a national identity, opening a space for a renewed investigation into what Pakistan can become in the future. Anatol Lieven argues quite effectively that Pakistan is not a failed state, despite the exponential rise of Islamic fundamentalism. In his opinion, the policies of the United States, as well as those of the army that runs Pakistan, will be critical for future sustainability.
The contributions of these and other scholars who have added to our knowledge of an evolving concept for Pakistan are immensely important, but I would like to temporarily shift the focus from these now-familiar lines of inquiry. Rather, I want to draw attention to the early years of the Pakistani military and its use of Islam for the aggrandisement of and monopoly over state power, while transforming the people of Pakistan—divided into East Pakistanis and West Pakistanis—into mutual enemies. The aim of this essay is to question the army’s grandiose claims of being the protector of the nation and religion, as well as its methods that destroyed the Pakistan that Jinnah and the Muslim communities together had founded. This is essential if we are to re-think a new future for Pakistan, which is expressed as a fervent desire by most Pakistanis.
The military’s aggressive imposition of its rule foreclosed the potential for Pakistan to become an inclusive space for the Muslims of the subcontinent. In order to probe the military’s career of destructive success, I embarked on an oral history and archival research project in Pakistan, focusing on those who peopled the military and their quest for power. The Pakistan National Archives and the National Documentation Centre in Islamabad proved to be very important sources for archival research, supplemented by insights from oral history interviews conducted in Pakistan over a period of five years (2004–09), facilitated through multiple networks that I developed while there.
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6 Gilmartin, ‘Pakistan, Partition and South Asian History’, p. 1091.
7 Saeed Shafqat, Civil–Military Alliance in Pakistan: From Zulfikar Bhutto to Benazir Bhutto (Boulder, CO: Westview Press, 1997).
8 Brian Cloughly, A History of the Pakistan Army: Wars and Insurrections (Karachi: Oxford University Press, 2000); Stephen Cohen, The Pakistan Army (Berkeley, CA: University of California Press, 1984); Husain Haqqani, Pakistan between Mosque and Military (New York: Carnegie Foundation for International Peace, 2005); and Christophe Jaffrelot (ed.), A History of Pakistan and Its Origins (London: Anthem South Asia Books, 2002).
9 Farzana Shaikh, Making Sense of Pakistan (New York: Columbia University Press, 2009).
10 Anatol Lieven, Pakistan: A Hard Country (Philadelphia, PA: Public Affairs, 2011).
founded state of Pakistan underwent a shift in its authority onto a new and intractable mean that different interest groups could meant to be, with the result that a cohesive nation concludes. His argument about the state is very important, but it does not address the relationship between newly-formed India and Pakistan, and Pakistan after 1947. According to Saeed Zia, the civil–military alliances in Pakistan ensured Pakistan’s integrity as an independent nation.
The added focus on the civil–military nexus to have suffered since its inception, due to a lack of evidence that the conflict between the practical establishment of a religiously-grounded state identity, opening a space for a renewed vision of the future. Anatol Lieven argues quite convincingly despite the exponential rise of Islamic fundamentalism, as well as those of the army and the military.
Those who have added to our knowledge of an important aspect of Pakistani history, but I would like to temporarily shift the focus to the early stages of the aggrandisement of power and monopoly of the state in Pakistan—divided into East Pakistanis and West Pakistanis. The aim of this essay is to question the army’s role in the development of Pakistan, as well as its methods that have been used by the military to maintain the unity of the country. This is an important aspect of Pakistani history that has been overlooked and which has contributed to the current state of affairs in Pakistan.
The Military and Its Men: Oral Histories in the Mess
In my discussions with veterans of the 1971 Bangladesh war, before the period of President Ziaul Haq’s rule (1977–87), the Pakistan Army was remembered as a ‘colonial army’. Two topics were taboo in the officers’ mess: politics and religion. Drinking was common among the officers and their women ‘friends’ were welcome in the mess. Class, ethnicity, clan affiliation, education and personal connections mattered for career development. The vast majority of the sipahis (rank-and-file soldiers) and non-commissioned officers were recruited from the Punjab, particularly from the agriculturally-poor and educationally-backward villages of Jhelum and the Salt Range. For these men, the military was their panacea, a means to overcome poverty and aspire to a future. There was also a small representation from the Northwest frontier. The commissioned officers belonged to different regions, including a small group from East Pakistan.
I recorded 123 testimonies of veterans of the 1971 war. Most of the interviews with retired officers were done in Lahore, Rawalpindi and Karachi. To interview sipahis, I lived in a village in Jhelum and travelled to nearby villages. As well, I met with police officers, intelligence personnel and civil servants who had served in East Pakistan during the war and engaged them in casual conversation that provided corroborating evidence and filled in gaps, where necessary. I met with high-ranking officers serving in the Pakistan Army and visited the National Cadet College. As a female researcher, I was treated with utmost respect and courtesy, and many were willing to engage me in discussion about my research. In my estimation, the Pakistan Army is a curiously transparent organisation with an opaque image. The issue they discussed freely was the relationship with India, which they represented as mutual belligerence.
Most scholars commenting on the Pakistan Army present Zia and the Islamising mission of the 1980s as the worst phase of Pakistan’s history. Using the tool of Islamic Shari’a law, Zia made drastic changes to the state’s secular Common Law. In particular, the Hudood Ordinance of 1979 discriminated against women in gender-related crimes, especially rape, and undermined the position of women in the public sphere. Zia is also criticised for transitioning Pakistan into a conservative Muslim state dependent on the diverse Sunni communities, which were constructed as unified, and which ultimately acquiesced to the dictates of the military government.
Although Zia’s Islamisation discourses and policies are repeatedly isolated as a problem, they alone do not enable a historical understanding of the guiding principles of the military for initiating a religious orientation in the country. How and why did the military assume the lead role in Pakistan’s Islamisation? When did this process begin and what was its impact? I sought answers to these questions during my research.
Oral histories with veterans revealed a curious tension beyond the discourse of duty and nationalism. In my discussions, there was a consistent language of insaniyat (humanity), which complicated the picture between the state’s version and the people’s understanding of what it means to be Muslim. This reveals a dichotomy between a singular homogenised Islamic identity versus a culturally-pluralistic, ethnically-diverse and humanistic approach that survives in popular customary Islam. The recovery of insaniyat continues to be one of the main struggles in Pakistan.
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11 See Javed Burki, *Pakistan: Fifty Years of Nationhood* (Boulder, CO: Westview Press, 3rd ed., 1999); and Ayesha Siddiqa, *Military Inc.: Inside Pakistan’s Military Economy* (London: Pluto Press, 2007).
12 Sara Ansari, *Sufi Saints and State Power: The Pirs of Sind (1843–1947)* (Cambridge: Cambridge University Press, 1992); Michael Boivin, *Artefacts of Devotion: A Sufi Repertoire of the Qalandariyya in Sehwan Sharif, Sindh, Pakistan* (Karachi: Oxford University Press, 2011); and Jurgen Wasim Frembgen, *Journey to God: Sufis and Dervishes in Islam* (Karachi: Oxford University Press, 2012).
To trace a conceptual frame for understanding *insaniyat*, which was undone in the war of 1971, it is necessary to investigate the rule of the first military dictator, Ayub Khan (1958–69), who laid the groundwork for a narrow state version of a defined Muslim identity. I focus on three aspects of Ayub Khan’s formulation of identity for the Pakistani people: first, the explicit training of soldiers in the spirit of *jihad* (holy war) to imagine themselves as protectors of Islam; second, the re-writing of school history textbooks to inform students and children about a Muslim identity that was distinct and disconnected from their parents’ Indic heritage; and, third, the establishment of a discourse to reform East Pakistani Bengalis to make them ‘good Muslim’ subjects. I do not see these three issues as having any organic connection; rather, I read them as indicators that highlight the power of the military-run state to impose a particular narrative of Islam on the people.
The interesting thing that emerges in respect of the first two issues—the making of a *jihadi* army and re-writing Pakistan’s history—is a curious experiment by General Ayub Khan. He aimed to produce a new Pakistani Muslim identity as modern, purposeful and forward-looking, with a particular knowledge of a (constructed) shared historical and religious past. This was a bold proposition based on an imagined idea.\(^{13}\) However, the realities on the ground were quite different: the Pakistani populace was a diverse mix of ethnic, linguistic and sectarian groups, who were mostly poor, illiterate and divided. The 1947 Partition *émigrés* who had fled from India to places like Karachi and Lahore in West Pakistan, and Dhaka and Chittagong in East Pakistan, were displaced and rootless, while the local West Pakistani population lived under the oppressive control of landlords and *pirs* (Sufi mystics and shrine managers).\(^{14}\) The military government’s agenda of reformulating a composite identity, instead of motivating a spirit of sameness, in fact highlighted the gaps between the groups. As well, the differing levels of integration in the project of central governance allowed for a selective cultivation of beneficiaries. Compared to West Pakistan, East Pakistan was given a smaller share of economic programmes and improvement. A new class of elites was created in West Pakistan, dominated by Urdu speakers. Such controlled and limited inclusion precluded the cultivation of a shared Pakistani identity. Thus, the change that was spoken of was never actualised and fissures started to show within the body politic.
The third goal of making the East Pakistani Bengalis into ‘good’ and ‘pure’ Muslims proved to be disastrous. In East Pakistan, people’s growing distrust of Ayub Khan’s ‘managed development’ cast them as the enemy in military circles. Plans to destroy the Hindu-like Bengalis became a reality in the war of 1971, and East Pakistan imploded, leaving Bangladesh in its place. In West Pakistani official circles, rather than face the state’s failure to preserve the nation, the authorities suppressed discussion. Pretending that the loss of East Pakistan was insignificant, the military diverted public opinion from the lived experience to the state’s preferred position of amnesia.\(^{15}\)
The failure of the military’s policy, however, cannot be overlooked by veterans of the 1971 war, who remain haunted by their memories of violence. More than four decades later, the vast
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\(^{13}\) See Ayub Khan, *Friends Not Masters: A Political Autobiography* (London: Oxford University Press, 1967); Hamida Khuuro, ‘Review of ‘The Ayub Khan Era: Politics in Pakistan, 1958–1969’, in *Modern Asian Studies*, Vol. VI, no. 2 (1972), pp. 248–55; and Fazlur Rahman, *Islam and Modernity: Transformation of an Intellectual Tradition* (Chicago, IL: Chicago University Press, 1982).
\(^{14}\) See Hasan Gardezi, ‘Neo-Colonial Alliances and the Crisis of Pakistan’, in *Pakistan Forum*, Vol. 1, no. 2 (1970), pp. 3–6; Raunaq Jahan, *Pakistan: Failure of National Integration* (New York: Columbia University Press, 1972); and Rehman Sobhan, *Basic Democracies, Work Programmes and Rural Development in East Pakistan* (Dhaka: Economic Research Bureau, University of Dhaka, 1968).
\(^{15}\) C.M. Naim, ‘Afterword’, in C.M. Naim (ed.), *Iqbal, Jinnah, and Pakistan: The Vision and Reality* (Syracuse, NY: Maxwell School of Citizenship and Public Affairs, 1979), pp. 177–90.
insaniyat, which was undone in the war of st military dictator, Ayub Khan (1958–69), n of a defined Muslim identity. I focus on entity for the Pakistani people: first, the d (holy war) to imagine themselves as l history textbooks to inform students and nd disconnected from their parents’ Indic use to reform East Pakistani Bengalis to these three issues as having any organic ghlight the power of the military-run state le.
of the first two issues—the making of a a curious experiment by General Ayub slim identity as modern, purposeful and constructed) shared historical and religious mined idea. However, the realities on the was a diverse mix of ethnic, linguistic and divided. The 1947 Partition émigrés Lahore in West Pakistan, and Dhaka and rootless, while the local West Pakistani dlords and pirs (Sufi mystics and shrine sformulating a composite identity, instead ed the gaps between the groups. As well, entral governance allowed for a selective istan, East Pakistan was given a smaller new class of elites was created in West illed and limited inclusion precluded the e change that was spoken of was never y politic.
engalis into ‘good’ and ‘pure’ Muslims owing distrust of Ayub Khan’s ‘managed circles. Plans to destroy the Hindu-like at Pakistan imploded, leaving Bangladesh han face the state’s failure to preserve the ding that the loss of East Pakistan was rom the lived experience to the state’s
not be overlooked by veterans of the 1971 ce. More than four decades later, the vast
‘aphy (London: Oxford University Press, 1967); ‘Pakistan, 1958–1969’, in Modern Asian Studies, nd Modernity: Transformation of an Intellectual of Pakistan’, in Pakistan Forum, Vol. 1, no. 2 l Integration (New York: Columbia University : Programmes and Rural Development in East aka, 1968).
nd Pakistan: The Vision and Reality (Syracuse, p. 177–90.
majority of the 123 veterans I interviewed questioned the state’s Islamic identity. They have the hard task of acknowledging their personal identity as Muslim, which lies buried and disengaged from the state’s version of a Muslim identity for Pakistan.
For the sipahis, Islam was the religion they learned at home, mostly from their mothers. These illiterate rural women generally obeyed local Sufi pirs and visited shrines where the faithful intermingled without discrimination, solidifying their sense of a Muslim collective. The violence against co-religionists in East Pakistan produced deep anxieties for these men. Their gradual rethinking, based on an ethical dynamism formulated as insaniyat, which they now prioritise, opens up a new question: should there be a connection in Pakistan between being good citizens and being good people? The disclosures of these veterans make it clear that their adherence to the military’s version of a good Pakistani Muslim has emptied them of their humanity. The search for its regeneration means facing up to their past actions in the violence of 1971.
The Military, Islam and the State from Above
After the creation of Bangladesh, Pakistan was reduced to half its size, undone internally by those same Muslim communities who had come together a few decades earlier to create the new nation-state. Scholars have not worked on analysing the mechanisms of the reversal involved in founding a Muslim nation and its dismemberment, propelled by General Ayub Khan. General Ayub Khan’s period as president of Pakistan is particularly important because it inaugurated the rise of the military, backed by its use of religion. This was an elite project that closed the horizon to genuine unity between the geographically-divided people of Pakistan. Even today, the Pakistan Army controls the interpretation of its own performances in the 1971 war without allowing scrutiny. But one cannot deny that mixing religion with politics is a problem that continues to threaten Pakistan—an ideology that started during Ayub Khan’s rule.
As early as 1947, there were signs of the Pakistan Army’s ambitions. General Douglas Gracey perhaps unknowingly heralded this course during the first Kashmir conflict. His statement of October 1947, that Pakistan would ‘fight to the last round’ if attacked, despite knowing that it did not have the resources to do so and could not deploy troops on the eve of Kashmir’s accession to India, created dissension in the army. Many officers took their own course of action and, in their desperation to seize Kashmir, allowed the Pathan tribal militias to run riot. Since then, the Pakistan military has used every political crisis as an opportunity to play a role in national and international politics.
At the moment of Pakistan’s birth, the military saw a political opportunity in the public debates initiated by the Jama’at-e Islami. Maudoodi, who led the Jama’at, created a new dilemma by asking how could Pakistan be made Islamic while simultaneously rejecting the Muslim League. The military saw an opportunity to capitalise on the divisions between the Muslim League and the Jama’at. Liaquat Ali Khan, who headed the government of Pakistan and the Muslim League after Jinnah’s death, prioritised party politics, which, in turn, increased tension between the centre and the provinces. The regional parties took advantage of the situation by appealing to a provincialism that further polarised the Pakistani people. The
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16 India Office Collection Military Attaché Reports, IOR/WS/1/1187, India Office Collection, British Library. For an early history of the Pakistan Army during the confusing period of Partition, see Tai Yong Tan and Gyanesh Kudaiya, The Aftermath of Partition in South Asia (London: Routledge, 2000).
17 Weekly Police Abstracts of Intelligence, West Punjab, held at the National Documentation Centre, Islamabad, provide extensive information on the discussions to make Pakistan an Islamic nation from June 1946 onwards.
18 Seyyed Vali Reza Nasr, The Vanguard of the Islamic Revolution: The Jama’at-i Islami of Pakistan (Berkeley, CA: University of California Press, 1994).
Jama'at's rhetoric, which demanded the establishment of Shari'a law in Pakistan, exacerbated political rivalries and the military was able to take advantage by making strategic moves for improving its image as protector of the country.
Ayub Khan's appointment as commander-in-chief of the army in 1951 and Liaquat Ali Khan's assassination that same year were critical turning points. Pakistan entered into a state of political uncertainty and, during the next eight years, six prime ministers served without much success. As chief of the army, Ayub Khan capitalised on this political instability to enhance his own power. In 1954, his appointment as defence minister intensified his grip on state power. It was a dangerous sign as two offices, those of commander-in-chief of the army and defence minister, became combined in one person. In 1958, the abrogation of the 1956 Pakistan Constitution sealed the deal in favour of the military. Ayub Khan overthrew President Iskander Mirza and became Pakistan's first military dictator. Exhausted with the disputes between politicians, the Pakistani public welcomed the military coup.\(^{19}\) But they had no idea what was to follow.
The close relationship between the army and the Pakistan government during Ayub Khan's tenure as president (1958–69) was expressed in almost all fronts of governance, including economic development, foreign policy and crafting a Pakistani national identity. Ayub Khan aimed to teach the Pakistani people the ideal of nationalism and make the army the 'true' protectors of Islam and the nation. This was presented as 'benevolent despotism'. The collective identity of Pakistan as a Muslim nation and the state's Islamising efforts were intertwined.\(^{20}\)
From the beginning, the army had a calculated two-pronged approach to solidify its power: first, it wanted to edify the role of the military in the public view through a recognition of its services via award ceremonies; and, second, it wanted to transform the men in the barracks into heroes who upheld an Islamic identity, so imbuing the army with an unquestionable legitimacy.\(^{21}\) Thirty-six military honours and medals were created and award ceremonies became high-profile events. In 1960, General Headquarters expressed the view (and the Ministry of Defence agreed) that 'in Islam the philosophy of "Jihad" has been given the utmost importance and prominence, and that for this reason the services rendered by a "mujahid" (one who engages in jihad) in the face of the enemy, or an act of gallantry performed by a mujahid in the defence of a Muslim State are considered "afzal" (superior) to all other types of service'.\(^{22}\)
The military establishment did not reflect on the theological or moral issues of jihad. Rather, to impress on the soldiers that they had a special mission, regular lectures on nationalism based on religion became the norm. The government argued that 'for the soldier a firm foundation of facts upon which to build his actions with a deeper faith and a sterner resolve [had to be] revitalised' through training.\(^{23}\) Various mediums of communication, such as the military communiqué, *Daily Hilal*, radio talks such as the Armed Forces Program, exhibits, lectures and discussions were put to work to instil the spirit of jihad.
The reach of the Islamising project that was begun in the barracks was extended into a public endeavour. A Commission on National Education, which was established in December 1958 to identify the 'basic weaknesses in the education system', recommended a 'revolution in attitudes'. The major objective of education reform was 'to prepare [young] people for sharing the same formulae, there was no religious authority'.
Fazlur Rahman, the Islamisation of education was to facilitate the state to make nation-building.
In 1970, the traditions of interaction and interaction of higher learning after Al-Zahra were taught in modernist ways.
Interpreting the inscribe was necessary for the Buddhist and Islamic history using the Qur'an.
In 1970, the Eight thousand were elected through and conceded certain privileges. In theory, they had limited electoral rights.
Based on the planned list of 'scientific and socially desirable uneducated people' which Ayub Khan used, the interp legislature
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\(^{19}\) M.R. Kazmi, *A Concise History of Pakistan* (Karachi: Oxford University Press, 2009), p. 197.
\(^{20}\) Khan, *Friends Not Masters*.
\(^{21}\) 547/CP/60/1960, microfilm 2321, National Documentation Centre (henceforth NDC), Islamabad, Pakistan.
\(^{22}\) *Ibid*.
\(^{23}\) 554/CP/60, microfilm 2321, NDC.
\(^{24}\) Khan, *Fri* p. 9.
\(^{25}\) *Ibid*., p. 9.
\(^{26}\) *Ibid*., p. 1
\(^{27}\) Sheila McShane, *Shaping of a Nation*, pp. 69–70.
\(^{28}\) Altaf Gauhar, *I* p. 83.
\(^{29}\) Khan, *Fri* p. 9.
of Shari’a law in Pakistan, exacerbated by making strategic moves for the army in 1951 and Liaquat Ali being points. Pakistan entered into a state of affairs, six prime ministers served without stabilised on this political instability to defence minister intensified his grip on the office of commander-in-chief of the army. In 1958, the abrogation of the 1956 act by the military. Ayub Khan overthrew the military dictator. Exhausted with the government during Ayub Khan’s rule on all fronts of governance, including Pakistani national identity. Ayub Khan modernisation and make the army the ‘true’ intended as ‘benevolent despotism’. The and the state’s Islamising efforts were
A two-pronged approach to solidify its power: public view through a recognition of its need to transform the men in the barracks using the army with an unquestionable was created and award ceremonies quarters expressed the view (and theosophy of “Jihad” has been given the reason the services rendered by a soldier of the enemy, or an act of gallantry that are considered “afzal” (superior) to
Theological or moral issues of jihad. A special mission, regular lectures on government argued that ‘for the soldier a persons with a deeper faith and a sterner serious mediums of communication, such as the Armed Forces Program, until the spirit of jihad.
In the barracks was extended into a plan, which was established in December system’, recommended a ‘revolution was ‘to prepare [young] people for
24 Khan, *Friends Not Masters*, pp. 99–100.
25 *Ibid.*, p. 99.
26 *Ibid.*, p. 102.
27 Sheila McDonough, ‘Fazlur Rahman’s Response to Iqbal’, in Earle Waugh and Frederick M. Denny (eds), *The Shaping of an American Islamic Discourse: A Memorial to Fazlur Rahman* (Atlanta, GA: Scholars Press, 1998), pp. 69–70.
28 Atif Gauhar, *Ayub Khan: Pakistan’s First Military Dictator* (New York: Oxford University Press, 1996), p. 83.
29 Khan, *Friends Not Masters*, p. 102.
the ability of religious scholars.\textsuperscript{30} A modernised Islam was projected onto Pakistani civil society and was expected to provide the basis for making Pakistan a new nation. Ayub Khan believed that the ideology of Islam ‘should be defined in [a] tangible form’ so that ‘we live by it in the context of the fast moving world of today’.\textsuperscript{31} He was hopeful that under his leadership, supported by the resolve and discipline of a well-trained army and an orderly and obedient citizenry, Pakistan would become a powerful and modern Muslim nation.\textsuperscript{32}
In 1965, Ayub Khan played the religious card in the presidential election by obtaining a \textit{fatwa} (religious decree) that a woman could not become the head of a Muslim state, a measure designed to defeat Fatima Jinnah, Jinnah’s unmarried sister, who was the Muslim League candidate. The system of legislative ‘parity’ or equality of the country’s two wings, East Pakistan and West Pakistan (introduced in the 1956 Constitution and retained in Ayub Khan’s 1962 Constitution), despite their unequal populations, enabled his victory. Ayub Khan remained president of Pakistan until 1969, when he was deposed in a bloodless coup by General Yahya Khan.
The Islamising policy of Ayub Khan had provided the ammunition to impugn the culture of East Pakistan as Hindu; thus, Yahya Khan’s immediate problem was the political unrest in the country’s eastern wing, culminating in war and the loss of East Pakistan. The military’s loss in the 1971 war enabled the establishment of a civilian government led by Zulfikar Ali Bhutto. Bhutto, too, became embroiled in the Islamisation agenda and created his brand of Musawwat-e Muhammadiya (Islamic Socialism). But, in 1977, amid serious political unrest, the military was emboldened to take power again under the command of Ziaul Haq, whose dictatorial rule, combined with Islamisation, definitively altered the country’s political landscape.
The difference between Zia and Ayub was in orientation, not ideology. Ayub Khan believed in a modern vision of Islam guided and controlled by the military. Zia transformed the Pakistan Army into an Islamic army supported by religious scholars and \textit{ulema}, who asserted a traditional Islamic image. Both men sowed the seeds for future turmoil by deploying religion as a tool for nation-building.
Given that Pakistan was founded as a Muslim homeland, the yearning to create a Muslim identity was inevitable. From its very inception, however, sensitive to the anxiety that Pakistan lacked the antiquity of India, the military elite had tried desperately to establish a separate identity in order to generate a national taxonomy. Over time, this rigid and inflexible approach towards identity became violent. The army commanded a single version, which met with protest, most prominently in East Pakistan. In the war in 1971, India exploited the opportunity to transform an internal struggle into an international crisis and supported the Bengalis in their secessionist path to become independent.
Much public debate in Bangladesh has focused on labelling the violence in 1971 as genocide. Sharmila Bose has argued against calling it Bengali genocide, drawing attention to the exaggerated numbers of deaths and evidence that Bengalis, too, were involved in local violence in the war.\textsuperscript{33} By contrast, Nayanika Mookherjee lends support to the label genocide by reading the violence in 1971 as ethnically and religiously driven.\textsuperscript{34} I have argued
\textsuperscript{30} Fazlur Rahman, ‘Some Islamic Issues in the Ayub Khan Era’, in Donald P. Little (ed.), \textit{Essays on Islamic Civilization} (Leiden: E.J. Brill, 1976), pp. 284–303.
\textsuperscript{31} Gauhar, \textit{Ayub Khan}, p. 82.
\textsuperscript{32} Nadia Ghani, \textit{Field Marshall Mohammad Ayub Khan: A Selection of Talks and Interviews, 1964–1967} (New York: Oxford University Press, 2010), pp. 142–70.
\textsuperscript{33} Sarmilla Bose, \textit{Dead Reckoning: Memories of the 1971 Bangladesh War} (London: Hurst & Co., 2011).
\textsuperscript{34} Nayanika Mookherjee, ‘Mass Rape and the Inscription of Gendered and Racial Domination during the Bangladesh War of 1971’, in Raphaëlle Branche and Fabrice Virgili (eds), \textit{Rape in Wartime: A History to be Written} (London: Palgrave Macmillan, 2012), pp. 67–78.
\textsuperscript{35} See also: Shahidullah, \textit{Bangladesh: A Political History}; and Muhammad Mujtaba, \textit{Bangladesh: A Political History} (Dhaka: Bangladesh National Press, 1986).
\textsuperscript{36} 18
\textsuperscript{37} KL
\textsuperscript{38} Ra
\textsuperscript{39} ‘P’
\textsuperscript{40} \textit{Ibi}
\textsuperscript{41} \textit{Ibi}
Islam was projected onto Pakistani civil society, making Pakistan a new nation. Ayub Khan aimed in [a] tangible form so that ‘we live by day’. He was hopeful that under his leadership of a well-trained army and an orderly and peaceful modern Muslim nation.
In the presidential election by obtaining a majority vote for the head of a Muslim state, a measure of his sister, who was the Muslim League leader. The quality of the country’s two wings, East and West, Constitution and retained in Ayub Khan’s elections, enabled his victory. Ayub Khan was deposed in a bloodless coup by the military.
The ammunition to impugn the culture of the state problem was the political unrest in the province of East Pakistan. The military’s loss in the 1965 war against the government led by Zulfikar Ali Bhutto, the Bengali and created his brand of Musawwat-e-Tehrik. To end serious political unrest, the military was led by Ziaul Haq, whose dictatorial rule, changed the country’s political landscape.
Ayub Khan’s orientation, not ideology. Ayub Khan was controlled by the military. Zia transformed the country by religious scholars and ulema, who sowed the seeds for future turmoil by the people.
Pakistan, the yearning to create a Muslim nation however, sensitive to the anxiety that the elite had tried desperately to establish a democracy. Over time, this rigid and inflexible ideology commanded a single version, which met the needs of the war in 1971, India exploited the international crisis and supported the movement.
On labelling the violence in 1971 as Bengali genocide, drawing attention to it. Bengalis, too, were involved in local violence lends support to the label genocide and is religiously driven. I have argued elsewhere that labelling violence is not enough; attention to the lessons learned from violence is critical for analysing what happened and enabling a future beyond the horror of war. The causal link between the un-making of Pakistan in the military’s project, the re-writing of history, and a particular notion of religion for justifying violence are important considerations in understanding the irreversible path of destruction that I address in the next section.
**History as Resource**
As early as 1948, the Pakistan government constituted a committee to write a new history emphasising Pakistan’s connections with West Asian and Central Asian Muslims. Drawing on the old colonial myth of Punjabis and Pathans as martial races, Ayub Khan forged a new narrative of West Pakistanis as the progeny of successful and fierce military men. This was an empowering contrast to the representation of Hindu civilisation as weak and sedentary and constituted by peasant agriculturalists, as evident in East Pakistan. The Bengalis were seen to represent ‘all the inhibitions of down-trodden races’ that ‘have not yet found it possible to adjust psychologically to the requirements of the new-born freedom’. Therefore, they were to be ruled as ‘lesser Muslim’ subjects.
A recently declassified ‘top secret’ document entitled ‘Pakistan Nationalism’ was created by the order of Ayub Khan in 1961; it directed all government offices and the army to follow a policy of Islamising the armed forces and the public. A narrative was created for this purpose that officials were ordered to ‘comply with’ and deliver in the form of ‘lectures at frequent intervals’. Establishing the history of Pakistan, the document declared:
> It would not be quite logical to say that the notion of Pakistan came into being only with the establishment of Pakistan on 14 August 1947. Its roots go very deep into our history. In fact, it was a concept which evolved and emerged in course of time, as a result of the inevitable and unalterable forces of history. . . . Amongst the first settlers of course were the Arabs who came with trade convoys, or with the armies of Mohammad Bin Qasim, and found a footing in Sind. The impress of the stay of these Arabs can still be recognised on the religion, culture and language of the Sindhi people.
This constructed Arabic past notwithstanding, Ayub Khan recognised that Pakistan had to also claim its legacy from the successful Muslim dynasties of the Gangetic Valley. A connection between the Muslim history of Sindh (in the Indus Valley) and later Muslim dynasties (along the Gangetic Valley, in present-day India) was forged by declaring the Mughals as intermediaries who had brought ‘heterogeneous regions within the folds of one single authority’. The document concluded: ‘it is not wrong to assert that it was the Mughals who for the first time provided the subcontinent with a tangible concept of Nation and Nationalism’. This was claimed as Pakistan’s legacy.
---
35 See Yasmin Saikia, *Women, War, and the Making of Bangladesh: Remembering 1971* (Durham, NC: Duke University Press, 2011).
36 18/CF/49/183, NDC.
37 Khan, *Friends Not Masters*, p. 187.
38 Rafiuddin Ahmed, *Understanding the Bengal Muslims: Interpretive Essays* (New York: Oxford University Press, 2001).
39 ‘Pakistan Nationalism’, 559/CF/60, microfilm 2321, NDC.
40 Ibid.
41 Ibid.
The document urged its readers to reflect that ‘not only had the Muslims been the rulers and the Hindus the ruled’, but that ‘they were diametrically opposed to each other’. This set the tone for a perpetually inimical relationship: ‘The populations had intermingled freely for centuries, yet basically and inherently they had remained foreigner to one another… and did not… create a common bond.’ The Hindu communities were represented as ungrateful and conniving, so compelling Jinnah in 1940 to demand an independent homeland for Muslims.
‘Pakistan Nationalism’ organised the Pakistani people’s identity around five themes: Islam; love of the homeland; Muslim culture (presented as distinct from other cultures); unity (arising from a common history of the Muslim people); and, finally, discipline. Identifying discipline as a basic principle for all to follow, the army was upheld as the model. ‘Like a military unit’, the document stated, ‘the backbone of any human society is discipline… The absence of discipline can only lead to chaos and anarchy (and the ills of our Society before October 1958 were to a large extent caused by this lack of sense of discipline)’. Making Pakistan into a disciplined Islamic nation became the military’s new project, during which the ‘murder of History’ was committed.
The Bengalis were identified as lacking in discipline and of harbouring a lukewarm loyalty to Islam. Their language was viewed as Hindu-like, with an excess of words loaned from Sanskrit. Their food and clothes were not ‘truly Islamic’ and they had Leftist proclivities. The document was explicit about the dangers this posed:
The slightest weakening of the Central authority, the slightest wobbling of our creed will give the [Bengalis] the opportunity…to break away from Pakistan… and form an independent communist state with a population of seventy to eighty millions and with vast economic, industrial and mineral resources.
The military feared that if East Pakistan was lost, ‘West Pakistan will become a comparatively small country with a small population like any other Middle Eastern country’.
The project of Islamising the Bengalis was initiated through changing public understandings of the past and reminding Bengalis of the ‘great privations they had undergone at the hands of the Hindus over a long period of their history’. The Bengali language, although accepted as an official language in 1956, was undermined in favour of Urdu, a ‘Muslim language’. In rural areas and primary-school education, ulema were appointed to teach Islamic subjects and ideals to children and the appointment of Bengali Hindu teachers was discouraged. In 1965, Ayub Khan ordered that East Pakistan’s history was to be re-written to contrast the successes of the Muslims with the weaknesses of the Hindus. However, the Bengalis did not readily accept the prioritisation of Islamising the nation at the cost of neglecting their own programming.
The government’s ‘agitation’ was to take their way to the students’ desks. Vice-chancellor of East Pakistan’s classroom was Pakistan.’
Finally, it was that the teaching of independence and ‘Post-Independence’ nation pride.
**Operation Searchlight**
In parliament, the government introduced schemes, benefiting the military, about the use of force to stem the violence agreed to by the army in West Pakistan and East Pakistan. The violence continued, which had no treatment. It was clear that it must stop.
For nine months after the war, West Pakistan was controlled by local nationalist groups, the Mukti Bahini, who fought between the army and the West Pakistani government.
It is probable that veterans of the war, whose religion had been used as a religious tool to ‘perform’ the
not only had the Muslims been the rulers etrically opposed to each other'. This set ne populations had intermingled freely for nained foreigner to one another...and did unities were represented as ungrateful and an independent homeland for Muslims.
ni people's identity around five themes: presented as distinct from other cultures), Muslim people); and, finally, discipline follow, the army was upheld as the model. he backbone of any human society is ad to chaos and anarchy (and the ills of our extent caused by this lack of sense of Islamic nation became the military's new ommitted.
pline and of harbouring a lukewarm loyalty ce, with an excess of words loaned from mic' and they had Leftist proclivities. The
ty, the slightest wobbling of our creed cak away from Pakistan...and form an of seventy to eighty millions and with
West Pakistan will become a comparatively r Middle Eastern country'. was initiated through changing public of 'great privations they had undergone ir history'. The Bengali language, although dermined in favour of Urdu, a 'Muslim tion, ulema were appointed to teach Islamic ntment of Bengali Hindu teachers was st Pakistan's history was to be re-written to weaknesses of the Hindus. However, the of Islamising the nation at the cost of
ts [Islamic] ideal.... Without an Islamic way of life Address, 28 Nov. 1958, Radio Pakistan, Pakistan
y Textbooks Used in Pakistan (Lahore: Vanguard,
neglecting more urgent economic, political and social issues. Their lack of support for the programme of Islamisation only increased the army's suspicion of them.
The government directed the Ministry of Education to create special desks to monitor the 'agitational activities of the students' and to 'keep a general watch of the material that found their way to colleges and universities [that] is likely to influence the attitudes of the students'. The governors' conference held in Rawalpindi in June 1965 concluded that the vice-chancellors of all universities and the chairman of Primary and Secondary Education in East Pakistan should carefully select all reading material and monitor the instruction in classrooms 'for promoting among students real understanding of the Islamic Ideology of Pakistan'.
Finally, to establish Pakistan's history as distinct from India's, in 1966, Ayub Khan ordered that the term 'Partition' should be dropped from the official lexicon, and the phrase 'achievement of independence' was mandated instead. History was divided into 'Pre-Independence' and 'Post-Independence' periods, imbuing Pakistan with an official history as a separate Muslim nation prior to 1947.
Operation Searchlight: Beyond the Violence
In parliamentary debates throughout the 1960s, representatives from East Pakistan questioned the government's policies. They were particularly upset with the economic development schemes, complaining that the government had set up a form of 'internal colonialism' benefitting just 22 families in West Pakistan. The West Pakistani public was largely ignorant about the people of East Pakistan, thus enabling a narrow national imagination. In an attempt to stem the political tide of unrest on assuming office as president, General Yahya Khan agreed to hold national elections in 1970. The November elections produced shocking results in West Pakistan. Sheikh Mujibur Rahman of the Awami League won a landslide victory in East Pakistan, but Zulfikar Ali Bhutto of the Pakistan People's Party won the majority in West Pakistan. In the military's view, the political impasse could only be solved by enacting violence on East Pakistan. This plan was a by-product of Ayub Khan's Islamisation index, which had reduced Bengalis to not-so-good-Muslim subjects and so deserving of violent treatment. Moreover India's support for Bengali secession convinced the Pakistani military that it must crush the 'Bengali revolt' to protect Pakistan as a whole.
For nine months, from 25 March until 16 December 1971, East Pakistan was engulfed by war. West Pakistani troops, with the support of the Al-Badr and Al-Shams groups (constituted by local Bengali and Bihari militias), fought against nationalist Bengalis. In turn, the nationalist Bengalis, with the assistance of the Indian Army, created a local militia called Mukti Bahini (Liberation Army) to fight the Pakistan Army. The violence that followed between the multiple 'enemy' groups undid the tenuous balance between East Pakistan and West Pakistan. Islam could no longer serve as a unifying factor to keep Pakistan together.
It is precisely this un-making of Pakistan in the name of Islam that lingers in the minds of veterans even today. Some ponder what the outcome might have been if the ethical values of religion had guided them, and had the sense of Bengali 'betrayal' not been couched in religious terms. Several others continue to believe that they did not commit violence, but 'performed duty and made sacrifices' to save Pakistan. Their failure in the war hardens their
---
51 22/CF/1965, microfilm, 2496, NDC.
52 348/CF/66-5, microfilm 2544, NDC.
53 Radio Pakistan News (26 Mar. 1971), National Archives of Pakistan, Islamabad.
conviction that they did not use violence to force the ‘irrational’ Bengalis to correct their ways. The tension between being a good Pakistani and a good Muslim remains unresolved.
In the published supplementary report of the Hamoodur Rahman Commission that probed the excesses of the war, Jahanzeb Arbab is identified as a repeat offender and perpetrator of mass violence.\(^{54}\) In an interview at his home (presumably his first ever interview), General Jahanzeb made no attempt to evade responsibility for ordering the deaths of Bengalis, which he recalled with chilling frankness. For instance, he began by recounting the first order he gave (as a brigadier in 1971) that entailed the mass killing of Bengalis in Santahar, a railway town in northern East Pakistan. In his opinion, Bengalis had killed ‘over 17,000 Biharis’. He felt no remorse for his action and justified it as an ‘act of revenge because the Bengalis were deceiving the Pakistanis and they had to be taught a lesson’. Regarding the gender violence during the raid on hostels at Dhaka University, he maintained ‘no one raped anyone. Those who complain about it were looking for trouble’. In response to the violence against civilians that he had ordered in Joydevpur in June 1971, he claimed that it was against ‘armed rebels who were ready for combat against the army. No innocent people were killed in that instance’.\(^{55}\)
However, the Pakistanis did not have a monopoly on violence in 1971. Indian and Mukti Bahini men, too, raped, looted, killed and traumatised innocent people, mostly Urdu-speaking Biharis and West Pakistani families living in East Pakistan. A doctor in Karachi, who was a teenage girl during the war, shared some of her traumatic experiences with me. The loss of dignity and the gendered nature of the dehumanisation she suffered continue to haunt her. Her father, who was an engineer in the Karnaphuli Paper Mills in East Pakistan, was killed by Bengali subordinates in his own office. She, along with her mother and sister, were shocked when they were turned over to local Mukti Bahini volunteers by their Bengali manservant. The Mukti Bahini repeatedly ‘visited our house and insulted and humiliated us…running their rifle butts across our bodies and threatening to rape us as they pleased’. After several days of torture, the women were rescued by the Pakistan Army. ‘Even today’, she recalls, ‘the Bengali servant haunts me’; but, she confesses, neither she nor her mother nor sister ‘has dared to revisit the memories of shame’.\(^{56}\)
The violence erupting on all sides forced people to migrate, leading to a huge influx of refugees into India. This provided India with the opportunity to intervene in East Pakistan on ‘humanitarian grounds’.\(^{57}\) On 26 November, India launched a frontal attack against the Pakistan Army. Within twelve days, the war was over and, on 16 December 1971, the Pakistan Army surrendered to India.
The war exposed the failure of using religion to develop a singular identity to impose unity over diversity in East and West Pakistan. The military’s religious engineering was undone in the domain of war and defeated, at least temporarily, until the next phase of Islamisation commenced under General Zia. Yet, instead of assessing the disastrous outcomes, the Pakistan Army and state overlooked the causes and consequences of the war. New school history books were written, emphasising the war as a battle of enmity against India.\(^{58}\) Soldiers and children,
---
\(^{54}\) ‘Tragic Events of 1971: Hamoodur Rahman Commission Report’, *Dawn* (14 Aug. 2000), p. 3.
\(^{55}\) personal interview with General Jahanzeb Arbab (no permission given to share or reproduce entire quotes), 22 Mar. 2005, Karachi, Pakistan.
\(^{56}\) private interview (no permission to share beyond personal use), 16 Mar. 2005, Karachi, Pakistan.
\(^{57}\) Indira Gandhi’s speech at Columbia University, New York, on 6 Nov. 1971, enunciated the policy of war that was to soon follow.
\(^{58}\) See the criticisms of these textbooks by Mubarak Ali, *A Page from History* (Lahore: Fiction House, 2004); and Aziz, *The Murder of History*. For a seminal study of textbooks in Pakistan, see A.H. Nayyar and Ahmed Salim, ‘The Subtle Subversion: The State of Curricula and Textbooks in Pakistan’ [http://www.uvm.edu/~envprog/midrasah/TextbooksinPakistan.pdf, accessed 14 Sept. 2013].
‘irrational’ Bengalis to correct their ways, and Muslim remains unresolved.
The 1971 Moodur Rahman Commission that probed him as a repeat offender and perpetrator of (unambiguously his first ever interview), General ordering the deaths of Bengalis, which he did by recounting the first order he gave (as if Bengalis in Santahar, a railway town in I killed ‘over 17,000 Biharis’. He felt no remorse because the Bengalis were deceiving him regarding the gender violence during the raid when one raped anyone. Those who complain about the violence against civilians that he had was against ‘armed rebels who were ready to be killed in that instance’.
Violence in 1971, Indian and Mukti Bahini innocent people, mostly Urdu-speaking Pakistanis. A doctor in Karachi, who was a victim of the violence, continues to haunt her. Her sister Mills in East Pakistan, was killed by her mother and sister, were shocked volunteers by their Bengali manservant, insulted and humiliated us…running their us as they pleased’. After several days of my ‘Even today’, she recalls, ‘the Bengali nor her mother nor sister ‘has dared to
The urge to migrate, leading to a huge influx of opportunity to intervene in East Pakistan on a launched a frontal attack against the r and, on 16 December 1971, the Pakistani develop a singular identity to impose unity try’s religious engineering was undone in ily, until the next phase of Islamisation sing the disastrous outcomes, the Pakistan cees of the war. New school history books ity against India. Soldiers and children,
port’, Dawn (14 Aug. 2000), p. 3.
ssion given to share or reproduce entire quotes).
e), 16 Mar. 2005, Karachi, Pakistan.
on 6 Nov. 1971, enunciated the policy of war that
from History (Lahore: Fiction House, 2004); and in Pakistan, see A.H. Nayyar and Ahmed Salim, ‘Bengalis in Pakistan’ [http://www.uvm.edu/~envprog/
once again, were the consumers of this state propaganda. As recently as 1999, General Musharraf urged the people to dismiss the past: ‘Something happened 30 years ago. Why do we want to live in history? As a Pakistani, I would like to forget 1971’. The tensions between the state’s order to forget and a persistent public memory of the war resurface every year on 16 December, the anniversary of the surrender to India. There are two dominant narratives that veterans produce in the public domain: one mourns the loss of East Pakistan and the other bemoans Pakistan’s defeat in the war due to India’s aggression. The trauma of 1971 haunts Pakistan even today. The ‘moral anxiety’ of the survivors, articulated in print and television media, revives the inner tension that plagues the national ideology: can Pakistan be a good as well as an Islamic nation?
Conclusion
Aligning the core ambiguity of Islam’s universalism and diversity with the need to formulate a particularistic Pakistani identity was one of the initial challenges for Pakistan. In an ambitious drive to create a modern Islamic nation, the military dictator, Ayub Khan, divided Pakistanis into ‘good’ and ‘bad’ Muslims, marking the Bengalis for reform and punishment. Public education policies aimed at constructing an Islamic history amplified this antithetical taxonomy. The military’s use of religion to promote enmity with India proved tragic; Pakistan lost half its territory and people amid war and violence. Yet, the phenomenon of blaming others for an internal problem, and the lack of capacity to reform, is a malaise from which Pakistan continues to suffer. The military sacrificed the Islamic Republic of Pakistan on the altar of a misconstrued religious nationalism. This approach runs counter to Islam’s ideals, which promote a human collective constituted by both ‘near or faraway neighbours’. A renewed understanding of Islam, not in terms of the state, but through the ethics of interdependent human relationships, is crucial for Pakistan.
How can Pakistan seize this opportunity to create a different and humanistic Muslim identity? This challenge echoes scholarly ruminations, such as Abdullahi An-Naim’s argument for a ‘kinder, gentler Islam’, or Mohammad Arkoun’s emphasis on Islamic reasoning to provide the freedom to think beyond ‘margins and center’. The willingness to work with culture and lived experiences, alongside a commitment to the core concept of Pakistan as a moral community, are critical. But first the military and its culture of violence must be interrogated and exposed. The Pakistani people are capable of undertaking this task, yet, defining their pathways of identity remains both a quest and a challenge for Pakistan.
---
59 Ahmed Faruqi, ‘The Enigma of Military Rule’, in Defence Journal (Nov. 2000), [http://www.defencejournal.com/2000/nov/enigma.htm](http://www.defencejournal.com/2000/nov/enigma.htm), accessed 21 June 2010].
60 For example, see the newspaper articles by Masood Mufti and Col. Nadiir Ali [http://www.viewpointonline.net/a-khaki-dissident-on-1971.html]; the essay by Dawood Ahmad, a second generation Pakistani–British man [http://tribune.com.pk/story/307145/rethinking-the-big-lies-from-1971]; and the discussion forums [http://www.defence.pk/forums/military-history-strategy/26732-atrocities-1971-civil-war.html]. All websites were accessed and checked for verification 15 Sept. 2013.
61 Robert D. Lifton, *The Problem of Self: Human Resilience in an Age of Fragmentation* (New York: Basic Books, 1992).
62 Akeel Bilgrami, ‘What is a Muslim? Fundamental Commitment and Cultural Identity’, in *Critical Inquiry*, Vol. XVIII, no. 4 (1992), pp. 821–42.
63 Franz Rosenthal, ‘The Stranger in Medieval Islam’, in *Arabica*, Vol. XLVI, no. 1 (Jan. 1997), pp. 35–75.
64 Abdullahi An-Naim, ‘A Kinder, Gentler Islam’, in *Transition*, Vol. 52. (1991), pp. 4–16; and Mohammad Arkoun (Robert D. Lee, ed. and trans.), *Rethinking, Islam: Common Questions, Uncommon Answers* (Boulder, CO: Westview Press, 1994).
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Vitamin D is a fat-‐soluble vitamin, which we mainly get from the sun and only moderately from the diet. Vitamin D is formed in the skin when it is struck by the sun's ultraviolet rays. Therefore, it is important how much you are out in the sun. Stay in the sun with bare forearms, hands, feet or face for 30 mins, it is considered enough. Vitamin D is needed to maintain normal blood levels of calcium and phosphate, which are in turn needed for the normal mineralization of bone, muscle contraction, nerve conduction and general cellular function in all cells of the body. Vitamin D is especially important for the absorption and movement of calcium and the bones and muscles. If you are deficient in vitamin D, then you cannot absorb calcium properly, not matter how much calcium
you are getting in your diet. People who can not get outdoors (like in some parts of northern Europe during winter) and wear hooded clothing might not get enough vitamin D.
Sources of Vitamin D:
Very few foods in nature contain vitamin D. The flesh of fatty fish, and fish liver oils are among the best natural sources of Vitamin D. Small amounts of Vitamin D are found in beef liver, cheese and egg yolks. Most people meet a least come of their vitamin D needs through exposure to sunlight. Ultraviolet B radiation penetrates uncovered skin and converts to vitamin D. UVB radiation does not penetrate glass, so exposure to sunshine indoors through a window does not produce vitamin D. It is difficult to make guidelines as to how much time should be spent in the sun to have enough vitamin D. It has been suggested that 5-‐30 mins of sun exposure between 10 am and 3 pm at least twice a week to the face arms, legs or back without sunscreen usually leads to sufficient vitamin D synthesis. Individuals with limited sun exposure need to include good sources of vitamin D in their diet or take a supplement to achieve the recommend intake. Some foods are fortified with vitamin D, including infant formulas and breakfast cereals. However, these may not be readily available in Vietnam. If you are unwilling to expose your skin to the sun, then you will need to take supplements to avoid deficiency.
Vitamin D deficiency:
A vitamin D deficiency can occur when usual intake is lower than recommended levels over time, exposure to sunlight is limited, the kidneys cannot convert vitamin D to its active form, or absorption of vitamin D from the digestive tract is inadequate. Some groups of people are at a greater risk of vitamin D deficiency than others. Vitamin D-‐deficient diets are associated with milk allergy, lactose intolerance, ovo-‐vegetarianism, and veganism. Infants are a population at risk for vitamin D deficiency because of relatively large vitamin D needs brought on by their high rate of skeletal growth. Breastfed infants are at risk because of low Vitamin D levels in breast milk if their mother's are deficient. Vitamin D deficiency in infants can lead to rickets. Adolescents also have a period of rapid growth of the skeleton and require more vitamin D. Elderly, pregnant and lactating women also require more Vitamin D.
Symptoms of severe vitamin D deficiency have muscle weakness, such as difficulty in climbing stairs and getting up from a chair, and bone pain, or around the body. You can also have tingling in the hands and feet. Vitamin D deficiency increases the risk of osteoporosis in old age. Rickets and osteomalacia are the classical vitamin D deficiency diseases. In children, vitamin D deficiency causes rickets, a disease characterized by a failure of bone tissue to properly mineralize, resulting in soft bones and skeletal deformities. Prolonged exclusive breastfeeding without the vitamin D supplementation is a significant cause of rickets, particularly in dark-‐skinned infants breastfed by mothers who are deficient themselves in vitamin D. Additional causes of rickets include lack of sun exposure to ensure infants and children get enough vitamin D. Rickets is also more prevalent among immigrants from Asia, Africa, and the Middle East, possibly because of genetic differences in vitamin D metabolism and behavioral differences that lead to less sun exposure. In adults, vitamin D deficiency can lead to osteomalacia, resulting in weak bones. Symptoms of bone pain and muscle weakness can indicate inadequate vitamin D levels, but such symptoms can be subtle and go undetected in the initial stages.
What to do if you are deficient in Vitamin D:
The first thing you should do is to expose your bare skin to the sun more. You should spend 5-‐30 minutes in the sun twice a week, with your face, arms, legs or back exposed. If you are not willing to do that, then you will have to take supplements, because vitamin D is not readily available in food.
Too much vitamin D:
Because vitamin D is a fat-‐soluable vitamin, an excess vitamin D is stored in the liver. This means that if you take too much vitamin D through supplements, then you could get a vitamin D toxicity. Vitamin D toxicity causes very non-‐specific symptoms, such as weight loss, increased urine production and heart arrhythmias. It can also raise levels of calcium in the blood, which leads to calcification (accumulation of calcium), which can damage the heart, blood vessels and kidneys. The use of supplements of both calcium (1,000mg/day) and vitamin D (400 units) has been associated with increased risk of kidney stones. Excessive sun exposure does not result in vitamin D toxicity.
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Stabilizing the Shop Floor starting with Job Relations
Training In Industry – A Solution for today Supervisors
During World War II, the men that had been working in the factories were called into service. United States government in preparation for war and based on the experience of WW I set up Training In Industry (TWI) Service. This service was focused on supplying and training resources within our industries. These men that were drafted needed to be replaced by store clerks, housewives and farm workers if the US was going to win the war of attrition. What a monumental effort to increase output of the factories by 100-‐200% to meet the demand created by the war with workers (store clerks and housewives) with little or no technical skills and in a strange environment with very different expectations to their normal life.
We face the same issue today. Boston consulting estimates about 1.5 million manufacturing jobs will grow in the United States by 2015. Yet today, companies struggle to find resources with the correct technical skills to meet the current employment needs. How can we possibly be ready for the increase of demand? Let's get back to basics and use what worked in a similar situation and what worked for Toyota after WW II, good basic supervision, training and preventive maintenance.
The first step to Total Quality Management, Lean Manufacturing, Six Sigma, or any continuous improvement program is "Stabilize the shop floor". The two things required to accomplish this stabilization is consistent output from operators working with machines. TWI addresses these basic issues by teaching supervisors the basics of Job Relations, how to work with people, Job Instruction how to train people to be successful in their duties and Job Method, how to have people be involved in improving performance. Total Productive Maintenance (TPM) provides the strategy and processes to stabilize equipment failures mode and equipment variation.
It starts by getting people to perform their duties with ownership and pride. This requires them to trust their direct supervisor and work organization. TWI Job Relations teaches four basic foundational elements for good employee relations.
Foundations element for Good Relations include
* Let each worker know how individually they are getting along by making your expectations clear and by encouraging them in ways to improve their performance.
* Give credit when due by looking for unusual contribution or performance and providing positive feedback quickly, while it is fresh in your mind.
* Tell people in advance about changes that will impact them explaining why it is possible while working with them to accept, embrace and improve the change process.
* Optimize each person's ability by finding hidden talents not currently being used and encouraging people to grow by not being a barrier but a supporter.
When there is a need to make a change in performance, Job Method employs a simple four-‐step process to build trust in the employee by creating a fair and consistent process when dealing with an issue or concern.
Stabilizing the Shop Floor starting with Job Relations
1. Get the Facts(Be sure to get the whole story!)
a. Review the Record
b. Find out what rules and customs supply
c. Talk with individuals concerned
d. Get opinions and feelings
2. Weigh and Decide
a. Fit the facts together
b. Consider the interaction on each other
c. What are the possible actions?
d. Check practices and policies
e. Consider the objective and its impact on the individual, group, and production
3. Take Action
a. Are you going to handle this yourself?
b. Do you need support in handling the actions?
c. What are your supervisor's expectations and should they be involved?
d. Watch the timing of your action.
4. Check Results (Did your action help performance?)
a. How soon will you follow up?
b. How often will you need to check on progress and results?
c. Watch for changes in output, attitudes, and relationships
Did you accomplish your objectives?
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The Village Green, Los Angeles CA
Low Flow, Brown Water and Leaks
The Village Greens, a National Historic Landmark, was built in the 1940’s, is comprised of some 94 building clusters containing 631 units.
The Problem:
By 2001, the residents association realized that they had to do something to repair or replace the original galvanized piping system that serviced the entire project. Resident owner complaints of the on-going failures of the piping system included low flow, brown water, bad tasting water, pinhole leaks to pipe bursts.
Initially the decision was made to repipe the entire project, a few buildings at a time.
Repiping of the first 8 unit building started. After 8 weeks with no water, having to be relocated, having their homes and life disrupted did the resident owners and the project managers realize that maybe repiping was not the best alternative.
The Solution:
They decided to give the ACE DuraFlo® system a try. What took 8 weeks to complete as a repipe was completed in 5 days with ACE DuraFlo. Residents did not have to be relocated during the process, the piping system was restored to full functional use. Low flow came back as full flow, brown water was now clean, water even tasted better some residents reported.
Edna Ridgely, General Manager, The Village Green Owner Association quoted: “I am pleased to tell you that we are very happy to have ACE DuraFlo restore our pipes. Residents are happy with the results, the water flow is back to normal, residents did not have to leave their units for the few days it took for the process and your staff is very professional an helpful to the office and residents. I look forward to complete all the buildings and I will be happy to recommend this fine process and your company.”
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CLASSE DE DEVELOPPEMENT DURABLE
Arrivée aux Etangs Chauds
Le repas du vendredi 1er mars 2019
Le repas du mercredi 20 mars
Fabrication de papier recyclé
The children had a great time making their own fossils!
Les élèves de CM1/CM2 ont fabriqué des boules de neige en utilisant du papier journal et de la colle.
Two children holding up a wooden frame in front of their faces.
In Science, we have been learning about the water cycle and how rain is formed. We had fun making our own rain clouds in class!
The children were very interested in the process of making a print and were very engaged with the activity.
A girl smiling through a screen door.
Visite de l'usine d'incinération de la Chauvinière
The children had the opportunity to meet with the team and learn about the different roles within the factory. They also got to see the different stages of the production process, from raw materials to finished product.
The children from the school in Klaipeda visited the waste incineration plant in Kaunas. They learned about the process of waste incineration and the importance of recycling.
Le Pontier
Visite de Valor Pôle 72
Valor Pôle 72, l’industrie et la technologie au service de la valorisation
« un écopôle de valorisation »
Les Sociétés SUEZ et PASSERIAUD ont créé en 2012, au Mans dans le Maine-et-Loire, un écopôle de valorisation des déchets.
L’ambition de cet écopôle, du nom de VALOR PÔLE 72, est de proposer aux professionnels des solutions d’affinements et de valorisation des déchets ménagers des activités industrielles du bassin mancelle des solutions en matière de gestion des déchets pour leur faire face et permettre le développement de valorisations durables des matières et des ressources.
déchèterie pour les professionnels
horaires d’ouverture
7h30 - 17h30
CHIFFRES CLÉS
13 hectares
123 000 tonnes de capacité
850 000 habitants traités
50 emplois créés
DÉCHETS ACCEPTÉS
en déchèterie pour les professionnels
BIB carton gravats ferraille
bois plâtre déchets dangereux plastiques
Plastiques
Papier
Verre
Métal
Poubelle
1 paillasse
1 paill pâteuse
Des déchêts, toujours des déchêts
The children had a fantastic time at the recycling centre. They saw how the waste is sorted and learned about the different types of recycling that take place. It was an eye-opening experience for them to see where their waste goes after they put it in the bin.
The students had an opportunity to see the recycling process up close and learn about the importance of recycling in our community.
Nouveau repas aux Etangs Chauds
Les élèves de CM1/CM2 ont participé à une journée d’initiation à la permaculture. Ils ont pu découvrir les différentes techniques de culture et apprendre à construire un composteur.
Une bouteille plastique recyclée !
Plantation de lentilles dans la terre enrichie au compost
Jeux de l'oie sur la valorisation des déchêts
Visite à la maison de l'eau
la géothermie
permet de chauffer l'eau, de chauffer les maisons et de produire de l'électricité. Chaque année, la France produit 10% de l'énergie électrique à partir de la géothermie.
La géothermie est une énergie renouvelable, car elle ne se dégrade pas. Elle est aussi très propre, car elle ne pollue pas l'air.
Les élèves de CE2 ont visité le musée de l’énergie à Saint-Quentin-en-Yvelines.
Ils ont pu découvrir les différentes énergies et apprendre comment économiser l’énergie.
The image shows a large, green, circular machine with a central wheel and various mechanical components. It is situated within a structure that has a red metal railing around it. The background reveals an outdoor setting with trees and buildings under a clear blue sky.
1 - Roue à aubes + Roue en fonte = 8 t/min
2 - 1er pignon + Roue avec dents en bois = 7,2 t/min
3 - 2ème pignon + Volant d'inertie = 28 t/min
4 - Multiplicateur moderne = 1520 t/min
5 - Générateur d'électricité
Roue à aubes 1,8 t/min
Roue en fonte 1,8 t/min
Roue avec dents en bois 7,2 t/min
Volant d'inertie 28 t/min
Grilles
Vannes de réglage
Vanne de garde
Radier
Moteur des vannes de réglage
Armoire électrique et de gestion du moteur des vannes de réglage
Réseau de distribution
Production : 430000 KWH
soit la consommation de 150 foyers (hors chauffage)
L'énergie solaire
Un peu d'énergie : faites de l'électricité !
Tournez la manivelle dans le sens des aiguilles d'une montre et regardez sur le panneau ce qui se passe :
- plus vous tournez vite, plus vous fournissez d'énergie,
- plus la lumière de la lampe est forte
- et plus l'intensité mesurée par l'amperémètre est élevée !
Les machines convertissent l'énergie en différents produits que vous avez consommés :
- le mouvement du soleil, transformé en énergie mécanique, fait tourner un générateur qui la transforme en courant électrique.
Ainsi, vous venez de mettre en œuvre 4 formes d'énergie différentes...
The students were very interested in the model of the school playground.
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| Months, 1884 | Pressure of Atmosphere in Month, Corrected to 32° Fahrenheit. | Temperature of the Air in Month. | Mean Reading at 9 a.m. | Vapour, 9 a.m. | Wind. | Rain. |
|-------------|---------------------------------------------------------------|---------------------------------|------------------------|------------|-------|------|
| | Highest. | Lowest. | Range. | Mean. | Highest. | Lowest. | Range. | Mean of all Highest. | Mean of all Lowest. | Mean. | Dry Bulb. | Wet Bulb. | Dew Point. | Elastic Force of Vapour. | Weight in a Cubic Foot of Air. | Additional Weight required in a Cubic Foot of Air. | Degree of Humidity. | Relative Proportion of | Calms, or nearly Calms. | Amount of Cloud. | Number of Days on which it fell. | Amount Collected. |
| January | 30-263 | 29-578 | 0-584 | 30-010 | 71-0 | 32-0 | 39-0 | 60-3 | 46-0 | 19-3 | 50-5 | 51-3 | 45-0 | 46-6 | 319 | 3-0 | 0-7 | 8-6 | 543 | 0 | 1 | 1 | 5 | 14 | 1 | 1 | 1 | 7 | 6-6 | 14 | int. | 6-69 |
| February | 30-230 | 29-700 | 0-530 | 30-045 | 65-0 | 41-0 | 24-0 | 60-3 | 46-2 | 14-1 | 53-3 | 53-6 | 51-7 | 49-0 | -358 | 3-7 | 0-6 | 87 | 540 | 2 | 3 | 0 | 3 | 13 | 0 | 1 | 1 | 6 | 7-3 | 18 | 6-02 |
| March | 30-133 | 29-597 | 0-536 | 29-826 | 79-0 | 42-0 | 37-0 | 66-5 | 48-3 | 18-2 | 57-4 | 61-3 | 57-2 | 53-7 | -412 | 4-6 | 1-5 | 76 | 530 | 1 | 1 | 2 | 5 | 7 | 5 | 4 | 1 | 5 | 5-3 | 10 | 1-49 |
| April | 30-013 | 29-605 | 0-500 | 29-723 | 97-0 | 46-0 | 51-0 | 77-8 | 53-4 | 24-4 | 65-6 | 71-7 | 62-2 | 55-0 | -435 | 4-7 | 3-7 | 56 | 517 | 0 | 4 | 3 | 1 | 3 | 7 | 4 | 2 | 6 | 5-7 | 4 | 1-02 |
| May | 29-946 | 29-070 | 0-276 | 29-841 | 98-0 | 49-0 | 49-0 | 77-2 | 57-0 | 30-2 | 67-1 | 72-6 | 68-8 | 60-7 | -533 | 5-7 | 2-9 | 68 | 517 | 3 | 0 | 0 | 0 | 1 | 10 | 5 | 10 | 2 | 5-0 | 2 | 0-40 |
| June | 29-930 | 29-703 | 0-227 | 29-828 | 97-0 | 58-0 | 39-0 | 84-4 | 63-7 | 20-7 | 74-0 | 80-1 | 69-6 | 62-4 | -564 | 6-0 | 5-0 | 55 | 510 | 1 | 1 | 0 | 0 | 0 | 6 | 14 | 5 | 3 | 1-9 | 1 | 0-02 |
| July | 29-859 | 29-600 | 0-269 | 29-717 | 96-0 | 61-0 | 35-0 | 85-0 | 66-0 | 19-0 | 75-5 | 81-2 | 72-4 | 66-5 | -640 | 7-0 | 4-4 | 61 | 507 | 0 | 0 | 0 | 0 | 0 | 11 | 18 | 0 | 2 | 3-4 | 0 | 0-00 |
| August | 29-849 | 29-582 | 0-207 | 29-707 | 90-0 | 63-0 | 27-0 | 86-0 | 68-9 | 17-1 | 77-4 | 82-5 | 72-8 | 68-0 | -685 | 7-3 | 4-6 | 62 | 505 | 0 | 0 | 0 | 1 | 13 | 8 | 4 | 5 | 3 | 8-0 | 0 | 0-00 |
| September | 30-015 | 29-955 | 0-350 | 29-817 | 86-0 | 61-0 | 25-0 | 83-7 | 64-3 | 19-4 | 74-3 | 79-8 | 70-6 | 64-3 | -603 | 6-4 | 4-5 | 59 | 510 | 2 | 1 | 0 | 0 | 3 | 13 | 4 | 2 | 5 | 3-8 | 0 | 0-00 |
| October | 30-052 | 29-783 | 0-219 | 29-900 | 100-0 | 55-0 | 45-0 | 81-8 | 69-5 | 21-3 | 71-2 | 78-6 | 67-2 | 59-3 | -508 | 5-5 | 4-9 | 52 | 513 | 1 | 1 | 0 | 3 | 5 | 6 | 0 | 2 | 13 | 4-0 | 5 | 1-16 |
| November | 30-063 | 29-832 | 0-231 | 29-952 | 79-0 | 47-0 | 32-0 | 72-8 | 52-9 | 19-9 | 62-8 | 59-8 | 58-1 | 56-6 | -458 | 5-2 | 0-7 | 90 | 533 | 1 | 0 | 0 | 5 | 6 | 0 | 1 | 4 | 13 | 4-2 | 8 | 1-32 |
| December | 30-143 | 29-846 | 0-297 | 29-980 | 82-0 | 38-0 | 44-0 | 70-9 | 48-6 | 22-3 | 59-8 | 59-9 | 55-4 | 51-5 | -381 | 4-2 | 1-6 | 73 | 533 | 0 | 7 | 2 | 4 | 1 | 0 | 0 | 1 | 16 | 3-7 | 3 | 0-45 |
| Means | 30-040 | 29-680 | 0-300 | 29-859 | 86-7 | 49-3 | 37-3 | 75-6 | 55-9 | 19-7 | 65-7 | 69-4 | 62-8 | 57-9 | -401 | 5-3 | 2-9 | 68 | 521 | Sum. 11 | Sum. 19 | Sum. 8 | Sum. 26 | Sum. 64 | Sum. 72 | Sum. 50 | Sum. 33 | Sum. 4-5 | Sum. 65 | Sum. 18-73 |
Number of Column: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
of the hill over Jeremiah's Grotto, one of which was regarded by the late General Gordon as the tomb of our Lord, also some rock-cuttings, a quarry, and several of the rock-hewn cisterns. To the Byzantine period he attributes the church above alluded to, some walls and thresholds of doors, a group of three tombs partly hewn in the rock, some fragments of pillars and pieces of mosaic pavement, and adds that the flooring of the Crusading buildings lay about 4 feet 6 inches higher than that of the Byzantine structures, so that the rock-hewn channel and mosaic pavements were covered by it. "A characteristic feature of Crusading work," Mr. Schick writes, "is presented in the long vaults, four of which are in great part still standing north of the Byzantine church. They were originally more than 75 feet long and are only 23 feet wide. Such vaults are always found on the settlements of the Crusaders, some larger, some smaller, and either only one or more in number. They get light only from the two ends and from the door and windows over the door. The vaulting is always something more than a semicircle, and more or less pointed. There are a few air-holes, like chimneys, in the roof. They appear to have been used as magazines for various kinds of goods, sleeping places for pilgrims, and even as stables. A long narrow pit, formerly, as it seems, a cistern, or rather channel for rain water, was arched over by the Crusaders and made the main sewer of their establishment." (See Quarterly Statement, 1883, p. 241.)
METEOROLOGICAL OBSERVATIONS.
SARONA, 1884.
The numbers in column 1 of this table show the highest reading of the barometer in each month; the maximum for the year was 30·262 ins., in January. In the years 1880 and 1881 the maximum was in January, as in this year, in 1882 in February, and in 1883 in December; the mean of the four preceding highest pressures was 30·215 ins.
In column 2, the lowest reading in each month is shown; the minimum for the year was 29·505 ins., in April. In the year 1880 the minimum was in April, in 1881 in February, in 1882 in July, and in 1883 in January; the mean of the four preceding lowest pressures was 29·521 ins.
The range of barometric readings in the year was 0·757 inch; the mean of the four preceding years being 0·694 inch.
The numbers in the 3rd column show the range of readings in each month; the smallest, 0·219 inch, was in October, and the largest, 0·584 inch, in January.
The numbers in the 4th column show the mean monthly pressure of the atmosphere; the greatest, 30·010 ins., was in January. In the years 1880, 1881, and 1882, the greatest was in January as in this year, and in 1883 was in February; the smallest, 29·707 ins., was in August. In the years 1880, 1882, and 1883, the smallest was in July, and in 1881 in August.
The highest temperature of the air in each month is shown in column 5; the highest in the year was $100^\circ$, in October. In the four preceding years, viz., 1880, 1881, 1882, and 1883, the highest temperatures were $103^\circ$, $106^\circ$, $93^\circ$, and $106^\circ$ respectively. The next in order was $98^\circ$ in May, and $97^\circ$ in both April and June. The first day in the year the temperature reached $90^\circ$ was on April 13, and it exceeded $90^\circ$ on three other days in this month: in May on one day; in June on four days; in July on one day; in August on one day, and in October it reached or exceeded $90^\circ$ on three days; the highest in the year, $100^\circ$, took place on the 16th; therefore the temperature reached or exceeded $90^\circ$ on 14 days; in the year 1880 on 36 days; in 1881 on 27 days; in 1882 on 8 days, and in 1883 on 16 days in the year.
The numbers in column 6 show the lowest temperature in each month. The lowest in the year was $32^\circ$ in January; the next in order was $38^\circ$ in December, and $41^\circ$ in February. In January the temperature was as low as $32^\circ$ on two nights, and below $40^\circ$ on six other nights in this month, and on one night in December; therefore the temperature was below $40^\circ$ on 9 nights in the year; in 1880 it was below $40^\circ$ on 13 nights; in 1881 on 2 nights; in 1882 on 13 nights, and in 1883 on 2 nights.
The yearly range of temperature was $68^\circ$; in the four preceding years viz., 1880, 1881, 1882, and 1883 the yearly ranges of temperature were $71^\circ$, $67^\circ$, $59^\circ$, and $71^\circ$ respectively.
The range of temperature in each month is shown in column 7, and these numbers vary from $24^\circ$ in February to $51^\circ$ in March.
The mean of all the highest temperatures by day, of the lowest by night, and of the average daily ranges of temperature are shown in columns 8, 9, and 10 respectively. Of the high day temperature the lowest, $60^\circ\cdot2$, is in January, and the highest, $86^\circ$, in August; of the low night temperature the coldest, $40^\circ\cdot9$, is in January, and the warmest, $68^\circ\cdot9$, in August; the average daily range of temperature, as shown in column 10, in February $14^\circ\cdot1$ is the smallest, and in April $24^\circ\cdot4$ is the largest.
In column 11 the mean temperature of each month is shown, as found from observations of the maximum and minimum thermometers only. The month of the lowest temperature was January, $50^\circ\cdot5$, and that of the highest was August, $77^\circ\cdot4$. The mean temperature for the year was $65^\circ\cdot7$, and of the four preceding years, viz., 1880, 1881, 1882, and 1883 were $66^\circ\cdot4$, $66^\circ\cdot7$, $65^\circ\cdot5$, $65^\circ\cdot7$ respectively.
The numbers in columns 12 and 13 are the monthly means of a dry and wet bulb thermometer taken daily at 9 a.m. In column 14 the monthly temperature of the dew point, or that temperature at which dew would have been deposited at the same hour is shown; the elastic force of vapour is shown in column 15. In column 16 the water present in a cubic foot of air is shown; in January it was as small as $3\cdot6$ grains, and in August was as large as $7\cdot3$ grains. The numbers in column 18 show the degree of humidity, moisture being considered 100; the smallest number is in October, 52, and the largest in November, 90; the weight of a cubic
foot of air under its pressure, temperature, and humidity at 9 a.m., is shown in column 19.
The most prevalent wind in January was S., and the least prevalent was N. In February the most prevalent was S., and the least were E. and S.W. In March the most prevalent was S., and the least were N. and its compounds. In April the most prevalent wind was S.W., and the least was N. In May the most prevalent were S.W. and N.W., and the least were E. and its compounds. In June the most prevalent was W. and the least were E., S.E. and S. In July and August the most prevalent were W. and S.W., and the least were E., S.E., S., N. and its compounds. In September the most prevalent was S.W., and the least were E. and S.E. In October the most prevalent were S. and S.W., and the least were E. and W. In November the most prevalent were S. and S.E., and the least were N.E., E., and S.W. In December the most prevalent wind was N.E., and the least were N., S.W., and W. The most prevalent wind for the year was S.W., which occurred on 72 times during the year, of which 13 were in both August and September, and 11 in July; and the least prevalent wind was E., which occurred on only 8 times during the year, of which three were in April, two in both March and December, and one in January.
The numbers in column 29 show the mean amount of cloud at 9 a.m.; the month with the smallest amount is June, and the largest February. Of the cumulus, or fine weather cloud, there were 143 instances in the year; of these there were 24 in July, 20 in August, 19 in September, and 4 only in December. Of the nimbus, or rain cloud, there were 39 instances, of which 13 were in February, 10 in January, and 5 only from May to October. Of the cirrus there were 39 instances. Of the cirro-stratus there were 17 instances. Of the stratus there were 13 instances, and 74 instances of cloudless skies; of these there were 16 in June, 12 in December, and 11 in November.
The largest fall of rain for the month in the year was 6·69 ins. in January, of which 2·09 ins. fell on the 22nd, 1·56 inch on the 23rd, and 0·74 inch on the 20th. The next largest fall for the month was 6·09 ins. in February, of which 0·76 inch fell on the 25th, 0·66 inch on the 24th, and 0·64 inch on the 16th. No rain fell from June 23rd till the 20th of October, making a period of 118 consecutive days without rain. In 1880 there were 168 consecutive days without rain; in 1881, 189 consecutive days without rain; in 1882 there were two periods of 76 and 70 consecutive days without rain; and in 1883, 167 consecutive days without rain. The fall of rain for the year was 18·73 ins. being 9·95 ins., 3·36 ins., and 11·33 ins. less than 1880, 1882, and 1883 respectively, and 1·24 inch larger than in 1881. The number of days on which rain fell was 65. In 1880 rain fell on 66 days, in 1881 on 48 days, in 1882 on 62 days, and in 1883 on 71 days.
James Glaisher.
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Die Klasse 05c durfte als Forscherklasse einen Einblick in die Produktion eines großen Haushaltsgeräteherstellers aus Bielefeld wagen.
Unser Kooperationspartner Miele hatte zu einem Forschertag ins Bielefelder Werk eingeladen und uns in die Geheimnisse und Tricks der Herstellung eines hochwertigen Technikprodukts eingeweiht.
Die Schülerinnen und Schüler der Klasse 5c durften in Handarbeit selbst einen Staubsauger zusammenbauen. Vom Kunststoffgehäuse, über jede einzelne Schraube, bis hin zur Elektronikplatine musste alles zusammenpassen. Dabei sind Fingerspitzengefühl, technisches Verständnis und eine schnelle Auffassungsgabe gefordert.
Zum Glück hatte die Klasse das Prinzip des Staubsaugers im Physikunterricht bei Frau Mertens und Herrn Warnecke bereits durchleuchtet, sodass sie an diesem Tag viel Zeit für den Zusammenbau und Übung ihrer technischen Fertigkeiten hatten.
Bereits nach 50 Minuten war der erste Staubsauger einsatzbereit und musste natürlich direkt auf den werkseigenen Testteppichen in allen Funktionen geprüft werden.
Neben der Produktion in Handarbeit durften auch alle Forscher durch die Produktionsstraßen wandern, um sich Tipps bei den Profis einzuholen und die durch Roboter gesteuerte Produktion sowie Handarbeit anzusehen.
Dabei wurden zahlreiche technische und physikalisch interessante Aspekte der Staubsaugerproduktion deutlich.
The students were given the opportunity to work with the equipment and learn how to use it.
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The first in-depth, critical look at figure skating.
An interpretative history of Spain's culture, politics, traditions, and people from prehistoric times to the present, with particular concern for twentieth-century life, thought, and more.
Young Jose Francisco grows up in Texas, determined to write about the border world - the immigrants and illegals, Mexican poverty and Yankee prosperity - stories to break the stand-off silence with a victory shout, to shatter at last the crystal frontier.
Of all winter sports, none is so widely watched and commented upon by the media as figure skating, which is often considered the Winter Olympics' centerpiece. This critical text examines the ways in which media attention has gradually altered and affected the sport, from the early appearances of Sonia Henie, to skating's gradual audience growth via television, and to the ramifications of the scandals in the 1994 and 2002 Olympics. The topic is illuminated by more than 30 interviews with commentators, skaters, producers, directors and others. In addition to numerous photos, illustrations show the compulsory figures for which "figure skating" got its name, as well as a sample of the charted-out "camera blocking" for TV directors. Appendices include collected anecdotes from early broadcasting experiences; a profile of broadcaster Jim McKay; and commentary from Carol Heiss on her 1961 musical Snow White and the Three Stooges.
What I've Learned So Far about Love, Faith, and Living Your Dreams
Achtung-Panzer!
The Illio
Figure Skating & Cultural Meaning
The Greatest Civilization Ever To Be Erased From History
Experiences, Lessons & Future Directions
Great Athletes
Provides biographies of individual athletes and includes information on their career, personal history, playing style, achievements and awards.
The executive director of the Professional Skaters Association (PSA) provides proven technique instruction for more than 100 skills, presenting them progressively from beginning to advanced levels of expertise. 170 photos.
Networking doesn't have to feel like a sales-focused event where you're using people to get ahead. Create meaningful connections, easily strike up genuine conversations, and dazzle people with your natural charm.
In Confident Introvert, Stephanie Thoma shows you the key steps you'll need to take to unlock your potential and win at networking. Within these pages, you'll discover strategies that go beyond collecting business cards to find your natural confidence and connect with anyone.
No Marketing Blurb
The Sports Rules Book
Journal of a Dutch Immigrant
First International Workshop, IWIC 2007 Kyoto, Japan, January 25-26, 2007 Invited and Selected Papers
Culture on Ice
Sir Thomas Lewis
Speed on Skates
H. D. & Bryher
Francis travelled from Holland to Edmonton on the troop ship, the Kota Inten in April of 1948. A week later he moved to his uncle's small range in Houston B.C. where he was employed for two years as a farm hand. After that, he became a Lumber Jack. In 1952 he moved back to Edmonton and, after a number of occupations, he ended up as a Life Insurance Agent for 30 years. He was forced into early retirement after a bicycling accident, which left him an amputee. This represented a dramatic life change. Prior to the accident, Francis was an athlete who ran marathons, could bike a hundred kilometres on a given day, who loved backpacking, and who canoed the Coppermine River to the Arctic. After his recovery, however, he started to swim and he is thankful that he is able to swim to keep in shape.
Managing Major Sports Events: Theory and Practice is a complete introduction to the principles and practical skills that underpin the running and hosting of major sports events, from initial bid to post-event legacy and sustainability. Now in a fully-revised and updated new edition, the book draws on the latest research from across multiple disciplines; explores real-world situations, and emphasises practical problem-solving skills. It covers every key area in the event management process, including:
- Bidding, leadership, and planning
- Marketing and human resource management
- Venues and ceremonies
- Communications and technology (including social media)
- Functional area considerations (including sport, protocol, and event services)
- Security and risk management
- Games-time considerations
- Event wrap-up and evaluation
- Legacy and sustainability
This revised edition includes expanded coverage of cutting-edge topics such as digital media, culture, human resources, the volunteer workforce, readiness, security, and managing Games-time. Each chapter combines theory, practical decision-making exercises and case studies of major sports events from around the world, helping students and practitioners alike to understand and prepare for the reality of executing major events on an international scale. Also new to this edition is an 'Outlook, Trends and Innovations' section in each chapter, plus 'tips' by leading events professionals. Managing Major Sports Events: Theory and Practice is an
essential textbook for any course on sports event management or international sports management, and an invaluable resource for all sport management researchers, practitioners and policy-makers. Online resources include PowerPoint slides, multiple choice questions, essay questions and decision-making exercises.
A great deal of reactionary political fire in the Mountain West has been aimed at environmental protection measures that are perceived to have destroyed or diminished the livelihoods of long-time residents. Conventional wisdom sees the economic woes afflicting the region -- declining pay, growing inequality, persistent poverty -- as a direct result of increasingly strict environmental regulations that have crippled natural resource industries such as mining and logging. In *Post-Cowboy Economics*, economists Thomas Michael Power and Richard Barrett provide a new interpretation of the economy of the Mountain West. Based on evidence from a wide variety of sources, including data on individual employment and income histories of more than 300,000 residents, they clearly demonstrate that the region's economic misfortunes are not the result of changes in regional industrial structure but rather are local manifestations of pervasive national and international trends. The authors' discuss and critique entrenched conventional wisdom and its policy implications present an empirical analysis of changes in the region offer a new interpretation of events affecting the regional economy set forth public policies that will work to protect and enhance the economic well-being of its residents and communities. The authors' analysis and interpretation make a compelling case that despite incomes that are low compared to the rest of the country, the region is not suffering from general impoverishment, and that environmental protection, rather than threatening economic well-being, enhances welfare and protects the very source of the economic vitality that the Mountain West enjoys. Throughout, they argue that fearful, crisis driven environmental and economic development policies are unnecessary and inappropriate, and often counterproductive. *Post-Cowboy Economics* is an important work for professionals and scholars involved with environmental policy, economic development, and resource management, as well as anyone interested in the future of the American West."
M. C. Roco and W.S. Bainbridge
In the early decades of the 21st century, concentrated efforts can unify science based on the unity of nature, thereby advancing the combination of nanotechnology, biotechnology, information technology, and new technologies based in cognitive science. With proper attention to ethical issues and societal needs, converging in human abilities, societal technologies could achieve a tremendous improvement outcomes, the nation's productivity, and the quality of life. This is a broad, cross cutting, emerging and timely opportunity of interest to individuals, society and humanity in the long term. The phrase "convergent technologies" refers to the synergistic combination of four major "NBIC" (nano-bio-info-cogno) provinces of science and technology, each of which is currently progressing at a rapid rate: (a) nanoscience and nanotechnology; (b) biotechnology and biomedicine, including genetic engineering; (c) information technology, including advanced computing and communications; (d) cognitive science, including cognitive neuroscience. Timely and Broad Opportunity. Convergence of diverse technologies is based on material unity at the nanoscale and on technology integration from that scale.
Gimson's Pronunciation of English
Come & Get It!
Europe 2000
Introduction to Ice
IB World Schools Yearbook 2021
Confident Introvert
McDonaldization and the Disappearance of Local Food from a Central Illinois Community
Sir Thomas Lewis has become one of the greatest cardiologists of this century. He was foremost in using the newly invented electrocardiograph to diagnose heart disease and was a pioneer of cardiac electro-physiology. This is the first biography of Sir Thomas Lewis, who became famous whilst still quite young, for his outstanding pioneer work in electrocardiography. It recounts the scientific career of Lewis, together with accounts of his hospital work and teaching, and his family life and hobbies. There are over 100 illustrations including Lewis and his co-workers, and much of the information about Lewis has been derived from first hand accounts by his former associates. This biography appeal to cardiologists and to those physicians, surgeons and research workers with a special interest in the skin, pain and vascular disease, as well as clinical physiologists and medical historians.
Since its first publication in 1962, Gimson’s Pronunciation of English has been the essential reference book for anyone studying or teaching the pronunciation of English. This eighth edition has been updated to describe General British (GB) as the principal accent, rather than RP, and the accompanying transcriptions have been brought into line with recent changes in pronunciation. This latest edition also includes completely rewritten chapters on the history of the language and the emergence of a standard, alongside a justification for the change from RP to GB. A further bonus to this important text is its extensive and attractive new Companion Website (www.routledge.com/cw/crutttenden), which now includes moment-by-moment commentaries on videos showing the articulation of all GB consonants and vowels in spoken phrases, as well as cross-referencing between the book and these videos. The Companion Website also includes new recordings of Old English, Middle English, and Early Modern English, and features links to recordings of recent and current GB with comments and transcriptions. Comprehensive yet accessible, Gimson’s Pronunciation of English remains the indispensable reference book for anyone for anyone with an interest in English phonetics.
This book could very well be the greatest revisionist history book ever written in modern times to date about the Greatest Lie about our common world history. The Tartary civilization encompassed most of the World we know today. From Russia to China to Africa to India to Australia and New Zealand to the North and South America’s. There have been swept from modern history books and were likely destroyed in the 19th-20th centuries along with many of their amazing buildings. There are numerous documents proving that there were also Giants
amongst them. The people of Tartary were destroyed by the same advanced technology that controls our weather were flooded, fire bombed, earthquaked and likely had directed energy weapons (DEW) used against them and many of their bones are buried under our cities today. Their "Old Word Order" was a benevolent society where they used sacred geometrical designs, pipe organs and catillion bells to help and to heal and to achieve higher consciousness. All of the architecture and technology we know of today was developed by the Tartar's. The 18th and 19th centuries were final book burning and removal from historical knowledge of this once great civilization that flourished up until just 100 years ago.
American gymnast Shawn Johnson is a four-time Olympic gold and silver medalist; a national—and world—champion athlete and a winner on the popular "Dancing with the Stars." This is the amazing true journey of how this young Olympian has found balance in her life.
An Untold Love Story of Modernism
The Development of Armoured Forces, Their Tactics and Operational Potential
The History of Dutchess County, New York
Environmental Engineering
Skating on Air
Brasseur & Eisler
The One World Tartarians (Color)
Environmental Engineering: Fundamentals, Sustainability, Design presents civil engineers with an introduction to chemistry and biology, through a mass and energy balance approach. ABET required topics of emerging importance, such as sustainable and global engineering are also covered. Problems, similar to those on the FE and PE exams, are integrated at the end of each chapter. Aligned with the National Academy of Engineering’s focus on managing carbon and nitrogen, the 2nd edition now includes a section on advanced technologies to more effectively reclaim nitrogen and phosphorous. Additionally, readers have immediate access to web modules, which address a specific topic, such as water and wastewater treatment. These modules include media rich content such as animations, audio, video and interactive problem solving, as well as links to explorations. Civil engineers will gain a global perspective, developing into innovative leaders in sustainable development.
Details the fundamental principles governing amateur sports law and administration with attention to topical issues.
This is one of the most significant military books of the twentieth century. By an outstanding soldier of independent mind, it pushed forward the evolution of land warfare and was directly responsible for German armoured supremacy in the early years of the Second World War. Published in 1937, the result of 15 years of careful study since his days on the German General Staff in the First World War, Guderian's book argued, quite clearly, how vital the proper use of tanks and supporting armoured vehicles would be in the conduct of a future war. When that war came, just two years later, he proved it, leading his Panzers with distinction in the Polish, French and Russian campaigns. Panzer warfare had come of age, exactly as he had forecast. This first English translation of Heinz Guderian's classic book - used as a textbook by Panzer officers in the war - has an introduction and extensive background notes by the modern English historian Paul Harris.
Reflections of a Technocrat is an autobiography that ends as a biography. John McLucas died on the first of December 2002, at the age of 82, with all but the last chapter remaining to be started. He had been preparing to do a memoir, on and off, for many years, but only in the late 1990s, as declining health caused him to cut back on other commitments, did he devote a large part of his energies to getting the job done. To help complete this project, he engaged me—Ken Alnwick—a retired Air Force pilot and defense analyst, and my associate, Larry Benson, a recently retired Air Force historian. We are both grateful for the opportunity of getting to know John and his gracious wife, Harriet, as well as to research and help write about the many people, institutions, technical achievements, and national security issues with which he was associated. Chief among his numerous affiliations was the US Air Force. He began his civilian career with the Army Air Forces right after World War II and continued to advance the Air Force mission as a reserve officer, defense contractor, government executive, and valued consultant for the rest of the century. Not long before John died, he and Harriet decided the time had come to move out of their spacious home in Alexandria, Virginia, to a more manageable apartment in The Fairfax, a pleasant retirement community at nearby Fort Belvoir. In anticipation of the move, John decided to donate the bulk of his papers, professional library, and much of his memorabilia to two schools he admired: the Air Force Academy and Embry-Riddle Aeronautical University, with additional papers offered to the Comsat Alumni Association. His files helped shed light on every phase of his career up to and including recent activities as a director at Orbital Sciences Corporation, chairman of the Arthur C. Clarke Foundation, trustee of the Air Force Historical Foundation, and contributing member of several other public service organizations. The process was not easy. Each dusty box released a flood of memories as we went through the agonizing process of deciding what to keep, what to send to the repositories, what to give away, and what to relegate to recycling bins or the county landfill.
Fundamentals, Sustainability, Design
The Complete Idiot's Guide to the Sun
Managing Major Sports Events
To Catch a Dream
With Biographical Sketches of Many of Its Pioneers and Prominent Men
Pay And Prosperity In The New American West
Reflections of a Technocrat - Managing Defense, Air, and Space Programs During the Cold War
The Official Guide to Schools Offering the International Baccalaureate Primary Years, Middle Years, Diploma and Career-related Programmes.
Advises how to improve in-line and ice skating technique and reduce finish times
Describes the photographer's travels around the country and his interviews with teens across ethnicities, socioeconomic groups, and educational backgrounds to capture the essence of life as a teenager today.
"Essential rules, terms, and procedures for 54 sports"—Cover.
Pioneer Cardiologist and Clinical Scientist
Essentials of Amateur Sports Law
Winning Balance
The Guerrilla and how to Fight Him
Sporting Sounds
Test Preparation & Training Manual for the Commercial Drivers License (CDL) Exam
The Root and the Flower: An Interpretation of Spain and the Spanish People
Tracing the course of the history of cooking and dining in McLean County and the Bloomington-Normal area takes us back
180 years. Early settlers from the Southern states and parts of the Northeast brought with them divergent tastes, but irrespective of their culinary leanings they generally made do with foods they either raised or collected themselves. Later on, newcomers from Ireland and Continental Europe established homes in various parts of the county. As a result, area foodways increased in complexity, and a variety of new food-related industries developed. Residents made beer, candy, ice cream, pickles, sausages, soda water, and vinegar. They manufactured stoves and refrigerators, milled flour, baked various types of bread, packed pork, and canned tomatoes. Bloomington companies distributed produce and groceries throughout Central Illinois. Still, many families beyond the city limits produced and processed nearly everything they ate and only occasionally visited a grocery store. By the end of the second millennium it was hard to find locally produced food in McLean County, let alone people with many food-related skills. The area's telephone directories listed no cheese shops or fishmongers. Skilled butchers and bread bakers barely existed. A couple of artisanal confectioners still had shops in Bloomington, but you could forget it if you wanted to buy milk from a local dairy. Finding groceries and fresh produce outside of a chain supermarket was a challenge, not to mention locating a chef-owned restaurant.
An insightful memoir from a figure skating champion about her life as a bisexual professional athlete, perfect for readers of Fierce by Aly Raisman and Forward by Abby Wambach. Karina Manta has had a busy few years: Not only did she capture the hearts of many with her fan-favorite performance at the U.S. Figure Skating Championships, she also became the first female figure skater on Team USA to come out as queer. Her Modern Love essay "I Can't Hate My Body if I Love Hers" was published in the New York Times, and then she joined the circus--Cirque du Soleil's on-ice show, AXEL. Karina's memoir covers these experiences and much more. Attending a high school with 4,000 students, you'd expect to know more than two openly gay students, but Karina didn't meet an out-lesbian until she was nearly seventeen--let alone any other kind of queer woman. But this isn't just a story about her queerness. It's also a story about her struggle with body image in a sport that prizes delicate femininity. It's a story about panic attacks, and first crushes, and all the crushes that followed, and it's a story about growing up, feeling different than everybody around her and then realizing that everyone else felt different too.
It also presents lessons learned about how to design CBR systems and how to apply them to real-world problems. The final chapters include a perspective on the state of the field and the most important directions for future impact.
This book presents 29 revised invited and selected lectures given by top-researchers at the First International Workshop on Intercultural Collaboration, IWIC 2007, held in Kyoto, Japan. This state-of-the-art survey increases mutual understanding in our multicultural world by featuring collaboration support, social psychological analyses of intercultural interaction, and case studies from field workers.
Theory and Practice
My Stories as a Queer Girl in Figure Skating
CDL Study Guide Book
Intercultural Collaboration
History of Lancaster County, Pennsylvania
One Hundred Young Americans
Converging Technologies for Improving Human Performance
Test Prep Book's CDL Study Guide Book: Test Preparation & Training Manual for the Commercial Drivers License (CDL) Exam Developed by Test Prep Books for test takers trying to achieve a passing score on the CDL exam, this comprehensive study guide includes: -Quick Overview -Test-Taking Strategies -Introduction -Driving Safely -Transporting Cargo Safely -Transporting Passengers Safely -Air Brakes -Combination Vehicles -Doubles and Triples -Tank Vehicles -Hazardous Materials -School Buses -Pre-Trip Vehicle Inspection Test -Basic Vehicle Control Skills Test -On-Road Driving -Practice Questions -Detailed Answer Explanations
Disclaimer: CDL(R) is a registered trademark of Commercial Drivers License, which was not involved in the production of, and does not endorse, this product. Each section of the test has a comprehensive review created by Test Prep Books that goes into detail to cover all of the content likely to appear on the CDL test. The Test Prep Books CDL practice test questions are each followed by detailed answer explanations. If you miss a question, it's important that you are able to understand the nature of your mistake and how to avoid making it again in the future. The answer explanations will help you to learn from your mistakes and overcome them. Understanding the latest test-taking strategies is essential to preparing you for what you will expect on the exam. A test taker has to not only understand the material that is being covered on the test, but also must be familiar with the strategies that are necessary to properly utilize the time provided and get through the test without making any avoidable errors. Test Prep Books has drilled down the top test-taking tips for you to know. Anyone planning to take this exam should take advantage of the CDL training review material, practice test questions, and test-taking strategies contained in this Test Prep Books study guide.
H.D. & Bryher: An Untold Love Story of Modernism takes on the daring task of examining the connection between two queer women, one a poet and the other a historical novelist, living from the late 19th century through the 20th century. When they met in 1918, H.D. was a modernist poet, married to a shell-shocked adulterous poet, and pregnant by another man. She fell in love with Bryher, who was entrapped by her wealthy secretive family. Their bond grew over Greek poetry, geography, ancient history and literature, the telegraph, and telepathy. They felt their love—and their true identities existed invisibly—a giddy, and disturbing element to their relationship; they lived off and on in distant geographies, though in near continual contact. This book exposes why literary history has occluded this love story of the world wars and poetic modernism.
Music and sport are both highly significant cultural forms, yet the substantial and
longstanding connections between the two have largely been overlooked. *Sporting Sounds* addresses this oversight in an intriguing and innovative collection of essays. With contributions from leading international psychologists, sociologists, historians, musicologists and specialists in sports and cultural studies, the book illuminates our understanding of the vital part music has played in the performance, reception and commodification of sport. It explores a fascinating range of topics and case studies, including: The use of music to enhance sporting performance Professional applications of music in sport Sporting anthems as historical commemorations Music at the Olympics Supporter rock music in Swedish sport Caribbean cricket and calypso music From local fan cultures to international mega-events, music and sport are inextricably entwined. *Sporting Sounds* is a stimulating and illuminating read for anybody with an interest in either of these cultural forms.
**Relationships Between Sport and Music**
**The Broadcast History of an Olympic Marquee Sport**
**On Top of Glass**
**What Kind of Television?**
**Nanotechnology, Biotechnology, Information Technology and Cognitive Science**
**Case-based Reasoning**
**Hidden Faces of the American Earth Spirit**
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Sadako and the Thousand Paper Cranes By Eleanor Coerr
Chapter Two Peace Day
Directions: Before you read, during your reading, and after you read, list both the positive feelings Sadako has about Peace Day and the negative feelings she has about Peace Day. Upon the completion of your chapter two reading, make an inference as to Sadako’s overall thoughts about the day and include evidence from your lists.
What positive feelings does Sadako have about Peace Day? (What does she enjoy? What does she like about the day?)
What negative feelings does Sadako have about Peace Day? (What does she dislike about the day? What is challenging for her?)
Explain what you think Sadako’s overall thoughts are about Peace Day. Use evidence from your lists to justify your answer.
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PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS TPACK PADA MATA PELAJARAN BASIS DATA UNTUK MENINGKATKAN PEMAHAMAN KONSEP
Oleh
Dita Apriliani – [email protected]
1305518
ABSTRAK
Pengembangan desain pembelajaran dengan kerangka kerja TPACK merupakan salah satu cara memodifikasi proses pembelajaran untuk meningkatkan pemahaman konsep
siswa pada materi diagram hubungan antar entitas. Desain pembelajaran yang dikembangkan dengan kerangka kerja TPACK ini menekankan hubungan antara
teknologi, pedagogi, dan materi pelajaran yang berinteraksi satu sama lainnya yang akan dikemas dalam sebuah proses pembelajaran. Penelitian ini bertujuan
mengembangkan desain pembelajaran dengan kerangka kerja TPACK yang meliputi
RPP, bahan ajar, dan LKS mata pelajaran Basis Data pada materi diagram hubungan antar entitas untuk siswa kelas XI RPL 2 SMKN 2 Kota Bandung dan mengetahui
respon siswa dan observer terhadap desain pembelajaran hasil pengembangan. Dalam penelitian ini peneliti menggunakan pendekatan kuantitatif dengan metode eksperimen.
Tahapan penelitian yaitu :1) Studi Pendahuluan, 2) Perumusan Masalah, 3)Analisis kerangka kerja TPACK, 4) Pengembngan Instrumen, 5)Validasi, 6) Eksperimen, 7)
Analisis data dan hasil, 8)Kesimpulan. Berdasarkan hasil analisis data rerata
Gain untuk kelompok atas sebesar 0,86 kelompok tengah sebesar 0,83, dan kelompok bawah
sebesar 0,74. Secara umum
Gain yang diperoleh berada pada kategori peningkatan
tinggi sehingga dapat diambil kesimpulan desain pembelajaran dengan kerangka kerja
TPACK dapat dikatakan mampu meningkatkan pemahaman konsep siswa pada materi diagram hubungan antar entitas dan tanggapan siswa terhadap media pembelajaran
yang digunakan medapatkan respon yang positif
Kata kunci: TPACK, Pemahaman Konsep, Diagram hubungan antar entitas.
PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS TPACK PADA MATA PELAJARAN BASIS DATA
UNTUK MENINGKATKAN PEMAHAMAN KONSEP
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS TPACK PADA MATA PELAJARAN BASIS DATA UNTUK MENINGKATKAN PEMAHAMAN KONSEP
Oleh
Dita Apriliani – [email protected] 1305518
ABSTRACT
The development of instructional design with TPACK framework is one way to modify the learning process to improve students' understanding on the material diagram of the
relationship between entities. The learning design developed with this TPACK
framework emphasizes the relationship between technology, pedagogy, and learning materials that interact with each other that will be packed in a learning process. This
study aims to develop a learning design with TPACK framework that includes RPP, teaching materials, and LKS Database subjects on material diagram relationships
between entities for students of class XI RPL 2 SMKN 2 Bandung and know the response of students and observers to design learning development results. In this
research the researcher use quantitative approach with experiment method. The research stages are: 1) Preliminary Study, 2) Problem Identification, 3) Analysis of
TPACK framework, 4) Instrument Development, 5) Validation, 6) Experiment, 7) Data analysis and result, 8) Conclusion. Based on the data analysis of the average Gain for
the upper group of 0.86 middle group of 0.83, and the lower group of 0.74. In general
Gain obtained is in the category of high increase so that it can be drawn conclusions of learning design with TPACK framework can be said to improve students
'understanding on the material diagram of the relationship between entities and students' responses to learning media used to get a positive response.
Keywords:
TPACK, Conceptual Understanding, diagram of the relationship between entities.
PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS TPACK PADA MATA PELAJARAN BASIS DATA
UNTUK MENINGKATKAN PEMAHAMAN KONSEP
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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Maths & English Newsletter
English
Maths
English Workshops
Thank you to all of those who attended the morning or evening workshop. Feedback was incredibly positive and there will be a letter out shortly regarding our new spelling project beginning after Easter. Thank you again for all of your contributions. I shall gather all book recommendations for the next newsletter.
The Importance of SPAG (spelling, punctuation and grammar)
"Grammar to a writer is to a mountaineer a good pair of hiking boots or, more precisely, to a deep-‐ sea diver an oxygen tank!"
In year 6, children take a national test commonly known as SATs whereby the children will be tested on their understanding of SPAG.The grammar, punctuation and spelling test consists of two parts: a grammar and punctuation paper requiring short answers, lasting 45 minutes, and an aural spelling test of 20 words, lasting around 15 minutes.
All children across the Federation regardless of year group will be learning the fundamentals of SPAG to help support their writing.
On the school website (go to Curriculum -‐ Literacy) there is a copy of the English Glossary of key terms that the children use in KS1 and KS2. I think you'll be surprised at just how much the children are required to know and use.
Here are some great websites to support SPAG at home:
http://www.primaryhomeworkhelp.co.uk
http://www.bbc.co.uk/education
https://www.oxfordowl.co.uk/for-‐home
Amy Clarke
Please do not hesitate to contact me if you have any questions:
[email protected]
Fantastic Federation
Last week, the Federation received a letter from the school's minister, Nick Gibb, congratulating children and staff on the SATs results achieved last year. The results achieved in reading and maths at Blackboys puts it in the top 1% of schools in the country for attainment, and were actually the best in East Sussex, while the progress achieved by children in reading at Framfield puts it in the top 1% of schools for reading progress. This is a real compliment to the hard work of staff and children at both schools and a reason for all connected to the Federation to celebrate!
Wonderful workshops
There was a great turnout at both Maths workshops (especially at the Friday sessions where extra tables and resources had to be hastily put out). The feedback received has been overwhelmingly positive, and there have been great suggestions for the topics for future workshops. The calculation guidance discussed at the workshops can be found on both school websites in the Curriculum section. Don't forget the top times tables tip of finding yourself a simple garden cane and using it as a counting stick to practice those tables!
Marvellous Maths
As a Federation, we are keen to show children how important maths is in their everyday lives. By the end of term 4, both schools will be changing corridor displays to show some of the reasoning and problem solving work that children have been working on, both in maths lessons and in other subjects such as design technology and science.
Mathletics
Both schools have renewed our subscriptions to Mathletics. It is a great resource for quick practice activities, reinforcing children's mathematical fluency. If you are experiencing any problems or have any questions, please speak to your child's teacher.
Russell Boorman
Please do not hesitate to contact me if you have any questions:
[email protected]
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If you see a questionable vessel, what types of information should you record? Do you need to complete the Vessel Sighting form for every trip?
3
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2018-06-23T23:34:55Z
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IN-‐CLASSESSAYWRITINGCHECKLIST
For this week's in-‐class write you have read an assigned excerpt from your course text. After I assign a prompt for you to address, you'll have the rest of the class to write a 3-‐4 paragraph critical response to the question. You may use any resources you wish to help you with this in-‐class write – your text, this checklist, your own notes, a dictionary. Remember that I'm always looking for complete, grammatically correct sentences; a single thesis idea that you follow through the entire discussion, and body paragraphs that are developed around a single topic idea with sufficient illustration and discussion work to support that topic idea. Please follow the general guidelines I've listed below as you write your essay.
General guidelines
√ Plan out and draft your essay before you begin writing your final version – Budget your time well by dividing it equally into prewriting, writing, and proofreading phases
√ Write the assigned essay question atop your essay along with the author, essay title, and page number
√
Assume an "ignorant audience" – introduce and explain everything
we need to know about the source essay before you actually begin discussing it in detail
√ Double space your work, and use academic language (present tense verbs, 3 rd person voice, no slang speech)
√ Including a title? Make sure to choose your own, not the title of the source essay
√ Try and answer the assigned question: Aim for analysis rather than simple summary or agree/disagree work
Opening paragraph
√ Fully introduce your source essay: provide the title, the author, and a brief summary of the work
√ State your thesis argument: this should be written in the form of a direct and complete answer to the question you are answering
√ Save textual quotes for internal paragraphs: opening paragraphs are just foryour words and ideas
Middle paragraphs
√ Start each body paragraph with a topic sentence(s)before introducing and discussing your textual support
√ Provide adequate discussion to support your topic sentences, and use quotes to indicate language that you are quoting from the source text
√ Follow the 75/25 rule: 75% of each body paragraph is your words and ideas, 25% (max) is quoted or paraphrased material
Closing paragraph
√ Concluding statements and closing thoughts should usenew language
√ Avoid drawing moral lessons from your analysis – Stay with the text, and stay with your analytical responses to the discussion question
Remember what I'm always looking for:
√ A clear and specific thesis statement
√ Good sentence control
√ Focused, well-‐developed middle paragraphs
√ Effective use of the text for support and illustration
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CC-MAIN-2018-51
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http://gregteach.net/yahoo_site_admin/assets/docs/In_class_essay_writing_checklist.304201511.pdf
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2018-12-11T05:13:42Z
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Design and Production
Ville Savoye Assignment
Examine the following 10 images. In an email to me, please explain how each of the images exemplifies one or more of the 5 Points below.
The email should include answers for ALL TEN images for full credit.
5 points towards a New Architecture:
1. Buildings should be raised off the ground and supported by columns
2. Free Façade – exterior walls not supporting the weight of the structure
3. Long Horizontal Windows – provide panoramic views
4. Open Floor Plan – walls do not support the structure and can be designed freely
5. Roof Garden – reclaiming the ground space taken up by the house
Image 1:
Image 2:
Image 3:
Image 4:
Image 5:
Image 6:
Image 7: Ground Floor Plan
Image 8: First Floor Plan
Image 9: Roof Plan
Image 10:
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2017-10-17T18:26:24Z
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AISB High School Service Learning
Philosophy
AISB provides an outstanding international education which inspires students to realize their full potential and prepares them to be successful and responsible global citizens. We believe that Service Learning is an integral component of achieving this mission. As such, we are committed to:
1. promoting a clean environment;
2. responding to the needs of living things;
3. addressing health concerns;
4. fostering education for all, and
5. raising awareness of global and local issues.
Further, we have programs and structures designed to develop a social climate which promotes responsible attitudes as well as thoughtful and appropriate action. The goals of our Service Learning program are to:
* provide students with an opportunity to become involved in the local community;
* provide students with an opportunity to learn about global, regional, and local issues of concern and take positive action related to them;
* allow students to initiate action service;
* teach students the value of service and service learning and of devoting personal time for others;
* model action service for students and the community;
* engage our students in reflection on service, and
* instill service as a lifelong endeavor.
Service Learning
Our goal at AISB is to have students commit to a project and engage in helping others in a meaningful manner over an extended period of time. To this end, students will be part of a process which has them engage in the Five Stages of Service Learning:
1. Investigation
2. Preparation and Planning
3. Action
4. Reflection
5. Demonstration / Sharing
As appropriate, links to these Service Learning projects will be made to the IB Middle Years Program through the Area of InteractionCommunity & Service.
HS Beliefs
The HS program is based upon the following underlying beliefs. This program is designed to:
1. support a limited number of local organizations in a meaningful way for the long term;
2. foster student leadership;
3. offer students choice in the projects they engage in;
4. allow for multi-‐grade groupings;
5. have students make a year-‐long commitment to a specific group;
6. allow students the opportunity to initiate a new group (conditions need to be met), and
7. include High School advisors as models of what we expect from our students.
Programs
The following groups are examples of those supported through the HS program:
1. Service Learning Leadership group
a. This group works with CAS Coordinator/SL Coordinator to run the program
2. Victor Babes
3. Amnesty International
4. Barks
5. Habitat for Humanity
6. Second Chance
7. Ovidiurom
8. PAVEL
*HS students can establish new group, but they will need to formally apply and meet the following conditions:
1. have the support of at least two high school advisors;
2. be able to fill the officer positions and have at least five 9 th and 10 th grade students willing to sign up;
3. explain the goals of the group as well as ways to achieve the goals, and
4. show how the group can be helped over an extended period of time.
HS Structure
1. A HS Service Learning Coordinator will be appointed and will be given 20% release time to manage HS Service Learning and the Diploma Program CAS program.
2. HS advisors choose group to sponsor – all HS advisors participate.
3. HS students choose group to participate in.
a. Service Learning fair at beginning of year in Community Time to inform kids
b. Students must commit to the year.
4. Community time allocated for the stages of:
a. Investigation, Preparation and Planning, Action, Reflection, Demonstration / Sharing
5. Groups are expected to take time from the regular schedule to engage in activities off campus.
a. Groups need to document their planning, preparation and action – pictures and video
b. Examples of action that can be taken are:
i. raising public awareness
1. information campaigns at school
2. information campaigns off campus
3. letter writing
ii. raising funds
iii. visiting local groups / meeting needs of local groups
6. Students will engage in reflection pieces through the year
7. Groups will present their years' work to their grade level / school at an assembly at the end of year.
a. Reflections will be shared by the group
b. Photo and video documentation will be shared – PowerPoint.
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2019-05-23T07:23:39Z
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For Release: August 13, 2015 – Contact us [email protected] 405-‐417-‐1634
OKC-‐COUNTY HEALTH FINDS TWO SAMPLES OF WNV MOSQUITOES
The Oklahoma City-‐County Health Department experts have confirmed two positive samples of mosquitoes carrying the West Nile Virus (WNV) in Oklahoma County. OCCHD reminds residents to take extra precaution against the mosquito-‐borne illness by avoiding mosquito bites and reducing habitats where mosquitoes live and breed.
To reduce mosquito habitats: Prevent items such as buckets, cans, pool covers, flower pots, and tires from holding standing water. Empty and refill birdbaths and your pet's outdoor water bowl daily.
For standing water sources that cannot be drained, OCCHD recommends microbial larvicides that kill mosquito larvae before they emerge as adults. Use of larvicides can reduce or eliminate the need for ground or aerial application of pesticides to kill adult mosquitoes. They are available at hardware or home improvement stores.
Be sure to protect your home from invading mosquitos by keeping window and door screens in good repair.
Here is a simple way to remember how to "Fight the Bite" using the 4 D's of mosquito safety:
1. DRAIN standing water on your property so mosquitoes won't breed
2. Use insect repellant that contains DEET on your clothes
3. Stay indoors at DUSK and DAWN when mosquitos are most prevalent
4. DRESS in long sleeves and pants and spray repellant on your clothes.
West Nile symptoms include fever, headache, body ache, and sometimes a rash. The most susceptible to the illness include infants and the elderly. If symptoms are severe, health officials say to contact your doctor immediately.
*For more information on terms and different types of West Nile Virus infections: https://www.occhd.org/FightTheBite/WNVFAQs
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Overall Winning Essay, 2012 Essay Competition
BROWN IS JUST AS IMPORTANT AS GREEN
By Damon DiMarco Caspersen School of Graduate Studies, Drew University
The city of Gorlovka, Ukraine is literally a bomb waiting to go off. The ruins of a former Soviet chemical weapons factory sit on a 400-‐acre campus in the middle of town. Within the crumbling concrete halls, stacks of rotting metal barrels leak deadly mono nitrochlorobenzene, a key ingredient in the manufacture of nerve gas.
MNCB is so toxic that half a teaspoon ingested, inhaled, or absorbed through the skin can kill a human being. The barrels at Gorlovka hold over 15,000 tons of the stuff. But as bad as this sounds, it's really just the beginning of the problem.
Right next to the MNCB, someone stockpiled 30 metric tons of TNT in underground sarcophagi. Other buildings onsite contain large amounts of various highly corrosive acids. And right next door to all this, an abandoned fertilizer plant holds large industrial vats full of stagnant liquid ammonia.
Currently about 260,000 people live in Gorlovka, but that could all change from a stray bolt of lightning, a cigarette butt tossed blithely aside, a spark born aloft by a hot dry wind. The
1
slightest provocation could set off an explosive chain reaction that would turn Gorlovka into an event to dwarf the Chernobyl and Bhopal disasters combined. Those citizens not killed in the initial blast would likely choke to death on a chemical cloud the approximate size of Rhode Island.
Experts have called Gorlovka one of the worst instances of legacy contamination in human history, a deadly threat to both the environment and human health. So why hasn't anyone heard about it? Perhaps it's because so many environmentalists focus on the Green agenda when places like Gorlovka represent something altogether different -‐-‐ something more frightening and potentially destructive. Gorlovka represents the Brown agenda, and it's high time people started talking about it.
The Brown agenda combats the proliferation of manmade toxic pollutants, especially in low to middle-‐income countries. Brown sites affect the health and well-‐being of up to a billion human beings per year -‐-‐ innocent people who sicken and die because their country either cannot or will not clean up the messes left by government and industry initiatives.
If you live in a wealthier country, chances are you can't imagine the horror of these conditions. The United States, Canada, Europe, Australia, and Japan leverage powerful disincentives to keep pollution at bay. Laws punish infractions. Government agencies levy hard fines. A free press thrives on indicting unfair or inhumane conditions. Society rears up against grotesquely exploitative ventures. Sadly, the same can't be said of developing nations who often race to increase their industrial capacity at the expense of their own people and land.
Like Zambia for instance, where a state-‐owned mining conglomerate allowed the largest smelter in Africa to decay, poisoning the local soil and water supplies with staggering doses of lead. Over the course of generations, lead infected the nearby town of Kabwe and ripped through its population like a plague. Independent scientists studied blood samples taken from Kabwe's residents. Ten parts lead per deciliter of blood is considered dangerously high, but the people of Kabwe often logged between 120 and 300. Worse yet, the effects of lead poisoning were painfully obvious. Imagine a population of approximately 200,000 people where nearly everyone is crippled, neurologically damaged, infertile, mentally retarded, or dying. Kabwe presents a perfect example of how Brown sites can overflow environmental concerns to create genuine human rights atrocities.
Children always fare the worst in these situations since their small, developing bodies are more vulnerable to disease and mutation. As a demographic, children make up only 10 percent of the world's population, but they shoulder over 40 percent of the global burden of disease. Recent estimates pose that more than three million children under age five die annually from Brown sites. But as devastating as they are to human populations, Brown sites can exact even worse tolls on the overall environment.
Take, for example, the city of Norilsk, Siberia where pollution from a local mining operation has turned the snow black and a single blade of grass won't grow for 50 kilometers in every direction. Or the Matanza-‐Riachuelo River basin in Argentina where more than 3,500 tanneries, illicit sewage pipes, heavy metal and chemical plants dump effluents into the water, creating 'flammable slums' – literal rivers of filth on fire. Or the inappropriately named
community of God's Paradise in the Dominican Republic where visiting activists once found a 30-‐foot high pile of old car batteries leaking lead, sulfuric acid, and other contaminants into the soil where local crops are farmed.
There's a place called Chelyabinsk in the Ural Mountains of southwestern Siberia where one in four children are born with genetic mutations and less than 2 percent of the population can be called clinically healthy. Workers in Chelyabinsk rarely live to retirement age. At one point not too long ago, 70 percent of the local population had leukemia. Cancer rates throughout the region have spiked to as high as five times the Russian national average. Rates for child morbidity and mortality have reached three times higher than the national average. In Chelyabinsk, death is a way of life. But how did it get this way?
In their race to develop an atomic bomb, the Soviets pushed their workers hard and neglected to implement even the most basic safety precautions. From 1949 to 1956, the Chelyabinsk plant dumped untold quantities of medium to high-‐level radioactive waste into a local river, the Techa, which sustained the surrounding communities.
Soon after that, a cooling unit at the enrichment plant failed, causing an explosion that sent about eighty tons of radioactive waste into the atmosphere. The toxin cloud contained twice the amount of curies released at Chernobyl in 1986. It covered some 24,000 square kilometers and spanned three Soviet provinces while irradiating thousands of innocent people. As the ultimate insult, Soviet officials denied that anything happened and offered the victims no aid.
It's hard to argue against the importance of Going Green, but the truth is, it's a luxury, the environmentalist equivalent of a high class problem. There's really no place for the Green agenda in most parts of the world where the problems faced by developing nations fall short of what's Green and land in a deeper, more filthy, despicable pond: they land in what we call Brown.
Going Green can be seen as a choice, whereas those affected by the Brown agenda have no options.
At this point, some readers might be asking, So what? Why should I care about people in Russia, Argentina, or the Dominican Republic? Isn't that someone else's problem?
Actually, no. The chickens in foreign countries may seem laughably distant, but they still come home to roost. While environmentalists keep pushing us to Go Green, Brown sites are successfully rotting the planet right out from under us.
The fact is, every Brown site on the planet slows, if not entirely halts the progression of a global Green agenda. For instance, Brown sites contribute enormously to global warming since toxic emissions from unregulated industrial sites often spew massive quantities of greenhouse gases into our atmosphere.
And a recent study by a Danish research group concluded that Green burdens have actually grown at least in part because political and economic bickering have allowed Brown sites to proliferate.
Chelyabinsk serves as a perfect example. It should have been cleaned up years ago, but it's such a complicated and daunting situation that nobody wants to touch it. So the cycle
continues even as the Tech River continues to nourish the surrounding countryside with deadly toxic substances. Plants are dying, fish are dying, humans and animals are dying, but by all means, let's start a plan to recycle old newsprint.
When confronted by true cases of Brown, some Green groups have actually exacerbated environmental problems. This happened at Gorlovka. An NGO called Blacksmith Institute hoped to remediate the site before the whole city exploded. It came up with a simple, two-‐phase plan: first, use counteractive chemicals to render some of the contaminants inert and bury them; second, pack every material that couldn't be counteracted in secure plastic containers, haul them to incinerators, and burn them.
The second phase gave rise to stiff resistance from local environmental groups who said that incinerating some chemicals would release trace amounts of dioxin particles into the atmosphere. Yes, Blacksmith said, that is certainly true. But the dioxins would be in such low quantities as to be harmless. Besides, which would you rather contend with? Trace amounts of dioxin particles spread across several kilometers of atmosphere? Or a city gone up like the hearth fires of hell, with thousands of people sprawled dead at your feet?
Brown problems aren't about doing what's perfect because perfect doesn't exist. They're about doing what's right. The technology to remediate even the worst of these sites exists within the industrialized world. We just have to rally our collective will. We just have to make it an issue. Remediating Brown sites is hard, dirty work, but excellent results are often had for shockingly small sums of money.
But cynics are a stalwart bunch. When confronted with Brown truths, the cynic very often resorts to a crude form of isolationism, insisting that this sort of thing isn't their bailiwick. Why should I care about what goes on in other parts of the globe? Why should I care, for instance, about the increasing deposits of lead and other heavy metals found in Indonesian soil samples?
Someone with a more overarching view of environmental interconnectedness might answer: You shouldn't, of course. The same way you shouldn't care about last year's Fukushima Daiichi nuclear disaster, whichmade no impact whatsoever on human beings, fish, and wildlife throughout the entire Pacific rim. Or the 2010 explosion at BP's Deepwater Horizon which didn'tcreate immeasurable damage to marine and estuary life all along the Gulf Coast. Or the incorrigible way that Western industriesaren't dumping approximately 50 million tons of used computer equipment each year into e-‐waste deserts that have rapidly smothered Ghana, Nigeria, Mexico, India, Thailand, China, and many other countries. To say nothing of the poor villagers who each day poison themselves and their children by sifting among the dunes of broken machines, searching for heavy metals to sell.
The high-‐minded answer to all this is that ecosystems are interconnected. The strands that each of us occupy interweave to form a giant web of life. If one of those strands should strain and break, it imperils the whole structure, and everything within it.
But if this doesn't work, consider a more practical perspective. American might well consider that Brown sites exist right here at home. The U.S. currently festers with an estimated 1,600 Superfund sites, many of which rival the toxicity, environmental and human degradation of the locations mentioned above.
For example: the Tar Creek Superfund site in northeastern Oklahoma, where decades of mining for lead and zinc have accumulated 70 million tons of toxic chat heaped in piles that stretch ten stories tall. Prairie winds blow the toxic dust all over the nearby towns. The rivers and streams run bright orange, tainted by lead and cadmium leaking from 14,000 contaminated mineshafts. Local fish, wildlife, and children have shown elevated levels of toxins in their blood. In and around Tar Creek, cases of kidney failure, behavioral problems, neurological damage, and mental retardation have become common.
In 2006, the U.S. EPA declared the nearby town of Picher uninhabitable and evacuated its citizens. Picher now sits quietly in the shadow of looming chat piles. The spine of the roof on a boarded up church has broken, falling in on itself. The windows of abandoned buildings along Main Street gape in empty-‐eyed wonder. This ghost town stands as a monument to everything we have long ignored, and what we can no longer afford to.
Of course, we must pursue the Green agenda. But while doing so, let's include space for the Brown.
Damon DiMarco is the author or co-author of several books including "Tower Stories: An Oral History of 9/11", "Heart of War: Soldiers' Voices from the Front Lines of Iraq", and "My Two Chinas: The Memoir of a Chinese Counterrevolutionary," featuring a foreword by His Holiness the Dalai Lama. Damon teaches Public Intellectualism in the PhD History and Culture program at Drew University's Caspersen School of Graduate Studies. His forthcoming book is titled, "Dirty, Filthy Trouble: Toxic Pollution and Toxic Ideas in Indonesia and Beyond."
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Salinas City Elementary School District Educational Services Division
ELA 2012-‐13 Essential Standards & I Can Statements
Grade Transitional Kindergarten
READING
WA 1.2 Follow words from left to right and from top to bottom on the printed page. I can track words from left to right and top to bottom.
WA 1.6 Recognize and name all uppercase and lowercase letters of the alphabet.
I can name 20 uppercase letters.
I can name 20 lowercase letters.
WA 1.14 Match all consonant and short-‐vowel sounds to appropriate letters. I can match 20 out of 26 sounds to its letter.
WA 1.15 Read simple one-‐syllable and high-‐frequency words (i.e., sight words). I can read simple (CVC) words.
RC 2.4
Retell familiar stories.
I can retell a story.
LR 3.3 Identify characters, settings, and important events. I can tell who the characters are in a story.
WRITING
WS 1.4 Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper spacing of the letters.
I can write letters of the alphabet.
LISTENING AND SPEAKING
LS 1.1 Understand and follow one-‐ and two-‐step oral directions. I can follow simple directions.
Color words
I can recognize colors: red, blue, green, yellow, orange, brown, black, purple. I can recognize the names of the colors: red, blue, green, yellow, orange, brown, black, purple.
Grade TK Added Essential Standards
Physical Education
Manipulative skills
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
I can catch and throw a ball.
SCESD TK workgroup 5/12, Ed. Services 10/9/12
Salinas City Elementary School District Educational Services Division
ELA 2012-‐13 Essential Standards & I Can Statements
Identify the loco-‐motor skills of walk, jog, run, hop, and jump.
I can hop (on 1 foot).
I can jump (on 2 feet).
Body Management
I can balance on one foot.
FINE MOTOR
I can use a correct pencil grip.
I can hold scissors correctly while cutting.
"I cans" based on preschool standards.
LANGUAGE AND LITERACY
LA 1.3 Children use writing to communicate their ideas.
I can write my name.
I can copy simple words.
SELF AND SOCIAL DEVELOPMENT
SSD 2.1 Children will regulate their attention, thoughts, feelings, and impulses more consistently.
I can take turns.
I can play with peers.
I can share experiences and activities with peers.
SCESD TK workgroup 5/12, Ed. Services 10/9/12
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ISLAM AND CHASTITY
Nasir Mahmood Malik
Islam is based on the laws of nature. Allah created our universe and provided Islam as guidance for us to properly and optimally benefit from His creation without getting hurt. Islam provides us a system of norms and values, a code of conduct, to a healthy, productive and peaceful life in this world and earn the forgiveness, mercy and pleasure of Allah along the way.
In our secular and 'emancipated' society, people seem to have difficulty in seeing the significance and relevance of various Islamic norms and values, like chastity and modesty. To this society, Islamic mores seem antiquated and impractical. This is partly due to a lack of understanding of specific Islamic teachings, but mostly it is due to the lack of proper comprehension of the overall objective and the philosophy of Islamic teachings.
We live in a promiscuous society where we need to continually remind ourselves about the pivotal role chastity plays in our daily lives and how at risk we are if we are not diligent in guarding our chastity.
We routinely hear and observe how dangerous it is to drink and drive. Yet, when people are warned about the dangers of drinking, they just laugh it off thinking that they can handle it or that nothing bad can happen to them. One of the ways to get their attention is to show them the mangled bodies and vehicles after fatal accidents.
Similarly, it is ironic that, living in this society, people routinely see the inevitable devastating consequences of unchaste behavior, yet most of them do not take chastity seriously.
Let me share with you one NBC report about the effects of careless behavior. Sex is a biological necessity and a controllable urge. However, according to this report, for many, the urge for sex is an addiction. A growing number of medical experts say that compulsive sexual behavior is a real disorder that an estimated 16 million Americans, both men and women, or about 5% of the US population, are fighting.
According to this report, such addicts do not get that way in one day. They begin on this path with easy access to risky material like 'soft porn' in magazines, movies, and internet, etc. Unrestrained, they develop the natural urge to act out what they see and thus the visuals progressively become practical experiences. Over time, those experiences become addictions. These people lose their peace of mind, their jobs, their families, and their dignity. They suffer from diseases, shame and guilt. They become frightened and many even become suicidal.
Even if we consider such an addiction as an anomaly, we commonly observe how unchaste behavior results in life altering consequences like unwanted pregnancies, infanticide in the form of abortion or abandoned babies, premature marriages of the unwilling and the unprepared, broken families, shortened careers, shattered dreams, personal shame, embarrassment for the family and the friends and so on. All this is happening around us to the religious as well as the secular, to the rich and the poor, to the ordinary and the powerful, and to the simple and the elite, alike.
No wonder Islam puts a high emphasis and special premium on chastity. Islam wants to protect us from any such nightmares by admonishing us not even to have unchaste thoughts.
In general, the objective of Islamic teachings is to guide and enable mankind to lead a purposeful life; the ultimate purpose being to recognize, serve and worship our Creator. Allah says in the Holy Qur'an:
"I have not created the Jinn and the men but that they worship Me."(Al Qur'an, 51:57)
To accomplish this purpose, Islam teaches us a set of dos and don'ts and our obligations to Allah and Mankind. Both of these obligations arise out of Love. A cursory reflection on the manifestations of Allah's Grace and Mercy evokes a natural Love of Allah. This Love is calledTaqwa. This Love naturally evolves into the Love of His Creation, Mankind, because when one truly loves someone, one begins to love everything about that person. Our success lies in winning the pleasure of Allah through the adequate discharge of these obligations. However, the proper discharge of both these obligations requires piety of mind and purity of nature, that is, chaste mind and chaste behavior.
We commonly observe that when people meet their beloved, they prepare themselves physically – they wash up, don good clothes, wear aromatic fragrance and put on a smile. In short, they do everything they can to accentuate their physical appearance and attraction. Similarly, to fulfill our obligations to Allah and Mankind, we need to enhance not only our physical but moral and spiritual attraction, in part by nurturing chaste mind and chaste behavior.
The philosophy of Islamic teachings is continuous improvement of our character, through self-‐restraint and discipline. Allah has endowed us with wonderful faculties. However, it is the proper use of these faculties, in the right measure and at the right time, that improves us. For example, sexual urges are natural and by themselves are neither good nor bad, but proper response to these urges is meritorious and separates us from animals. The Promised Messiah, may peace be upon him, has succinctly explained that Islam wants us to progressively move from our natural state, to the moral state, and ultimately to the spiritual state. It is this progression wherein lie our success, peace of mind and the ultimate mercy and pleasure of Allah.
If we look at various Islamic teachings through this prism of lifelong physical, moral and spiritual progress, all Islamic teachings and expectations become significant and relevant. Let us study the fundamental Islamic expectation of chastity through this prism.
Arabic words likeiffah,ismah andihsan collectively describe the Islamic concept of chastity. The Promised Messiah explains chastity asihsan and writes:
This expression connotes the virtue that is related to the faculty of procreation of men and women. Those men and women would be called chaste who refrain altogether from illicit sex and all approaches to it, the consequences of not doing so are disgrace and humiliation for both parties in this world and chastisement in the hereafter, and dishonor and grave harm for those related to them. (1)
Various other scholars have also translated the Qur'anic phrasefuruj (private parts) as chastity. Thus, that person would be deemed chaste who has clean mind and body, high integrity and self respect, modest appearance and composure, unquestionable behavior, legitimate sexual relationship, and nothing to hide.
Explaining the significance and critical nature of chastity in his Commentary onSurah Al-‐Nur, Hadhrat Khalifatul Masih II (may Allah be pleased with him) writes:
Chastity as a moral virtue holds a very high place in the code of Islamic laws that govern relation between sexes. ThisSurah has laid down comprehensive commandments to safeguard and protect it. Islam views even the slightest breach of these laws with extreme disapprobation. (2)
Given the lure of unchaste behavior and the human propensity to fall for it, Allah has repeatedly admonished both men and women to guard their chastity. For example, Allah says in the Holy Qur'an:
Surely, men who submit themselvesto God and women who submit themselvesto Him, and believing men and believing women, and truthful men and truthful women, and steadfast men and steadfast women, and humble men and humble women, and men who give alms and women who give alms, and men who fast and women who fast, and men who guard their chastity and women who guard their chastity, and men who remember Allah much and women who rememberHim – Allah has prepared for all of them forgiveness and a great reward.(Al-‐Qur'an, 33:36)
In this verse, Allah has grouped the distinctive features of those men and women whom He is prepared to forgive and reward. They are submissive, truthful, steadfast, humble, sacrificing and fasting believers who actively guard their chastity and continuously remember Allah. Here actively guarding chastity would imply being proactive and diligent in following Islamic teachings about chastity and modesty like separation of genders, men restraining their eyes and women covering their physical attractiveness, etc.
If chastity is a healthy virtue, then unchaste behavior is a cancerous vice. And, this disease is better prevented than cured. The Islamic principle of preventing unchaste behavior is to avoid the activities and the company that may lead to unchaste tendencies. Admonishing us to avoid any path that may lead us astray, Allah says:
"Follow not the footsteps of Satan." (Al-‐Qur'an, 2:209)
Here, the footsteps of Satan are all those activities and temptations that may take us away from Allah. As Satan beckons us to follow him, he does not expose the ultimate destruction he is leading to; rather he entices us to only take one baby step at a time. These baby steps seem so benign and inconsequential that we take them mindlessly without much concern. Once we take a few steps on that slippery slope, Satan's job is done and we keep sliding towards the abyss on our own. So, we have to be watchful to not take even the first step. Thus, it is necessary to be deliberate in our lifestyle and keep a keen eye on the long term consequences of our choices rather than be dazzled by their instant pleasure or be swayed by the vain trends around us.
Loneliness and idleness are the two states of hearts and minds that render people vulnerable to unchaste tendencies. Similarly, company of a member of opposite sex, in the veil of darkness and seclusion from the public eye, tends to incite risky behavior. Therefore, we should keep ourselves occupied with good pursuits, conduct our affairs in broad daylight in the open, and avoid going out after sunset. Allah has made the night for rest and worship not for partying and indulging in illicit relations.
When we study the Hadith of Holy Prophet, (peace and blessings of Allah be on him), we find profound guidance to avoid risky behavior and cultivate a chaste culture. For example, the Prophet admonished:
'Beware! Avoid sitting by the road sides.' The people said, 'O Messenger of Allah! We cannot avoid sitting there as we have discussions there.' The Prophet said, 'If you insist on sitting there, then give the roads their rights.' The people asked, 'What are the rights of the road?' He said, 'Lowering your gaze, refraining from harming others, returning greetings, and enjoining what is good and forbidding what is evil.'(Bukhari)
So, Ahmadi Muslim boys and men should internalize this Hadith. In today's speak, it admonishes against hanging out, whether it is physically hanging out on a street corner, gossiping on the phone, or chatting on the internet because that is when you are at risk of indiscretion. When you connect with each other, connect for good purposes, not for gossiping about girls or other vain talks.
Similarly, the Holy Prophet said: A man shall never be alone with a woman except that the third party between them is Satan.(Tirmidhi)
This Hadith warns against the risky behavior and satanic inclinations if and when one visits the opposite sex in seclusion, whether it is on phone, in chat rooms, or in person for any purpose. The keyword in this Hadith is 'alone' and does not preclude any legitimate interaction for study or work in public.
Addressing the pious wives of the Holy Prophet (peace and blessings of Allah be on him), Allah says: You are not like anyother women if you are righteous. So, be not soft in speech, lest he in whose heart is a disease should feel tempted; and speak a decent speech.(Al-‐Qur'an, 33:33)
So, Ahmadi Muslim girls and women should recognize their identity. If they are righteous, they can not be like other women. They should be modest and decent in their appearance, conduct and demeanor. They should not behave like other women in the use of cell phones, chat rooms, web-‐cams, Facebook, and MySpace.
Modern society and technology offer many conveniences but they also entice the weak and the vulnerable to easily fall for bad company and risky temptations. They can inconspicuously pull the careless to uncharted waters. Therefore, to guard our chastity, we need to evaluate these conveniences carefully, avail them responsibly, and protect our youth from their risks.
Chastity also comprehends a semblance of truthfulness and trustworthiness. Reflect upon your obligations to fellow human beings. The first and foremost in this category is your spouse, present spouse if you are married or future spouse if you are single. How can you be truthful and trustworthy to your spouse if you are not chaste? Your chastity is the best gift you can give to your spouse.
Now, take this mindset further and apply it to your obligations to Allah. How can you be truthful and trustworthy to Allah if you are not truthful and trustworthy to your spouse? How can you be pure and sincere in your worship and remembrance of Allah if you are not chaste? Physical cleanliness of the clothes and the body are the obvious requirements of the apparentSalaat, but chastity, the mental and spiritual cleanliness, is the inherent pre-‐requisite of the realSalaat.
To be successful in achieving an objective we not only need to take the necessary steps, we must also take sufficient steps. So, while avoiding the satanic footsteps is necessary to be chaste, it is not sufficient to be successful in this endeavor. Allah says:
"Indeed, he truly prospers who purifies himself." (Al-‐Qur'an, 87:15)
Thus we need to explore the path that leads to self-‐purification. This means we need to follow the footsteps of the Holy Prophet (peace and blessings of Allah be on him). Today, those purifying footsteps are shown to us by the Promised Messiah (peace be on him) and his Khulafa. As Ahmadi Muslims, it is incumbent upon us to pay heed to the guidance provided by Hadhrat Khalifatul Masih (may Allah be his support).
Let us apply these steps of self purification to preserving chastity. First, let us be honest with ourselves and take stock of our lifestyles. Literally, make a list of how we spend our lives. Are our careers, our friends, our pass-‐time activities conducive to preserving our chastity? If not, then we not only need to stop following the satanic footsteps but replace such activities with those that lead to self-‐purification.
So, we need to replace our mundane and superficial pastime activities with something more sublime and substantive. If no such alternatives are readily available then we need to be creative and lead others in developing healthier activities. The preferred option should be to promote and enable engaging activities in and around the mosque.
Here the mosque does not necessarily have to be a brick and mortar building. In this age, it could even be a virtual mosque. The notion is that we should come together for the remembrance of Allah and the service of mankind. The Holy Prophet (peace and blessings of Allah be on him), said that believers away from the mosque should feel like fish out of water.
Individually, we should spend more time reading, exercising, playing sports, and volunteering for the auxiliary or the Jama'at work or for various secular organizations. It is better to stay occupied than remain idle because, as they say, an idle mind is a devil's workshop. Islam teaches us to be in the company of the righteous, even if it is a virtual company like studying the life of the Holy Prophet (peace and blessings of Allah be on him), the Promised Messiah (peace be on him) and other godly people, or watching MTA.
In short, any healthy and constructive effort that can replace some risky and wasteful activity will go a long way to guard our chastity. Sure it will not be easy and it will not happen overnight. It will be like trying a new food and then developing a taste for it. However, if we do so to win the pleasure of Allah, then Allah assures us that:
"Those who strive in Our path – We will surely guide them in Our ways."(Al-‐Qur'an, 29:70)
So, we all must strive hard and trust that Allah will show us the way. While believing men and believing women are equally responsible for guarding their chastity, according to the Qur'anic injunction – 'men are guardians over women'(Al-‐Quran, 4:35), men have the added responsibility to be guardians over their family's chastity. They need to lead by example and set the tone for chaste and virtuous behavior in their families.
In summary, we must understand the importance of chastity in light of the overall objective and philosophy of Islamic teachings and be proactive in guarding our chastity by avoiding the ways of Satan and adopting the ways of the righteous. Remember, that person would be deemed chaste who has clean mind and body, high integrity and self respect, modest appearance and composure, unquestionable behavior, legitimate sexual relationship, and nothing to hide. Knowing the grave
consequences of unchaste behavior, let us shun all risky temptations like poison and win the pleasure of Allah by purifying ourselves. May Allah enable us to recognize and fulfill our role as the followers of the Promised Messiah (peace be on him), the Savior of this Age.Ameen.
1. Ahmad, Mirza Ghulam. (1979).The Philosophy of the Teachings of Islam.Islam International Publications Ltd.: London. P. 26.
2. The Holy Qur'an with English translation and commentary, edited by Malik Ghulam Farid. (1969). Footnote #2026(Pertaining to Al-‐Qur'an, 24:3).
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PENILAIAN TENGAH SEMESTER I TAHUN PELAJARAN 20../20..
Mata Pelajaran: Bahasa Inggris
Hari/Tanggal : ……………………
Kelas: VIII (Delapan)
Waktu:…………………….
Kelas: VIII (Delapan)
Waktu:…………………….
A. Pilihlah jawaban yang tepat !
1. He has the ... house among all his friends
a. Smaller
b. Big
c. Biggest
d.
Small
2. The white cat is small, it is 6 kilograms. The brown one is bigger but it is only 5 kilograms. The grey one is only 4 kilograms. The grey one is the smallest and the … one.
a. Havier
b. Bigger
c. Haviest
d. Lightest
3. Linda is as ... as her sister
a. Beauty
b. Beautiful
c. most beautiful
d. more beautiful
4. I hope tomorrow will be ... than today.
a. Well
b. Best
c. Good
d. Better
5. Your chicken noodle is ... than mine.
a. Hot
b. Hottest
c. Hotter
d. Coldest
6. During scholl vacation, Jakarta is as ... as Bandung.
a. Crowded
b. More crowded
c. Most crowded
d. Less crowded
7. A horse is ... than a goat.
a. Bigger
b. Shorter
c. Biggest
d. Smallest
8. Our school is cleaner and bigger than the other schools in our town. There are more trees and less waste. Our school is also the … of all.
a. Smallest
b. Nicest
c. Tallest
d. Worst
Kunci Jawaban
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Emergency Preparedness for Your Family, Begins With You
Taking the time to have a family plan, will not only give piece of mind but may ensure you and your families safety. In doing such we ask that each family make an emergency survival kit, the kit will consist of a First Aid Kit, Food and Water, Hygiene Needs, and Tools/Equipment. Here are some ideas of items to include in your Survival Kit:
Part 1: First Aid Kit:
¨ Gauze Bandages (4”x4”, 5”x9” Trauma Dressing)
¨ Ace Bandages
¨ 2 Rolls of Medical Tape
¨ Alcohol Wipes
¨ Bottle of Saline
¨ Medical Gloves
¨ Band Aids
¨ Aspirin, Ibuprofen
¨ Scissors
Part 2: Food and Water:
¨ 7 – 10 Day supply of Non-‐Perishable Food (Canned Food, MRE’s)
¨ Water Purification Tablets
¨ 7 – 10 Day Supply of Water (One Gallon of Water, per person per day)
¨ Candy
¨ Eating Utensils
¨ Energy Bars
¨ Manual Can Opener
¨ Dried Fruits, Nuts, Crackers, Cereal
¨ Baby Food and Baby Formula, if you have Infants
¨ Juice Boxes, Canned Milk
¨ Pet Food, if you have Pets
Part 3: Hygiene Needs:
¨ Soap, Shampoo, Deodorant
¨ Toothpaste, Toothbrush, & Mouthwash
¨ 10 Day Supply of any Medication
¨ Toilet Paper, Towels, Feminine Products
¨ Hand Sanitizer
¨ Change of Clothes
¨ Diapers
Part 4: Tools/Equipment:
¨ Garbage Bags
¨ Zip-‐Lock Type Bags (Quart, Gallon Size)
¨ LED Lanterns, Flashlights w/ Batteries
¨ Battery Operated Radio
¨ Glow Sticks
¨ Duct Tape
¨ Waterproof Matches
¨ Permanent Marker
¨ Cellphone Charger
¨ Document Holder
¨ Backpack for Evacuation
¨ Paper and Pencil
¨ Whistle
¨ Emergency Blanket
¨ Eye Goggles
¨ Work Gloves
¨ Reflective Vest
¨ Sleeping Bag
¨ Dust Mask
¨ Multi-‐Tool (Leatherman Type)
Important Documents:
***These items should be stored in document holder, listed above ***
¨ Copy of Social Security Card
¨ Copies of Insurance Policies
¨ Wills, Family Records
¨ Copy of Birth Certificate
¨ Copy of Passport
¨ Copy of Deeds
¨ Stock/Bond Certificates
¨ Immunization Records
¨ Bank Account Information
¨ Credit Card Information
¨ Family Emergency Plan
¨ Phone Numbers/Emails
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1 ご使用上の注意
警告 ご使用上の注意 ～必ずお読みください～
本書には、装置を安全にお使いいただくための注意事項が記載されています。装置をご使用になる前に必ずお読みになり、注意事項を守ってご使用ください。
本書は、必要なときにすぐに参照できるよう、お手元に置いておくようにしてください。
本装置を安全に正しくご使用になるために必要な情報が記載されています。
安全上の注意は必要時にはすぐに読み返すようにしてください。
1.1 安全にかかわる表示について
本装置を安全にお使いいただくために、本書の指示に従って操作してください。
本書には本装置のどこが危険か、危険に遭う恐れがあるか、どうすれば危険を避けられるかなどについて説明されています。また、装置内で危険が想定される箇所またはその付近には警告ラベルが貼り付けられています。
本書および警告ラベルでは、損害の程度を表す言葉として、「危険」「警告」「注意」という用語を使用しています。
■ 表示の内容
| 警告 | 危険 |
| --- | --- |
| 人が死亡する、または重傷を負う危険が切迫して生じるおそれがあることを示します。 |
| 警告 | 注意 |
| --- | --- |
| 人が死亡する、または重傷を負うおそれがあることを示します。 |
| 警告 | 注意 |
| --- | --- |
| 火傷やけがなどを負うおそれや物的損害を負うおそれがあることを示します。 |
注(1) 重傷とは失明や、けが、やけど（高温・低温）、感電、骨折、中毒などで後遺症が残るものおよび治療に入院・長期の通院を要するものをいいます。
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※取り扱いを誤り、傷害を負った場合は医師の診断を受けてください。
危険に対する注意・表示は次の3種類の記号を使って表しています。それぞれの記号は次のような意味を持つものとして定義されます。
| 記号 | 意味 | 説明 |
|------|------|------|
| ! | 注意の喚起 | この記号は指示を守らないと、危険が発生するおそれがあることを表しています。記号の中や近くの絵表示は、危険の内容を図案化したものです。 |
| ✖️ | 行為の禁止 | この記号は行為の禁止を表します。記号の中や近くの絵表示は、してはならない行為の内容を図案化したものです。 |
| ⚠️ | 行為の強制 | この記号は行為の強制を表します。記号の中や近くの絵表示は、しなくてはならない行為の内容を図案化したものです。危険を避けるためにはこの行為が必要です。 |
1.2 本書、および警告ラベルで使用する記号とその内容
◆ 注意の喚起
| 記号 | 意味 |
|------|------|
| ⚡️ | 感電注意 |
| | 感電のおそれがあることを示します。 |
| 🔥 | 発火注意 |
| | 発煙または発火のおそれがあることを示します。 |
| ⚪️ | 高温注意 |
| | 高温による傷害を負うおそれのあることを示します |
| ⚠️ | 特定しない一般的な注意・警告を示します。 |
| 💥 | 爆発または破裂のおそれがあることを示します。 |
◆ 警告ラベルのみで使用している記号
| 記号 | 意味 |
|------|------|
| ⚡️ | 高電圧の電気回路があり、触れただけがをする恐れがあることを示します。 |
◆ 行為の禁止
| 火気禁止 | 火を近づけないでください。外部の火気によって製品が発火するおそれがあります。 |
| --- | --- |
| 分解禁止 | 本装置を分解・修理・改造しないでください。感電や火災のおそれがあります。 |
| 濡れ手禁止 | 濡れた手でさわらないでください。感電するおそれがあります。 |
| --- | --- |
| 接触禁止 | 指定された場所にはさわらないでください。感電や火傷などの傷害のおそれがあります。 |
| 特定しない一般的な禁止を示します。 | |
◆ 行為の強制
| 本装置のブレーカをオフして通電を遮断してください。火災や感電のおそれがあります。 |
| --- |
| 特定しない一般的な使用者の行為を指示します。説明に従った操作をしてください。 |
| コンセントから電源ケーブルを抜いてください。手順に従わず、その先の操作をした場合、感電や火傷などの傷害のおそれがあります |
| --- |
| 複数受電の装置をあらわす。作業前に、コンセントから全ての電源ケーブルを抜いてください。手順に従わず、その先の操作をした場合、感電や火傷などの傷害のおそれがあります |
1.3 安全上のご注意
本装置を安全にお使いいただくために、ここで説明する注意事項をよく読んでご理解し、安全にご使用ください。
記号の説明については、前項の「安全にかかわる表示について」を参照してください。
◆全装置共通の注意事項
警告
| 記号 | 注意事項 |
|------|----------|
| ⚡️ | ●自分で本装置の分解、デバイスの追加、および本装置の改造・修理はしない
絶対に分解したり、デバイスの追加・修理・改造を行ったりしないでください（装置内ケーブル類の接続変更等も含みます）。本装置または装置内のその他の箇所についても、正常に動作しなくなるばかりでなく、感電や火災のおそれがあります。 |
| ⚡️ | ●動作不良や故障のときには、弊社の保守サービス担当者へ連絡すること
保守サービス担当者以外の人が修理すると、故障の拡大、感電、ケガの原因となります。 |
| ⚡️ | ●お客様ご自身による装置の改造、移設はしないこと
保守サービス担当者以外の人が、本装置の改造、移設を行うと、感電、ケガ、故障の原因となります。弊社が実施した以外の改造、移設に関する安全上、性能上、品質上の問題に関しては、弊社の責任範囲外となります。（ただし、持ち運びが可能な装置についてはこの限りではありません） |
| ⚡️ | ●人命や高度な信頼性を必要とする業務には使用しない
本装置は、医療機器・原子力設備や機器、航空宇宙機器・輸送設備や機器など、人命に関わる設備や機器および高度な信頼性を必要とする設備や機器などへの組み込みやこれらの機器の制御などを目的とした使用は意図されておりません。これら設備や機器、制御システムなどに本装置を使用した結果、人身事故、財産損害などが生じても弊社はいかなる責任も負いかねます。 |
警告
●発熱や煙、異臭、異音がしたまま使用しない
万一、本装置から発熱や煙、異臭、異音などが発生した場合、ただちに局舎分電盤に設置されている電源遮断デバイスをオフにし、電源供給を遮断してください。もしくは電源をオフにして電源プラグをコンセントから抜いてください。
異常状態のままで使用、または放置すると、火災、感電の原因となります。
なお、本装置の電源を緊急に切断した場合、データ等が壊れることがあります。
●装置が故障したまま使用しない
本装置が正常に動作しない、ディスプレイの画面が映らない、各表示ランプが正常に点灯しないなどの故障した状態で使用しないでください。故障したままで使用すると火災・感電の原因となります。必ず弊社のサービス担当者に連絡し、修理を依頼してください。
●リチウム（ボタン）電池を取り外さない
装置内部にはリチウム（ボタン）電池が取付けられています。リチウム（ボタン）電池を取り外さないでください。リチウム（ボタン）電池は火に近づけたり、水に浸したりすると、破裂するおそれがあります。
また、リチウム（ボタン）電池の寿命で本装置が正しく動作しなくなったときは、分解・交換・充電などはせず、保守サービス担当者にご連絡ください。
●濡れ手で装置に触れない
濡れた手で本装置（特に電源部）に触れないでください。感電のおそれがあります。本装置への通電をオフにしても電源が接続されたまま、濡れた手で本装置に触ると感電するおそれがあります。
●雷が鳴ったら触れない
雷が鳴りだしたら、ケーブル類を含めて本装置に触れないでください。感電の原因となります。
●針金や金属片を差し込まない
通気孔やカートリッジ挿入口から金属片や針金などの異物を差し込まないでください。感電の危険があります。
| 警告 | 注意 |
|------|------|
| ● サーキットブレーカーの確認をすること
本装置は、短絡（過電流）保護装置がある建物での設置を前提としています。保護装置の定格がそれぞれ250V, 20Aを超えないことを確認ください。 |
| ● アクセス制限区域の確認をすること
本装置はアクセス制限区域に設置されることを想定しています。アクセス制限区域とは、鍵や錠前、その他のセキュリティの手段を用いてのみ出入りが可能な区域のことを指します。（ただし、持ち運びが可能な装置はこの限りではありません）。 |
| ● 装置を設置する国と地域の電気規格を確認すること
国内向けの装置を設置する場合、日本国内の電気規格に準拠する必要があります。また、海外向けの装置を設置する場合、その国と地域の電気規格に準拠する必要があります。 |
| ● 指定された電源コードを本製品に使用する。
本装置を設置する場合、指定された電源コードを使用してください。他のケーブルを使用すると故障や火災の原因になることがあります。 |
| ● 本製品付属（もしくは指定）の電源コードを他の製品や用途に使用しない。
本製品付属（もしくは指定）の電源コードは本製品に接続し、使用することを目的に設計され、その安全性を確認されているものです。決して他の製品や用途に使用しないでください。火災や感電の原因になることがあります。 |
| ● 一人で持ち上げない
A100-1、A300-4、A300-8、A111-1、A101-1、A311-4、A311-8、B300-8、B302-8は約18kg以上の重さがあります。一人で持つと腰を痛めることがあります。運搬・移動は必ず複数名で行ってください。特にA300-8、A311-8、B300-8、B302-8は40kg以上の重さがあるため、リフター等の機器を使うか、3人以上の作業などの対応を行い安全に持ち上げ移動するようにしてください。 |
| 注意 |
|-----------------------------------------------|
| ● 指定以外のインタフェースケーブルを使用しない |
| インタフェースケーブルは、NEC が指定するものを使用し、接続する。 |
| コネクタを確認した上で接続してください。指定以外のケーブルを使用したり、接続先を |
| 誤ったりすると、ショートにより火災を起こすことがあります。 |
| また、インタフェースケーブルの取り扱い、および接続については、次の点をお守りください。 |
| ・ケーブルを踏まない。 |
| ・ケーブルの上にものを載せない。 |
| ・ケーブルの接続がゆるんだまま使用しない。 |
| ・破損したケーブルを使用しない。 |
| ・破損したケーブルコネクタを使用しない。 |
| ・ネジ止めなどのロックを確実に行ってください。 |
| ● 装置を廃棄する場合の注意 |
| 本装置を廃棄処分する場合、設置していた国の関係する全ての法律・条例に従い処理してください。 |
| ● 装置内に水や異物、埃を入れない |
| 装置内に水などの液体、ピンやクリップなどの異物、紙粉などの埃を入れないでください。 |
| 火災や感電、故障の原因となります。 |
| 万一、装置内に入ってしまったときは、ただちに本装置への通電を遮断してください。もしくは電源をオフにして電源プラグをコンセントから抜いてください。 |
| 分解などして清掃を行わず、そのままの状態で弊社の保守サービス担当者にご連絡ください。 |
| ● 装置前面や内部に埃が積もった状態で運用しない |
| 装置前面や内部に埃が積もった状態で運用続けると火災の原因になる恐れがありますので、定期的に清掃してください。装置内部の清掃が必要な場合は、お買い求めの販売店または保守サービス会社にご相談ください。 |
| ● 腐食性ガスの存在する環境で使用または保管しない |
| 腐食性ガス（二酸化硫黄、硫化水素、二酸化窒素、塩素、アンモニア、オゾンなど） |
| 存在する環境、また埃や空気中に浸食を促進する成分（塩化ナトリウムや硫黄など） |
| や導電性の金属などが含まれている環境、もしくは薬品類の近くや薬品類がかかる恐れのある環境に、設置し使用しないでください。本機内部のプリント基板が腐食し、故障お
| | |
|---|---|
| | よび発煙・発火の原因になる恐れがあります。もしご使用の環境で上記の疑いのある時は、販売店または保守サービス会社にご相談ください。 |
| | ●装置の吸排気口をふさがない
吸排気口をふさがないように、注意してください。内部に熱がこもり、故障や火災の原因になります。 |
| | ●警告ラベルを取外さない
本装置に取付けてある、注意などが書かれた警告ラベルは取外さないでください。警告ラベルに書かれた注意に気づかず誤った使い方をすると、けがや本装置の故障の原因となります。万一、汚れたり、はがれている場合は、弊社のサービス担当者に連絡し、速やかに貼り替えてください。 |
### 注意
| | |
|---|---|
| | ●装置に強い衝撃を与えないでください
装置内は精密な実装機器が多く、周囲からの力で装置筐体が変形した場合、実装機器の破損等が原因で本装置が正しく動作しなくなる可能性があります。 |
| | ●重量物を装置上に置かない、装置に寄りかからせないでください
装置内は精密な実装機器が多く、周囲からの力で装置筐体が変形した場合、実装機器の破損等が原因で本装置が正しく動作しなくなる可能性があります。 |
| | ●漏電の可能性がある場合には、保守サービス担当者に連絡してください。 |
| | ●リチウム（ボタン）電池お取り扱い
本装置ではリチウム（ボタン）電池を使用しています。扱いを誤ると破裂するおそれがあります。リチウム（ボタン）電池の寿命で装置が正しく動作しなくなった場合は、保守サービス担当者に連絡してください。 |
◆ 電磁ノイズについて
警告
● 本装置の発する電磁ノイズにより、周辺電気電子機器の動作に影響を及ぼす可能性があります。本機周辺には、重要な電気機器を設置しないよう配慮をお願い致します。
◆ 機器の移設、転売について
注意
● 国内向けの装置は日本国内で使用することを目的に製造されています。
お客様にて NEC に断りなく転売や海外への移設等を行うことはできません。
必要な際には NEC までご相談をお願いいたします。なお、ソフトウェアを含む装置は、輸出貿易管理令に定める輸出規制品に該当しますので、日本国外に持ち出す場合には、日本政府の輸出許可申請など必要な手続きをお取り下さい。
● 第三者への譲渡
本装置を第三者に譲渡をされる場合、事前に保守サービス担当者にお問い合わせください。
2. 技術的な法規制
2.1 電波障害自主規制について
・ SX-Aurora TSUBASA A300-2 の場合
この装置は、クラス A 情報技術装置です。この装置を家庭環境で使用すると電波妨害を引き起こすことがあります。この場合には使用者が適切な対策を講ずるよう要求されることがあります。
VCCI-A
・ その他の SX-Aurora TSUBASA series
(A100-1, A111-1, A101-1, A311-4, A311-8, B300-8, B302-8 を含む)
この装置は、クラス A 機器です。この装置を住宅環境で使用すると電波妨害を引き起こすことがあります。この場合には使用者が適切な対策を講ずるよう要求されることがあります。
VCCI-A
2.2 高調波適合品
JIS C 61000-3-2 適合品
本装置は、高調波電流規格 JIS C 61000-3-2 に適合しています。
2.3 電気用品安全法について
本装置は、電気用品安全法を遵守しています。
2.4 レーザ安全基準について
A100-1, A101-1, A111-1 に搭載される光学ドライブは、レーザに関する安全基準「(IEC 60825-1, JIS C 6802)」クラス 1 に適合しています。
Safety Precautions
Before use, in order to use the product safely and correctly, be sure to read over this book, please handle it properly.
1. This product has been designed with sufficient safety.
The notice to have use equipment safely is mentioned. Before using equipment, please be sure to read, defend a notice and use. Please leave it in hand in order to refer to it immediately when needing this note.
1.1 Indication of being safe.
- Operate with directions of this note to have use equipment safely.
- It's explained about how danger can be put aside from the fear that which place of this equipment meets danger or danger this note has. A warning label is stuck on the part where danger is assumed in the equipment or the neighborhood.
- Terminology as "danger" "warning" "attention" is being used as the word which shows the degree of the damage by this note and a warning label.
| SYMBOL | MEAN |
|--------|------|
|  | A person shows that there is a fear that dead or seriously injured danger is urgent and forms. |
|  | Indicates the presence of a hazard that may result in death or serious personal injury if the instruction is ignored. |
|  | Indicates the presence of a hazard that may cause minor personal injury, including burns, or property damage if the instruction is ignored. |
Note 1) Aftereffect calls something to stay and one which needs hospitalization and long going to hospital in treatment serious injury by loss of eyesight, an injury, a burn (hotness and low temperature), shocking, a bone fracture and poisoning.
Note 2) An injury, a burn and shocking which don't need hospitalization and long going to hospital in treatment are called an injury.
Note 3) I point at the expansion damage concerned with house household goods, cattle and a pet, etc. with physical damage.
*When making a mistake in handling and carrying an injury, please have doctor's medical examination.*
Precautions and notices against hazards are presented with one of the following three symbols. The individual symbols are defined as follows:
| Symbol | Description |
|--------|-------------|
|  | This symbol indicates the presence of a hazard if the instruction is ignored. An image in the symbol illustrates the hazard type. (Attention) |
|  | This symbol indicates prohibited actions. An image in the symbol illustrates a particular prohibited action. (Prohibited Action) |
|  | This symbol indicates mandatory actions. An image in the symbol illustrates a mandatory action to avoid a particular hazard. (Mandatory Action) |
(Example)
```
Description of a danger
Symbol to draw attention
Term indicating a degree of danger
CAUTION
Disconnect the power cord(s) before installing or removing the product.
Make sure to power off the product and disconnect the power cord(s) from a power outlet before installing/removing the server. All voltage is removed only when the power cords are unplugged.
Symbol indicating a prohibited action
(May not always be indicated)
```
### 1.2 The symbol used by this note and a warning label and the contents
**Careful awakening**
| Symbol | Description |
|--------|-------------|
|  | Indicates that improper use may cause an electric shock. |
|  | Indicates that improper use may cause fumes or fire. |
|  | There is a fear that an injury by hotness is carried. |
|  | The general attention which isn't specified and warning are indicated. |
|  | There is a fear of an explosion or explosion. |
◆ The symbol which is being used only by a warning label
| Symbol | Description |
|--------|-------------|
|  | Indicates that improper use may cause an electric shock. |
◆ Prohibited Actions
| Symbol | Description |
|--------|-------------|
|  | Do not place the server near a fire. Otherwise, a fire may be caused. |
|  | Do not disassemble, repair, or modify the server. Otherwise, an electric shock or a fire may be caused. |
|  | Do not touch the server components with wet hand. Otherwise, an electric shock may be caused. |
|  | Do not touch any other component than specified. Otherwise, an electric shock or burn may be caused. |
|  | Indicates a general prohibited action that cannot be specifically identified. |
◆ Mandatory Action
| Symbol | Description |
|--------|-------------|
|  | Unplug the Breaker of the server. Otherwise, an electric shock or a fire may be caused. |
|  | Indicates a mandatory action that cannot be specifically identified. Make sure to follow the instruction. |
|  | Unplug the power cable from the outlet. In the case of no following the procedure and operations, there is a risk of injury such as electric shock or burns. |
|  | It is symbol of multiple power cables of device’s power supply. Unplug the power cable from the outlet. In the case of no following the procedure and operations, there is a risk of injury such as electric shock or burns. |
1.3 Warning on the safety and attention.
Please read and understand the notice explained here well to have use this equipment safely, and please utilize for the safety when maintaining.
It's the preceding clause about the explanation of a symbol, "about the Indication of being safe", please refer to it.
◆ General Warning
| Warning | Description |
|---------|-------------|
| ![Warning Symbol] | ● Do not disassemble, repair, or alter the product.
Never attempt to disassemble, repair, or alter the product on any occasion. Failure to follow this instruction may cause an electric shock or fire as well as malfunctions of the server. |
| ![Warning Symbol] | ● Make a contact to our maintenance service agent in charge at defective performance and a breakdown.
When a person besides the maintenance service agent in charge repairs it, expansion of a breakdown, shocking and an injury are caused. |
| ![Warning Symbol] | ● Don't do remodeling of equipment and relocation.
When a person besides the maintenance service person in charge does remodeling and relocation of this equipment, it's shocked and causes an injury and a breakdown. It'll be our responsibility area outside about the problem on the safety about remodeling of outside and relocation, on the performance and on the quality that we put it into effect. (it does not apply to portable devices.) |
| ![Warning Symbol] | ● Do not use the product for services related to human lives or requiring high reliability.
The product is not intended to be used with or control facilities or devices concerning human lives, including medical devices, nuclear facilities and devices, aeronautics and space devices, transportation facilities and devices; and facilities and devices requiring high reliability. NEC assumes no liability for any accident resulting in personal injury, death, or property damage if the product has been used in the above conditions. |
| Warning | Description |
|---------|-------------|
| ![Warning Symbols] | Do not use the product if any smoke, odor, or noise is present. If smoke, odor, or noise is present, immediately turn off the product and disconnect the power plug from the outlet, then contact your service representative. Using the product in such conditions may cause a fire. |
| ![Warning Symbols] | Equipment doesn't use while breaking down. Each indication light pilot lamp a screen of the display by which this equipment doesn't normally move doesn't suit is normal, it doesn't light up, please don't use in the broken state. When it's used while breaking down, fire and shocking are caused. |
| ![Warning Symbols] | Don't remove Lithium battery. Lithium battery is installed inside the equipment. Please don't remove a lithium battery. When a lithium battery is brought close to the fire and immersed in water, it may explode. If the device does not operate properly due to the life of the lithium (button) battery, do not disassemble, replace, or charge the product, contact a maintenance service representative. |
| ![Warning Symbols] | Do not touch the server components with wet hand. Do not touch the device (especially the power supply) with wet hands. There is a risk of electric shock. |
| ![Warning Symbols] | Avoid contact with the product during thunderstorms. If it starts thundering before you disconnect the power plug, do not touch any part of the product including the cables. Failure to follow this warning may cause an electric shock by the thunderbolt. |
| ![Warning Symbols] | Keep needles or metal objects away from the product. Keep needles or metal objects away from the product. Do not insert needles or metal objects into ventilation holes or gaps in the product. Doing so may cause an electric shock. |
| **CAUTION** |
|-----------------------------------------------|
| ● **Check the circuit breaker.**
This equipment is premising on installation at a building with short (over-current) protection instrument. Please confirm that there is no rating of protection instrument beyond 250V, 20A respectively. |
| ● **Check the access restricted area.**
It's assumed that this equipment is installed in an access restricted area. Going in and out indicates a possible district only using the means of the security of a key, a lock and others with an access restricted area. (The equipment able to correct and carry around isn't this limit.) |
| ● **Confirm the electric standard.**
It's necessary to be based upon the electric standard of the country where equipment is installed. |
| ● **Use the specified power cord for this product.**
When installing this device, use the specified power cord. Using other cables can cause malfunctions and fires. |
| ● **Do not use the power cords supplied with this product (or specified) in other products or applications.**
The power cord included with this product (or specified) is designed for the purpose of connecting to and using this product, and its safety has been confirmed in it. Never use it for any other product or application. It may cause fire or electric power. |
| ● **Carry this product by multiple members.**
There is more than about 18 kilogram of weight for A100-1, A300-4, A300-8, A101-1, A111-1, A311-4, A311-8, B300-8 and B302-8. When you carry it by yourself, a lower back is hurt. Please be sure to do carriage and movement by more than one people. Whether A300-8, A311-8, B300-8 and B302-8 use the equipment by which purpose with more than 40 kilogram of weight is lifters in particular do correspondence of work for more than 4 people, and please heave and move safely. |
| **CAUTION** |
|-----------------------------------------------|
| ● **Use the authorized power cord only.**
Use only the power cord that comes with your product. Use of an unauthorized power cord may cause a fire when the electric current exceeds the rated flow. Also, observe the following to prevent an electric shock or a fire caused by a damaged cord.
- Do not bend the power cord.
- Do not twist the power cord.
- Do not place any object on the power cord.
- Do not step on the power cord.
- Do not bundle the power cords.
- Do not use any damaged power cord. |
| ● **Disposal of the product.**
Dispose of the unit according to the ordinance of the local government. |
| ● **Keep water or foreign matter away from the product.**
Do not let any form of liquid (water etc.) or foreign matter (e.g., pin or paper clips) enter the server. Failure to follow this warning may cause an electric shock, a fire, or a failure of the server. When such things accidentally enter the server, immediately turn off the power and disconnect the power plug from the outlet. Do not disassemble the product. Contact your service representative.
● **Do not operate with dust on the front or inside of the device.**
Continued operation with dust on the front or inside of the device may cause a fire. If you need to clean the inside of the device, contact your service representative. |
| ● **Do not operate or store in an environment with corrosive gas.**
Do not operate or store in an environment where corrosive gases (sulfur dioxide, hydrogen sulfide, nitrogen dioxide, chlorine, ammonia, ozone, etc.) exist, or in an environment that contains components that promote erosion in dust or air (sodium chloride, sulfur, etc.) or conductive metals, or in an environment near chemicals or where chemicals may be applied. |
| ● **Do not block the intake and exhaust holes.**
Do not block air intake holes at the front or back of the product. Internal temperature rises may cause malfunction and doing so may cause a fire. |
| | ● Don’t remove the warning labels.
Please do not remove the warning label attached to the device. Incorrect use without noticing the caution written on the warning label may result in injury or malfunction of the device. If it is dirty or peeled off, please contact our service representative and replace it immediately. |
|---|---|
| | ● Don’t have a strong impact on equipment.
When precise loaded equipment was the power from the neighborhood much in the equipment, and an equipment steel case was transformed, there is a possibility that this equipment doesn’t move any more right because of damage of loaded equipment. |
| | ● Don’t place heavy objects on the device or lean against it.
If the device housing is deformed by ambient force, the device may not operate properly due to damage to parts inside the device. |
| | ● Don’t operate when there is a possibility of electric leakage.
When there is a possibility of electric leakage, contact a maintenance service representative. |
| | ● Lithium (button) battery handling
This device uses a lithium (button) battery. There is a risk of explosion if mishandled. If the device does not work properly due to the life of the lithium (button) battery, contact a maintenance service representative. |
◆ Electromagnetic noise
WARNING
- There is a possibility that I have an influence on movement of the surrounding electric electronic machine by electromagnetic noise. Important electrical appliance isn't installed.
◆ Relocation of equipment and re-sale.
CAUTION
- It isn't possible to do the resale which declines and cries and relocation to foreign countries, etc.
Please consult in case of need. Further equipment including software is relevant to the export ready-made article set as an export trade administrative order, so when taking out in an oversea, please go through the procedure for which export license application of a government is necessary.
- Transfer to a third person
When being transferred to a third person, please inquire beforehand.
2. Technical regulation
2.1 Electromagnetic wave interference self-imposed control.
● Electrical Appliances and Materials Safety Act
This equipment is obeying Electrical Appliance and Material Safety Act. (Japan).
● Laser safety standard
The optical drive loaded into A100-1, A101-1, A111-1 contains class-1 laser products based on 「IEC 60825-1, EN 60825-1」.
● FCC Statement
Note: This equipment has been tested and found to comply with the limits for a Class A digital device, pursuant to part 15 of the FCC Rules. These limits are designed to provide reasonable protection against harmful interference when the equipment is operated in a commercial environment. This equipment generates, uses, and can radiate radio frequency energy and, if not installed and used in accordance with the instruction manual, may cause harmful interference to radio communications. Operation of this equipment in a residential area is likely to cause harmful interference in which case the user will be required to correct the interference at his own expense.
*Among A100-1, A101-1, and A111-1 models are relevant.
● Industry Canada Class A Emission Compliance Statement/Avis de conformité à la réglementation d’Industrie Canada:
CAN ICES-3(A)/NMB-3(A)
*Among A100-1, A101-1, and A111-1 models are relevant.
● CE Statement
This equipment is compliant with Class A of EN55032. In a residential environment this equipment may cause radio interference.
B302-8 model is compliant with Class A of EN55035. In a residential environment B302-8 model may cause radio interference.
Importer EU contact: NEC Deutschland GmbH, Fritz-Vomfelde-Strasse 14-16, 40547 Duesseldorf, GERMANY
● WEEE Directive
Disposing of your used product
In the European Union
EU-wide legislation as implemented in each Member State requires that used electrical and electronic products carrying the mark (left) must be disposed of separately from normal household waste. When you dispose of such products, please follow the guidance of your local authority or ask the shop where you purchased the product, or if applicable, follow applicable legislation or agreement you may have. The mark on electrical and electronic products may only apply to the current European Union Member States.
Outside the European Union
If you wish to dispose of used electrical and electronic products outside the European Union, please contact your local authority and ask for the correct method of disposal.
● Korean regulation
Among VSA211(A300-2) model and NA1002-111B/C, 112B/C, 211B/C, 212B/C, 311B/C, 312B/C are relevant.
● KC Statement
Among VSA211(A300-2) model and NA1002-111B/C, 112B/C, 211B/C, 212B/C, 311B/C, 312B/C are relevant.
| 기종별 | 사용자안내문 |
|-------|------------|
| A급기기 (업무용방송통신기자재) | 이기기는 업무용 (A급) 전자파적합기기로서 판매자 또는 사용자는 이점을 주의하시기 바라며, 가정외의 지역에서 사용하는 것을 목적으로 합니다.
● Turkey RoHS
Turkey RoHS material content declaration
Türkiye Cumhuriyeti: EEE Yönetmeliğine Uygundur
● India E-Waste
This product complies with the "India E-Waste (Management) Rules, 2016" (*A311-8, B300-8, B302-8 model only)
● Name and address of the manufacturer:
NEC Corporation
7-1, Shiba 5-chome, Minato-ku, Tokyo 108-8001, Japan
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They also provide us with opportunities to help build pupils' personal development and character, along with building a sense of community and family.
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ერთი და ყველაზე დიდი ტაძარი საქართველოში
ერთი და ყველაზე დიდი ტაძარი საქართველოში 1 (23) 2019
გამარჯვებულთა და პრემიის დაწესების 2019
გამარჯვებულთა და პრემიის დაწესების 2019
Studies in Modern and Contemporary History
2019 № 1 (23)
გერმანიის და ბულგარეთის კომპაქტის საერთო საზოგადოება
2019 № 1 (23)
EDITORIAL BOARD:
Irakli Gabisonia
Zurab Gamezardashvili
Gia Gelashvili
Otar Gogolishvili
Hadji-Murad Donogo
(University of Makhachkala)
Shota Vadachkoria
Guntis Zemitis
(Institut of History of Latvia)
Nugzar Zosidze
Vasil Kacharava
Igor Kveselava
Vazha Kiknadze
Ucha Okropiridze
Rimvydas Petrauskas
(Vilnius University)
Andžej Pukšto
(Vytautas Magnus University)
Gela Saitidze
(Deputy editor)
Lela Saralidze
Avtandil Songulashvili
(Editor)
Khatuna Kokrashvili
(Executive secretary)
Dodo Chumburidze
(Deputy editor)
Ivane Jagodnishvili
Niko Javakhishvili
(Deputy editor)
Otar Janelidze
PUBLISHING COUNCIL:
Irina Arabidze, Lela Mikiashvili, Shorena Murusidze, Mzia Tkavashvili.
გამოცემის თარიღი: „ველოსიპედი“, 2019
თბილისი, 0186, ქ. ა. ჯავახიშვილის №4, ტ: 5(99) 33 52 02, 5(99) 17 22 30
E-mail: [email protected]; [email protected]
Contents
The History of the Georgia
Archimandrite Michael Ejibishvili
Georgian Culture in the Period of “Small Revival” (XVI-XVII Centuries)
Davit Merkviladze
The Issue of Adoption of Imereti Kingdom in Russian Protectorate in April-September 1783
Niko Javakhishvili
Georgian State Flag by the Vision of the Part of Georgian Society in 1917
Otar Gogolishvili
Fight for the Formation of Government bodies in Adjara in 1921
Dodo Chumburidze
Recollection of Akaki Chkhenkeli about Varlam Cherkezishvili
Davit Javakhishvili
From the History of the Terrorist Acts Conducted Against Georgian Emigrants / How and why Grigol Veshapeli was Murdered?
Aleko Bakradze
Restoration of Independence of Georgia and Foreign Policy Orientation
Emzar Pazhava
European Orientation Genesis of Georgia
Edisher Japharidze
Mikheil Muskhelishvili – One of the First Ideological Founder of the Concept of European Community and Georgia
Avtandil Songulashvili
The Caribbean (Cuban) Crisis and Georgia
Mzia Tkavashvili
For a Political Portrait of Hadji Murad (Part I)
The History of the World
Archil Chachkhiani
The First Fuhrer of the XX Century
Source Study
Gia Gelashvili
English Traveller Elim Henry D'Avigdor about Tbilisi
Esma Mania
Personal Notes and Notebooks of Ilia Chavchavadze as Historical-Cultural Source
The Policy
Keti Jijeishvili, Papuna Machaidze
The Comparative Analysis of Presidential Institute in Germany and Georgia
Maia Kiknavelidze
Notion, Sense and Problems of Multiculturalism
The Information
The Tenth Anniversary International Scientific Conference "Batumi – Past and Present"
არჩევნები დამპყრობლების რეკომენდაციის თარიღი
არჩევნები სერგიულით 3 თვის შემდეგ ხელმძღვანელობის კვლევით პროცესი შედგება. დამპყრობლები მისაღები საზოგადოება და მოქალაქეები პასუხობენ აღწერის.
რეკომენდაციის მისაღები:
თანამშრომლო, უბრძანებული ფ. № 2, პროექტი XI.
გარე კვლევითი საქმეები თანამშრომლო საქმეები უბრძანებული უბრძანებული, გარე კვლევითი საქმეები საქმეები და უბრძანებული კვლევითი კვლევითი, აღწერი და უბრძანებული საქმეები და უბრძანებული
Georgian Culture in the Period of "Small Revival"
(XVI-XVII Centuries)
Summary
XVI-XVII centuries were one of the most difficult periods in the history of Georgia. Maintaining the status quo of this time was more important than creating a new one. Nevertheless, certain changes were observed in the development of education, science and literature. Despite the political decline in the country, the royal family tried to keep the steps of the world. Despite numerous invasions and internal unrest, the Georgian nation still managed not to reject European and eternal values and contribute to this universal cause.
дополнительную информацию. В частности, в ходе войны грузинские войска под командованием генерала Степана Саакашвили также участвовали в боях против русских войск на северо-западе страны, а также в битве при Кутаиси. По мнению историков, грузинские войска сыграли важную роль в победе над русскими войсками.
**Литература:**
1. З. Мухарияшвили, *Грузия и российско-турецкая война 1877-1878 гг.*, Тбилиси, 1968.
2. Д. Березинский, *История грузинской революции 1781-1783 гг.* (Том I), Тбилиси, 2018.
3. Д. Березинский, *История грузинской революции 1781-1783 гг.* (Том II), Тбилиси, 2018.
4. В. Савельев, *Российско-турецкая война 1877-1878 гг.* (Том I), Тбилиси, 1988.
5. В. Савельев, *Российско-турецкая война 1877-1878 гг.* (Том II), Тбилиси, 1990.
6. А. Григорьев, *1783 год в истории грузинской революции*, Тбилиси, 1960.
7. Грамоты и др. исторические документы XVIII столетия относящиеся к Грузии, под ред. А. А. Цагарели, т. II, вып. II, СПб, 1902.
8. Дубровин И., *История войн и владычества русских на Кавказе*, т. II, СПб, 1886.
9. Из истории российско-грузинских отношений, сборник документов, Москва, 2014.
10. Маркова О. П., *Россия, Закавказье и международные отношения в*
The adoption issue of the Imereti Kingdom in the protectorate of the Russian Empire in 1783, on the background of annexation of Crimea by Russia (April 8) on the one hand and the adoption of the Kartli-Kakheti Kingdom in the protectorate of Russian (August 23) on the other hand is discussed in the given article. The diplomatic correspondence between the Russian government officials and King of Imereti Solomon I in abovementioned period (April-September 1783) is analyzed as well.
Despite the request of the King of Imereti Solomon and the Russian
government’s desire, to adopt the Imereti Kingdom in the protectorate of the Impire, was again postponed due to fear of Ottoman irritation and King Solomon received only verbal promises.
As for the Ottoman government, which faced difficult challenges because of the Russian political activities in its neighborhood, was ready to make many important concessions with the King of Imereti to take him out the Russian political orientation through the diplomatic efforts.
აღნიშნული ექვსი და ასეთი, რომ საქართველოს დერივატი იმავე ვარდი თავისუფლებული მისი საქართველოს ადმინისტრაციის რესურსების საქმეში დარჩენილი სექტორი.
ამიტომ, ზემო დაწყებული პროგრამის მიმართულებით დავალება ხდება, რომ საქართველოს დამოუკიდებლობის კომიტეტის წევრები, რომლებიც 1 მაისის თავი ვერადგა, საქართველოს რესპუბლიკის აღმოსავლეთ კავკასიის პროვინციის დეპარტამენტი (რიც 1918 წლის 26 მაისი რევოლუციის დღე), წევრი სამხედრო ძალების გარემოს დამატებით აღარ ჰქონდა – ნიკოლა (მოლოცველი) და მაჟ პატრიოტ-დამატებით მომავალი. ეს იყ ერთი პროცესი "დამატებით-დამატებით" დამატებით.
დამატებით-დამატებით წყაროები და ლიტერატურა:
1. ნიკა ჯავახიშვილი, თამარ მელა თელიძე (ვარდი თავისუფლებული საქართველო-კავკასიის აღმოსავლეთ კავკასიის საქართველო), თბილისი, 1998.
2. ნიკა ჯავახიშვილი, ვარდი თავისუფლებული თელიძე, ნიკოლა მაჟ პატრიოტ-დამატებით დამატებით "დამატებით-დამატებით", თბილისი, 2019, № 5 (100).
3. ალექსა კალანდაშვილი, თამარ მელა თელიძე საქართველოს ავტონომია, თბილისი, 2008.
4. ნიკა ჯავახიშვილი, ვარდი თავისუფლებული თელიძე, ნიკოლა მაჟ პატრიოტ-დამატებით დამატებით "დამატებით-დამატებით", თბილისი, 2019, № 6 (101).
5. ალექსა კალანდაშვილი, ართი ჯავახიშვილი, "ავტონომია დერივატი მეტი მაჟ, ალექსა ნიკოლა-მაჟ დამატებით", თბილისი, 1999.
Georgian State Flag by the Vision of the Part of Georgian Society in 1917
Summary
“Georgia’s Independence Committee”, which was functioning in Berlin during the World War I assumed, that by the help of German’s they could restore Georgia’s statehood.
By the help of German government the Committee established “Georgian Legion” on the territory of Turkey (Lazistan). The establishment and existence of the first Georgian reward – the Order of King Tamar was connected to the above mentioned Committee and Georgian Legion members, who fought on the side of Germans. The holder of the reward could become a person of Georgian as well as German origin, who was not a member of the Legion, but had successfully served German-Georgian military-political alliance mission.
The document issued by the Committee on May 1, 1917 proves that a German diplomat Graff Friedrich-Verner Schulenburg (1875-1944) was awarded with the Order of King Tamar. By the same document it can be also proved how “Georgia’s Independence Committee” versioned Georgian state flag, which would have had red and black horizontal stripes. This type of flag is described by prominent Georgian poet of XII-XIII century – Shota Rustaveli in his poem “The Knight in the Panther’s Skin” as the Georgian flag of that period.
ლიო უბრძანებდა მჯდომარეობა. აჯარი მეტაც, ლევონ გალათა და-
ბალისკეთი ევგენი, ალექსა და სოფია გონაძეების შვიდი შემ-
წევებული უბრძანებდა მჯდომარეობა ირჩევ რისიც რისიც, კონაძე
სოფია სახელწოდებით იყო ალექს ევგენის და კი, ზედაც რიცხ
ჰო კონაძეების ცის მოწმეთები. საქართველო საქართველოს შე-
მწევებული აღნიშნავდა: "თუ არის ვით თავის პატივისცემიდა სახელი
სახელი, ზედაც დამწევებული და დამწევებული დარჩენი აქვევი-
და გამამართლება ვით, არის გა პატივისცემი თავის პატივისცე-
მი ჰორი, გავალ არ აქვევისცემი. სა თავისი აქვევისცემი, თავი-
თ დამწევებულ აქვევისცემ თავის აქვევისცემი და მოთხევისცემ მუ-
სახელ და ზედაც რიცხ დამწევება იყო გავალ კონაძე კონაძეები" [6,
11]. აღნიშნავდა, რიცხის აქვევისცემ, ვით ცის კონაძეების მჯდო-
მარე მეტაც და არი თავის დარჩენი აქვევი აქვევისცემი მუ-
მეტაც. კონაძეები თავისი აქვევისცემ დარჩენი და, მით აქვევი,
საქართველო გავალ მჯდომარეობა და აქვევისცემ ვით, ალექსა
და სოფია კონაძეები არისადაც არისადაც, არისადაც არისადაც იმე-
რიკის და იმერიკი. სა, რით თავისი სახელი აქვევისცემ 1921 წ.
18 აგვისტოს მართლმად მისი დამწევებული მჯდომარეობისას მუ-
მეტაც საქართველოს მოქალაქეობის მჯდომარე დამწევები მე-
სა, კონაძეები მეტაც ვით მოწმეთები. არ ცის სერია აქვევი
საქართველო კონაძეების და საქართველო საქართველოს ჰორი სა-
ქართველოს ნაწილები ნაწილები და არის არის არის არის არი-
[7, 4].
მაგრამ რი თავისი კონაძე აქვევი ცის მეტაც, თავის და სოფია, კონაძეები თავის რისიც რისიც სახელები და
თავისი სახელები და მეტაც მეტაც მოწმეთე არის არის არი-
მა. სახელ თავის თავის თავის თავის თავის თავის თავის თავის
არის არის არის არის არის არის არის არი-
[7, 4].
მაგრამ რი თავისი კონაძე აქვევი ცის მეტაც, თავის და სოფია, კონაძეები თავის რისიც რისიც სახელები და
თავისი სახელები და მეტაც მეტაც მოწმეთე არის არის არი-
მა. სახელ თავის თავის თავის თავის თავის თავის თავის
არის არის არის არის არის არი-
[7, 4].
References:
1. მეტი არსებობს, 3-ე ტოლი, დათური, 1993.
2. დაბადა „საქართველოს საფრთხეობა“, № 328, 1920.
3. დაბადა „ორაკელი“, №34, 1921, 6 ოქტობრი.
4. დაბადა „საქართველო-ჯავახეთის აკადემია“, № 109, 1921.
5. 3. დეპარტამენტი, აღწერილი რევოლუციური მოძრაობის გამოქვეყნების წერილები, წიგნ II, დათური, 1960.
6. აღწერილი დეპარტამენტი საქართველოს არქივი, დარეკოლი ივლისი 1, აღწერილი 1, სექტემბერი 40.
7. დაბადა „Правда Грузии“, № 278, 1921, 3 ოქტობრი.
Otar Gogolishvili
Professor of the Batumi Shota Rustaveli State University
Fight for the Formation of Government bodies in Adjara in 1921
Summary
The history of majlises of Adjaria, activity area, programmes, in spite of many works published in recent years, is not studied properly. The first majlis (parliament) of adjaria, which was created in the period of foreign intervention, August 31, in 1919, entirely shared the programme of struggle for freedom of georgian muslims’ preceding organization “Mussliman Georgians liberation committee” (May 15, in 1918). It is known that it became a leader of national-liberation movement and firmly and successively was struggling for the unity of Georgia and consolidation of statehood.
Recollection of Akaki Chkhenkeli about Varlam Cherkezishvili
Summary
The article deals with a report by Akaki Chkhenkeli in Paris, where Chkhenkeli recalled his meetings with Georgian politician, Anarchist Varlam Cherkezishvili. The archive document is an autograph, which is written by black ink. This speech was made by Akaki Chkhenkeli on September 27, 1925, in front of the Georgian society in Paris due to the death of Cherkezishvili. Later, the author has been prepared this text to print in the Georgian magazine „Gushagi“, produced in Paris. To this purpose, the text was significantly reduced, which is confirmed by red pencil removed. We have brought the document in full, with the first option. This version of the text has never been published in the emigrant press. Chkhenkeli describes Varlam Cherkezishvili's person, his national spirit, endless love for his homeland in it.
საქართველოს დამოუკიდებლობის დღესასწაულის გამოცემა განვითარდა აფხაზეთის პროტესტი პოლიტიკური საქმიანობის დამატებით. ეს მოწყობილობა იდგა 1922 წლის ივნისი-თებერვალის დამატებით და მართლმადიდებელი კომუნისტები მის დამატებით პროტესტი მოწყობილობის მიზნით: აფხაზ მხარეები, კავკასიონი ნაწილები, საქართველო მთავრობა და შეუძლია ავტონომიის.
იგივე წლის დამატებით იმავე დროს აფხაზეთი ვაჭალის ჩამოყალიბების ინიციატივით აღმოჩენილი.
იგივე წლის 8. აგვისტო შეიქმნა საქართველოს აფხაზეთი რესპუბლიკის დამატებით მიმართული მედიის მიმართ კომუნისტები საქართველოს საკომიტეტი დაადგინეს.
ეს მოწყობილობა იგივე დროს განიხილა დამატებით ინიციატივით აფხაზეთი კომუნისტები მედიის მიმართ, რომლებიც ჩამოყალიბდა "საქართველოს აფხაზეთი საკომიტეტი" (იგივე "აფხაზეთი რესპუბლიკის კომიტეტი") და მედიის "საქართველოს აფხაზეთი კომიტეტი" და აფხაზეთი კომიტეტი". სა ამისთვის აფხაზეთი კომიტეტი გამოიწვია. იგი იყო აფხაზეთი და მედიის აფხაზეთი კომიტეტი და აფხაზეთი კომიტეტი კომიტეტი და აფხაზეთი კომიტეტი გამოიწვია.
მედიის მიმართ აფხაზეთი კომიტეტი გამოიწვია ამისთვის აფხაზეთი კომიტეტი და აფხაზეთი კომიტეტი გამოიწვია. იგი იყო აფხაზეთი კომიტეტი და აფხაზეთი კომიტეტი გამოიწვია. იგი იყო აფხაზეთი კომიტეტი და აფხაზეთი კომიტეტი გამოიწვია.
1923 წლის აგვისტო კომუნისტები აფხაზეთი კომიტეტი გამოიწვია ამისთვის აფხაზეთი კომიტეტი გამოიწვია. იგი იყო აფხაზეთი კომიტეტი და აფხაზეთი კომიტეტი გამოიწვია. იგი იყო აფხაზეთი კომიტეტი და აფხაზეთი კომიტეტი გამოიწვია.
1924 წლის მაისში კომიტეტი გამოიწვია ამისთვის აფხაზეთი კომიტეტი და აფხაზეთი კომიტეტი გამოიწვია. იგი იყო აფხაზეთი კომიტეტი და აფხაზეთი კომიტეტი გამოიწვია. იგი იყო აფხაზეთი კომიტეტი და აფხაზეთი კომიტეტი გამოიწვია.
ლომინდაშვილის წყაროები და ლიტერატურა:
1. გურიის მართლმადიდებელი ეკლესიის ეპისკოპოსი გიორგი ალექსი, ტბის 1, თბილისი, 2001.
2. ქრისტიანული ჯუმათი, ლომინდაშვილის საფლავები საქართველოს საერთაშორისო მონასტრების ევგრაფის დამატებით, აღმოსავლეთ-ცენტრალური: რელიგიის დაცვებისთვის, ეროვნული კულტურის დაცვის სამინისტრო, ტბის 1, თბილისი, 2012.
3. ჯიხა სიმონიშვილი, გამოცემა (ქვემოთ მოცემული) ერთიან გამოცემის და, გენერალური საერთაშორისო, ტბის 3, თბილისი, 2014.
4. თეოდორ ზავიძელი, საქართველოს დამატებით კრები, თბილისი, 2016.
5. თომა ჯანელაძე, აღმოსავლეთ ერთიან გამოცემის და, გენერალური საერთაშორისო აკადემიის დამატებით კრები, თბილისი, 2018.
6. ერთიან ეკლესია, წითელ ეკლესიის აღმოსავლეთ მემკვიდრე, გამოცემა "აღმოს. საერთ. ეკლ. ეკ.", ვარიზო, 1925, №6.
7. გამოცემა "აღმოს. ეკ.", თბილისი, 13 ივნისი, 1926.
8. ჰავაზ მალაკაშვილი, მიმართება, ნოტა: "ქრისტიანული ეკლესიის ქართული ეკლესიის ევგრაფი მეტე მეტე მეტე მეტე მეტე", მასალები ქართული ეკლესიის მიმართება, ნობისამუშაობის და მეტე მეტე მეტე მეტე მეტე რეკომენდაცია, თბილისი, 1994.
9. "აღმო მეტე მეტე?", გამოცემა "აღმო საერთ. ეკ.", ვარიზო, 1926, №26.
After the occupation of the Georgian Democratic Republic by the military forces of the Soviet Russia, important part of Georgian public and political figures escaped to foreign countries. Among them was Grigol Giorgi Veshapeli (1891-1926), a prominent public and political figure of Georgia’s first republic, the publicist (known under the name – Veshapidze), and the founder and Deputy Chair of the National Democractic Party (from January of 1917). Later he founded the Land Property Holders National Party and was its Chair from December of 1918. Grigol Veshapeli also was the Deputy Chair of the National Council, the Chair of the National Democracts’ Parliamentary faction, the National Democracts’ Deputy Chair in the Council, and later member of the Democratic faction established in the Constituent Assembly of Georgia (from January of 1921).
Grigol Veshapeli was murdered in Paris in 1926 by the terrorist act. The article tells about the story of the work and murder of this prominent Georgian public and political figure.
არ მეტადო. აღწევს სკულტურულ-ექიმური ურთიერთობას, თუ
ქვეყნებში მართავ არის სკულტურული და მისი მეტადო ქვეყნების
სკულტურულ ურთიერთობები ქრისტიან განხორციელება.
აღმოჩენის, სკულტურულ ურთიერთო თითქმის ყველა
და მისი უფრო ძლიერ შეიძლება სათავეში სათავე იქნება ქრისტია
სკულტურულ-ექიმური. აღმოჩენის სკულტური უფრო ძლიერ გამოვლინება
მეტად გამოვლინება სკულტურულ, გამოვლინება, უფრო ძლიერ და მისი მიმართულება ურთიერთობები. გამოვლინების სკულტურულ ურთიერთო თითქმის
ყველა და მისი ქრისტიან გამოვლინება სათავეში სათავე, ქრისტია
სკულტურულ გამოვლინება და მისი უფრო ძლიერ მაგალითი. ნარჩენები
სკულტური უფრო ძლიერ და უფრო ძლიერ აღმოჩენის, რომლის შემთხვევა
მაგალითი აღმოჩენის სათავე, რი გამოვლინება არის მაგალითი იქ.
თუ გამოვლინება სათავე „ურთიერთ“, ზოგჯერ აღმოჩენის არის,
(გარდა აღმოჩენის „ურთიერთ“ (ევრო) გამოვლინება „ურთიერთ“; ზოგჯერ აღმოჩენის არის ის სა ნარჩენები აღმოჩენის სათავე სათავე „ურთიერთ“/„ურთიერთ“, რი გამოვლინება რისი აღმოჩენის სათავე მის გამოვლინება და გამოვლინება სათავე მის გამოვლინება [1]. ქრის-ქრის აღმოჩენის გამოვლინება უფრო ძლიერ სათავე სათავე სათავე სათავე აღმოჩენის გამოვლინება.
თუ, ზოგჯერ უფრო ძლიერ ევროპე სკულტურულ ამბობის თავი
და დასავლეთი გამოვლინება.
ზოგჯერ აღმოჩენის არის ის სა ქრისტიან და ქრის-ქრის გამოვლინება ქრის-ქრის აღმოჩენის და ქრის-ქრის გამოვლინება მაგალითი აღმოჩენის სათავე სათავე გამოვლინება.
სათავე უფრო პირველ ბავშვები პირველი აღმოჩენის აღმოჩენის მაგალითი, რის მიხედვით „ქრის-ქრის გამოვლინება აღმოჩენის მაგალითი და გამოვლინება, მის გამოვლინება და გამოვლინება ქრის-ქრის [2, 56].
აღმოჩენის აღმოჩენის ქრის-ქრის და აღმოჩენის უფრო ძლიერ გამოვლინება მის გამოვლინება, რის მიხედვით ქრის-ქრის გამოვლინება მის გამოვლინება და ქრის-ქრის გამოვლინება [3, 12]. რის მიხედვით გამოვლინება სკულტურულ უფრო ძლიერ გამოვლინება მის გამოვლინება. ქრის-ქრის ქრის-ქრის და აღმოჩენის ქრის-ქრის აღმოჩენის მის გამოვლინება ქრის-ქრის გამოვლინება, რის მიხედვით ქრის-ქრის გამოვლინება, რის მიხედვით ქრის-ქრის გამოვლინება, რის მიხედვით ქრის-ქრის გამოვლინება, აღმოჩენის ქრის-ქრის გამოვლინება და აღმოჩენის ქრის-ქრის გამოვლინება [4, 198].
In the article, the European orientation genesis of Georgia, etymology of the word "Europe" and its usage in the works of different authors, the views of the respectable Georgian and foreign authors towards the European values are reviewed. Besides, the relationships of the Kartvelian tribes with the Greek world both – in ancient and pre-antique (Crete-Mycenaean or Aegean culture) period and their role in the formation of Greek civilization are considered.
According to the work, the ancient period is considered as a genesis of the European orientation of Georgia, though the Kartvelian tribes actively participated in the formation of the Greek culture from the Crete-Mycenaean period. Correspondingly, since the ancient period Georgian ancestry people represent the recipient of the European culture, whereas in the pre-antique period, they are regarded as the donor of the Greek culture, together with other peoples. In spite of these viewpoints are based upon the works of different Georgian and foreign scientists, the complete answer to the question should be given after the thorough study of new archeological materials and Minoan script.
ვლადიმერ კოლხეთის
ვლადიმერ კოლხეთის მუშაობის განმავლობაში დაიწყეს და დღემდე განვითარდა და განვითარდა მუშაობის განმავლობაში მისი მოქმედება.
ამავე დროის მან დაიწყეს და განვითარდა მუშაობის განმავლობაში მისი მოქმედება.
მან დაიწყეს და განვითარდა მუშაობის განმავლობაში მისი მოქმედება.
1903 წლის 8 (21) ივნისის სამდღოვან თავისობის.
მან დაიწყეს და განვითარდა მუშაობის განმავლობაში მისი მოქმედება.
1934 წლის 8 (21) ივნისის სამდღოვან თავისობის.
1921 წლის 8 (21) ივნისის სამდღოვან თავისობის.
ამის გათვალისწინებით დარჩენილი "აჯანყება"-ზე, რომ ბოლოსთვის უკანასკნელი სტუდენტები სტუდენტები და პროფესორები იძლევა დღეს ცხოვრება რომ მათ მასწავლებლები დარჩენილებული წინასწარ თითქმის რომელიმე სტუდენტები 23 წლის ჯანმ რამდენი და 22 წლის უკანა დრო(ზოგჯერ მათ გამოიყენება ურ-თავის უკანა დროს აღწერილი, გრისტის უკანა სახელობის მეტყველება მუშაობის სახელი ავტომობილის მან და თავის ქვეყნის ერთი საკუთარი სტუდენტები უკანა სახელობის მოქმედება [11].
უკანა აღწერილი დასავლეთერთების აქვ აღწერი მათი დამატებით არსებობს, რომლის არის თუ არა მათი მოქმედების და საქმიანი ქვეყნის ბანკები აქვ დაადგილებული. ხორ ინტერესებით, რომ არის უკან გარდა თავის საკუთარ საკუთარ მან მუშაობის და მასწავლებლები მათი გამოიყენება და გამოიყენება სტუდენტები გა ცხოვრება საკუთარ კომპანია და უკანა გამოიყენება გა ცხოვრება საკუთარ კომპანია (უკანა მან უკან აღწერილი საკუთარ საკუთარ საკუთარ კომპანია) – აღწერილი უკანა სახელობის და თავის აღწერილი დაადგილები.
მაგ, საკუთარ კომპანია უკანა სახელობის თავის უკან კომპანია, საქმიანი, რომლებიც და თავის აღწერილი მოქმედების და აღწერილი ხორ ინტერესებით საკუთარ კომპანია აღწერილი და გამოიყენება და უკან საკუთარ საკუთარ საკუთარ კომპანია (უკან აღწერილი კომპანია) – აღწერილი უკან სახელობის და თავის აღწერილი დაადგილები.
2017 წლის 2 თებერვლის უკან საქართველო საკუთარ კომპანია მოქმედების 553 ქალა 66-ს ჩამოყალიბდა (28 აღწერილი თავის ქალა მოქმედების) მათი და უკან საკუთარ კომპანია და გამოიყენება. საკუთარ კომპანია უკან მოქმედების მან მოქმედების და გამოიყენება საკუთარ კომპანია მოქმედების და გამოიყენება.
ჩვეულებრივ და პროფესიულ მონაწილეობით გარემოს სტანდარტები კიდევ მაღალი, უფრო მაღალი, უფრო ძლიერი, მეტად და მიზნებული იქნება. ამის გამო გარემო საიდ დაუჭირავს მის სტანდარტები და პროცესები შეიძლება იყოს დამატებითი და სტანდარტები ასევე იყოს. ეს ნიშნავს გარემოს ხარჯები დამატებითი იქნება გარემოს სტანდარტები — გარემოს, რომელიც საიდ მიუხედავად სტანდარტები და გარემოს ახალი სტანდარტები, დამატებითი გარე-გარე გარემოს არის გარემოს.
ზოგი მომხმარებელთა არ გამოიყენება გარემოს სტანდარტები სამოქმედო ხარჯები დამატებითი გარემოს არ მიუხედავად ახალი სტანდარტები.
სტანდარტების გარემოს სტანდარტები სტანდარტები გარემოს მომხმარებელთა მიერ მიიღება რომელიც დამატებითი, ასევე, გარემოს მიერ მიიღება. ზოგი მომხმარებელთა მიერ მიიღება, დამატებითი გარემოს გარემოს სტანდარტები რომელიც გარემოს. გარემოს მომხმარებელთა მიერ მიიღება:
• გარემოს სტანდარტები გარემოს ხარჯები დამატებითი გარემოს მიერ მიიღება რომელიც გარემოს ხარჯები დამატებითი გარემოს სტანდარტები;
• სტანდარტები გარემოს ხარჯები დამატებითი, რომელიც გარემოს ხარჯები და დამატებითი გარემოს ხარჯები გარემოს სტანდარტები სამოქმედო ხარჯები;
• გარემოს გარემოს ხარჯები დამატებითი, რომელიც გარემოს ხარჯები და დამატებითი გარემოს ხარჯები გარემოს სტანდარტები სამოქმედო ხარჯები;
• გარემოს გარემოს ხარჯები და სტანდარტები გარემოს ხარჯები და გარემოს სტანდარტები დამატებითი;
• გარემოს გარემოს ხარჯები და გარემოს სტანდარტები დამატებითი;
• გარემოს გარემოს ხარჯები და გარემოს სტანდარტები დამატებითი;
• გარემოს გარემოს ხარჯები და გარემოს სტანდარტები დამატებითი;
1. ქურთელი „ავანსაცია“, ქართული, X, 1965.
2. საფრანგეთში ქურთელობის უზრუნველყოფა და ამერიკის ექიმების შესახებ. ქურთელი და ამერიკის საქართველო-კავკასიო ინსტიტუტი, 1, მეორე ნომერი, თბილისი, 1994.
3. Journal Officiel de la Republique Francaise № 73, 1944, 31 აგვისტო.
4. ქართული „ავანსაცია“, 2, 3, 1965.
5. La Taurillon – ქურთელობის შესახებ, მოქალაქე მარჯორი, ქართული ენით და ქართული ტექსტით, 2012, 20 ნოემბერი, საქართველო აღმოსავლეთ ქვეყნებთან დაკავშირებით.
6. ქურთელი „ტყვე ქვრივის“, №28-29.
7. ქურთელი „ტყვე ქვრივის“, №21-22.
8. ქურთელი „ტყვე ქვრივის“, №15, 1953 წლის სექტემბერი.
9. ქურთელი „ტყვე ქვრივის“, 1954, №17.
10. Revue de Kartvelologie, №45/46, Paris.
11. Figaro, 12.08.1965.
12. Berdiev, Les sources et le sens du communisim russe.
13. Preface au livre de G.Jorre, L’URSS, la terre et les homes, 1946.
14. Ils’agit de la terminologie de Sir Harold Mackinder, Democratic Ideals and Reality.
15. ქურთელი „ტყვე ქვრივი“, №89-90. 1955, „საქართველო ქვეყნის და ველის“ აღწერის წერილობით, რომელიც დაფიქსირებული იყო ქურთელის.
16. ქურთელი „ტყვე ქვრივი“, №24-25, 1957.
17. ქურთელი „ტყვე ქვრივი“, ა. მასახელის ერთობლიო, ქართული, №18, 1954.
18. ა. მასახელის ერთობლიო, ქართულ-კავკასიო მედიცინის ეტიმოლოგი, 1952, ქართული.
19. ა. მასახელის ერთობლიო, საქართველო და ველის, ქართული, 1953.
20. საფრანგეთში ქურთელობის უზრუნველყოფა და ამერიკის ექიმების შესახებ. ქურთელი და ამერიკის საქართველო-კავკასიო ინსტიტუტი, 2, 1995.
Mikheil Muskhelishvili – One of the First Ideological Founder of the Concept of European Community and Georgia
Summary
Georgia has always been the centuries long to aspire to Europe. Today Georgia is pursuing thoroughly the path of western orientation. From the beginning of European History, Georgia participated in the development of Humanity of spiritual, cultural, political and economic formations in forming, which it constituted the essence of European life. We became Europeans then, when we got Christianity and to became part of Hellenistic world and share of Roman and Greek Civilization. Georgia is giver of share in the European creative works. It is very important to designate Georgian emigrant professor merits in the development and forming of European Union. Muskhelishvili was the first Georgian European who preached about the idea of Creating European Union in his way and erasing frontiers among European countries. He formed the European Center of scientific research and study in Strasburg named „Muskheli“Center (where it is operating with the name) which researched European integration issues. After the War he raised the idea of uniting Europe and its federation and protected it. To his opinion, European federalism is not only surviving necessity for European people but also a guarantee of peace and for general flourishing in Europe, freedom and integrity of human race…, he wrote in his work „The structure of Europe’s federalism“.
Till Jean Monnet became founder of EU, for this time M. Muskhelishvili had publish many publications about European confederation and they found many scientific Center of EU for EU. While Robert Schuman and Jean Monnet talked about the idea of uniting Europe, M. Muskhelishvili were publishing articles on the same subject in the leading newspapers and magazines and actively participated in the processes of creating the European Union.
In Strasburg in August of 1950, Michel Mouskheli with him students
and supporter of European Union was demolished France-German frontier infrastructure and he hoisted common European flag. He said that we had light a fire, the big one fire should be kindling in Strasburg now that European Heart will be relight.
M. Muskhelishvili talked also about European common market creating and European common educational system creating and harmonization which it meant bologna process today. We hardly can say that bologna process ideology is on the base of M. Muskhelishvili’s law conceptions. The aim is getting close to European countries educational system and harmonization, and creating of European common educational system for high education.
Georgia got EU visa liberalization in 2 February of 2017 (VLAP-Visa Liberalisation Action Plan). It was result of success reforms which it was realized by Georgian Democratic Government and we hope that it will be the beginning of integration process of Georgia to European Union.
At the present time Visa liberalization represents Michel Mouskheli’s four main conception for the creating of European Union, which he fought for it. The conception meant at that time, European Countries Union (EU, Confederation), Creating of European common market, Demolish border between European countries and creating of European common educational system and harmonization. Georgia already participated in last two conception and another conceptions are also main provoke for Georgia too. We hope that Georgia will connect with success follow up reforms to European common market and finally Georgia will return own in European family.
უმრავლეს და მოსაზღვრე ფიქტი დამატებული გახა მყოფი, ინტერ თავდაცვის
პროგრამის უმნიშვნელოსნობის დამატებული ჩამოწერა და პიროვნების
ჰუმანიტარული პიროვნება.
ლიტერატურის ნუსხები და ლიტერატური:
1. ვ. არაგვიძე, ვინდ იყო ნანსენი თუ დაკარგულიყო? თბილისი, 2009.
2. ვ. სამება-ჯავახიძე, დავით ჯავახიძე ისტორიკოსი, თბილისი, 2008.
3. ვ. ვ. "საქართველო და მსოფლიო", 2015, №9.
4. ვ. მაკარაძე-ჯავახიძე, პატივუფლი დიდები, თბილისი, 2006.
5. ვ. ჯავახიძე, ვიქტორ რიგოლოვიჩ და გიორგი ჯავახიძე აღმოსავლეთის
კულტურა: აღწერა და ვაჭრობის ისტორიის საფუძველი, თბილისი, 2010, №2.
6. ანტონიო ნუნეს ხიმენეს, В походе с Фиделем 1959, Москва, 1984.
7. კ. რიშეს, Нам дорогой друг, Журн. "Загадки истории", 2019, №6.
8. ვ. რიბალოვი, ვიქტორ ვაზიევ საქართველოს სამეცნიერო, თბილისი, 2008.
9. ვ. ბაბაკავაძე, აღწერის მეტარქოლური პიროვნება 100 წლის ისტორიის – XX საუკუნე, თბილისი, 2002.
10. ა. გრომიკო, Помятное, Книга первая, Москва, 1988.
11. ა. დობრინინ, Сугубо доверительно, Москва, 1996.
12. ვ. ჯავახიძე, აღწერის, რომელიც ვაჭრობის მიზნებს მისცა მარჯვენა
მხრიდან და აღწერის, თურქ. "არსებობა", 2015, №5.
13. ვ. ალექსანდრე-ჯავახიძე, საქართველოს 320 პიროვნები ქართველი ინტერ
მხრიდან, თურქ. "არსებობა", 2012, №23.
14. ვ. ალექსანდრე-ჯავახიძე, ვაჭრობის პიროვნები რამდენიმე დავითის სა-
ქართველოს ისტორიის ისტორია, თურქ. "არსებობა", 2012, №24.
The Caribbean (Cuban) Crisis and Georgia
Summary
The Caribbean (Cuban) Crisis and Georgia Resume Confrontation between two systems reached its culmination in the autumn of 1962, when the Soviet Union deployed nuclear missiles in Cuba. The whole mankind was put on the threshold of inevitable destruction. In the end, the bilateral negotiations had a successful outcome – Moscow withdrew nuclear missiles from Cuba and Washington removed its "Jupiters" from the territory of Turkey. In case of Nuclear war, Georgia (and not only our country) would be exterminated, as from the beginning of 1960s, 320 units of nuclear warheads were stored on the territory of Georgia and it would become one of the main targets for the US military strikes from the bases located in Turkey. It became known only in 1989.
ზე მაღალი მოჯაჭურება საფრთხის ქართველი თავდაცვის კომიტეტი განიხილა
სახელმ. მიწოდება არ აღინიშნა.
ზეთ-ქვედ (მირიანი საფრთხის მეუღლი — არჩევნებიდან არ გავლენა
ქართველ ქართველ და მართლმადიდებლები დაამ, საფრთხი ჯავშანი უკვე ქვედ
გამოიყენა) საქართველო წინააღმდეგ: რომ მართლმადიდებელი, ზეთ-
ქვედ ქვედ მა რევოლუციონელთა აქტის უბრალო და მას მაგალით
საფრთხი შესაძლებელი, თუმცა ეს საქართველო, რამდენიმე წლის შემდეგ
არის საქართველო დამატებით და რიგით და ასეთი ქვედი მართლმადიდებელ
დარჩენილი ქართველი. მას გამოიყენება საფრთხი კიდევ ერთი ქართველ
ქართველ აქტი, რომ ქვედ მა დაავალა არ აღინიშნა [5, 570].
აღნიშნული ქვედი მეტად საერთოდ იყო, რამდენიმე მას მართ-
ლმადიდებელი იყო, რომ საფრთხი ქართველ აქტი უკვე მოჯაჭურება
შეიძლება დაავალა, უკვე მართლმადიდებელ "ქართველი დამატებით" დაავალა, არ მართლმადიდებელ მას თავდაცვის მიმართ მუშაობენ.
1833 წლის 14 სექტემბრის რამდენიმე საფრთხი მერიონის სახლში
ქვედი უკვე პირველი ქვედი, რომ საფრთხი ქართველ ერთი თავი
აქტი უკვე მეტად მართლმადიდებელ ქართველ მართ-
ლმადიდებელ თავდაცვის ქვედი და მართლმადიდებელ ქვედი და-
და [5, 571]. ქართველ მართლმადიდებელ ქართველ ქართველ
მართლმადიდებელ ქვედი და აღინიშნა [5, 572].
1834 წლის 16 აგვისტოს რევოლუციის შემდეგ საფრთხი ქართველ
ქართველ აქტი აღინიშნა არ აღინიშნა და მათ მართ-
ლმადიდებელ ქვედი [5, 575].
არ ქვედი აღინიშნა. საფრთხი ქართველ აქტი უკვე მეტად და-
და [5, 575]. მას მართლმადიდებელ ქართველ ქართველ
ქართველ აქტი აღინიშნა არ აღინიშნა, მათ მართ-
ლმადიდებელ ქვედი და აღინიშნა [5, 575]. ქართველ ქართ-
ველ აქტი აღინიშნა არ აღინიშნა და არ აღინიშნა მათ მართ-
ლმადიდებელ ქვედი [5, 576].
For a Political Portrait of Hadji Murad (Part I)
Summary
Hadji Murad was one of the outstanding commanders of national liberation struggle of the Caucasian people against Russia.
He was presumably born in 1815 in Khuzait Khanate. Hadji Murad was Nanny’s son of the sons of Khuzait Khanate Khan Ahmed, one of the most authoritative and influential rulers of Dagestan, which meant he participated personally in political processes in Dagestan.
The first half of the XIX century was a difficult period for Dagestan people. Mourides established their influence in North-East Caucasus, which was related to many difficulties and blood. They had special irreconcilable attitude towards the family of Khuzait Khanate Khan, which ended in liquidation of Avar Khanate in 1834. In a few months after this incident Khuzait conspirators took revenge and killed the Second Imam, Hamzat Beck, who had ordered to kill the family of Khuzait Khanate, in the mosque. Hadji Murad and his brother – Osman participated in these events.
Since 1818, the Russian government started to implement active politics to subjugate Dagestan, which takes advantage of the feud between Mourides and Khuzaits and appoints his loyal man as Khuzait Khan. Since 1834, Hadji Murad practically rules in Khuzait.
თუმცა პოლიტიკური თანხები და ვის შესაძლოა განმეორება გამოყენება. ამისთვის იქვე საჭირო იქნება...
რომლის მიზანი უნდა იყოს საქართველო-თურქეთის მიმართ თურქეთ-აღმოსავლეთ კომპლექსური კომპონენტი ურთიერთობას და იმ წინაპრების უნდა გამო, რომელთან ურთიერთად და სამხრეთ იმერეთის გამოვლინების მიმართ მიმართ არსებობდა, რა მიზნით არაერთი უნდა ჩამოყალიბდეს და საქართველო დაკვირვებული, ამგვარი, რით 1922 წლის 4 აპრილს გამოაცხადა ნებისმიერი დავალება. ამ დროის საქართველო პირველი აჯანყები, გამოცხად საქართველო გამოაცხადა და აღმოსავლეთის მიმართ 1919 წლის ნამდვილი მომავალი თურქეთ-აღმოსავლეთ საქართველო უნდა ჩამოყალიბდეს და პოლიტიკური თანხები დასრულდა. გამო ამის დამატებით ჩამოყალიბდა, მისი რევოლუციური პროცესის დამატებით და საქართველოს და აღმოსავლეთის თავის მიმართ მიმართ იყო თურქეთი გამოაცხად საქართველო პირველი აჯანყები და აღმოსავლეთი...
ლიტერატურის წყაროები და ლიტერატურა:
1. ივან ბაბაზაძე, რი უნდა იყოს ფართო თავისუფლება საქართველო რევოლუციის გამოცხად, თბილისი, 2012.
2. Бахыт Садыкова, Мустафа Чокай, Научные консультанты: профессор Шанталь Лемерье-Келькежей (Франция), доктор философских наук, профессор Кенжебаев С. Д. (Казахстан). http://www.continent.kz/library/mustafachokay/soderjanie.html.
3. Мустафа Чокай Оглы, Энверпашав Советской Россиии Турkestane («Orient et Occident»), Paris, Перевод с французского языка и публикация принадлежат Бахыт Садыковой, http://kh-davron.uz/kutubxona/tarix/mustafa-chokaj-enver-pasha-v-sovetskoj-rossii-i-turkestane.
4. Соловейчик ІІ. М., Очерк возникновения и развития современного басмачества в Бухаре, Москва, 1923.
5. Şuhnaz Yilmaz, An Ottoman Warrior Abroad: Enver Pasha as an Expatriate, Middle Eastern Studies, A Frank Cass Journal.
6. Caroline Cox and John Eibner. Ethnic Cleansing in Progress: War in Nagorno Karabakh. The Pincers of Pan Turkism. Walker, 1980. http://sumgait.info/caroline-cox/ethnic-cleansing-in-progress/pincers-of-panturkism.htm.
7. Enver Pasha and His Times. The son and the daughters of Enver. http://www.oocities.Org/enver1908/.
8. В. М. Гиленсен, Сотрудничество красной Москвы с Энвер-пашой и Джемаль-пашой, “Восток”, 1996, №3, http://siberia-miniatures.ru/forum/showthread.php?fid=12&tid=10&block=90.
9. J. Christopher Herold, The Mind of Napoleon, New York, 1955.
10. Чуев Ф., Сто сорок бесед с Молотовым: Из дневника Ф. Чуева; Послесловие С. Куleshова. – М.: ТЕРРА, 1991. – 623 с.: ил. ISBN 5-85255-042-6. http://grachev62.narod.ru/molotov_140/content.htm.
11. Розин Э., Ленинская мифология государства. Москва: Юристь, 1996. В. И. Ленин — организатор советского террора, http://www.liveinternet.ru/tags/%EB%E5%ED%E8%ED%F1%EA%E8%E5+%E4%EE%EA%F3%EC% E5%ED%F2%FB/.
12. Сталин И. В., Сочинения, Т. 5.
13. Benito Mussolini, The Doctrine of Fascism, (Only Complete Official Text on the Internet), 1932, http://www.worldfuturefund.org/wffmaster/reading/germany/mussolini.htm.
14. Вячеслав Прокофьев, Дуче глазами любовницы, В Италии опубликована первая часть дневников Кларетты Петаччи, Рим, 2009, http://www.rg.ru/2009/11/18/italiya.html.
15. Pirjevec, Jože (2008). "The Strategy of the Occupiers", Resistance, Suffering, Hope: The Slovene Partisan Movement 1941-1945.
16. Мамедамин Расул-Заде, Пантуранизм и проблема Кавказа, Доклад, прочитанный в Париже перед аудиторией, состоящей из представителей кавказской, украинской и туркестанской эмиграции, в марте 1930 года, Источники, №2 (10), 2004, http://irs-az.com/pdf/090622152150.pdf.
The First Fuhrer of the XX Century
Summary
In 1919-1920 Moscow was often called as the “Mecca” of numerous enslaved people from East. At that time completely unimaginable geopolitical projects of arranging the nations and states were developed in Kremlin. They were based on not only systemic and political indicators, but also ideological, religious and ethnic ones. In the global scale Lenin-Trotsky’s project of “World Proletarian Revolution”, proletarian missioners made main accents on so called “East” and Islamic states. Key ideologists of Kremlin and the 3d International considered a heir state of Ottoman Sultanate and Caliphate as the leader state in the East to be born on the ruins of the empire dismantled after the world war. They thought that the principal figure of a new state would be the governing triumvirate and ex-military minister of the Ottoman Empire, general Ismail Enver Pasha.
On the backdrop of the tough ideological events, the article discusses the notion of the phenomena of Fuhrerism, It shows that a Fuhrer is a kind of a leader, who tries to make complex common body of industrial and technological era into a primitive community, members of which are connected to each other with blood and gene. Thus, we should discuss Ismail Enver Pasha rather than Benito Mussolini and Adolf Hitler as the first Fuhrers of the XX century. Based on the ideologies of Pan-Islamism and Pan-Turanism, Enver Pasha struggled for creating new super state, “Great Turan” where people of Turkish bloodline would be united.
მირანდაში კითხვის [3] გადა ერთეული აჯირის ქუჩა მოქცევის
მარტივი სანაპიროები, რომელიც მოცულობით მუშაობის კალების-
და, მაგ. საფლავის აღმოსავლეთ, დამარცხების და რეზონანსის სადა-
გარემოება. მას აფეთქება სამართა აქვს, უფროსი და ამჟამა სურ-
ბიონისები. ქუჩის თავის მხრივ სართული და ქალაქი. ქ. არის
ყველა აღმო, სადაც კარაჰევის და მეტადიანი მაღაზიები სა-
დამარცხები იძლევა ტელეფონის არისტოკრატიკები; სახელმწიფო კა-
ფე მოიც აღმოსავლეთ ან მაღადი. მუშაობის გამოყოფი უფროსი
თავის ქუჩის სამართა თავისუფლება (მეტი). ქ. დამარცხები სანაპი-
რო სახლის თავის და გარემოს სამართა ვარდა მაღადის გა-
მოყოფი. სახელმწიფო კა- ვარდა მაღადის არის მუშა-
ობი; აფეთქება ნარისამდე მის სახლის. ადგილი ქუჩისები [4]
ნაგებობა ჭირი და უფრო მაღადი.
საქურთის ქართის ტიპოლოგია მუშაობი [5], დამარცხები არის
არისტოკრატიკები. ქართის ნარისამდე უბრალო და ქართის სამართა გამო-
ყოფი მაღადი უფროსი ურთ-
იანი რიცხვ [6], დამარცხები სანაპირო, მუშაობი მაღადი,
რომელიც ქართი მაღადის მუშაობის დასავლეთი არის
მარტივ უფროსი, არის რიცხვი იმართი გამოყოფი მარტივ მაღადი.
ამავე ქართი იცხვი კითხვის [7] აღმოსავლეთ მარტივ;
ამ მარტივ დამარცხები რიცხვ მარტივ სამართა მაღადი,
და დამარცხები მარტივ და სამ მარტივ მაღადი მარტივ. ამავე იმართი
უფროსი რიცხვი და ქართი უფრო არის, რიცხ დამარცხები არის
11 სახლის უფროსი ნარისამდე.
მარტივ დამარცხები აღმოსავლეთ სამართა ქართი, არ
ქართი — ქართი კითხვი, არის ქუჩი, რომელიც თავის აქვს
მარტივ მარტივ კითხვი; არის ქართი რიცხვ უფროსი მარტივ, უფროსი სამარ-
თა სამართა, მარტივ მარტივ, მარტივ მარტივ, აღმოსავლეთ სამართა
არის მარტივ და სამ სამ მარტივ აღმოსავლეთ არის მარტივ კითხვი:
მარტივ აღმოსავლეთ არის მარტივ კითხვი: მარტივ, აღმოსავლეთ, მარტი-
ვი (ქართი ქუჩი) და გამოყოფი; ამავე მარტივ აღმოსავლეთ მარტივ
მარტივ არის მარტივ და გამოყოფი (ქ. აღმოსავლეთ მარ-
1 დამარცხები აღმოსავლეთ აღმოსავლეთ, არის ქართი სამართა, ქუჩი და ქარ-
თი ნარისამდე კითხვი ქუჩი, მარტივ სამართა სამართა, არის
მარტივ მარტივ და ა. ა. ქ. ქართი აღმოსავლეთ და აღმოსა-
ვლეთ აღმოსავლეთ მარტივ მარტივ და ქარ-ქუჩი მარტივ თავის მარტი-
ვი აღმოსავლეთ აღმოსავლეთ.
The description of Tbilisi given by foreign travellers gives us an opportunity to watch the evolution of the city. One of these travellers is Elim Henry D'Avigdor (1841-1899). He wrote his travel book "Notes on the Caucasus" (London, 1883) under the pseudonym "Wanderer".
We translated suitable material from D'Avigdor's work, where he describes the conditions of Tbilisi, its parts, streets, bridges, fortifications, merchandize, museum. He describes Tiflis society, its population, public amusements (clubs, card parties, dancing), baths, menners and customs. He tells also about brigand Tatoo Salokidze.
Personal Notes and Notebooks of Ilia Chavchavadze as Historical-Cultural Source
Summary
Personal notebooks and notes of any public figure describe not only their interests, views and necessities, but also historical-cultural environment and ongoing processes in the world. This wide and multi-layered material from Ilia Chavchavadze’s written heritage has never been published before. Though personal and creative portrait of Ilia Chavchavadze is very well studied today, information given in these specific sources is significant addition to his portrait and for understanding environment, in which writer had to live and work.
We are very familiar the documental texts like personal letters and diaries, but little attention is paid to personal notes (notebooks, extractions, postscripts, remarks), which very often include hundreds of civil or creative impulses of different origin in which we see the author as a wakeful watchman of his perceptions and environment.
Article based on these specific sources is an attempt to enrich portrait of Ilia Chavchavadze, as well as to reconstruct contours of at least one layer of life in 19th century.
References:
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2. ი. ჯაფარი, გერმანიის პრეზიდენტი ვაშინის პრეზიდენტი, ქუთაისი, 19-იანვ., 2012 წლის 4 ივნისი, http://www.google.com/search?q.
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Keti Jijeishvili
Georgian Technical University, professor of (at) the Faculty of Law and International Relations
Papuna Machaidze
Georgian Technical University, Doctoral student of (at) the Faculty of Law and International Relations
The Comparative Analysis of Presidential Institute in Germany and Georgia
Summary
In their article, "The Comparative Analysis of Presidential Institute in Germany and Georgia", the authors, Djidjeishvili K.and Machaidze P. extensively discuss the similarities and differences of the functions and responsibilities of the Presidents in both countries. The authors provide an
analysis of different roles performed by the Presidents and diverse influence they can have on a course of foreign policy in the case of exercising the similar limited and formal functions/powers. While evaluating these political processes, the authors have considered a long history of functioning of Germany’s presidential institution (Theodor Heuss was the first president elected to the German Bundestag in 1949) and Georgia’s context, (in particular, the country’s unicameral parliament, a considerable power of the ruling parties, weak democratic institutions and a lack of political trust towards these institutions). In the end, the authors highlight the challenging issues existing on a Georgian political agenda which have remained unresolved due to the peculiarities of Georgian political system. Considering that Georgia is still in a process of a democratic consolidation, the authors also voice their positions on a threat of copying the German model in Georgia’s context.
Policies and Practices, 1st Edition; 2010.
10. Delanty G., Community, Social Science, 2003.
11. Berry, Kalin and Taylor, Multiculturalism and Ethnic Attitudes in Canada – ResearchGate, 1977, p.1
12. Berry, Kalin and Taylor, Multiculturalism and Ethnic Attitudes in Canada – ResearchGate, 1977.
13. Yogeeswaran, K., & Dasgupta, N. The devil is in the details: Abstract versus concrete construals of multiculturalism differentially impact intergroup relations. Journal of Personality and Social Psychology, 2014.
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15. Melidoro D., Multiculturalism. A small introduction, Luiss University Press, Rome, 2015.
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17. After Merkel, Cameron too says multiculturalism has failed, EURACTIV Network, Feb 7, 2011, https://www.euractiv.com/section/uk-europe/news/after-merkel-cameron-too-says-multiculturalism-has-failed/.
18. Malik K., Immigration and cultural loss, Pandaemonium, February 2018, https://kenanmalik.com/2018/02/04/immigration-and-cultural-loss/.
19. VASILEVA K., Population and social conditions, eurostat, European Union, 2011, https://ec.europa.eu/eurostat/documents/3433488/5579176/KS-SF-11-034-EN.PDF/63cebf3f-7ac-4ca6-ab33-4e8792c5f30c.
20. Malik K., The Failure of Multiculturalism, Community Versus Society in Europe, Pandaemonium, February 2015, https://kenanmalik.com/2015/02/17/the-failure-of-multiculturalism/.
21. Michael J., Cuyjet, Mary F., Howard-Hamilton, Diane L. Cooper, Multiculturalism on Campus: Theory, Models, and Practices for Understanding And Creating inclusion, Stylus Publishing, LLC. 2012.
Notion, Sense and Problems of Multiculturalism
Summary
The work consists of the introduction, the main part and the conclusion. Throughout history, movement of the people created pluralistic societies. Migration of refugees in Western countries has led to the development of multiculturalism as an ideology. This is a complex issue that has a lot of different aspects.
Multiculturalism as ideology is quite new. As a political instrument, it was developed in Canada in 1970.
The term "multiculturalism" is not only used to describe a culturally diverse society, but at the same time it deals with a policy aimed at protecting cultural diversity.
In the wake of a number of political principles or political philosophies, multiculturalism is diverse and its form is defined in the political, social and historical context that brought many problems and activated the right wing political parties around the world.
საქართველოს სახელმწიფო უნივერსიტეტი „ჯეოცემბრია”
თბილისში, 0186, ქ. აჭარის გამოქვაბული №4. ტ: 5(99) 33 52 02, 5(99) 17 22 30
E-mail: [email protected]; [email protected]
Monsieur le Comte F.W. Schulenburg
Chambellan de S.A.R. le Duc de Brunswick
Capitaine au 1er Régiment d'artillerie de la Garde Impériale
Commandant de la Légion géorgienne
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A LANDSCAPE HISTORICAL OVERVIEW OF THE TWO TÖRÖK-HALOM KURGANS IN KÉTEGYHÁZA, HUNGARY A KÉTEGYHÁZI KÉT TÖRÖK-HALOM TÁJTÖRTÉNETI VÁZLATA
BEDE, Ádám 1* ; CZUKOR, Péter 2;3 ; CSATHÓ, András István 4 ; SÜMEGI, Pál 1;5
1University of Szeged, Faculty of Natural Sciences and Informatics, Department of Geology and Paleontology, H-6722 Szeged, Egyetem utca 2–6.
2Eötvös Loránd University, Faculty of Humanities, Department of Prehistoric and Protohistoric Archaeology, H-1088 Budapest, Múzeum körút 4/B.
3Móra Ferenc Museum, H-6720 Szeged, Roosevelt tér 1–3.
4Körös-Maros National Park Directorate, H-5540 Szarvas, Anna-liget 1.
5Hungarian Academy of Sciences, Research Centre for the Humanities, Institute of Archaeology, H-1097 Budapest, Tóth Kálmán utca 4.
E-mail: [email protected]
Abstract
In the area of the Körös-Maros National Park called Kígyósi-puszta, the two kurgans – both called Török-halom (means "Turkish mound") – rising in the grassland near Kétegyháza are the two largest members of a kurgan field consisting of more than one hundred mounds. The kurgans were built by the local community of the seminomadic Yamnaya Entity of eastern origin at the end of the Copper Age (3000–2700 BC). Saline pastures and marshes surround the two mounds, but there is a relatively rich variety of Pannonic loess meadow steppe vegetation with regionally valuable plant species on the surface of the northern one. During the centuries, their surface did not escape disturbances (treasure hunting, permanent establishment of a land surveying point). Between the two mounds, a boundary ditch of Late Medieval origin is still preserved. The northern Török-halom kurgan is still relatively intact, but the southern has been demolished by the local cooperative for its material. The removal of the soil of the mound was preceded by an archaeological rescue excavation in 1967, when the foundation burial of the kurgan and three other burials were discovered. After the removal, only a small piece of the north-western part of the mound was left, but it had original vegetation. In 2011, the Körös-Maros National Park Directorate rebuilt the southern Török-halom involving significant earthworks as a landscape rehabilitation project, and planted loess vegetation on its surface.
Kivonat
A Körös-Maros Nemzeti Park Kígyósi-puszta területi egységén, a kétegyházi pusztán emelkedő két – mindkettő egyaránt a Török-halom nevet viselő – kurgán az itt található, több mint száz halomból álló halommező két legnagyobb tagja. A kurgánokat a keleti eredetű, nomád/félnomád Jamnaja-entitás helyi közössége emelte a rézkor végén (3000–2700 BC). A halom párt alapvetően szikes legelők és mocsarak veszik körül, az északi halom felszínén azonban aránylag fajgazdag, löszpusztagyep karakterű növényzet található, regionálisan értékes növényfajokkal. Az évszázadok alatt a kurgán felszínét a bolygatások sem kerülték el (kincskeresés, földmérési alappont állandósítása). A két halom között részleteiben megmaradt késő középkori eredetű határárok húzódik. Az északi Török-halom ma is viszonylagos épségben áll, a délit viszont a helyi termelőszövetkezet anyagnyerés céljából elhordta. Az elhordást 1967-ben régészeti ásatás (leletmentés) előzte meg, amely során a kurgán alaptemetkezését és további három sírt tártak fel benne. Az elhordást követően a halomnak csak az északnyugati lábrészéből maradt meg egy kis darab, mely azonban eredeti növényzetét megtartotta. A Körös-Maros Nemzeti Park Igazgatóság a déli Török-halmot nagy földmunkákkal járó, táj-rehabilitációs célú beruházással 2011-ben újraépítette, felszínére a löszvegetációra jellemző növényfajokat telepített.
KEYWORDS: YAMNAYA ENTITY, KURGAN (BURIAL MOUND), LANDSCAPE HISTORY, LANDSCAPE ECOLOGY, GREAT HUNGARIAN PLAIN, KÉTEGYHÁZA
KULCSSZAVAK: JAMNAJA-ENTITÁS, KURGÁN (HALOMSÍR), TÁJTÖRTÉNET, TÁJÖKOLÓGIA, ALFÖLD, KÉTEGYHÁZA
- How to cite this paper: BEDE, Á., CZUKOR, P., CSATHÓ, A.I. & SÜMEGI, P., (2019): A landscape historical overview of the two Török-halom kurgans in Kétegyháza, Hungary, Archeometriai Műhely XVI/3 175–188.
Introduction
The thousands of burial mounds (kurgans) are the heritage of the so-called Yamnaya Group, who arrived in multiple waves to the Carpathian Basin – to the eastern part of River Tisza (Tiszántúl region), to the Danube-Tisza Interfluve and the Transylvanian Maros River Valley – between the Middle Copper Age and the beginning of the Bronze Age. These barrows still stand high in the plain, even if in a somewhat damaged state and diminished numbers. These animal breeding, nomadic pastoral groups of eastern origin raised these mounds for burial purposes, with a sacral function (Ecsedy 1979; Dani & Horváth 2012; Bede 2016).
These mounds are highly important from archaeological, paleoecological and cultural heritage perspectives, and are salient cultural element of the landscape. Through detailed and complex studies they provide information not only on the life history, archaeological heritage and customs of the people buried inside them, but also on the environment, the ancient flora and fauna, and the geological formations that existed at the time of their construction (Tóth 2011; Deák et al. 2016; Deák 2018; Tóth et al. 2018).
The present study attempts to outline the landscape historical aspects of a pair of mounds and to analyse the collected data at a historical level. In order to achieve this, archival documents, maps and photographs were used.
Material and methods
The prehistoric kurgans of the Tiszántúl region (east of the River Tisza) are barrows raised by the communities of the East European Yamnaya entity in the Late Copper Age/Early Bronze Age (3600– 2700 BC) for burial and sacrificial (sacred) purposes (Ecsedy 1979; Dani & Horváth 2012).
The object of our study is a very characteristic pair of kurgans in the Great Hungarian Plain, located in the northern vicinity of Kétegyháza settlement and both of them bearing the name Török-halom. They exhibit both unique and general traits with regard to their external characteristics (location, character, and form), their structure and vegetation.
The kurgans of the discussed double mound bear the name Török-halom both together and separately. For this reason, we use consistently the terms northern and southern to differentiate them. Since the (landscape) history of the northern kurgan – and also its vegetation – has been relatively continuous and free of major formal changes and disturbances, we attempt to provide a complete picture of its natural state. The southern, larger kurgan became the victim of the greediness of the local cooperative: in the 1960s and 1970s the mound was virtually completely removed (only small, peripheral parts remained intact). Between 1966 and 1968, it was cut through during an archaeological excavation and its burials were unearthed (Ecsedy 1979, 21–23; Bede 2016, 83– 84). In 2011, the Körös-Maros National Park Directorate rebuilt the kurgan as part of a largescale project (Nagy 2012). Therefore, in the case of the southern mound, we focus primarily on its formal changes.
During the analysis, we primarily used handmade (M.1–3; M.5–8) and later printed maps (M.4; M.9– 17) for the sake of completeness. In addition, local historical and natural scientific literature, the available aerial photographs (Fentről.hu; Military History Map Collection; Google Earth) and manuscripts (e.g. FÖMI; MNM RégAd XVIII. 282/1967) were also included in the study. Photographs from different decades show well the changes in the shape or vegetation of the mounds, or, on the contrary, recorded permanence (such as the border position).
Geomorphological conditions
"Today, the whole area of our village is plain, only here and there are some smaller hills. In the past, rain and floods grooved this vast plain, or small creeks from the nearby rivers meandered here, and then gradually transformed into lakes, mud, swamps and marshes" – as pastor Iosif Ioan Ardelean, the historian of Kétegyháza village described the landscape at the end of the 19 th century (Ardelean 1986, 89).
The number of kurgans in the core area of the Kígyósi-puszta of the Körös-Maros National Park is 75. Although it touches the administrative area of other settlements as well, the kurgan field is usually connected to Kétegyháza village, as the highest number and density of mounds and mound groups can be found in the northern vicinity of Kétegyháza (Bede 2016, 82–84).
The landscape itself, which is outstanding from the point of view of natural protection as well, is varied and sometimes quite mosaic-like (Fig. 1.). Parallel ancient channels of the river Maros (Vizes-völgy, Apáti-ér, Szabadkai-ér, Nagy-Csattogó, Hajdúvölgy) cut through the terrain, with larger ridges and Pleistocene remnant surfaces between them (Gazdag 1960; Rónai & Fehérvári 1960; Rakonczai 1986a). In the central area of the plain, there are large salinized grasslands and marshes (alluvial basins), smaller loess meadow steppe fragments, in the periphery scattered arable lands, forests and smaller grasslands (Rakonczai 1986b; Kertész 2005; Kertész 2006).
1. ábra: A Körös-Maros Nemzeti Park Kígyós-puszta területe a Bede Á. által felmért halmokkal (Bede 2016 nyomán)
Natural geological and geomorphological conditions must have played a crucial role in the selection and construction of the kurgan field (Dövényi et al. 1977). The mounds are usually lined up along the banks of former riverbeds and on the ridges that accompany them.
In addition to the highest mounds – the two Törökhalom (Fig. 2.) and the Hegyes-halom – a number of medium-sized or lower kurgans were also raised in the area. On both the western and eastern side of the Szabadkígyós-Kétegyháza railway there are two groups of very small barrows. They could remain relatively intact because due to the poor quality of the saline soil, they were probably never ploughed, or they had only a very small amount of disturbance. The 18 th -19 th -century military, manor and cadastral maps indicate several mounds of the kurgan field, and regularly mark the mounds at border points (M. 1–8). This landscape has been intensively cultivated since the first half of the 18 th century, following re-settlement after the Turkish rule, and the extension of arable land has grown continuously, which has left a permanent mark on many mounds.
Archaeological aspects
The significance of the mounds in the vicinity of Kétegyháza, Gyula, Szabadkígyós and Újkígyós is outstanding because they can be found here in densities and clusters that we do not experience elsewhere in the Maros-Körös Interfluve. In total, more than one hundred mounds have been registered in this relatively small (4,779 ha), but well-defined area. Perhaps it was a clan or tribal burial ground, a sacral centre for the people of the Pit Grave Kurgans, who lived here more than five thousand years ago (Bede 2016, 82).
The abundance – in a regional comparison – of (temporary) surface waters in the region may have contributed to the unusual density of the mounds, which may be connected to the lifestyle and landscape use of the communities living here.
2. ábra: A déli és az északi Török-halom a kétegyházi szikes legelőn 1967-ben (Gazdapusztai Gy. felvétele; MNM RégAd XVIII. 282/1967; Ecsedy 1979, 72, Pl. 4.1)
3. ábra:
Az északi és az átvágott déli Török-halom 1969–1971-ben (M.13). Eredeti térkép méretaránya 1:10 000
In 1966–1968, Gyula Gazdapusztai excavated 17 burials in 11 kurgans near Kétegyháza, and the results were later published by István Ecsedy (Gazdapusztai 1966; Gazdapusztai 1967; Gazdapusztai 1968; Ecsedy 1979, 20–33). The Holocene palaeosoils under, and the material of the kurgans contained the artefacts of the Middle Copper Age Bodrogkeresztúr and Boleráz Cultures; the communities of later times (Scythians, Sarmatians) also buried into the mounds, and some central tombs were robbed during the Migration Period (Ecsedy 1973; Ecsedy 1979, 20–33). It is typical of the excavation methods of the time that several mounds could be excavated only at the price of being fully or partially destroyed, and many kurgans still bear the traces of the archaeological research fifty years ago (their central part is dug up, cut longitudinally, and the earth is still placed on the sides). Unfortunately, the removed soil was never reburied in any of the cases. The reconstruction of these mounds would require a targeted program with the help of a project grant.
The largest mound of the kurgan field is the southern Török-halom, which was almost completely destroyed by the local cooperative in the 1960s to fill up the streets in the centre of the village, leaving only a small part of its western periphery. Thanks to the excavation, we know its structure well: the barrow was the burial place of the Late Copper Age/Early Bronze Age people of the Pit Grave Kurgans containing four burials, raised in three different, consecutive periods (3000– 2700 Cal BC). The timber framed burial chamber of the central burial, as well as the imprints of mats, furs and textiles in it, could be observed; a pair of silver hair rings, a necklace of animal teeth, an amulet, and red ochre paint containing iron oxide used for the ceremony were among the grave goods of the deceased, who had been buried with raised legs (Ecsedy 1979, 21–23; Horváth 2011, 92; Dani & Horváth 2012, 76).
The two Török-halom kurgans in the landscape
The northern kurgan
The main morphometric data of the northern Törökhalom left in its original state are as follows. Central coordinates: WGS84 46°33'01.44" (46.550407) N, 21°08'31.44" (21.142058) E (Google Earth), EOV 810,618, 136,155 (EOTR 38424; M.14); relative height: 5 m; absolute (altitude) height: 96.1 m; diameters: 58 m and 52 m. Perimeter: 218 m. Floor area: 3,670 m 2 .
19 th -21 st -century printed maps also show the mound with its altitude above the Adriatic, and from 1953 the Baltic Sea. These are in chronological order: 53.1 fathom (100.7 m) (M.5), 97 m (M.5), 52.1 fathom (98.8 m) (M.6–8), 98 m (M.4; M.10), 96.2
m (M.11; M.15), 96.2/95.8 m (M.12), 95.9 m (M.14), 96.6 m (M.16–17). Toponym on maps: Török-hlm. (M.13–14; M.16–17).
The entire surface of the Török-halom is registered as grassland (pasture) with regard to type of exploitation. Topographical lot numbers: 0213/2, 0223/12. Interestingly, the dividing line between the two parcels is still the same as the late Medieval settlement boundary.
The third-rank triangulation base point on the top (plateau) of the mound was made permanent in 1981; its official number: 38-4234 (FÖMI). Due to lack of maintenance, it has been slightly damaged by now, the central vertical concrete element is loosened, but the square-shaped concrete cover is firmly fixed. The installation of such a base point – especially in the case of smaller mounds – can cause more serious damages, as the central part of the mound is dug up 1.5–2 m deep and 1–1.5 m wide and is then reburied.
Its name probably derives from the once wellknown folk tradition that the mounds of the Great Hungarian Plain were human creations, raised during the Turkish rule, and according to legends, they were typically sentry points, messaging places, resting places, or burial sites. After the Turkish period, it was self-evident for the people – often of foreign origin – who had returned to the depopulated plain to link the already existing mounds to the Turkish world (Krupa 1981, 75).
It was probably a Late Medieval (16 th -17 th century), old border point, later a county border point between Kétegyháza village (Blazovich 1996, 159– 160) and Kakucs territory (Blazovich 1996, 145– 146), and between Békés and Arad Counties. (It is another Kakucs settlement, not the village which exists today in Pest County.) Since 1950 it belongs entirely to the administrative area of Kétegyháza. There was probably a boundary hill on the top (M.2; M.5–8), which is no longer present today.
The first (1783), the second (1860), the third military surveys (1884), the cadastral map of 1884, the 1884 census and the 1943 topographic map show it with Lehmann type hachures or in outline (M.1; M.3–5; M.7–9). In the 1884 cadastre map and in the military maps of 1950, 1955, 1982, 1991 and 2002 it is indicated as an elevation point (M.6; M.10–11; M.15–17), while in the 1969 and 1980 1:10,000 maps show detailed contours (M.13–14). Each map consistently displays it as on grassland.
In the 1960s and 1970s, a tree was standing on the top of the mound (Fig. 2-3.; Dövényi et al. 1977, 9. kép; M.13–14). Apart from this, it was probably always covered by dry grassland, with a loess meadow steppe character, although due to the use and intensive exploitation of the area, both the vegetation and the shape of the mound could have
been affected by various disturbances (traces of diggings, foxholes, etc.). Although the barrow itself was probably never ploughed, the geomorphologic prominent parts of its immediate surroundings (loess hills) were already cultivated or used as a settlement in the Copper Age (Bodrogkeresztúr Culture), and later cultivation was expanded into even larger areas (e.g. by the Scythians, Celts, Sarmatians, Late Medieval Hungarians; based on data of Ecsedy 1979).
Even today, it is a huge, imposing mound of regular shape, impressive size and fundamentally intact structure, dominating the landscape in the plain grassland (Fig. 4.). This is the largest of the mounds preserved in their original state, and still in good condition today (Fig. 5.). All around it, the traces of a deeper area can be followed, from which the material of the mound was extracted in the Late Copper Age (these areas are now partly filled, typically marshy, swamp habitats) (Fig. 6-7.).
The bottom of the kurgan is eroded around the perimeter, and alkaline benches are forming. On its sides, there are traces of mild disturbances, such as a small scoop on its eastern slope (perhaps traces of the pit of a former treasure hunter or a foxhole/badger sett). The top of the kurgan is flat, suggesting that it was cut off in later periods.
south and from the north to the periphery of the kurgan, but it does not continue in the central part of the mound. The ditch and the rampart are most likely to have been built in the 17 th -18 th century; it has outstanding landscape value due to its historical connections. Unfortunately, in the 1970s, a drainage channel, now called Kígyósi-főcsatorna (or Kétegyházi-árapasztó) was dug in the other parts of the ditch (M.14).
The loess vegetation of the Török-halom, now surrounded by saline grassland, is not considered to be of outstanding naturalness (Medovarszky 2010), due to the hundreds of years of exploitation (grazing) and other disturbances, yet it can be considered to be rich in plant species. Most of the prehistoric monument is covered by generalist loess meadow steppe species and less ruderal weeds, but some species do occur that have floristic or nature conservation value; for example Ranunculus illyricus, Rosa rubiginosa s.l., Ononis spinosiformis subsp. semihircina, Stachys germanica and Carthamus lanatus.
A clearly marked boundary ditch and a rampart raised from the earth of the ditch runs from the
Its surface – and vegetation – do not require any special nature conservation interventions, but over the long term moderate grazing or mowing and, possibly intermittently and partially, burning should be solved (there has been no stable, established practice over the past decades, but forward-looking initiatives have been taken by the local nature conservation ranger).
4. ábra: Az északi Török-halom 2017-ben (Bede Á. felvétele)
Fig. 5.: Contour surveying map of the northern Török-halom kurgan
5. ábra: Az északi Török-halom szintvonalas felmérése
6. ábra:
A két Török-halom 1962-es légifotója, közöttük a középkori eredetű határárokkal
(Fentről.hu)
The southern kurgan
In general, the overall picture of the northern mound is also valid for the southern one. The surface of this kurgan also evolved in a dry grassland environment over the past five thousand years, their archaeological aspects are also common, and their form and appearance were similar. Therefore, we are going to focus only on those significant and unique features that are fundamentally different in the (landscape) history of the two mounds.
The main morphometric data of the southern Török-halom kurgan before its destruction. Central coordinates: WGS84 46°32'51.32" (46.547241) N, 21°8'35.74" (21.143524) E (Google Earth), EOV 810,731, 135,839 (EOTR 38-442; M.14); relative height: 6.7 m. Absolute (altitude) height: 98.5 m (M.11–12), 97.8 m (M.13). Diameters: 74 m and 64 m. Perimeter: 220 m. Floor area: 3,770 m. Toponym on map: Török-hlm. (M.14).
A useful contour-map of its original shape was made in 1966 by Gyula Gazdapusztai and József Tóth (Fig. 8.; Gazdapusztai & Tóth 1966; MNM RégAd XVIII. 282/1967; Ecsedy 1979, 21, Fig. 8). In the course of the excavation in 1967, the centre of the kurgan was completely cut through, and its cross-section and the thickness of its layers were published by István Ecsedy (Fig. 9.; Ecsedy 1979, 24, Fig. 13–14).
7. ábra: Az északi Török-halom ortofotója 2011-ből (FÖMI)
The (rescue) excavation took place because the cooperative of Kétegyháza began to carry away the material of the kurgan to fill up the streets of the village; its south-eastern side had already been disturbed (Fig. 8., 10.). An aerial photo taken in 1962 already shows the destruction (Fentről.hu), but in 1953 it was not yet visible (Military History Map Collection, L-34-55-A-d). In the course of the excavation, the high-performance machines took out hundreds of cubic meters of earth from the central part of the kurgan within a few weeks, cutting a thick strip into its centre (Fig. 3.). For years after the documented archaeological work, the locals had been carrying away the earth from the mound (Fig. 11.), until it disappeared almost completely. In the spring of 2011, there was still a 1.2-meter-high "in situ" piece on its western periphery, with dugouts and smaller piles of earth in the central part of the mound (Fig. 12.). Despite its almost complete destruction, the outline of its location was still visible, with only a few Elaeagnus angustifolia trees standing on it.
After the excavation and destruction – and even today – the Late Medieval boundary ditch between the two mounds (Fig. 6.), which separated the administrative areas of Kétegyháza village and Kakucs territory ("puszta") until 1947 (Németh 2002, 81), is easily discernible. However, just to the south of the mound the line of the ditch becomes uncertain.
8. ábra: A déli Török-halom eredeti szintvonalas felmérése 1966-ból (MNM RégAd XVIII. 282/1967)
9. ábra: A feltárt déli Török-halom értelmezett keresztmetszeti szelvényrajzai (Ecsedy 1979, 24, Fig. 13–14)
10. ábra: A megbontott déli Török-halom a régészeti feltárás előtt, 1967-ben (Ecsedy I. felvétele; MTA RégInt Fotótára 10.231)
11. ábra: A déli Török-halom torzója az 1970-es évek első felében (Dövényi et al. 1977, 7. kép)
12. ábra: Az elhordott déli Török-halom helye, a kép jobb oldalán „in situ" lábi részekkel (Bede Á. felvétele, 2011)
13. ábra: A frissen újraépített déli Török-halom 2011 őszén (Forgách B. felvétele)
The rebuilding of the southern kurgan was part of the regional habitat conservation and restoration concept of the Körös-Maros National Park Directorate, and was completed in July-August 2011 after a long planning phase (Fig. 13.; Nagy 2012, 99–100). To this end, the shape and morphological character of the northern Törökhalom were used, adapted to the dimensions of the former mound. Although the survey of the original mound from 1966 was available (Gazdapusztai & Tóth 1966; MNM RégAd XVIII. 282/1967; Ecsedy 1979, 21, Fig. 8), this source was unfortunately not known by the designers and was not taken into account. Unfortunately, during the construction, the "in situ" periphery was covered with earth in a large area, thus not only the last remains of the original point were destroyed, but a part of the residual loess vegetation was also lost.
Originally, the southern kurgan could have vegetation similar to that of the northern one (Medovarszky 2010; Nagy 2012, 97–98). We can deduce this primarily from the small loess grassland patch on the preserved part at the periphery of the mound. After the reconstruction, the experts of the national park tried to reconstruct the natural habitat by using rescued turf and sowing indigenous species on the surface of the kurgan (Nagy 2012, 100–101). From the loess surface of the original destroyed mound, 6 pieces of turf blocks (approx. 1.5×3 meters and 40 cm deep) covered with loess meadow steppe vegetation were picked up by the workers of the Körös-Maros National Park Directorate with construction machinery before the rebuilding. The turf blocks were put in a nearby place during the work, and at the end of the reconstruction these blocks were take back to the surface of the rebuilt cylinder at the same distances, 1-2 meters above the bottom of the kurgan. In addition, two bags of hand-picked seeds of Agropyron cristatum (from the Gödény-halom kurgan near Békésszentandrás) were sprinkled on the mound body by the staff of the national park in the same year. They also sowed seeds collected from the Tompapusztai-löszgyep loess meadow steppe grassland near Battonya, the colonization of some species (Linum austriacum, Teucrium chamaedrys, Onobrychis arenaria, and Salvia nemorosa) were surely successful (Judit Sallainé Kapocsi's written communication).
Discussion
Typically, landscape historical studies are carried out on a smaller or larger, but mostly well-defined landscape, region, or larger scale landscape, as their historical aspects can be grasped well and the trends of change can be consistently described (Molnár & Biró 2011; Molnár & Biró 2017). However, in our opinion, it is worth examining the historical changes of the landscape at a smaller scale as well, even through features of smaller sizes. These include point or line like features of anthropogenic origin, raised in archaeological periods, such as tells, mounds, ramparts and fortified settlements. Their micro-level research or large-scale comparative investigation and comparison with other archaeological sites can also produce important results (Saláta et al. 2017).
In the Tiszántúl region, pairs of kurgans (double mounds) are quite frequent. The pair typically consists of a larger and a much smaller mound, or two mounds of approximately the same size (Bede 2016, 36–37). In our case, we can speak of two impressive, large kurgans surrounded by smaller mounds in rows and groups. The southern Törökhalom was larger (higher and wider), but the size of the northern one was not far behind.
Despite the difficulties outlined, the reconstruction work of the southern Török-halom mound has a great importance, since previously a kurgan of this size had never been rebuilt (we are not aware of a similar case). According to the goals of the national park – with the aim of landscape rehabilitation – other, smaller, damaged mounds will also be restored.
Acknowledgements
We would like to say thank you for the professional support to Körös-Maros National Park Directorate (Szarvas), as well as for the cooperation and help to István Ecsedy, László Tirják, Péter Bánfi, János Greksza, Balázs Forgách, Ábel Péter Molnár, Tünde Horváth, and Judit Sallainé Kapocsi. The paper was supported by the postdoctoral scholarship (PD 121126) of the National Research, Development and Innovation Office (Budapest).
Abbreviations
ARCHIVES OF BÉKÉS COUNTY: Archives of Békés County (A Magyar Nemzeti Levéltár Békés Megyei Levéltára), Gyula.
MILITARY HISTORY MAP COLLECTION: Museum of Military History, Military History Map Collection (Hadtörténeti Intézet és Múzeum Hadtörténeti Térképtára), Budapest.
MOL: National Archives of Hungary (Magyar Nemzeti Levéltár Országos Levéltára), Budapest.
MNM RégAd: Archaeological Repository of Hungarian National Museum (Magyar Nemzeti Múzeum Régészeti Adattára), Budapest.
MTA RégInt: Hungarian Academy of Sciences, Research Centre for the Humanities, Institute of Archaeology (Magyar Tudományos Akadémia, Bölcsészettudományi Kutatóközpont Régészeti Intézete), Budapest.
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M.7: Cadastral map of Kétegyháza. 1:2,880. 1884 (published: Békés megye 2009).
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Volunteer Ombudsman Representative
Become a Volunteer, Advocate, Companion and Friend!
Residents of long-‐term care facilities sometimes have little or no contact with the outside world. Many feel they lack control over their lives. A friendly volunteer who visits regularly can be a bright spot in an elderly resident's day. Many residents are alone and would be very happy to have your visits. This may also help ensure they get good care if someone from the community is looking in on them regularly. Ombudsman help to protect resident's rights in Nursing Facilities. They promote better quality of life for residents. Make a difference in someone's life!
What does a Volunteer Ombudsman Do?
* Complaint resolution
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Why Be a Volunteer Ombudsman?
Volunteers benefit through the joy of making a difference in the lives of residents through the development of interpersonal skills and through preparation for their own aging.
Volunteers develop skills in:
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What are Volunteer Ombudsman Requirements?
The most important requirements are compassion, respect for older persons, and common sense. A positive attitude, ability to communicate effectively and available time are important. Ombudsman programs provide on-‐going training and supervision in developing specific skills. If you are 18 years old or older, have available transportation and possess genuine care and concern for older adults, you may be able to become a volunteer ombudsman.
* must be at least 18 years old
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* Complete an initial training course
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* Make a quarterly commitment to the program
* Visit an assigned facility or facilities for 6 to 8 hours a month
For more information, contact:
Lindsey Solomon, Lead Ombudsman DeLane Richardson, Ombudsman
Central Alabama Aging Consortium 2500 Fairlane Drive Suite 200 Montgomery, AL 36116
334.240.4680
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EXAMPLE INQUIRY
SUSTAINABILITY
A company has a high regard for sustainability and tries to bring that into all the work the company does. Now the company wants to find out whether the working environment that they have created in the company itself is inviting, inspiring and allowing for sustainable ideas. Therefore, they design this inquiry to find out more about what happens with sustainable ideas within the company as to get an idea about the sustainability of the company itself. If the company knows more about its own trajectory and obstacles for sustainability, it becomes easier for them to incorporate that into the work they do and they could advise other companies.
Tell us a (short) story about an activity your organisation does to become more sustainable. This can be either a positive or a negative story.
People
Planet
Profit
United
Divided
Indifferent
1. How does this effort make you feel? Select no more than 2.
o Happy
o Hopeful
o Inspired
o Indifferent
o Connected
o Disappointed
o Frustrated
o Angry
o Powerless
o Alone
o Other… Please specify.
2. The tone of voice in your story is…
3. In your story your organisation cares about sustainability related to…
4. The opinions about sustainability in your story are…
Very positive
Very negative
People
Planet
Profit
United
Divided
Indifferent
5. People in your organisation who care about sustainability are from…
6. Actions your organization takes to promote sustainability in your story are related to…
Trainings
Sustainability
Managers
’
positions
General
reorientation
7. When was your organisation established?
* Before 1990
* Between 1990-‐1999
* Between 2000-‐2009
* In or after 2010
8. Which sector does your organisation belong to?
* Agriculture and Food
* Creative Industries
* Chemicals Industry
* Energy
* Horticulture
* Life Sciences
* Logistics
* Water
* High Tech Industries
* Other… Please specify.
9. What is the size of your company (number of employees)?
* Micro (1-‐9)
* Small (10-‐49)
* Medium (50-‐249)
* Large (250+)
10. Is your organisation international?
* Yes
* No
Other potential question on Sustainability:
* Can you share a story with us that shows the sustainability of your organization?
* Can you tell us a story about an example that shows how your organization is working on being sustainable?
* Can you give us an example of something your organization is does to ensure sustainability?
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Abraham –Friend of God
A rela2onship that teaches us much about God and ourselves and that we can apply to our lives …
What is the purpose of teaching in Healing Streams ?
18 Then Jesus came to them and said, 'All authority in heaven and on earth has been given to me. 19 Therefore go andmake disciplesof all na2ons, bap2sing them in the name of the Father and of the Son and of the Holy Spirit, 20 andteaching them to obey everything I have commanded you.And surely I am with you always, to the very end of the age.'
The Rela2onship Develops over 50 years, deepening ….
Genesis 11-‐16
Genesis 17-‐25
* Family 2es Gen 11 v 27 -‐32
* Obedience(Total/Part?) Gen 11/12
* Call /Promise Gen 12 V1-‐3
* Worship and Thanks Gen 12 v 6-‐9
* Troubles/Fears/Character flaw / Gen 12 v10-‐20
* Back to where he started Gen 13 1-‐4 Good and bad Choices Gen 13 4-‐
* Doubt and reassurance Gen 15
* Abram's World at War…. but God gives a prepared Abram success Gen 14
* Faith and trust and covenant Gen 15
* Bad lapse leads to messed up family Gen 16 v1-‐6
* But God speaks (to vic2m ..) Gen 16 v7-‐15
* A_er 13 years God speaks again The promise renewed Gen 17
* Circumcision Obedience Gen 17
* Special Visitor(s ?) Gen 18
* Prayer/Pleading that works (?) Gen 18
* Sodom and Gomorrah destroyed Gen19
* An old Character flaw reappears Gen 20
* Impossible promise fulfilled ..Laughter !! (Issac) appears Gen 21
* Tes2ng (His/his ?) finest hour….Gen 22
* Bereavement …Gen 23
* Providing for future …A Bride for Issac Gen 24
* Long life and death …Gen 25
Chapter 17 The covenant repeated sealed by circumcision
1 When Abram was ninety-‐nine years old, the LORD appeared to him and said, "I am God Almighty [ a ] ; walk before me faithfully and be blameless. 2 Then I will make my covenant between me and you and will greatly increase your numbers."
3 Abram fell facedown, and God said to him, 4 "As for me, this is my covenant with you: You will be the father of many na2ons. 5 No longer will you be called Abram [ b ] ; your name will be Abraham, [ c ] for I have made you a father of many na2ons. 6 I will make you very fruikul; I will make na2ons of you, and kings will come from you. 7 I will establish my covenant as an everlas2ng covenant between me and you and your descendants a_er you for the genera2ons to come, to be your God and the God of your descendants a_er you. 8 The whole land of Canaan, where you now reside as a foreigner, I will give as an everlas2ng possession to you and your descendants a_er you; and I will be their God."
9 Then God said to Abraham, "As for you, you must keep my covenant, you and your descendants a_er you for the genera2ons to come. 10 This is my covenant with you and your descendants a_er you, the covenant you are to keep: Every male among you shall be circumcised. 11 You are to undergo circumcision, and it will be the sign of the covenant between me and you. 12 For the genera2ons to come every male among you who is eight days old must be circumcised, including those born in your household or bought with money from a foreigner—those who are not your offspring. 13 Whether born in your household or bought with your money, they must be circumcised. My covenant in your flesh is to be an everlas2ng covenant. 14 Any uncircumcised male, who has not been circumcised in the flesh, will be cut off from his people; he has broken my covenant."
Chapter 17 contd. Sarai will have a son , Ishmael will be blessed, it will all come true!
15God also said to Abraham, "As for Sarai your wife, you are no longer to call her Sarai; her name will be Sarah. 16 I will bless her and will surely give you a son by her. I will bless her so that she will be the mother of na2ons; kings of peoples will come from her."
19 Then God said,"Yes, butyour wife Sarah will bear you a son, and you will call him Isaac. [ d ] I will establish my covenant with him as an everlas2ng covenant for his descendants a_er him. 20 And as for Ishmael, I have heard you: I will surely bless him; I will make him fruikul and will greatly increase his numbers. He will be the father of twelve rulers, and I will make him into a great na2on. 21 But my covenant I will establish with Isaac, whomSarah will bear to you by this Jme next year." 22 When he had finished speaking with Abraham, God went up from him.
17 Abraham fell facedown; he laughed and said to himself, "Will a son be born to a man a hundred years old? Will Sarah bear a child at the age of ninety?" 18 And Abraham said to God, "If only Ishmael might live under your blessing!"
Circumcision obeyed
23 On that very dayAbraham took his son Ishmael and all those born in his household or bought with his money, every male in his household, and circumcised them, as God told him. 24 Abraham was ninety-‐nine years old when he was circumcised, 25 and his son Ishmael was thirteen; 26 Abraham and his son Ishmael were both circumcised on that very day. 27 And every male in Abraham's household, including those born in his household or bought from a foreigner, was circumcised with him.
Chapter 18 3 Visitors The promise confirmed –Abraham inJmacy with God grows
3 He said, "If I have found favor in your eyes, my lord, [ a ] do not pass your servant by. 4 Let a liqle water be brought, and then you may all wash your feet and rest under this tree. 5 Let me get you something to eat, so you can be refreshed and then go on your way—now that you have come to your servant." "Very well," they answered, "do as you say."
1The LORD appeared to Abraham near the great trees of Mamre while he was sipng at the entrance to his tent in the heat of the day. 2 Abraham looked up and saw three men standing nearby. When he saw them, he hurried from the entrance of his tent to meet them and bowed low to the ground.
6 So Abraham hurried into the tent to Sarah. "Quick," he said, "get three seahs [ b ] of the finest flour and knead it and bake some bread."
7 Then he ran to the herd and selected a choice, tender calf and gave it to a servant, who hurried to prepare it. 8 He then brought some curds and milk and the calf that had been prepared, and set these before them. While they ate, he stood near them under a tree.
9 "Where is your wife Sarah?" they asked him. "There, in the tent," he said.
10 Then one of them said, "I will surely return to you about this 2me next year, and Sarah your wife will have a son."
Now Sarah was listening at the entrance to the tent, which was behind him. 11 Abraham and Sarah were already very old, and Sarah was past the age of childbearing. 12 So Sarah laughed to herself as she thought, "A_er I am worn out and my lord is old, will I now have this pleasure?" 13 Then the LORD said to Abraham, "Why did Sarah laugh and say, 'Will I really have a child, now that I am old?' 14 Is anything too hard for the LORD? I will return to you at the appointed 2me next year, and Sarah will have a son."
15
Sarah was afraid, so she lied and said, "I did not laugh." But he said, "Yes, you did laugh."
Chapter 18 contd. Abraham intercedes
16 When the men got up to leave, they looked down toward Sodom, and Abraham walked along with them to see them on their way. 17 Then the LORD said, "Shall I hide from Abraham what I am about to do? 18 Abraham will surely become a great and powerful na2on, and all na2ons on earth will be blessed through him. [ c ] 19 For I have chosen him, so that he will direct his children and his household a_er him to keep the way of the LORD by doing what is right and just, so that the LORD will bring about for Abraham what he has promised him."
20 Then the LORD said, "The outcry against Sodom and Gomorrah is so great and their sin so grievous 21 that I will go down and see if what they have done is as bad as the outcry that has reached me. If not, I will know."
22 The men turned away and went toward Sodom, but Abraham remained standing before the LORD. [ d ] 23 Then Abraham approached him and said: "Will you sweep away the righteous with the wicked? 24 What if there are fi_y righteous people in the city? Will you really sweep it away and not spare [ e ] the place for the sake of the fi_y righteous people in it? 25 Far be it from you to do such a thing—to kill the righteous with the wicked, trea2ng the righteous and the wicked alike. Far be it from you! Will not the Judge of all the earth do right?"
26 The LORD said, "If I find fi_y righteous people in the city of Sodom, I will spare the whole place for their sake."
Chapter 18 cont'd
27 Then Abraham spoke up again: "Now that I have been so bold as to speak to the Lord, though I am nothing but dust and ashes, 28 what if the number of the righteous is five less than fi_y? Will you destroy the whole city for lack of five people?"
"If I find forty-‐five there," he said, "I will not destroy it."
29 Once again he spoke to him, "What if only forty are found there?" He said, "For the sake of forty, I will not do it."
30 Then he said, "May the Lord not be angry, but let me speak. What if only thirty can be found there?" He answered, "I will not do it if I find thirty there."
32 Then he said, "May the Lord not be angry, but let me speak just once more. What if only ten can be found there?" He answered, "For the sake of ten, I will not destroy it."
31 Abraham said, "Now that I have been so bold as to speak to the Lord, what if only twenty can be found there?" He said, "For the sake of twenty, I will not destroy it."
33 When the LORD had finished speaking with Abraham, he le_, and Abraham returned home.
Chapter 19 Sodom and Gomorrah Destroyed
1 The two angels arrived at Sodom in the evening, and Lot was sipng in the gateway of the city. When he saw them, he got up to meet them and bowed down with his face to the ground. 2 "My lords," he said, "please turn aside to your servant's house. You can wash your feet and spend the night and then go on your way early in the morning."
3 But he insisted so strongly that they did go with him and entered his house. He prepared a meal for them, baking bread without yeast, and they ate. 4 Before they had gone to bed, all the men from every part of the city of Sodom— both young and old—surrounded the house. 5 They called to Lot, "Where are the men who came to you tonight? Bring them out to us so that we can have sex with them."
"No," they answered, "we will spend the night in the square."
6 Lot went outside to meet them and shut the door behind him 7 and said, "No, my friends. Don't do this wicked thing. 8 Look, I have two daughters who have never slept with a man. Let me bring them out to you, and you can do what you like with them. But don't do anything to these men, for they have come under the protec2on of my roof."
10 But the men inside reached out and pulled Lot back into the house and shut the door. 11 Then they struck the men who were at the door of the house, young and old, with blindness so that they could not find the door.
9 "Get out of our way," they replied. "This fellow came here as a foreigner, and now he wants to play the judge! We'll treat you worse than them." They kept bringing pressure on Lot and moved forward to break down the door.
12 The two men said to Lot, "Do you have anyone else here—sons-‐in-‐law, sons or daughters, or anyone else in the city who belongs to you? Get them out of here, 13 because we are going to destroy this place. The outcry to the LORD against its people is so great that he has sent us to destroy it."
15 With the coming of dawn, the angels urged Lot, saying, "Hurry! Take your wife and your two daughters who are here, or you will be swept away when the city is punished."
14 So Lot went out and spoke to his sons-‐in-‐law, who were pledged to marry [ a ] his daughters. He said, "Hurry and get out of this place, because the LORD is about to destroy the city!" But his sons-‐in-‐law thought he was joking.
16 When he hesitated, the men grasped his hand and the hands of his wife and of his two daughters and led them safely out of the city, for the LORD was merciful to them. 17 As soon as they had brought them out, one of them said, "Flee for your lives! Don't look back, and don't stop anywhere in the plain! Flee to the mountains or you will be swept away!"
18 But Lot said to them, "No, my lords, [ b ] please! 19 Your [ c ] servant has found favor in your [ d ] eyes, and you [ e ] have shown great kindness to me in sparing my life. But I can't flee to the mountains; this disaster will overtake me, and I'll die. 20 Look, here is a town near enough to run to, and it is small. Let me flee to it—it is very small, isn't it? Then my life will be spared."
21 He said to him, "Very well, I will grant this request too; I will not overthrow the town you speak of. 22 But flee there quickly, because I cannot do anything un2l you reach it." (That is why the town was called Zoar. [ f ] )
30 Lot and his two daughters le_ Zoar and seqled in the mountains, for he was afraid to stay in Zoar. He and his two daughters lived in a cave. 31 One day the older daughter said to the younger, "Our father is old, and there is no man around here to give us children—as is the custom all over the earth. 32 Let's get our father to drink wine and then sleep with him and preserve our family line through our father."
33 That night they got their father to drink wine, and the older daughter went in and slept with him. He was not aware of it when she lay down or when she got up.
34 The next day the older daughter said to the younger, "Last night I slept with my father. Let's get him to drink wine again tonight, and you go in and sleep with him so we can preserve our family line through our father." 35 So they got their father to drink wine that night also, and the younger daughter went in and slept with him. Again he was not aware of it when she lay down or when she got up.
36 So both of Lot's daughters became pregnant by their father. 37 The older daughter had a son, and she named him Moab [ g ] ; he is the father of the Moabites of today. 38 The younger daughter also had a son, and she named him Ben-‐Ammi [ h ] ; he is the father of the Ammonites [ i ] of today.
God answers Abrahams prayer but ..
23 By the 2me Lot reached Zoar, the sun had risen over the land.24 Then the LORD rained down burning sulfur on Sodom and Gomorrah—from the LORD out of the heavens. 25 Thus he overthrew those ci2es and the en2re plain, destroying all those living in the ci2es—and also the vegeta2on in the land. 26 But Lot's wife looked back, and she became a pillar of salt.
27 Early the next morning Abraham got up and returned to the place where he had stood before the LORD. 28 He looked down toward Sodom and Gomorrah, toward all the land of the plain, and he saw dense smoke rising from the land, like smoke from a furnace.
29 So when God destroyed the ci2es of the plain, he remembered Abraham, and he brought Lot out of the catastrophe that overthrew the ci2es where Lot had lived.
Chapter 20 Abraham and Abimelek – An old flaw returns ……
1 Now Abraham moved on from there into the region of the Negev and lived between Kadesh and Shur. For a while he stayed in Gerar, 2 and there Abraham said of his wife Sarah, "She is my sister." Then Abimelek king of Gerar sent for Sarah and took her.
3 But God came to Abimelek in a dream one night and said to him, "You are as good as dead because of the woman you have taken; she is a married woman."
4
5
'She is my sister,' and didn't she also say, 'He is my brother'? I have done this with a clear conscience and clean hands."
Now Abimelek had not gone near her, so he said, "Lord, will you destroy an innocent na2on?
Did he not say to me,
6 Then God said to him in the dream, "Yes, I know you did this with a clear conscience, and so I have kept you from sinning against me. That is why I did not let you touch her. 7 Now return the man's wife, for he is a prophet, and he will pray for you and you will live. But if you do not return her, you may be sure that you and all who belong to you will die."
8 Early the next morning Abimelek summoned all his officials, and when he told them all that had happened, they were very much afraid. 9 Then Abimelek called Abraham in and said, "What have you done to us? How have I wronged you that you have brought such great guilt upon me and my kingdom? You have done things to me that should never be done." 10 And Abimelek asked Abraham, "What was your reason for doing this?"
13
14 Then Abimelek brought sheep and caqle and male and female slaves and gave them to Abraham, and he returned Sarah his wife to him. 15 And Abimelek said, "My land is before you; live wherever you like."
11 Abraham replied, "I said to myself, 'There is surely no fear of God in this place, and they will kill me because of my wife.' 12 Besides, she really is my sister, the daughter of my father though not of my mother; and she became my wife. And when God had me wander from my father's household, I said to her, 'This is how you can show your love to me: Everywhere we go, say of me, "He is my brother."'"
16 To Sarah he said, "I am giving your brother a thousand shekels [ a ] of silver. This is to cover the offense against you before all who are with you; you are completely vindicated."
17 Then Abraham prayed to God, and God healed Abimelek, his wife and his female slaves so they could have children again, 18 for the LORD had kept all the women in Abimelek's household from conceiving because of Abraham's wife Sarah.
Chapter 21 v 1-‐7 –It finally happens –Laughter arrives !!......The Birth of Isaac
1 Now the LORD was gracious to Sarah as he had said, and the LORD did for Sarah what he had promised. 2 Sarah became pregnant and bore a son to Abraham in his old age, at the very 2me God had promised him. 3 Abraham gave the name Isaac [ a ] to the son Sarah bore him. 4 When his son Isaac was eight days old, Abraham circumcised him, as God commanded him. 5 Abraham was a hundred years old when his son Isaac was born to him.
6 Sarah said, "God has brought me laughter, and everyone who hears about this will laugh with me." 7 And she added, "Who would have said to Abraham that Sarah would nurse children? Yet I have borne him a son in his old age."
Ch 21 V8 -‐20 Hagar and Ishmael Sent Away
11 The maqer distressed Abraham greatly because it concerned his son. 12 But God said to him, "Do not be so distressed about the boy and your slave woman. Listen to whatever Sarah tells you, because it is through Isaac that your offspring [ b ] will be reckoned. 13 I will make the son of the slave into a na2on also, because he is your offspring."
8 The child grew and was weaned, and on the day Isaac was weaned Abraham held a great feast. 9 But Sarah saw that the son whom Hagar the Egyp2an had borne to Abraham was mocking, 10 and she said to Abraham, "Get rid of that slave woman and her son, for that woman's son will never share in the inheritance with my son Isaac."
14 Early the next morning Abraham took some food and a skin of water and gave them to Hagar. He set them on her shoulders and then sent her off with the boy. She went on her way and wandered in the Desert of Beersheba.
15 When the water in the skin was gone, she put the boy under one of the bushes. 16 Then she went off and sat down about a bowshot away, for she thought, "I cannot watch the boy die." And as she sat there, she [ c ] began to sob.
17 God heard the boy crying, and the angel of God called to Hagar from heaven and said to her, "What is the maqer, Hagar? Do not be afraid; God has heard the boy crying as he lies there. 18 Li_ the boy up and take him by the hand, for I will make him into a great na2on."
19 Then God opened her eyes and she saw a well of water. So she went and filled the skin with water and gave the boy a drink.
20 God was with the boy as he grew up. He lived in the desert and became an archer. 21 While he was living in the Desert of Paran, his mother got a wife for him from Egypt.
Chapter 21 v 22-‐34 The Treaty at Beersheba
24 Abraham said, "I swear it."
22 At that 2me Abimelek and Phicol the commander of his forces said to Abraham, "God is with you in everything you do. 23 Now swear to me here before God that you will not deal falsely with me or my children or my descendants. Show to me and the country where you now reside as a foreigner the same kindness I have shown to you."
25 Then Abraham complained to Abimelek about a well of water that Abimelek's servants had seized. 26 But Abimelek said, "I don't know who has done this. You did not tell me, and I heard about it only today."
27 So Abraham brought sheep and caqle and gave them to Abimelek, and the two men made a treaty. 28 Abraham set apart seven ewe lambs from the flock, 29 and Abimelek asked Abraham, "What is the meaning of these seven ewe lambs you have set apart by themselves?"
30 He replied, "Accept these seven lambs from my hand as a witness that I dug this well."
31 So that place was called Beersheba, [ d ] because the two men swore an oath there.
32 A_er the treaty had been made at Beersheba, Abimelek and Phicol the commander of his forces returned to the land of the Philis2nes. 33 Abraham planted a tamarisk tree in Beersheba, and there he called on the name of the LORD, the Eternal God. 34 And Abraham stayed in the land of the Philis2nes for a long 2me.
Genesis 22 Abraham Tested
"Here I am," he replied.
1 Some 2me later God tested Abraham. He said to him, "Abraham!"
2 Then God said, "Take your son, your only son, whom you love—Isaac—and go to the region of Moriah. Sacrifice him there as a burnt offering on a mountain I will show you."
6 Abraham took the wood for the burnt offering and placed it on his son Isaac, and he himself carried the fire and the knife. As the two of them went on together, 7 Isaac spoke up and said to his father Abraham, "Father?"
3 Early the next morning Abraham got up and loaded his donkey. He took with him two of his servants and his son Isaac. When he had cut enough wood for the burnt offering, he set out for the place God had told him about. 4 On the third day Abraham looked up and saw the place in the distance. 5 He said to his servants, "Stay here with the donkey while I and the boy go over there. We will worship and then we will come back to you."
"Yes, my son?" Abraham replied.
8 Abraham answered, "God himself will provide the lamb for the burnt offering, my son." And the two of them went on together.
"The fire and wood are here," Isaac said, "but where is the lamb for the burnt offering?"
9 When they reached the place God had told him about, Abraham built an altar there and arranged the wood on it. He bound his son Isaac and laid him on the altar, on top of the wood. 10 Then he reached out his hand and took the knife to slay his son. 11 But the angel of the LORD called out to him from heaven, "Abraham! Abraham!" "Here I am," he replied.
13 Abraham looked up and there in a thicket he saw a ram [ a ] caught by its horns. He went over and took the ram and sacrificed it as a burnt offering instead of his son. 14 So Abraham called that place The LORD Will Provide. And to this day it is said, "On the mountain of the LORD it will be provided."
12 "Do not lay a hand on the boy," he said. "Do not do anything to him. Now I know that you fear God, because you have not withheld from me your son, your only son."
15 The angel of the LORD called to Abraham from heaven a second 2me 16 and said, "I swear by myself, declares the LORD, that because you have done this and have not withheld your son, your only son, 17 I will surely bless you and make your descendants as numerous as the stars in the sky and as the sand on the seashore. Your descendants will take possession of the ci2es of their enemies, 18 and through your offspring [ b ] all na2ons on earth will be blessed, [ c ] because you have obeyed me."
19
Beersheba.
Then Abraham returned to his servants, and they set off together for Beersheba. And Abraham stayed in
Chapter 23 Sarah's death and Burial
Chapter 24 A wife for Issac
* 1 Abraham was now very old, and the LORD had blessed him in every way. 2 He said to the senior servant in his household, the one in charge of all that he had, "Put your hand under my thigh. 3 I want you to swear by the LORD, the God of heaven and the God of earth, that you will not get a wife for my son from the daughters of the Canaanites, among whom I am living, 4 but will go to my country and my own rela2ves and get a wife for my son Isaac."
* Abraham is not featured a_er 4 th verse A very long chapter 67 verses merits a talk of its own….. At the end of the Chapter …….
* 66 Then the servant told Isaac all he had done. 67 Isaac brought her into the tent of his mother Sarah, and he married Rebekah. So she became his wife, and he loved her; and Isaac was comforted a_er his mother's death.
The Death of Abraham Chapter 25
* 1 Abraham had taken another wife, whose name was Keturah. 2 She bore him Zimran, Jokshan, Medan, Midian, Ishbak and Shuah. 3 Jokshan was the father of Sheba and Dedan; the descendants of Dedan were the Ashurites, the Letushites and the Leummites. 4 The sons of Midian were Ephah, Epher, Hanok, Abida and Eldaah. All these were descendants of Keturah.
* 7 Abraham lived a hundred and seventy-‐five years. 8 Then Abraham breathed his last and died at a good old age, an old man and full of years; and he was gathered to his people. 9 His sons Isaac and Ishmael buried him in the cave of Machpelah near Mamre, in the field of Ephron son of Zohar the Hipte, 10 the field Abraham had bought from the Hiptes. [a] There Abraham was buried with his wife Sarah.11 A_er Abraham's death, God blessed his son Isaac, who then lived near Beer Lahai Roi.
* 5 Abraham le_ everything he owned to Isaac. 6 But while he was s2ll living, he gave gi_s to the sons of his concubines and sent them away from his son Isaac to the land of the east.
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Update on Emergency ResponseOperations in South Sudan
Week Ending 23 December 2012
Highlights
* New arrivals to Jamam camp report aerial bombardments
* Uptick in shelter blazes in Yida prompts fire safety training
* Number of individuals from Aru County, DRC seeking safety significantly decreases
Upper Nile State
New arrivals to Jamam camp report aerial bombardments
In protection interviews with individuals who were evacuated from El Fuj during the previous week, UNHCR heard that refugees fled aerial bombardments in parts of Blue Nile State. Many stated that they had seen burned down or destroyed villages on the road to South Sudan. The presence of armed forces in areas along the road reportedly hampers their movement to the border. Apart from an unknown number of men who are attempting to flee with their cattle, the refugees said there were no other people on the road.
UNHCR provided jerry cans and buckets for water storage to the new arrivals who were transported last week from El Fuj to Jamam. There are currently 15,717 refugees living in Jamam camp who have access to 21 liters of water per person per day (lpd), which is above the international standards for refugees (20 lpd). This number has increased from a low of eight lpd in August thanks to intensive efforts by all actors in Jamam, including the set-‐up of a 14 km water pipeline by the ICRC, the replacement of the main borehole pump by UNHCR to double its yield and additional pumping and distribution systems by Oxfam. Drilling activities continue in Jamam with the aim to solve chronic water shortage previously faced by the local communities in Jamam.
Unity State
Uptick in shelter blazes in Yida prompts swift action from UNHCR
With the onset of the dry season an increasing number of shelters have caught fire in Yida in recent weeks.
During the reporting period, several large shelters housing more than 60 unaccompanied girls aged seven to 18, burned down. UNHCR immediately made arrangement for 16 of the girls to move in with relatives in the camp. The refugee agency provided additional relief items for the families and ensured that the new living arrangements were suitable for the girls. In discussions with the families, UNHCR reiterated the importance for young girls to be living within the community as opposed to separate shelters to ensure their enhanced protection. The remaining girls have been provided housing with other unaccompanied girls who have caretakers to ensure their safety and wellbeing. UNHCR will continue to work closely with the girls to identify relatives or foster care families within the community as quickly as possible. Through active family reunion efforts, the number of unaccompanied girls had drastically reduced by mid-‐year. More unaccompanied children however arrived with the new wave of refugees in September and October this year. Additionally, 26 individuals from five households lost all of their belongings in separate house fires.
Protection staff determined that the fires are starting mainly because refugees are cooking inside shelters. UNHCR is providing relief items to those who lost their homes and is training refugees on fire prevention, how to safely extinguish fires using local materials such as sand. A series of sensitization sessions were conducted during the dry season last year but need to be renewed this year as the population in Yida has tripled with new arrivals in 2012.
1
Central Equatoria State
Number of individuals from Aru County seeking safety significantly decreases
Following an initial influx of some 4,000 individuals from Aru County in the Democratric Republic of Congo (DRC) beginning 13 December, UNHCR has determined that less than one quarter remain and are in need of protection and assistance. Fewer than 1,000 people are currently seeking shelter in two community buildings in Rodobo Village located in Morobo County in Central Equatoria State.
During protection interviews conducted this week, new arrivals reported that many people have returned to the DRC to harvest, while others have found shelter with family members in nearby villages.
UNHCR continues to provide lifesaving assistance to the group, one third of whom are under the age of five. New arrivals are receiving hot meals with early signs of malnutrition identified in only a small number of people.
One of the structures where new arrivals from the DRC are being housed in Morobo County until a safe location further from the border is identified by the Government and UNHCR. UNHCR/S.Mirbaghe
UNHCR is procuring additional high-‐energy biscuits and other nutritional foods to mitigate the risk of malnutrition. Further, the refugee agency is transporting those in need of medical assistance to a local health unit as the Morobo County ambulance is broken.
Protection staff is still trying to collect information on the incidents that caused such a large group to flee so quickly. As UNHCR reported last week, new arrivals stated that tensions between government forces and armed rebels groups operating in the area have resulted in arrests and abuses sparking generalized fear among the population.
UNHCR will help the group relocate this week to a new site identified by the authorities at a safer distance of 16 miles from the DRC border.
Statistics
Partners:
ACROSS; ACTED; CARE; Danish Refugee Council (DRC); Food and Agriculture Organization (FAO); GOAL; GIZ; IBIS; International Rescue Committee (IRC); International Organization for Migration (IOM); INTERSOS; MEDAIR; MSF-‐Belgium; MSF-‐France; Non-‐Violence Peace Force (NVPF); Norwegian Refugee Council (NRC); OXFAM; Relief International; Samaritan's Purse; Save the Children Fund; UNICEF; World Food Programme (WFP); World Health Organization (WHO); World Relief; World Vision International.
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ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) POLICY
1. INTRODUCTION
2. AIMS AND OBJECTIVES
3. TEACHING AND LEARNING STYLE
4. ESOL AND INCLUSION
5. ASSESSMENT FOR LEARNING
1. INTRODUCTION
1.1 In our school all pupils are important, and this applies to all aspects of their education: their teaching and learning; their achievements; their attitudes and their well-‐being. We encourage all pupils to aim for the highest possible standards, and we take account of each child's individual needs and experiences.
1.2 A small number of our pupils have particular requirements with regard to learning and assessment linked to their progress in learning English as an additional language.
1.3 Children who are learning English as speakers of others languages have linguistic skills similar to those of monolingual English-‐speaking children. Their ability to participate in the full curriculum may well be in advance of their current ability to communicate in English.
1.4 Research suggests (despite some commonly-‐held beliefs to the contrary) that being a speaker of more than one language is not a disadvantage to educational achievement; indeed multilingualism is associated with success.
1.5 This school recognises the importance of community languages in their own right, and the ability of their speakers to acquire other languages.
2. AIMS AND OBJECTIVES
2.1 Underlying all of the work that we do is the entitlement of all children to access all areas of learning, and thereby to acquire the knowledge, understanding, skills and attitudes that are necessary not only for their self-‐fulfilment, but also for their development as responsible citizens. We seek to honour this entitlement through the education that we provide in our school.
2.2 The aim of this policy is therefore to help ensure that we meet all the needs of those children who are learning English as speakers of other languages. This is in line with the requirements of the Race Relations Act (1976).
3. TEACHING AND LEARNING STYLE
3.1 In our school teachers use various methods to help children who are learning English as speakers of other languages:
3.1.1 Developing their spoken and written English by: ensuring that vocabulary work covers the technical as well as the everyday meanings; covering not just key words, but also metaphors and idioms; explaining how spoken and written English have different usages for different purposes; providing them with a range of reading materials, to exemplify the different ways in which English is used; giving them appropriate opportunities for talking, and using talking to support writing; encouraging them to relate one language to another.
3.1.2 Ensuring their access to the curriculum and to assessment by: using texts and materials that suit their ages and learning stages; providing support through ICT, video and audio materials, dictionaries and translators, readers and amanuenses; using the home or first language where appropriate.
4. ESOL AND INCLUSION
4.1 In our school we value each pupil as a unique individual. We will strive to meet the needs of all pupils, and to ensure that we meet all statutory requirements related to inclusion. Pupils with a first language other than English do not produce separate work. We provide learning opportunities that enable all pupils to make good progress. We strive hard to meet the needs of all pupils learning English as an additional language, and we take all reasonable steps to achieve this.
4.2 Throughout the school, we help ESOL learners by: building on their experience of acquiring language at home and in the wider community, so that this experience supports their developing use of English; providing a range of opportunities for them to engage in English speaking and listening activities, with peers and with adults; providing bilingual support to extend vocabulary when necessary.
5. ASSESSMENT FOR LEARNING
5.1 Our school uses the BSquared: Connecting Steps framework to measure the English language competence of all pupils, including those whose first language is not English. We record their attainment and progress according to agreed school procedures.
5.2 The statutory assessment arrangements of the examination boards overseen by the JCQ allow us to make special arrangements for pupils who are speakers of a language other than English.
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Model Question Paper-I with effect from 2022 (CBCS Scheme)
USN
First Semester B.E Degree Examination
Mathematics-I for Civil Engineering Stream (22MATC11)
TIME: 03 Hours
Max. Marks: 100
Note: Answer any FIVE full questions, choosing at least ONE question from each MODULE.
| Module -1 | | |
|---|---|---|
| Q.01 | a | 𝑑𝜃 With usual notations prove that tan 𝜑 = 𝑟 𝑑𝑟 |
| | b | Find the angle between the curves 𝑟 = 𝑎(1 −cos 𝜃) 𝑎𝑛𝑑 𝑟 = 2𝑎cos 𝜃 |
| | c | Show that the radius of curvature for the curve rn an cosn varies inversely as rn1. |
| OR | | |
| Q.02 | a | Derive an expression for the radius of curvature for a Cartesian curve. |
| | b | Find the pedal equation of the curve 𝑟 = 2(1 + cos 𝜃) |
| | c | Find the radius of curvature of the curve √𝑥+ √𝑦 = √𝑎 at the point where it cuts the line 𝑦 = 𝑥. |
| Module-2 | | |
| Q. 03 | a | Expand log (1 + 𝑒𝑥) by Maclaurin’s series up to the term containing 𝑥4. |
| | b | 𝜕𝑢 𝜕𝑢 𝜕𝑢 If 𝑢 = 𝑓(𝑥 −𝑦, 𝑦−𝑧, 𝑧−𝑥), show that + + = 0. 𝜕𝑥 𝜕𝑦 𝜕𝑧 |
| | c | Examine the function 𝑓(𝑥, 𝑦) = 𝑥𝑦(𝑎−𝑥−𝑦) for extreme values. |
| OR | | |
| Q.04 | a | Evaluate (i) lim(𝑠𝑖𝑛𝑥)𝑡𝑎𝑛𝑥 (ii) lim(cot 𝑥)𝑡𝑎𝑛𝑥 𝑥→𝜋 𝑥→0 2 |
| | b | 𝜕2𝑧 𝜕2𝑧 If 𝑧 = 𝑓(𝑥+ 𝑎𝑦) + 𝑔(𝑥−𝑎𝑦) prove that = 𝑎2 . 𝜕𝑦2 𝜕𝑥2 |
| | c | If 𝑢 = 𝑥+ 3𝑦2 −𝑧3, 𝑣 = 4𝑥2𝑦𝑧, 𝑤 = 2𝑧2 −𝑥𝑦 𝑓𝑖𝑛𝑑 𝜕(𝑢,𝑣,𝑤) 𝑎𝑡 (1, −1, 0). 𝜕(𝑥,𝑦,𝑧) |
| Module-3 | | |
| Q. 05 | a | Solve 𝑑𝑦 + 𝑥𝑦 = 𝑥𝑦3. 𝑑𝑥 |
| | b | Find the orthogonal trajectories of the cardioids 𝑟 = 𝑎(1 −𝑐𝑜𝑠𝜃). |
| | c | Solve 𝑝2 + 2𝑝𝑦𝑐𝑜𝑡𝑥 = 𝑦2. |
| OR | | |
| Q. 06 | a | Solve (4𝑥𝑦+ 3𝑦2 −𝑥)𝑑𝑥+ 𝑥(𝑥+ 2𝑦)𝑑𝑦 = 0 | 06 |
|---|---|---|---|
| | b | A body originally at 80° C cools down to 60°𝐶 in 20 minutes; the temperature of the air being 40°𝑐. What will be the temperature of the body after 40 minutes from the original? | 07 |
| | c | Find the general and singular solution of the equation 𝑥2(𝑦−𝑝𝑥) = 𝑝2𝑦 by reducing into Clairaut’s form, using the substitution X = x2 , Y = y2. | 07 |
| Module-4 | | | |
| Q. 07 | a | Solve (4D4 4D323D2 12D36)y 0. | 06 |
| | b | Solve (𝐷−2)2𝑦 = 8(𝑒2𝑥 + 𝑠𝑖𝑛2𝑥 + 𝑥2). | 07 |
| | c | e3x Solve by the method of variation of parameter y6y9y . x2 | 07 |
| OR | | | |
| Q. 08 | a | Solve y3y2y 12x2. | 06 |
| | b | d2y Solve 4y cosh(2x1)3x. dx2 | 07 |
| | c | d2y dy Solve (2x1)2 (2x1) 2y 8x2 2x3. dx2 dx | 07 |
| Module-5 | | | |
| Q. 09 | a | 4 0 2 1 2 1 3 4 Find the rank of the matrix [ ] 2 3 4 7 2 3 1 4 | 06 |
| | b | Solve the system of equations by Gauss-Jordan method 𝑥+ 𝑦+ 𝑧 = 9, 𝑥−2𝑦+ 3𝑧 = 8, 2𝑥+ 𝑦−𝑧 = 3 | 07 |
| | c | Using Rayleigh’s power method find the dominant eigenvalue and the corresponding eigenvector of 25 1 2 [ 1 3 0 ] 2 0 −4 by taking [1 0 0]𝑇 as the initial eigenvector [carry out 6 iterations]. | 07 |
| OR | | | |
| Q. 10 | a | 11 12 13 14 12 13 14 15 Find the rank of the matrix [ ] 13 14 15 16 14 15 16 17 | 06 |
| b | For what values and the system of equations 2𝑥+ 3𝑦+ 5𝑧 = 9 , 7𝑥+ 3𝑦−2𝑧 = 8 , 2𝑥 + 3𝑦+ 𝜆𝑧 = 𝜇, has (i) no solution (ii) a unique solution and (iii) infinite number of solutions |
|---|---|
| c | Solve the system of equations 5𝑥 + 2𝑦+ 𝑧 = 12; 𝑥+ 4𝑦+ 2𝑧 = 15; 𝑥+ 2𝑦+ 5𝑧 = 20 Using Gauss-Seidel method, taking (0, 0, 0) as an initial approximation. (Carry out 4 iterations). |
| Question | | Bloom’s taxonomy level attached | Course outcome | Program outcome |
|---|---|---|---|---|
| Q.1 | a) | L1 | CO 01 | PO 01 |
| | b) | L2 | CO 01 | PO 01 |
| | c) | L3 | CO 01 | PO 02 |
| Q. 2 | a) | L1 | CO 01 | PO 01 |
| | b) | L2 | CO 01 | PO 01 |
| | c) | L3 | CO 01 | PO 02 |
| Q. 3 | a) | L2 | CO 02 | PO 01 |
| | b) | L2 | CO 02 | PO 01 |
| | c) | L3 | CO 02 | PO 03 |
| Q. 4 | a) | L2 | CO 02 | PO 01 |
| | b) | L2 | CO 02 | PO 01 |
| | c) | L3 | CO 02 | PO 02 |
| Q. 5 | a) | L2 | CO 03 | PO 02 |
| | b) | L3 | CO 03 | PO 03 |
| | c) | L2 | CO 03 | PO 01 |
| Q. 6 | a) | L2 | CO 03 | PO 02 |
| | b) | L3 | CO 03 | PO 03 |
| | c) | L2 | CO 03 | PO 01 |
| Q. 7 | a) | L2 | CO 04 | PO 01 |
| | b) | L2 | CO 04 | PO 01 |
| | c) | L2 | CO 04 | PO 02 |
| Q. 8 | a) | L2 | CO 04 | PO 01 |
| | b) | L2 | CO 04 | PO 01 |
| | c) | L2 | CO 04 | PO 02 |
| Q. 9 | a) | L2 | CO 05 | PO 01 |
| | b) | L3 | CO 05 | PO 01 |
| | c) | L3 | CO 05 | PO 02 |
| Q. 10 | a) | L2 | CO 05 | PO 01 |
| | b) | L3 | CO 05 | PO 02 |
| | c) | L3 | CO 05 | PO 01 |
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Hindi Pakhwada
भारत की संविधान सभा ने 14 सितम्बर, 1949 को हिंदी को भारत की आधिकारिक भाषा के रूप में मान्यता दी थी। देवनागरी लिपि में लिखी गई हिंदी केंद्र सरकार की दो आधिकारिक भाषाओं में से एक है और दूसरी भाषा अंग्रेजी है। यह भारत गणराज्य की 22 भाषाओं में से एक है। हिंदी भाषा को बढ़ावा देने के लिए इस दिन हिंदी भाषा से छुड़े कई कार्यक्रम आयोजित किए जाते हैं। हिंदी दिवस को पूरे एक सप्ताह तक सेलिब्रेट किया जाता है जिसे हिंदी पखवाड़ा के नाम से जाना जाता है। इस दिन को मनाने के लिए स्कूल से लेकर कॉलेज तक में हिंदी में कई कार्यक्रम आयोजित किए जाते हैं। प्रत्येक वर्ष 14 सितम्बर को 'हिंदी दिवस' मनाया जाता है और 1 सितम्बर से 15 सितम्बर तक हिंदी पखवाड़ा मनाया जाता है।
8
The event was attended by the Principal, Prof. (Dr.) S. R. Srinivasan, and the Dean, Dr. K. S. Shalini. The Principal congratulated the participants for their hard work and dedication. He also expressed his appreciation for the efforts made by the department in organizing such events.
The Principal emphasized the importance of continuous learning and professional development for teachers. He encouraged the participants to stay updated with the latest trends and technologies in education. He also highlighted the need for collaboration among educators to share resources and ideas.
The Principal concluded by thanking the organizing team for their hard work and dedication. He also invited the participants to continue their participation in similar events in the future.
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Dit rapport is opgevraagd op 10-12-2020 om 13:42 uur via https://geo.onroerenderfgoed.be.
De gegevens in dit perceelrapport zijn een momentopname van de situatie op het moment van de opvraging. Raadpleeg https://geo.onroerenderfgoed.be voor de meest actuele juridische situatie. Deze kan nadien nog veranderen.
The following is a list of the most common causes of death in the United States, according to the National Center for Health Statistics (NCHS).
INLEIDING
Het Perceelrapport Onroerend Erfgoed bevat gegevens van het agentschap Onroerend Erfgoed over het aanwezige erfgoed op een perceel. Het rapport biedt een overzicht van het erfgoed waaraan juridische gevolgen verbonden zijn.
Op www.onroerenderfgoed.be vindt u alle informatie over de soorten erfgoed, uw rechten en plichten en mogelijkheden tot financiële steun en fiscale voordelen.
ADMINISTRATIEVE GEGEVENS
Postadres(sen): Rogier van der Weydenlaan 5, 9051 Gent
Gemeente: Gent
Kadastrale afdeling: GENT 25 AFD/ST-DENIJS-WESTREM/
Kadastrale sectie: B
Perceel: 0307/00P004
Capakey: 44062B0307/00P004
Oppervlakte perceel: 1400.40m²
Het opgevraagde perceel is geen:
- Beschermd erfgoed
- Overgangszone
- Beschermd cultuurhistorisch landschap
- Beschermd monument
- Beschermde archeologische site
The following is a list of the most common types of software that are used in the field of computer science:
1. Operating Systems: These are the programs that control and manage the hardware and software resources of a computer system.
2. Programming Languages: These are the languages used to write computer programs.
3. Database Management Systems: These are the programs that allow users to store, retrieve, and manipulate data.
4. Web Development Tools: These are the tools used to create websites and web applications.
5. Software Development Tools: These are the tools used to develop software applications.
6. Data Analysis Tools: These are the tools used to analyze data and make decisions based on the analysis.
7. Project Management Tools: These are the tools used to manage projects and ensure that they are completed on time and within budget.
8. Collaboration Tools: These are the tools used to collaborate with others on projects and share information.
9. Security Tools: These are the tools used to protect computer systems from unauthorized access and attacks.
10. Virtualization Tools: These are the tools used to create virtual machines and run multiple operating systems on a single physical machine.
Beschermd stads- of dorpsgezicht
Vastgesteld erfgoed
- Vastgestelde historische tuin of park
- Vastgesteld bouwkundig erfgoed
- Vastgestelde houtige beplanting met erfgoedwaarde
- Vastgesteld landschapsatlasrelict
- Vastgestelde archeologische zone
Erfgoedlandschap
Gebied geen archeologie
Unesco werelderfgoed
- Unesco werelderfgoed kernzone
- Unesco werelderfgoed bufferzone
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The Diocesan Cycle of Prayer
Year B
December, 2017 – November, 2018
Episcopal Diocese of West Texas
The Diocesan Cycle of Prayer 2017-2018
DECEMBER 2017
December 3 – The First Sunday of Advent
Give thanks for St. Andrew's Episcopal Church, Corpus Christi; and Church of the Advent, Alice.
December 10 – The Second Sunday of Advent
Give thanks for Church of the Advent, Brownsville; and Grace Episcopal Church, Port Lavaca.
December 17 – The Third Sunday of Advent
Give thanks for St. Christopher's Episcopal Church, Bandera; and Christ Church Episcopal, Laredo.
December 24 – The Fourth Sunday of Advent
Give thanks for St. John's Episcopal Church, New Braunfels; and Church of the Messiah, Gonzales.
December 31 – The First Sunday after Christmas
Give thanks for Trinity Episcopal Church, Edna; and Church of the Ascension, Refugio.
JANUARY 2018
January 7 – The First Sunday after the Epiphany: Baptism of our Lord
Give thanks for Church of the Epiphany, Kingsville; and St. Timothy's Episcopal Church, Cotulla.
January 14 – The Second Sunday after the Epiphany
Give thanks for St. Peter's Episcopal Church, Rockport; and St. Paul's Episcopal Church, San Antonio.
January 21 – The Third Sunday after the Epiphany
Give thanks for All Saints' Episcopal Church, San Benito; and St. Paul's Episcopal Church, Brady.
January 28 – The Fourth Sunday after the Epiphany
Give thanks for St. Andrew's Episcopal Church, Brackettville.
FEBRUARY 2018
February 4 – The Fifth Sunday after the Epiphany
Give thanks for Santa Fe Episcopal Church, San Antonio; and Emmanuel Episcopal Church, Lockhart.
February 11 – The Last Sunday after the Epiphany
Give thanks for St. Andrew's Episcopal Church, San Antonio; and St. Stephen's Episcopal Church, Goliad.
February 18 – The First Sunday in Lent
Give thanks for St. Matthias' Episcopal Church, Devine; and St. George Episcopal Church, San Antonio.
February 25 – The Second Sunday in Lent
Give thanks for St. Thomas' Episcopal Church, San Antonio; and St. John's Episcopal Church, McAllen.
MARCH 2018
March 4 – The Third Sunday in Lent
Give thanks for Church of the Good Shepherd, Corpus Christi; and St. Stephen's Episcopal Church, San Antonio.
March 11 – The Fourth Sunday in Lent
Give thanks for Trinity by the Sea Episcopal Church, Port Aransas; and St. Matthew's Episcopal Church, Kenedy.
March 18 – The Fifth Sunday in Lent
Give thanks for Church of the Annunciation, Luling; and Epiphany Episcopal Church, Raymondville.
March 25 – Sunday of the Passion: Palm Sunday
Give thanks for St. Philip's Episcopal Church, San Antonio; and Trinity Episcopal Church, Pharr.
APRIL 2018
April 1 – The Sunday of the Resurrection: Easter Day
Give thanks for Calvary Episcopal Church, Menard; and St. Luke's Episcopal Church, San Saba.
April 8 – The Second Sunday of Easter
Give thanks for St. James' Episcopal Church, Fort McKavett; and St. Philip's Episcopal Church, Uvalde.
April 15 – The Third Sunday of Easter
Give thanks for St. Mark's Episcopal Church, Corpus Christi; and Church of Reconciliation, San Antonio.
April 22 – The Fourth Sunday of Easter
Give thanks for Church of the Resurrection, San Antonio; and Church of the Redeemer, Eagle Pass.
April 29 – The Fifth Sunday of Easter
Give thanks for St. Mark's Episcopal Church, San Antonio; and St. Boniface Episcopal Church, Comfort.
MAY 2018
May 6 – The Sixth Sunday of Easter
Give thanks for St. Alban's Episcopal Church, Harlingen; and St. Barnabas' Episcopal Church, Fredericksburg.
May 13 – The Seventh Sunday of Easter: The Sunday after Ascension Day
Give thanks for the Diocesan World Mission Department.
May 20 – Day of Pentecost: Whitsunday
Give thanks for Church of the Ascension, Montel; and Church of the Holy Spirit, Dripping Springs.
May 27 – The First Sunday after Pentecost: Trinity Sunday
Give thanks for Church of the Holy Spirit, San Antonio.
JUNE 2018
June 3 – The Second Sunday after Pentecost
Give thanks for the Summer Camp Programs at Camp Capers, Mustang Island Conference Center, and Duncan Park, Colorado.
June 10 – The Third Sunday after Pentecost
Give thanks for St. Andrew's Episcopal Church, Port Isabel; and St. Elizabeth's Episcopal Church, Buda.
June 17 – The Fourth Sunday after Pentecost
Give thanks for the Habitat Builders for West Texas.
June 24 – The Fifth Sunday after Pentecost
Give thanks for St. Peter's Episcopal Church, Kerrville; and St. Peter and St. Paul Episcopal Church, Mission.
JULY 2018
July 1 – The Sixth Sunday after Pentecost
Give thanks for St. Paul's Episcopal Church, Brownsville; and St. Mark's Episcopal Church, San Marcos.
July 8 – The Seventh Sunday after Pentecost
Give thanks for Good Samaritan Community Services.
July 15 – The Eighth Sunday after Pentecost
Give thanks for St. Francis' Episcopal Church, Victoria; and St. Andrew's Episcopal Church, Seguin.
July 22 – The Ninth Sunday after Pentecost
Give thanks for St. James' Episcopal Church, Hebbronville; and St. Helena's Episcopal Church, Boerne.
July 29 – The Tenth Sunday after Pentecost
Give thanks for St. James' Episcopal Church, Hallettsville; and Grace Episcopal Church, Llano.
AUGUST 2018
August 5 – The Eleventh Sunday after Pentecost
Give thanks for St. David's Episcopal Church, San Antonio; and St. James' Episcopal Church, Del Rio.
August 12 – The Twelfth Sunday after Pentecost
Give thanks for the Diocesan Renewal Movement.
(Cursillo, Happening, Kairos, and Recovery Ministries)
August 19 – The Thirteenth Sunday after Pentecost
Give thanks for St. Bartholomew's Episcopal Church, Corpus Christi; and Church of the Good Shepherd, George West.
August 26 – The Fourteenth Sunday after Pentecost
Give thanks for TMI-‐The Episcopal School of Texas and College Missions.
SEPTEMBER 2018
September 2 – The Fifteenth Sunday after Pentecost
Give thanks for St. Christopher's by the Sea, Portland; and St. Stephen's Episcopal Church, Wimberley.
September 9 – The Sixteenth Sunday after Pentecost
Give thanks for St. John's Episcopal Church, Sonora; and St. Matthew's Episcopal Church, Edinburg.
September 16 – The Seventeenth Sunday after Pentecost
Give thanks for St. Matthew's Episcopal Church, Universal City; and St. Francis' Episcopal Church, San Antonio.
September 23 – The Eighteenth Sunday after Pentecost
Give thanks for St. Michael and All Angels' Episcopal Church, Blanco.
September 30 – The Nineteenth Sunday after Pentecost
Give thanks for Church of Our Saviour, Aransas Pass; and Grace Episcopal Church, Cuero.
OCTOBER 2018
October 7 – The Twentieth Sunday after Pentecost
Give thanks for St. Francis by the Lake, Canyon Lake; and St. Margaret's Episcopal Church, San Antonio.
October 14 – The Twenty-first Sunday after Pentecost
Give thanks for the Episcopal Diocese of West Texas.
October 21 – The Twenty-second Sunday after Pentecost
Give thanks for St. Luke's Episcopal Church, Cypress Mill; and All Saints' Episcopal Church, Pleasanton.
October 28 – The Twenty-third Sunday after Pentecost
Give thanks for Trinity Episcopal Church, Junction; and St. Luke's Episcopal Church, San Antonio.
NOVEMBER 2018
November 4 – The Twenty-fourth Sunday after Pentecost
Give thanks for Church of the Holy Trinity, Carrizo Springs; and All Saints' Episcopal Church, Corpus Christi.
November 11 – The Twenty-fifth Sunday after Pentecost
Give thanks for Trinity Episcopal Church, Victoria; and Grace Episcopal Church, Weslaco.
November 18 – The Twenty-sixth Sunday after Pentecost
Give thanks for Christ Episcopal Church, San Antonio.
November 25 – The Last Sunday after Pentecost: Christ the King
Give thanks for St. Philip's Episcopal Church, Beeville; and Grace Episcopal Church, San Antonio.
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How well you remember something
Time
No Revision
vs
By Great Maths Teaching Ideas
How well you remember something
Time
Revision
Revision
With Revision
Welcome and thank you for downloading this Level 5 Revision Grids pack from Great Maths Teaching Ideas.
These resources are to help pupils revise maths topics at level 5 in preparation for their assessments. The questions cover the whole curriculum at level 5.
There are many ways in which you can use the revision grids in the classroom. You can use them just as straightforward worksheets for individual or pair work. Alternatively, they can be used as a '4 in a line' game where pupils take it in turns to answer a question and if they get it right they put a coloured counter on the square. First to get 4 in a line wins. This can also work nicely as a whole-class starter or plenary if you have a projector and/or interactive whiteboard.
If you want to promote collaboration and independent learning getting pupils to work in pairs with a textbook as a reference and then coming to you to see how many they have right is a good strategy. Only tell them how many they have right, not which ones so they have to go away and discuss it with other groups to work out where they have gone wrong and what they need to do to correct it.
My inspiration for creating these Revision Grids came from the excellent blog MEDIAN by Don Steward. http://donsteward.blogspot.co.uk/ His blog is full of wonderful teaching resources and I can't recommend it highly enough. Be sure to take a read.
I hope you and your pupils have fun lessons with lots of learning using these Revision Grids. Drop me a line and let me know how you get on: [email protected]
William Emeny
Level 5
Level 5 Sheet 1
| | (-5) − 7 | | (-12) + 10 | | (-4) + 15 | | |
|---|---|---|---|---|---|---|---|
| Negative numbers | 7 | Negative numbers | 8 | Negative numbers | 9 | Negative numbers | 10 |
| | (-4) X 5 | | (-8) X (-3) | | 18 ÷ (-3) | | |
| Add | 12 | Subtract | 13 | Multiplying | 14 | Multiplying | 15 |
| | 152.324 - 23.96 | | 2.34 X 10 | | 0.00403 X 100 | | |
| Dividing | 17 | Dividing | 18 | Dividing | 19 | Multiplying | 20 |
| | 73.93 ÷ 100 | | 7.1 ÷ 1000 | | 3 X 0.6 | | |
Revision Grids- Answers
Level 5 Sheet 1
| -12 | -2 | 11 | |
|---|---|---|---|
| 7 | 8 | 9 | 10 |
| -20 | 24 | -6 | |
| 12 | 13 | 14 | 15 |
| 128.364 | 23.4 | 0.403 | |
| 17 | 18 | 19 | 20 |
| 0.7393 | 0.0071 | 1.8 | |
Level 5 Sheet 2
| | 3.5 X 4.39 | | 7.92 X 5.61 | | 6.8 ÷ 4 | | |
|---|---|---|---|---|---|---|---|
| Dividing | 7 | Rounding | 8 | Rounding | 9 | Rounding | 10 |
| | Roound 3.27 to the nearrest whole number | | Roound 45.5 to the nearrest whole number | | Roound 4.847 to 1 ddecimal place | | |
| Rounding | 12 | Rounding | 13 | Fractions | 14 | Fractions | 15 |
| | Round 84.9999 to 3 d.p | | 1 of 45 5 | | 3 of 21 7 | | |
| Fractions | 17 | Fractions | 18 | Simple Interest | 19 | Simple Interest | 20 |
| | Which is biggest? 3 14 2 4 20 5 | | Find the simple interest on a loan of £5000 over 6 yyears at 10% per annum | | I taake out a loan of £10 000 over 3 years withh a simple interest rate of 6%. What is my monnthly repayment? | | |
Revision Grids- Answers
Level 5 Sheet 2
| 2 | 3 | 4 | 5 |
|---|---|---|---|
| 15.365 | 44.4312 | 1.7 | |
| 7 | 8 | 9 | 10 |
| 3 | 46 | 4.8 | |
| 12 | 13 | 14 | 15 |
| 85.000 | 9 | 9 | |
| 17 | 18 | 19 | 20 |
| 3 4 | £3000 | £327.78 (to nnearest penny) | |
Level 5 Sheet 3
| | 372 X 832 | | 2198 ÷ 7 | | 938 ÷ 14 | | |
|---|---|---|---|---|---|---|---|
| Percentages | 7 | Percentages | 8 | PFF | 9 | HCF | 10 |
| | A dress is reduced by 255% in a sale. The original price was £80. Whatt is the sale price? | | Write 92 as a product of prime factors | | Whhat is the highest commmon factor of 120 and 84? | | |
| Ratio | 12 | Proportion | 13 | Proportion | 14 | Proportion | 15 |
| | Therre are 8 chocolate barrs in a pack. How manny are there in 15 packs? | | I neeed 300g of flour to makke pancakes for 4 people. How much flour willl I need to make pancakes for 6 people? | | I neeed 400g of sugar to make 30 iced buns. How manyy iced buns will 1kg oof sugar make? | | |
| Collecting like terms | 17 | Collecting like terms | 18 | Collecting like terms | 19 | Multiplying algebraic terms | 20 |
| | Simplify 3𝑥2 + 2𝑥 + 3𝑥 | | Perimeter of this shape? 3a - b 2a + 3b | | Simplify 3 X a | | |
Revision Grids- Answers
Level 5 Sheet 3
| 309 504 | 314 | 67 | |
|---|---|---|---|
| 7 | 8 | 9 | 10 |
| £60 | 2 X 2 X 23 | 12 | |
| 12 | 13 | 14 | 15 |
| 120 | 450g | 75 | |
| 17 | 18 | 19 | 20 |
| 3𝑥2 + 5𝑥 | 10a + 4b | 3a | |
Level 5 Sheet 4
Coordinates of points A, B, C and D?
1
Multiplying algebraic terms
2
Multiplying algebraic terms
3
Multiplying algebraic terms
4
Expanding
5
Expanding
Simplify 3a X 4b
Simplify 4y X 10y
Simplify 3ab X 6b
Expand 3(a + 4)
Multiply out 4(c − 5)
6
Expanding
7
Expanding
8
Expanding
9
Expanding
10 Coordinates
Expand 3𝑥(2𝑥 + 5)
Exp pand and simplify
2( (a + 5) + 3(a + 4)
Exp pand and simplify
4( (c − 2) − 3(c − 2)
Area of this shape?
11 Coordinates 12 Coordinates 13
Equations
14
Equations
15
Equations
Coor of rdinate of midpoint f (2, 8) and (6, 2)
Mid bet dpoint coordinate tween (-3, -1) and (6, 4)
Solve 𝑥 + 5 = 10
Solve 3𝑥 = 36
Solve y = 12 4
16
Equations
17
Equations
18
Equations
19
Formulae
20
Formulae
Solve 2y + 5 = 11
Solve 5z - 4 = 16
Solve y + 3 = 5 3
A rect and formu tangle has length L height H. Write a ula for the area A of the rectangle
A reg sides f pe gular hexagon has of length X. Write a formula for the erimeter P of the hexagon
3a + 2b 6a
1 2 3 4
-4 -3 -2 -1
1
2
3
4
-1 -2 -3 -4
y
x
A
B
C
D
Revision Grids- Answers
Level 5 Sheet 4
1
2
3
4
5
12ab
40y
2
18ab
2
3a + 12
4c - 20
6
7
8
9
10
6
𝑥
2
+ 15
𝑥
5a + 22
c − 2
18a
2
+ 12ab
11
12
13
14
15
(4, 5)
(1.5, 1.5)
𝑥
= 5
𝑥
= 12
y = 48
16
17
18
19
20
y = 3
z = 4
y = 6
A = LH
P = 6X
A (-3, 3)
B (4, 1)
C (-4, -3)
D (3, -4)
Level 5 Sheet 5
Revision Grids- Answers
Level 5 Sheet 5
| 32 | 17 | 24 | |
|---|---|---|---|
| 7 | 8 | 9 | 10 |
| 17 | Acute | Obtuse | |
| 12 | 13 | 14 | 15 |
| | | a = 95° Anggles around a point add up to 360° | |
| 17 | 18 | 19 | 20 |
| a = 60° AAngles in an equilateral triangle are all 60° | d = 80° Base angles in an isossceles triangle are equal | a = 50° AAngles in a quaadrilateral add up to 360° | |
Level 5 Sheet 6
| Constructions | 2 | Constructions | 3 | Constructions | 4 | Units | 5 |
|---|---|---|---|---|---|---|---|
| | Consstruct a ASA triangle 48°, 6.8cm, 63°. Measure the side lengths and angless after the construction to ccheck you are within ± 1mm and ± 1° | | Consstruct a SSS triangle 4.99cm, 6.1cm, 5.8cm. Meassure the side lengths afterr the construction to chheck you are within ± 1mm | | 45 mm = ..... cm | | |
| Units | 7 | Units | 8 | Units | 9 | Units | 10 |
| | 120 mg = ..... g | | 4.72 kg = ..... g | | 12.4 l = ..... cl | | |
| Units | 12 | Units | 13 | Units | 14 | Units | 15 |
| | 10 miles ≃ ..... km | | 7.5 cm ≃ ..... inches | | 3 kg ≃ ..... pounds | | |
| Units | 17 | Units | 18 | Scale drawing | 19 | Scale drawing | 20 |
| | 2 l ≃ ..... pints | | Prodduce an accurate scale drawingg to the scale 1 cm = 10 m 60 m 40 m 20 m 55 m | | Find thhe missing lengths if the sscale is 3 cm = 5 m 6 cm = ..... m ..... cm = 15 m ..... cm = 1 m | | |
Revision Grids- Answers
Level 5 Sheet 6
| 2 | 3 | 4 | 5 |
|---|---|---|---|
| | | 4.5 cm | |
| 7 | 8 | 9 | 10 |
| 0.12 g | 4720 g | 1240 cl | |
| 12 | 13 | 14 | 15 |
| 16 km (asssuming 5 miles = 8 km) | 3 inches (asssuming 1 inch = 2.5 cm) | 66.6 pounds (asssuming 1 kg = 22.2 pounds) | |
| 17 | 18 | 19 | 20 |
| 3.5 pints (asssuming 1 l = 1.75 pints) | 6 cm 4 cm 2 cm 5.5 cm | 6 cm = 10 m 9 cm = 15 m 0.6 cm = 1 m | |
Level 5 Sheet 7
Revision Grids- Answers
Level 5 Sheet 7
Revision Grids- Design your own. Questions
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Revision Grids- Design your own. Answers
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
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Fourteen Little Pictures (James MacMillan)
for piano trio Duration: 25'
Scoring
pft-vln.vlc
Abbreviations (PDF)
Territory
This work is available from Boosey & Hawkes for the world.
World Premiere
21-5-1997
Wigmore Hall, London
Frankl/Pauk/Kirshbaum Piano Trio
Composer's Notes
Although Fourteen Little Pictures is a set of 14 separate miniatures they are stitched together and interwoven to form a single through-composed work, lasting about twenty minutes. The 14 short movements were conceived as individual and complete entities but a number of common threads were extended between them to establish references, resonances and recapitulations. This was to allow a sense of scale and unity to be projected onto a larger canvas.
The music presents the members of the trio in a series of different contexts, sometimes all three having equal importance (movements I and V), sometimes individuals coming to the fore (cello in III, piano in IV, violin in VII), sometimes reduced to a duo (VIII) or even to a solitary player (piano in IX).
The music covers a wide range of moods ranging from 'feroce, virtuoso, strepitoso' on one hand to 'delicato e fragile' on the other; from the violent and eruptive to the childlike and desolate. The eleventh picture is the climax of the music's progress where the trio all play fffff, "desolato, martellato, feroce etc ...".
The fourteenth and final "picture" brings the music full circle, at first presenting some of the material from the first "picture" but quickly transforming it into a long piano postlude marked "teneroso, delicato, lontano e semplice".
The work was commissioned by the BBC to mark the 25th anniversary of the collaboration of Peter Frankl, György Pauk and Ralph Kirshbaum, and was first performed by them on 21 May 1997 at the Wigmore Hall, London.
James MacMillan, May 1997
Ontleend aan:
https://www.boosey.com/cr/music/James-MacMillan-Fourteen-Little-Pictures/15056
N.B.: Tijdens het door de Stichting Kamermuziek Deventer georganiseerde concert op 11 maart 2019, verzorgd door het Van Baerle Trio (Hannes Minnaar, piano; Maria Milstein, viool; Gideon den Herder, cello), werd o.a. 'Fourteen Little Pictures' van James MacMillan gespeeld. Voorafgaand aan dit werk vertelde Hannes Minnaar dat het hier niet gaat om veertien schilderijtjes, foto's of selfies, maar om de Veertien Kruiswegstaties. De korte uitleg was zeer verhelderend, waardoor het publiek de compositie veel beter kon begrijpen en dieper ervaren, het emotionele en artistieke gewicht kon beseffen - na afloop van de uitvoering zelfs als noodzakelijk werd beschouwd, temeer daar in geen enkele van de gangbare bronnen hierover wordt geschreven, zelfs niet in de bekende en vaak geciteerde uitleg (mei 1997) van de componist zelf (zie hiervoor).
In de papieren programmatoelichting voor bovengenoemd concert wordt o.a. vermeld: '(James MacMillan) brak in 1990 internationaal door met zijn orkestmuziek en inmiddels heeft hij al een indrukwekkende catalogus werken op zijn naam staan, waaronder soloconcerten, symfonieën, kamermuziek, koormuziek, missen, cantates en gewijde muziek. In die laatste categorie valt ook zijn St Luke Passion, in première gegaan op 15 maart 2014 in het Concertgebouw in Amsterdam.
MacMillan's Fourteen Little Pictures is ook wel bekend als zijn Pianotrio nr. 1. (Inmiddels schreef hij ook een tweede pianotrio.) Dit werk is een aaneenschakeling van miniaturen van onderling (sterk) uiteenlopend karakter, dat tezamen een rijkgeschakeerd geheel vormt. Elk deeltje heeft weliswaar een eigen karakter en zeggingskracht, maar vanwege enkele terugkerende muzikale elementen krijgt de cyclus toch samenhang. De componist weefde, naar eigen zeggen, 'common threads' in zijn werk, 'daarmee referenties, resonanties en recapitulaties creërend, om een gevoel van schaal en eenheid te projecteren op een grotere achtergrond.' De muziek ontwikkelt zich gaandeweg en bereikt de climax in de elfde 'picture', waar de drie musici in vijfvoudig (!) forte spelen. Na deze ontlading contrasteert de twaalfde 'picture', een sobere pianosolo, weer sterk. De dertiende 'picture' hergebruikt eerder materiaal en ook de laatste 'picture' verwijst terug: met materiaal uit de eerste 'picture' is de cirkel rond.'
DE MUZIEK
Totaalduur, duur der episodes, nummering der episodes, karakter- en speelaanwijzingen.
Fourteen Little Pictures (1997)
23:18
1.
I
Feroce, virtuoso, strepitoso (FJK: wild, virtuoos, luidruchtig)
1:17
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2.
II
[Decrescendo into ppp delicato] (fragile)
1:08
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3.
III
Molto espressivo
1:11
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4.
IV
Sonore
1:14
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5.
V
Meno mosso
1:14
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6.
VI
Very slow
1:39
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7.
VII
(Eruptive)
1:02
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8.
VIII
Adagio, molto espressivo
1:25
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9.
IX
(Emphatic)
1:01
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10.
X
Feroce, virtuoso, strepitoso
1:39
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11.
XI
Prestissimo possibile
1:22
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12.
XII
-
1:18
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13.
XIII
-
2:14
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14.
XIV
Feroce, virtuoso, strepitoso
5:27
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Ontleend aan: https://www.chandos.net/products/catalogue/WH%200026
Overzicht van alle 14 kruiswegstaties
| I | Jezus wordt ter dood veroordeeld. | | | Mattheus 27:11-32, |
|---|---|---|---|---|
| | | | | Markus 15:1-20, Lukas |
| | | | | 23:1-25, Johannes |
| | | | | 18:18-19:16 |
| II | Jezus neemt het kruis op Zijn schouders. | | Mattheus 27:31, Marcus 15:20, Johannes 19:16- 17 | |
| III | | Jezus valt voor de | Staat niet in de Bijbel. | |
| | | eerste maal onder | | |
| | | het kruis. | | |
| IV | Jezus ontmoet Zijn Heilige Moeder. | | Staat niet in de Bijbel, maar Maria was bij de kruisiging wel aanwezig. Markus 15:40, Johannes 19:25 | |
| V | | Simon van | Mattheus 27:32, Markus 15:21, Lukas 23:26 | |
| | | Cyrene helpt Jezus | | |
| | | het kruis te dragen. | | |
| VI | Veronica droogt het aangezicht van Jezus af. | | Otia Imperialia 3:25 | |
| VII | | Jezus valt voor de | Staat niet in de Bijbel | |
| | | tweede maal. | | |
| VIII | Jezus troost de wenende vrouwen. | | Lukas 23:27-31 | |
| IX | | Jezus valt voor de | Staat niet in de Bijbel | |
|---|---|---|---|---|
| | | derde maal. | | |
| X | Jezus wordt van Zijn klederen beroofd. | | | Staat niet in de Bijbel, |
| | | | | maar er staat dat de |
| | | | | soldaten zijn kleren |
| | | | | tijdens de kruisiging |
| | | | | verdeelden. |
| | | | | Mattheus 27:35, Markus |
| | | | | 15:24, Lukas 23:34, |
| | | | | Johannes 19:23-24, |
| | | | | Psalm 22:18-29 |
| XI | Jezus wordt aan het kruis genageld. | | | Mattheus 27:35-44, |
| | | | | Markus 15:24-32, Lukas |
| | | | | 23:33-44, Johannes |
| | | | | 19:18-24 |
| XII | Jezus sterft aan het kruis. | | Mattheus 27:45-56, Markus 15:33-41, Lukas 23:44-49, Johannes 19:25-30 | |
| XIII | Jezus wordt van het kruis afgenomen. | | | Mattheus 27:57-59, |
| | | | | Marcus 15:43-46, Lukas |
| | | | | 23:50-53, Johannes |
| | | | | 19:38-39 |
Ontleend aan https://nl.wikipedia.org/wiki/Kruisweg_(religie)
Vergelijk met https://www.kruiswegstaties.nl/nl/kruisweg/
Vergelijk met https://www.statenvertaling.net/kunst/kruisweg.html
SAMENVATTING VOORGAANDE OVERZICHTEN
| | Jezus wordt ter dood veroordeeld. | | | Mattheus 27:11-32, Markus 15:1-20, |
|---|---|---|---|---|
| | | | | Lukas 23:1-25, Johannes 18:18- |
| | | | | 19:16 |
| | Jezus neemt het kruis op Zijn schouders. | | Mattheus 27:31, Marcus 15:20, Johannes 19:16-17 | |
| | | Jezus valt voor de eerste | Staat niet in de Bijbel. | |
| | | maal onder het kruis. | | |
| | Jezus ontmoet Zijn Heilige Moeder. | | Staat niet in de Bijbel, maar Maria was bij de kruisiging wel aanwezig. Markus 15:40, Johannes 19:25 | |
| | | Simon van Cyrene helpt | | Mattheus 27:32, Markus 15:21, |
| | | Jezus het kruis te dragen. | | Lukas 23:26 |
| | | Veronica droogt het | Otia Imperialia 3:25 | |
| | | aangezicht van Jezus af. | | |
| | | Jezus valt voor de tweede | Staat niet in de Bijbel | |
| | | maal. | | |
| | | Jezus troost de wenende | Lukas 23:27-31 | |
| | | vrouwen. | | |
| | | Jezus valt voor de derde | Staat niet in de Bijbel | |
| | | maal. | | |
| (zie | | | | |
| hier- | | | | |
| na) | | | | |
| X | Jezus wordt van Zijn klederen beroofd. | Staat niet in de Bijbel, maar er staat |
|---|---|---|
| | | dat de soldaten zijn kleren tijdens de |
| | | kruisiging verdeelden. |
| | | Mattheus 27:35, Markus 15:24, |
| | | Lukas 23:34, Johannes 19:23-24, |
| | | Psalm 22:18-29 |
| XI | Jezus wordt aan het kruis genageld. | Mattheus 27:35-44, Markus 15:24- |
| | | 32, Lukas 23:33-44, Johannes |
| | | 19:18-24 |
| XII | Jezus sterft aan het kruis. | Mattheus 27:45-56, Markus 15:33- |
| | | 41, Lukas 23:44-49, Johannes |
| | | 19:25-30 |
| XIII | Jezus wordt van het kruis afgenomen. | Mattheus 27:57-59, Marcus 15:43- |
| | | 46, Lukas 23:50-53, Johannes |
| | | 19:38-39 |
| XIV | Jezus wordt in het graf gelegd. | Mattheus 27:59-61, Markus 15:46- |
| | | 47, Lukas 23:56, Johannes 19:40- |
| | | 42 |
Live-uitvoering van de Fourteen Litle Pictures, van James MacMillan: https://www.youtube.com/watch?v=zzLB2X4KEMw (Totaalduur van deze opname: 21:26)
Onderstaande berichten ontving de Stichting Kamermuziek Deventer van bezoekers van het concert d.d. 11 maart 2019, waarin door het Van Baerle Trio 'Fourteen Little Pictures' van James MacMillan werd uitgevoerd:
'Nogmaals over MacMillan. Ik sprak er met (…) over en die is nog eens gaan zoeken op internet. Hij vond een aantal zaken: een artikel in The Guardian uit 2016, daarin wordt 'Fourteen Little Portraits' en de betekenis ervan genoemd (de tweede link). Verder vond hij in het boek 'Contemporary music and spirituality' (eerste link) en dat genoemd wordt in de derde site die gaat over zijn katholieke geloof en muziek. De vierde site geeft misschien aan waarom hij de duiding van Fourteen Little Portraits niet etaleert: in Schotland dien je je katholieke geloof niet te tonen. Dit laatste is verbazingwekkend - dat het nog bestaat, papenhaat. Maar misschien is dat de reden dat de betekenis van Fourteen Little Portraits niet wordt genoemd.
We zijn dus wat verder gekomen in onze zoektocht naar de diepere motivatie van MacMillan! Dag, hartelijke groet, (…)'
-------- Doorgestuurd bericht --------
'Dit betreft het boek 'Contemporary music and spirituality', dat in verschillende versies te koop is bij bol.com:
https://www.bol.com/nl/s/algemeen/zoekresultaten/Ntt/Contemporary%2BMusic%2Band%2 BSpirituality/N/0/Nty/1/search/true/searchType/qck/defaultSearchContext/media_all/sc/media _all/index.html
Dit betreft een artikel in The Guardian van 12 oct. 2016 waarin de achtergrond van de Little Pieces wordt genoemd:
https://www.theguardian.com/music/musicblog/2016/oct/12/james-macmillan-composorstabat-mater
Idem voor de dissertatie "Spirituality and Scottish Identity in Selected Works of James MacMillan" (Zie hierin de pagina's 68 en 153):
https://scholarlyrepository.miami.edu/cgi/viewcontent.cgi?referer=https://www.google.com/& httpsredir=1&article=2641&context=oa_dissertations https://www.independent.co .uk/ art s -entertainment/podium-james-macmillan-the-bigotry-thatshames-scotland-1111793.h t ml
(…)'
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Doe je mee?
Een overzicht van activiteiten voor maatschappelijke deelname van GGzE en partners
Laat mensen groeien!
| WONEN EN VRIJE TIJD | Caffeine Dealers | PERSOONLIJKE ONTWIKKELING |
|---------------------|------------------|--------------------------|
| Boeiende Kunst | Grand Café Het Ketelhuis | Herstelgroep |
| De Slappe Band | Boerderij De Haen | WRAP |
| Huiskamer Zuidwester | De Plaza | Herstellen Doe Je Zelf |
| Inloop | De Paardenhoeve | Digitaal herstel |
| Overzicht inloop dagbesteding | De Tuin | Fotovoice |
| Beschermd Wonen | De Schildersbus | EN VERDER... |
| Begeleid Wonen | De Boekbinderij | Trajectbegeleiding |
| DAGBESTEDING EN ACTIVERING | Grafisch | Vrijwilligerswerk |
| Bed & Breakfast Landgoed De Grote Beek | De Professionals | |
GGzE
Boeiende Kunst
Ben jij een bijzondere kunstenaar?
Op zoek naar een vorm van dagbesteding waarin je je creativiteit kwijt kunt? Boeiende Kunst is een geweldig atelier om je creatief én sociaal te ontwikkelen. In het atelier werken zowel amateurs als professionals. De bijbehorende winkel verkoopt toegepaste kunst, zoals opgeknapte meubels, mozaïek en sieraden. Alle kunstvoorwerpen zijn gemaakt door mensen met psychische of psychiatrische problemen die veelal in behandeling zijn (geweest) bij GGzE.
**ACTIVITEITEN**
De creatieve activiteiten zijn net zo divers als de deelnemers. Deelnemers schilderen, tekenen, fotograferen, en maken keramiek, kaarsen en toegepaste kunst.
**WANNEER**
Boeiende Kunst is iedere werkdag open.
**WAAR**
Je vindt Boeiende Kunst in gebouw Sancta Maria aan de Kruisstraat 53, 5612 CD in Eindhoven.
**INFORMATIE**
Nieuwsgierig? Bekijk de website www.boeiendekunst.nl
Kom eens een kijkje nemen of maak een afspraak om een dagdeel mee te doen. Bel (040) 255 36 50 of mail [email protected].
**AANMELDEN**
Aanmelden kan via bit.ly/doe-mee-ggze, of neem contact op met GGzE, e-mail [email protected], telefoon (040) 296 77 66.
Art is a way to express yourself and your emotions. It can be a form of therapy, a way to connect with others, or simply a way to have fun. Whether you’re a beginner or an experienced artist, there are many different types of art that you can explore.
One type of art that is gaining popularity is mixed media art. This involves combining different materials and techniques to create a unique piece of art. For example, you might use paint, collage, and sculpture to create a three-dimensional portrait. Another popular type of art is digital art, which involves using computer software to create images. This can include everything from simple drawings to complex 3D models.
No matter what type of art you choose to pursue, it’s important to remember that the most important thing is to have fun. Don’t worry too much about whether your work is “good” or “bad.” Instead, focus on enjoying the process and expressing yourself through your art. With practice and dedication, you can develop your skills and create beautiful pieces of art that you’ll be proud of.
De Slappe Band is een fietsenwerkplaats in Eindhoven, waar fietsen worden opgeknapt en na een second opinion een tweede leven krijgen. Je kunt er helpen met het herstellen van fietsen.
**ACTIVITEITEN**
Naast het sleutelen aan fietsen worden er ook gezamenlijk activiteiten bedacht en gedaan waar plezier maken centraal staat.
**WANNEER**
De Slappe Band is iedere werkdag open van 9.00 tot 16.30 uur.
**WAAR**
Je vindt De Slappe Band aan de Sterkenburg 2 in gebouw de Genderhof in de Eindhovense wijk Gestel.
**INFORMATIE**
Nieuwsgierig? Bekijk de website www.slappeband.nl
Kom eens een kijkje nemen of maak een afspraak om mee te doen.
Bel (040) 255 36 50 of mail [email protected].
**AANMELDEN**
Aanmelden kan via bit.ly/doe-mee-ggze, of neem contact op met GGzE, e-mail [email protected], telefoon (040) 296 77 66.
Als ik sleutel vergeet ik even alles
Midden in de hernieuwde Kruidenbuurt in de wijk Stratum ligt Huiskamer Zuidwester.
**ACTIVITEITEN**
In deze huiskamer kun je terecht voor een praatje of een kop koffie of thee. Ook liggen er allerlei spelletjes en materialen om creatief bezig te zijn, alleen of met medebezoekers. Bij binnenkomst en in de middag is het eerste kopje koffie/thee gratis. Er kunnen in overleg allerlei activiteiten ondernomen worden.
**WANNEER**
Open: maandag van 12.30 - 15.30 uur en dinsdag t/m vrijdag van 9.30 tot 15.30 uur, behalve op de eerste vrijdag van de maand. Dan is de inloop gesloten.
**WAAR**
Je vindt Huiskamer Zuidwester aan de Cyclamenstraat 1, 5644 KH in Eindhoven.
**INFORMATIE**
Nieuwsgierig? Kom eens een kijkje nemen. Maak een afspraak en bel (040) 255 36 50 of mail [email protected].
**AANMELDEN**
Aanmelden kan via bit.ly/doe-mee-ggze, of neem contact op met GGzE, e-mail [email protected], telefoon (040) 296 77 66.
The lounge area is a great place to relax and socialise with friends. It has a bar, comfortable seating, and a bookshelf for those who enjoy reading. The large windows let in plenty of natural light, making it a bright and welcoming space.
Inloop
Meedoen wordt weer wat gemakkelijker
Bij verschillende inlopen bij jou in de buurt staan de deuren voor je open, en voor iedereen die graag weer onder de mensen wil. Zo wordt ‘meedoen’ weer wat gemakkelijker.
ACTIVITEITEN
Elke Inloop van GGzE De Boei is een plek waar mensen elkaar ontmoeten, samen leuke activiteiten kunnen ondernemen en soms samen gezellig kunnen eten tegen een kleine vergoeding. Niets moet. Je bent meer dan welkom als je er gewoonweg bent. Maar je kan ook meehelpen met het bereiden van het eten of meedenken over het menu.
WANNEER
Informeer naar de openingstijden bij de inloop in jouw buurt.
WAAR
In Eindhoven en omgeving.
INFORMATIE
Nieuwsgierig? Kom eens een kijkje nemen. Aanmelden is niet nodig. Je bent er altijd welkom.
| GEMEENTE EINDHOVEN | Inloop en dagbestedingsvoorzieningen |
|-------------------|-------------------------------------|
| Strijp Centrum | Inloop Strijp |
| | Beukenlaan 1b, onder de brug!, |
| | 5616 SH Eindhoven |
| | T 06 - 587 30 102 |
| Woensel Zuid | Dagbesteding ‘De Boei Kunst’ |
| | Kruisstraat 53, 5612 CD Eindhoven |
| | T 06 - 106 09 474 |
| Woensel-West | Inloop Woensel-West ‘De Tulp’ |
| | Celciusplein 18-19, 5621 BN Eindhoven |
| | T 06 - 536 22 504 of 040 - 244 35 32 |
| Woensel Noord | Inloop en dagbesteding Woensel-Noord |
| | Klerklaan 2B, 5624 BC Eindhoven |
| | T 040 - 212 08 65 of 06 - 229 20 254 |
| | Inloop Vaartbroek ‘Ontmoetingscentrum de Dommelbeemd’ |
| | Tarwelaan 56, 5632 KE Eindhoven |
| | T 040 - 261 38 81 |
| Tongelre | Dagbesteding Tongelre ‘Het Eetpunt’ |
| | Tongelresestraat 483, 5641 AW Eindhoven |
| | T 06 - 833 06 300 / |
| | E [email protected] |
| Gestel | Dagbesteding Gestel ‘De Slappe Band’ |
| | Sterkenburg 2, 5653 ND Eindhoven |
| | T 06 - 818 24 68 / E [email protected] |
| | Inloop Gestel ontmoetingsplek ‘Het Buurthuukse’ |
| | Sterkenburg 2, 5653 ND Eindhoven |
| | T 06 - 587 30 102 |
| Stratum | Inloop Stratum ‘De Zuidwester’ |
| | Cyclamenstraat 1 , 5644 KH Eindhoven |
| | T 040 - 211 26 97 |
| | Inloop Stratum ‘Huiskamer Tivoli’ |
| | Berenstraat 19, 5645 BG Eindhoven |
| | T 040 - 843 18 85 |
Kijk voor een overzicht van inlopen en dagbestedingsvoorzieningen buiten Eindhoven op de andere zijde.
| Locatie | Dienstverlening | Adres | Contactpersoon |
|-------------------------------|------------------------------------------|--------------------------------------------|---------------------------------------|
| Bladel, Reusel -de Mierden | Dagbesteding Bladel ‘De Blaalse Hoeve’ | Hofstad 60a, 5531 GD Bladel | Gerda de Vries (T 06 - 836 68 167) |
| | | | of Peter van Ruth (T 06 - 588 75 091) |
| Eersel | Inloop en dagbesteding ‘D’n Achterum’ | Voortseweg 9, 5521 JB Eersel | T 0497 - 515 941 |
| Bergeijk | Inloop en dagbesteding ‘AquinoHuis’ | Dr. Raupstraat 52, 5571 CH Bergeijk | T 0497 - 845 434 |
| Valkenswaard | Inloop ‘BoeienSwaard’ | Pastoor van Vroonhovenstraat 1, | T 040 - 787 97 72 |
| | | 5554 HJ Valkenswaard | |
| Aalst | Inloop ‘De Pracht’ | De Pracht 2, 5583 CW Aalst | Joost ‘t Hoen (T 06 - 818 23 961) |
| Waalre | Inloop ‘t Eetpunt’ | Michiel de Ruyterstraat 45, 5582 JL Waalre| Joost ‘t Hoen (T 06 - 818 23 961) |
| Maarheeze | Inloop ‘De Rode Draad’ | Stationsstraat 52, 6026 CW Maarheeze | Aaltje Bosma (T 06 - 831 03 079) |
| Heeze | Inloop ‘t Perron’ | Schoolstraat 48, 5591 HM Heeze | Aaltje Bosma (T 06 - 831 03 079) / |
| | | | Joost ‘t Hoen (T 06 - 818 23 961) |
| Son en Breugel | Inloop ‘De Pastorie’ | Zandstraat 26, 5691 CE Son en Breugel | Aaltje Bosma (T 06 - 831 03 079) / |
| | | | Joost ‘t Hoen (T 06 - 818 23 961) |
| Geldrop | Inloop ‘De Ontmoeting’ - Verenigingsgebouw Oranje veld | Jan van Amstelstraat 1, 5666 GE Geldrop | Tjerkje van Ham (T 06 - 836 68 168) |
| Mierlo | Inloop en dagbesteding Mierlo Hobbyplek ‘t Saam’ | Hekelstraat 4 , 5731 JD Mierlo | Tjerkje van Ham (T 06 - 836 68 168) |
| Nuenen | Inloop ‘Het Klooster’ | Park 1, 5671 GA Nuenen | Tjerkje van Ham (T 06 - 836 68 168) |
| Veldhoven | Inloop Veldhoven | Jaspersstraat 1a , 5503 CH Veldhoven | T 040 - 295 32 61 |
| Best | Inloop Best | Leemkuilen 101, 5683 BT Best | T 0499 - 871 962 / 0499 - 310 217 |
| Oirschot | Inloop en dagbesteding “t Bint” | Rijkesluisstraat 36a , 5688 ED Oirschot | T 0499 - 578 359 / 0499 - 310 217 |
Beschermd Wonen
Wonen met het veilige gevoel van ondersteuning
Beschermd wonen houdt in dat je in een woning woont met begeleiding in de buurt. Het is een goede optie als je zelfstandig wilt wonen maar daarbij ondersteuning nodig hebt, zoals bij de dagindeling, de maaltijden of financiële zaken. Daarbij krijg je ondersteuning bij bijvoorbeeld persoonlijke verzorging, huishouding of dagbesteding. Je hebt een persoonlijk begeleider die op afspraak met jou werkt en samen met je kijkt naar wat jouw wensen zijn en welke hulp hierbij het beste past. Maatwerk dus. Als het nodig is kun je 24 uur per dag een beroep op begeleiding doen.
WAAR
In Eindhoven en omgeving.
INFORMATIE
Nieuwsgierig? Maak een afspraak en bel (040) 255 36 50 of mail [email protected].
AANMELDEN
Aanmelden kan via bit.ly/doe-mee-ggze, of neem contact op met GGzE, e-mail [email protected], telefoon (040) 296 78 55.
The Netherlands is a country with a rich history and culture, known for its beautiful landscapes, delicious cuisine, and friendly people. The Dutch are known for their love of coffee and sweets, and their homes are often filled with these treats. In this article, we will explore some of the most popular coffee shops in the Netherlands, as well as some of the best places to find delicious sweets.
One of the most popular coffee shops in the Netherlands is De Koffiepauze, located in the city of Amsterdam. This shop is known for its delicious coffee and pastries, and it is a favorite among locals and tourists alike. Another popular coffee shop is Koffie en Zo, which is located in the city of Utrecht. This shop is known for its unique blend of coffee beans and its delicious selection of pastries.
In addition to coffee shops, the Netherlands is also home to many delicious sweet shops. One of the most popular sweet shops is De Lelie, located in the city of Rotterdam. This shop is known for its delicious cakes and pastries, and it is a favorite among locals and tourists alike. Another popular sweet shop is De Lelie, which is located in the city of Utrecht. This shop is known for its unique blend of coffee beans and its delicious selection of pastries.
Overall, the Netherlands is a country with a rich history and culture, known for its beautiful landscapes, delicious cuisine, and friendly people. Whether you are looking for a delicious cup of coffee or a sweet treat, the Netherlands has something to offer everyone.
Begeleid Wonen
Wonen met hulp op maat
Wie begeleid woont, heeft een eigen woonruimte en krijgt ondersteuning bij bijvoorbeeld persoonlijke verzorging, huishouding of dagbesteding. De begeleiding is op afspraak en op maat, maar als het nodig is kun je er 24 uur per etmaal een beroep op doen. GGzE De Boei heeft een aantal woningen voor begeleid wonen. Ze liggen verspreid in de wijken en variëren van eenpersoonswoningen tot groepswooningen voor 4 personen.
WAAR
In Eindhoven en omgeving.
INFORMATIE
Nieuwsgierig? Maak een afspraak en bel (040) 255 36 50 of mail [email protected].
AANMELDEN
Aanmelden kan via bit.ly/doe-mee-ggze, of neem contact op met GGzE, e-mail [email protected], telefoon (040) 296 78 55.
WELCOME
A dog stands on a welcome mat, a person cleans a living room, an elderly man sits in a chair, two men prepare food with chopsticks, and a man watches television.
Bed & Breakfast Landgoed De Grote Beek
Aan de slag in een luxe en sfeervolle B&B
Op Landgoed De Grote Beek is een B&B gevestigd met 24 kamers. Wil jij samen met collega’s zorgen dat onze gasten een fantastisch verblijf hebben? Dan is werken in deze B&B echt iets voor jou.
Het is mogelijk om bij B&B Landgoed De Grote Beek een leerwerk-traject te volgen. Na dit traject heb je genoeg ervaring en vaardigheden opgedaan om beter voorbereid door te stromen, bijvoorbeeld naar een betaalde baan.
**ACTIVITEITEN**
Je helpt mee met het ontvangen van de gasten, het verzorgen van het ontbijt of het schoonmaken van de kamers. Je krijgt je eigen taken en verantwoordelijkheden en je wordt gestimuleerd om zelfstandig te werken.
**WANNEER**
De Bed and Breakfast is dagelijks geopend van 7.00-23.00 uur. De werktijden van de activiteiten die plaatsvinden zijn van maandag tot en met vrijdag van 7.00-10.30, van 11.00-15.00 en van 15.00-18.30. We kijken samen met jou wanneer jij kunt komen.
**WAAR**
Landgoed De Grote Beek, Grote Beekstraat 18b in Eindhoven.
**INFORMATIE**
Neem eens een kijkje op de website www.benb-grotebeek.nl
Voor vragen over dit project kun je contact opnemen met de B&B op (040) 297 02 18 of via [email protected].
**AANMELDEN**
Aanmelden kan via bit.ly/doe-je-mee (kies voor Maatschappelijke deelname) of neem contact op met het entreeteam op (040) 296 77 66 of [email protected].
The hotel is located in the heart of the city, close to the main train station and the central bus station. The hotel has 100 rooms, all with a modern design and equipped with all necessary amenities. The hotel also offers a restaurant and a bar, where guests can enjoy delicious meals and drinks. The hotel has a fitness center and a sauna, where guests can relax and unwind after a long day. The hotel also has a conference room, which can be used for business meetings and events. The hotel is easily accessible by car, bus and train, making it a convenient choice for both business and leisure travelers.
Caffeine Dealers
Kwaliteitskoffie branden, zetten en verpakken
Volg bij Caffeine Dealers een leer-werktraject. Je leert het vak ‘barista’ in de praktijk en je kunt zelfs een diploma behalen. Na dit traject heb je genoeg ervaring en vaardigheden opgedaan om beter voorbereid door te stromen, bijvoorbeeld naar een betaalde baan.
**ACTIVITEITEN**
Bij Caffeine Dealers leer je om koffiebonen te branden, malen en verpakken. Maar ook om een goede kop koffie te zetten. Je krijgt je eigen taken en verantwoordelijkheden en je wordt gestimuleerd zelfstandig te werken.
**WANNEER**
Caffeine Dealers is geopend van maandag tot en met vrijdag van 9.00 tot 16.00 uur. We kijken samen met jou wanneer jij kunt komen.
**WAAR**
Landgoed De Grote Beek, Dr. Poletlaan 23 in Eindhoven.
**INFORMATIE**
Neem eens een kijkje op de website www.caffeinedealers.nl
Voor vragen over dit project kun je contact opnemen met Caffeine Dealers op (040) 297 02 85 of via [email protected]
**AANMELDEN**
Aanmelden kan via bit.ly/doe-je-mee (kies voor Maatschappelijke deelname) of neem contact op met het entreeteam op (040) 296 77 66 of [email protected].
Caffè Dealer
Caffè Dealer is a coffee shop in Amsterdam, the Netherlands. It was founded in 2013 by two friends who share a passion for coffee and want to share their knowledge with others. The shop offers a wide range of coffee drinks, including espresso, cappuccino, latte, and more. They also serve sandwiches, pastries, and other snacks. Caffè Dealer is located in the center of Amsterdam, making it easy for locals and tourists alike to enjoy a delicious cup of coffee.
In een monumentaal gebouw op Landgoed De Grote Beek is Grand Café Het Ketelhuis gevestigd. Elke dag komen hier ca 50 mensen lunchen. Wil jij samen met je collega’s zorgen dat de gasten tevreden zijn en nog eens terugkomen?
**ACTIVITEITEN**
Je helpt mee in de keuken met het maken van gerechten, je staat achter de bar of je serveert het eten uit. Je krijgt je eigen taken en verantwoordelijkheden afgestemd op jouw wensen en mogelijkheden. Stap-voor-stap leer je zo zelfstandig mogelijk te werken. Je krijgt een goed beeld wat werken in de horeca inhoudt.
**WANNEER**
Grand Café Het Ketelhuis is geopend van maandag tot en met vrijdag van 8.00 tot 16.00 uur. We kijken samen met jou wanneer jij kunt komen.
**WAAR**
Landgoed De Grote Beek, Dr. Poletlaan 45 in Eindhoven.
**INFORMATIE**
Neem eens een kijkje op de website www.ketelhuis-grotebeek.nl
Voor vragen over dit project kun je contact opnemen met het Ketelhuis op (040) 297 06 54 of via [email protected].
**AANMELDEN**
Aanmelden kan via bit.ly/doe-je-mee (kies voor Maatschappelijke deelname) of neem contact op met het entreeteam op (040) 296 77 66 of [email protected]
The restaurant is located in the former factory of the famous Dutch company Van der Valk. The building has been completely renovated and is now a beautiful restaurant with a cozy atmosphere. The menu offers a variety of dishes, from classic Dutch cuisine to international specialties. The restaurant also has a beautiful terrace where you can enjoy your meal in the fresh air.
Boerderij De Haen
Contact met dieren is een waardevolle ervaring
Bij Boerderij De Haen voelt iedereen zich thuis: van kippen en konijnen tot varkens en lama’s. De boerderij ligt op Landgoed De Grote Beek.
ACTIVITEITEN
Vind je het leuk om te knuffelen met dieren? Of steek je ook de handen uit de mouwen om de dieren te verzorgen? Dat kan allemaal. De boerderij is een gezellige plek voor iedereen die van dieren houdt.
WANNEER
Boerderij De Haen is geopend van maandag tot en met vrijdag van 9.00 tot 16.00 uur. We kijken samen met jou wanneer jij kunt komen.
WAAR
Landgoed De Grote Beek, Dr. Poletlaan 21 in Eindhoven
INFORMATIE
Neem eens een kijkje op de website www.ggze.nl/boerderij
Voor vragen over dit project kun je contact opnemen met Boerderij De Haen op (040) 297 03 61 of [email protected].
AANMELDEN
Aanmelden kan via bit.ly/doe-je-mee (kies voor Maatschappelijke deelname) of neem contact op met het entreeteam op (040) 296 77 66 of [email protected].
Welcome to our farm shop!
We have a wide range of products for sale, including fresh produce, handmade crafts, and local specialties.
Our farm shop is open daily from 9am to 5pm. Come and visit us today!
De Plaza is dé ontmoetingsplek op Landgoed De Grote Beek. Bij De Plaza vind je van alles: een kledingwinkel, kapper, een bloem- en kaduwinkel en een gezellig koffiehuis.
**ACTIVITEITEN**
Vind je het leuk om als deelnemer aan te sluiten bij diverse activiteiten, zoals bloemschikken of bakken en braden? Kom eens langs bij De Plaza. Of loop gewoon eens binnen voor een kop koffie of thee met wat lekkers erbij. Bij De Plaza is van alles te beleven!
**WANNEER**
De Plaza is iedere werkdag geopend van 9.00 tot 16.00 uur. Het koffiehuis is iedere dag open van 13.00 tot 21.30 uur. We kijken samen met jou wanneer jij kunt komen.
**WAAR**
Landgoed De Grote Beek, Dr. Poletlaan 35 in Eindhoven.
**INFORMATIE**
Neem eens een kijkje op de website www.ggze.nl/plaza
Loop eens bij ons binnen of neem contact op via 06-54 91 73 07 of [email protected].
**AANMELDEN**
Aanmelden kan via bit.ly/doe-je-mee (kies voor Maatschappelijke deelname) of neem contact op met het entreeteam op (040) 296 77 66 of [email protected].
Kom verder hier is’t leuk
Wellness Nifties
De Paardenhoeve
Mens en paard werken samen
Op Landgoed De Grote Beek is een mooie Paardenhoeve gevestigd met meer dan 5 paarden.
ACTIVITEITEN
Bij de Paardenhoeve kun je verschillende activiteiten doen: de dagelijkse verzorging van de paarden, rijden, coaching met het paard als co-coach of een ritje maken met paard-en-wagen door het bos. Alle activiteiten zijn erop gericht je weer een stapje verder op weg te helpen.
WANNEER
De Paardenhoeve is geopend van maandag tot en met vrijdag van 9.00 tot 16.00 uur. We kijken samen met jou wanneer jij kunt komen.
WAAR
Landgoed De Grote Beek, Dr. Poletlaan 27 in Eindhoven.
INFORMATIE
Neem eens een kijkje op de website www.ggze.nl/paardenhoeve
Voor vragen over dit project kun je contact opnemen met De Paardenhoeve op (040) 297 03 61 of [email protected].
AANMELDEN
Aanmelden kan via bit.ly/doe-je-mee (kies voor Maatschappelijke deelname) of neem contact op met het entreeteam op (040) 296 77 66 of [email protected].
Equine Assisted Learning
The Equine Assisted Learning (EAL) course is a 2 day course that will give you the opportunity to work with horses in a safe and controlled environment. You will learn how to use the horses as a tool for personal development, team building and communication skills.
During the course you will be introduced to the different types of EAL activities and how they can be used to help individuals or groups achieve their goals. You will also have the chance to try out some of these activities yourself and see first-hand how effective they can be.
The course is suitable for anyone who wants to learn more about working with horses and using them as a tool for personal development. It is also ideal for those who want to develop their skills in team building and communication.
If you are interested in learning more about Equine Assisted Learning, please contact us today to find out more information about our courses.
De Tuin
Krijg groene vingers in onze tuin
Landgoed De Grote Beek biedt veel mogelijkheden op het gebied van tuinieren: diverse tuinen, een grote kas en bos.
ACTIVITEITEN
Bij De Tuin leer je alles over werken in de tuin. Het zaaien van planten, groenten en bloemen en het oogsten van verschillende producten. Daarnaast kloven en zagen we hout, onderhouden we het bos, bewerken metaal (lassen) en leggen we bestratingen aan. Heb jij groene vingers? Dan is De Tuin iets voor jou! Je krijgt je eigen taken onder goede begeleiding.
WANNEER
De Tuin is geopend van maandag tot en met vrijdag van 9.00 tot 16.00 uur. We kijken samen met jou wanneer jij kunt komen.
WAAR
Landgoed De Grote Beek, Dr. Poletlaan 69 in Eindhoven.
INFORMATIE
Neem eens een kijkje op de website www.ggze.nl/detuin
Voor meer informatie over dit project kun je contact opnemen met De Tuin op (040) 296 77 44 of [email protected].
AANMELDEN
Aanmelden kan via bit.ly/doe-je-mee (kies voor Maatschappelijke deelname) of neem contact op met het entreeteam op (040) 296 77 66 of [email protected].
The gardeners at the Royal Stables in Huis ter Heide are busy preparing the grounds for the summer season. The work includes planting new trees and shrubs, trimming hedges, and maintaining the lawns. The team is also responsible for ensuring that all plants are healthy and well cared for, which requires regular watering and fertilizing. The gardeners take pride in their work and strive to create a beautiful and welcoming environment for visitors to enjoy.
De Schildersbus
Elke dag weer eer van je werk
Heb jij schilderstalent? Of wil je de vaardigheden van schilderen verbeteren? Bij de Schildersbus leer je van alles over dit mooie vak.
ACTIVITEITEN
Je helpt mee bij schilderklussen die de Schildersbus krijgt op allerlei locaties, onder andere van GGZE. Samen met de begeleiding en andere deelnemers lever je goed schilderwerk en zorg je voor tevreden klanten.
WANNEER
De schilders van de Schildersbus zijn iedere werkdag actief van 9.00 tot 16.00 uur. Samen met jou kijken we wanneer jij kunt komen.
WAAR
De Schildersbus werkt op verschillende plekken in en rond Eindhoven.
INFORMATIE
Neem eens een kijkje op de website www.ggze.nl/schildersbus
Voor meer informatie over dit project kun je contact opnemen met De Schildersbus op 06 83 66 68 54 of [email protected].
AANMELDEN
Aanmelden kan via bit.ly/doe-je-mee (kies voor Maatschappelijke deelname) of neem contact op met het entreeteam op 06 - 306 43 059 of [email protected].
De Schildersbus
Schildersbedrijf
[email protected]
06-23145789
De Boekbinderij
Van ambacht tot heel hip
Ben je creatief, heb je passie voor papier en vind je het leuk om in een groep bezig te zijn? Dan is dagbestedingsproject De Boekbinderij iets voor jou!
ACTIVITEITEN
Wij bieden mensen met een afstand tot de arbeidsmarkt een plek waar je prettig kunt werken en tegelijkertijd mensen kunt ontmoeten. Je leert vaardigheden zoals op tijd komen en omgaan met collega’s. Voorbeelden van werkzaamheden bij De Boekbinderij zijn reparaties van boeken, vouwwerkzaamheden, inringen van boekwerken of cursusmateriaal en het maken van hippe ingebonden notebooks, verjaardagskalenders, schrijfblokken en agenda’s.
WANNEER
De Boekbinderij is geopend van maandag tot en met vrijdag van 9.00 tot 17.00 uur. We kijken samen met jou wanneer jij kunt komen.
WAAR
Landgoed De Grote Beek, Grote Beekstraat 12 in Eindhoven.
INFORMATIE
Neem eens een kijkje op de website www.ggze.nl/boekbinderij
Voor meer informatie over dit project kun je contact opnemen met
De Boekbinderij op (040) 297 06 51 of [email protected]
AANMELDEN
Aanmelden kan via bit.ly/doe-je-mee (kies voor Maatschappelijke deelname) of neem contact op met het entreeteam op (040) 296 77 66 of [email protected].
The bookbinding process involves several steps, each requiring different skills and techniques. Here’s an overview of the main stages:
1. **Preparation**: The first step is to gather all the necessary materials and tools. This includes the paper, ink, glue, and any other supplies needed for the specific type of book being created.
2. **Layout**: Once the materials are ready, the next step is to lay out the pages in the correct order. This ensures that the book will be assembled correctly and that all the pages are in the right place.
3. **Binding**: The binding process involves attaching the pages together using various methods such as sewing, gluing, or stapling. The choice of method depends on the type of book and the desired finish.
4. **Finishing**: After the pages are bound, the final step is to add any finishing touches such as covers, spines, and decorative elements. This can include embossing, gilding, and other embellishments.
Throughout the entire process, attention to detail is crucial to ensure that the finished product is of high quality. Bookbinders must have a good understanding of the materials and techniques involved, as well as the ability to work with precision and care.
Grafisch
Geef vorm aan jouw creativiteit
Ben je creatief en kun je overweg met Adobe Photoshop, Illustrator en/of InDesign? Vind je het leuk om een bijdrage te leveren aan het vormgeven van o.a. affiches, folders, flyers, uitnodigingen en logo’s? Dan is ‘Grafisch’ iets voor jou!
ACTIVITEITEN
Bij het project Grafisch bieden we mensen met een afstand tot de arbeidsmarkt een plek waar ze met name de creatieve, technische en arbeidsvaardigheden kunnen aanscherpen. Het team van Grafisch is een klein team, bestaande uit mensen met verschillende achtergronden en diverse talenten op het gebied van vormgeven en beeldbewerking. Voorbeelden van werkzaamheden bij Grafisch zijn het lay-outen van folders, flyers, affiches en posters, ontwerpen van producten voor evenementen als Grote Beek Pop, GGzE got talent en de Social Run maar ook ontwerpen van informatieve, up-to-date flyers, sportprogramma’s en activiteitenkalenders.
WANNEER
Grafisch is geopend van maandag tot en met vrijdag van 9.00 tot 17.00 uur. We kijken samen met jou wanneer jij kunt komen.
WAAR
Landgoed De Grote Beek, Grote Beekstraat 12 in Eindhoven.
INFORMATIE
Neem eens een kijkje op de website www.ggze.nl/grafisch
Voor meer informatie over dit project kun je contact opnemen met Grafisch op (040) 297 06 50 of [email protected]
AANMELDEN
Aanmelden kan via bit.ly/doe-je-mee (kies voor Maatschappelijke deelname) of neem contact op met het entreeteam op (040) 296 77 66 of [email protected].
OP DE BOERDERIJ
Appetite Title
FILMTIPS
SUDOKU
Iedereen heeft recht op betaald werk. Passend werk met mogelijkheden tot groei. Een vak leren en tegelijkertijd aan de slag met als doel weer meedoen in de maatschappij. Met de juiste opleiding en begeleiding helpen wij onze kandidaten daarbij. Zodat ze helden worden in hun vak. Bij De Professionals zijn verschillende traineeships mogelijk, bijvoorbeeld bij het distributiecentrum of als huismeester.
**ACTIVITEITEN**
Een traineeship is bedoeld als opstap naar de reguliere arbeidsmarkt en daarom voor bepaalde tijd. Je start met drie maanden in een werkervaringsplaats. Je kunt twee keer een halfjaar contract krijgen. Naast je werk volg je één dag per week een MBO-opleiding niveau 2. Deze opleiding duurt één schooljaar.
**WANNEER**
De traineeships starten twee of vier keer per jaar.
**WAAR**
Landgoed De Grote Beek, Dr. Poletlaan 42 in Eindhoven.
**INFORMATIE**
Neem eens een kijkje op de website www.deprofessionals.info
Voor meer informatie over dit project kun je contact opnemen met De Professionals via [email protected].
**AANMELDEN**
Voor meer informatie kun je opnemen via [email protected]
The people behind the products
From left to right, top to bottom: A worker in the warehouse, a woman standing next to a row of garden tools, a man sitting on a forklift, a warehouse interior with a forklift and boxes, a man standing in front of a machine, a man sitting at a desk with his arms crossed.
De cursus Herstellen Doe Je Zelf wordt ook wel HDJZ genoemd. In deze cursus leer je praten en nadenken over jezelf. Je wisselt ervaringen uit en je leert jezelf kennen. Je krijgt inzicht krijgen in je eigen proces. Het is een groepsgewijze training waar een opbouw in zit.
**BIJZONDERHEDEN**
Deze cursus wordt gegeven door ervaringswerkers.
**WANNEER**
Deze cursus bestaat uit een aantal delen.
**WAAR**
Eindhoven en de Kempen. De training wordt gegeven bij jou in de buurt.
**INFORMATIE**
Voor meer informatie kun je contact opnemen via (040) 255 36 50 of [email protected].
**AANMELDEN**
Aanmelden kan via bit.ly/doe-mee-ggze, (kies voor persoonlijke groei), of neem contact op met GGzE, e-mail [email protected], telefoon (040) 296 77 66.
The 5 Stages of Grief
1. Denial
2. Anger
3. Bargaining
4. Depression
5. Acceptance
WRAP
‘Voel je goed – plan’
WRAP betekent Wellness Recovery Action Plan. Je werkt groepsgeruis en aan hand van thema’s als persoonlijke ontwikkeling, hoop, steun, eigen regie, eigen verantwoordelijk leer je opkomen voor jezelf. Je maakt een gereedschapskist om je goed te laten voelen. Je brengt dit in kaart. Wie of wat heb ik daarbij nodig. Hoe herken ik het als het minder goed gaat.
BIJZONDERHEDEN
Deze cursus wordt gegeven door ervaringswerkers.
WANNEER
Deze cursus bestaat uit een aantal delen.
WAAR
Eindhoven en de Kempen. De training wordt gegeven bij jou in de buurt.
INFORMATIE
Voor meer informatie kun je contact opnemen via (040) 255 36 50 of [email protected].
AANMELDEN
Aanmelden kan via bit.ly/doe-mee-ggze, (kies voor persoonlijke groei), of neem contact op met GGzE, e-mail [email protected], telefoon (040) 296 77 66.
The power of prayer is undeniable, and it can be a powerful tool in times of crisis. When we come together in prayer, we create a sense of community and support that can help us navigate difficult times. Prayer can also provide comfort and solace during times of grief or loss.
In addition to its spiritual benefits, prayer can also have a positive impact on our physical health. Studies have shown that regular prayer can reduce stress levels, lower blood pressure, and even improve immune function. This is because prayer can help us focus our thoughts and emotions in a positive direction, which can have a beneficial effect on our overall well-being.
Whether you believe in God or not, there is no denying the power of prayer. It can be a powerful tool for healing, comfort, and strength during difficult times. So why not give it a try? You may be surprised at how much it can do for you.
De cursus Herstellen Doe Je Zelf wordt soms HDJZ genoemd. In deze cursus leer je praten en nadenken over jezelf. Je wisselt ervaringen uit en je leert jezelf kennen. Je krijgt inzicht krijgen in je eigen proces. Het is een groepsgewijze training waar een opbouw in zit.
**BIJZONDERHEDEN**
Deze cursus wordt gegeven door ervaringswerkers.
**WANNEER**
Deze cursus bestaat uit een aantal delen.
**WAAR**
Eindhoven en de Kempen. De training wordt gegeven bij jou in de buurt.
**INFORMATIE**
Voor meer informatie kun je contact opnemen via (040) 255 36 50 of [email protected].
**AANMELDEN**
Aanmelden kan via bit.ly/doe-mee-ggze, (kies voor persoonlijke groei), of neem contact op met GGzE, e-mail [email protected], telefoon (040) 296 77 66.
Group therapy is a type of psychotherapy that involves a small group of people who meet together to discuss and work through their problems. It can be an effective way to address mental health issues, including anxiety disorders.
In group therapy, individuals share their experiences and feelings with others who are facing similar challenges. This can help them feel less alone and more supported in their journey towards recovery. Group therapy can also provide a safe space for individuals to practice new coping strategies and learn from the experiences of others.
There are many different types of group therapy, each with its own unique approach and focus. Some groups may focus on specific issues such as depression or addiction, while others may be more general in nature. Regardless of the specific focus, all group therapy sessions aim to create a supportive environment where individuals can openly discuss their thoughts and feelings.
Group therapy can be an effective treatment option for those struggling with anxiety disorders. By working together with others who understand what they’re going through, individuals can gain valuable insights into their own thought patterns and behaviors. They can also learn new skills for managing anxiety symptoms and building resilience.
Overall, group therapy offers a unique opportunity for individuals to connect with others who share similar experiences. This can lead to increased self-awareness, improved coping mechanisms, and ultimately greater well-being. If you or someone you know is struggling with anxiety, consider exploring group therapy as a potential treatment option.
Digitaal herstel
Al schrijvend je leven op een rijtje krijgen
Aan de hand van zeven bouwstenen werk je, in je eigen tempo, in eigen tijd, met een daarvoor opgeleide coach (digitaal) samen aan je eigen verhaal.
BIJZONDERHEDEN
Deze cursus wordt gegeven door ervaringswerkers.
WANNEER
Deze cursus bestaat uit een aantal delen.
WAAR
Eindhoven en de Kempen. De training wordt gegeven bij jou in de buurt.
INFORMATIE
Voor meer informatie kun je contact opnemen via (040) 255 36 50 of [email protected].
AANMELDEN
Aanmelden kan via bit.ly/doe-mee-ggze, (kies voor persoonlijke groei), of neem contact op met GGzE, e-mail [email protected], telefoon (040) 296 77 66.
The 5 most important things to consider when choosing a digital marketing agency
1. **Experience and Expertise**
- Look for agencies with a proven track record in your industry or similar businesses.
- Ensure they have experience with the specific digital marketing channels you need (e.g., SEO, social media, email marketing).
2. **Communication and Transparency**
- Choose an agency that communicates clearly and transparently about their services, pricing, and timelines.
- They should be open about their processes and provide regular updates on progress.
3. **Customization and Strategy**
- A good agency will tailor their approach to fit your unique business needs and goals.
- They should offer a comprehensive strategy that includes both short-term tactics and long-term vision.
4. **Technology and Tools**
- Evaluate the technology and tools the agency uses to manage campaigns and data analytics.
- Consider how these tools can help you make informed decisions and optimize your marketing efforts.
5. **Client Support and Service**
- Assess the level of support and service you can expect from the agency.
- Look for a team that is responsive, knowledgeable, and willing to go above and beyond to ensure your success.
Fotovoice
Mijn oordelen verbeelden
In deze cursus werk je in een groep. Je trekt er op uit met een fototoestel en verzamelt beelden die je raken. De foto’s verbeelden een bepaald stigma en in de groep praat je hier samen over.
BIJZONDERHEDEN
Deze cursus wordt gegeven door ervaringswerkers. In samenspraak met de groep worden de foto’s tentoongesteld.
WANNEER
Deze cursus bestaat uit een aantal delen.
WAAR
Eindhoven en de Kempen. De training wordt gegeven bij jou in de buurt.
INFORMATIE
Voor meer informatie kun je contact opnemen via (040) 255 36 50 of [email protected].
AANMELDEN
Aanmelden kan via bit.ly/doe-mee-ggze, (kies voor persoonlijke groei), of neem contact op met GGzE, e-mail [email protected], telefoon (040) 296 77 66.
Photography is a powerful tool for capturing moments and telling stories. It can be used to document events, create art, or simply enjoy the beauty of the world around us. Whether you're a professional photographer or just starting out, there are many ways to improve your skills and take better pictures.
One way to enhance your photography is by using a tripod. A tripod provides stability and allows you to use slower shutter speeds, which can result in sharper images. It's especially useful when shooting in low light conditions or with long lenses.
Another important aspect of photography is composition. The rule of thirds is a popular technique that involves dividing the frame into thirds both horizontally and vertically, creating four imaginary lines that intersect at points of interest within the image. Placing your subject along these lines can make for more visually appealing photos.
Lighting also plays a crucial role in photography. Natural light is often preferred over artificial lighting because it creates softer shadows and more even illumination. However, if natural light isn't available, flash can be used to fill in shadows and add contrast to your images.
Finally, editing software like Adobe Lightroom or Photoshop can help you refine your photos after taking them. You can adjust exposure, contrast, color balance, and sharpness to achieve the desired look. Experimenting with different settings and techniques will help you develop your own unique style.
In conclusion, photography is an exciting hobby that offers endless possibilities for creativity and self-expression. By mastering basic techniques such as using a tripod, applying the rule of thirds, utilizing natural light, and editing your images, you'll be well on your way to becoming a skilled photographer. So grab your camera and start exploring the world through your lens!
Trajectbegeleiding
Samen aan het werk
Ben jij op zoek naar werk of scholing? Naar behoud van je werk? Of wil je hierbij begeleid worden? De trajectbegeleiders van GGzE helpen je graag met het vinden van oplossingen die helemaal bij jou passen.
**ACTIVITEITEN**
Na aanmelding en een intake krijg je een vaste educatie- en arbeidsbegeleider toegewezen. Afhankelijk van je vraag zetten we trainingen in, of een traject naar een passende leer- en/of werkomgeving zoals stage, scholing, werkervaringsplaatsen, vrijwilligerswerk, betaald werk en jobcoaching. We leggen en onderhouden contacten met werkgevers en scholingsinstituten. Waar nodig ondersteunen we je bij uitkeringsvragen en/of bij gesprekken bij UWV en gemeente.
**WAAR**
Het team trajectbegeleiders bestaat uit educatie- en arbeidsbegeleiders, trainers, consultant Begeleid Leren, arbeidsdeskundige en (erkende) jobcoaches. Zij werken met bewezen succesvolle methodes, zoals de Individuele Rehabilitatie Benadering (IRB), Individuele Plaatsing en Steun (IPS) en Begeleid Leren (BL).
**AANMELDEN**
Verschillende opdrachtgevers kunnen mensen naar GGzE verwijzen. Bijvoorbeeld: je behandelaar van GGzE, je werkgever of contactpersoon bij UWV of gemeente. Je GGzE-behandelaar kan je aanmelden via het digitale aanmeldformulier; bit.ly/doe-mee-ggze. Kies voor ‘Trajectbegeleiding’ of ‘IPS’.
**CONTACTINFORMATIE**
Is jouw interesse gewekt en wil je nader geïnformeerd worden over wat wij voor jou kunnen betekenen? Neem dan contact op met ons via telefoonnummer (040) 261 38 57, of per e-mail [email protected].
A person standing on a crosswalk, wearing beige pants and blue shoes.
Vrijwilligerswerk
Jouw inzet is onmisbaar
Vrijwilligers zijn onmisbaar voor GGzE. Met hun enthousiasme, betrokkenheid en inzet vervullen ze een belangrijke functie voor onze cliënten. Wil je aan de slag als vrijwilliger? Bekijk dan de mogelijkheden en meld je aan.
ACTIVITEITEN
Als vrijwilliger kun je veel betekenen voor cliënten van GGzE, in groepsverband of juist individueel. Door jouw bezoeken ervaart de cliënt verbinding met de maatschappij en andersom blijft de maatschappij betrokken bij de cliënt. Je kunt samen verschillende activiteiten ondernemen. Denk bijvoorbeeld aan: een goed gesprek, wandelen over Landgoed De Grote Beek, winkelen in de stad/dorp of samen fietsen. Voor bijvoorbeeld de volgende activiteiten doen we graag een beroep op je:
- Helpen bij activiteiten en evenementen
- Verwelkomen van gasten op één van onze locaties
- Verzorgen van computerles voor cliënten
- Ondersteunen bij een eetpunt
De keuze is aan jou. Samen met een consulent vrijwilligerswerk kun je uitzoeken welke activiteit jou het beste ligt en op welke locatie je aan de slag wilt.
AANMELDEN
Ga je aan de slag als vrijwilliger bij concern GGzE, dan krijg je een vrijwilligersovereenkomst en een vaste onkostenvergoeding. Tijdens de uitvoering van je vrijwilligerswerk ben je verzekerd tegen ongevallen en wettelijke aansprakelijkheid. Je neemt deel aan ons introductieprogramma en krijgt goede begeleiding op de werklocatie. Van vrijwilligers wordt een Verklaring Omtrent Gedrag gevraagd of een Akkoordverklaring Vrijwilligerswerk van de behandelaar.
Onze actuele vacatures staan vermeld op www.werkenbijggze.nl/portal-vervolgpagina/vrijwilligers.
Wil je meer informatie over vrijwilligerswerk bij GGzE of is er op dit moment geen passende vacature? Neem dan contact op met een consulent vrijwilligerswerk via telefoon (040) 297 07 07 of via e-mail [email protected].
Volunteers serving food at a soup kitchen.
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| Days | Common Era 2018 Dec | Anno Hegiri 1440 Rabiuul Awwal/Rab i'ath Thani | Fajr Dawn | Shuruq Sunrise | Zuhr Noon | Asr Afternoon | Maghrib Sunset | Isha Night |
|------|---------------------|-----------------------------------------------|-----------|----------------|----------|--------------|---------------|-----------|
| Sat | 1 | 23 | 5:40 | 7:01 | 11:45 | 2:48 | 4:29 | 5:50 |
| Sun | 2 | 24 | 5:42 | 7:02 | 11:46 | 2:47 | 4:28 | 5:50 |
| Mon | 3 | 25 | 5:43 | 7:03 | 11:46 | 2:47 | 4:28 | 5:50 |
| Tue | 4 | 26 | 5:43 | 7:04 | 11:46 | 2:47 | 4:28 | 5:50 |
| Wed | 5 | 27 | 5:44 | 7:05 | 11:47 | 2:47 | 4:28 | 5:50 |
| Thu | 6 | 28 | 5:45 | 7:06 | 11:47 | 2:47 | 4:28 | 5:50 |
| Fri | 7 | 29 | 5:46 | 7:07 | 11:48 | 2:47 | 4:28 | 5:50 |
| Sat | 8 | 30 | 5:46 | 7:07 | 11:48 | 2:47 | 4:28 | 5:50 |
| Sun | 9 | 1 | 5:47 | 7:08 | 11:49 | 2:47 | 4:28 | 5:50 |
| Mon | 10 | 2 | 5:48 | 7:09 | 11:49 | 2:48 | 4:28 | 5:51 |
| Tue | 11 | 3 | 5:49 | 7:10 | 11:49 | 2:48 | 4:28 | 5:51 |
| Wed | 12 | 4 | 5:50 | 7:11 | 11:50 | 2:48 | 4:28 | 5:51 |
| Thu | 13 | 5 | 5:50 | 7:11 | 11:50 | 2:48 | 4:28 | 5:51 |
| Fri | 14 | 6 | 5:51 | 7:12 | 11:51 | 2:48 | 4:28 | 5:51 |
| Sat | 15 | 7 | 5:51 | 7:13 | 11:52 | 2:48 | 4:29 | 5:51 |
| Sun | 16 | 8 | 5:51 | 7:14 | 11:52 | 2:49 | 4:29 | 5:52 |
| Mon | 17 | 9 | 5:53 | 7:14 | 11:52 | 2:49 | 4:29 | 5:52 |
| Tue | 18 | 10 | 5:54 | 7:15 | 11:53 | 2:50 | 4:29 | 5:53 |
| Wed | 19 | 11 | 5:54 | 7:16 | 11:54 | 2:50 | 4:30 | 5:53 |
| Thu | 20 | 12 | 5:56 | 7:16 | 11:54 | 2:51 | 4:31 | 5:54 |
| Fri | 21 | 13 | 5:55 | 7:17 | 11:55 | 2:51 | 4:31 | 5:55 |
| Sat | 22 | 14 | 5:56 | 7:17 | 11:55 | 2:52 | 4:32 | 5:55 |
| Sun | 23 | 15 | 5:56 | 7:18 | 11:56 | 2:52 | 4:32 | 5:56 |
| Mon | 24 | 16 | 5:56 | 7:18 | 11:56 | 2:53 | 4:33 | 5:57 |
| Tue | 25 | 17 | 5:57 | 7:18 | 11:57 | 2:54 | 4:33 | 5:57 |
| Wed | 26 | 18 | 5:57 | 7:19 | 11:57 | 2:54 | 4:34 | 5:57 |
| Thu | 27 | 19 | 5:58 | 7:19 | 11:58 | 2:55 | 4:35 | 5:58 |
| Fri | 28 | 20 | 5:58 | 7:19 | 11:58 | 2:56 | 4:35 | 5:59 |
| Sat | 29 | 21 | 5:58 | 7:19 | 11:59 | 2:57 | 4:36 | 6:00 |
| Sun | 30 | 22 | 5:58 | 7:20 | 11:59 | 2:58 | 4:37 | 6:01 |
| Mon | 31 | 23 | 5:58 | 7:20 | 12:00 | 2:59 | 4:38 | 6:02 |
Iqamah (Jama'at) Timings
- **Fajr** (12/1 to 12/31) 06:15 AM
- **Zuhr** (12/1 to 12/31) 01:15 PM
- **Asr** (12/1 to 12/31) 03:15 PM
- **Maghrib** Right after Sunset
- **Isha** (12/1 to 12/31) 08:00 PM
- **Jumu'ah** (12/1/ to 12/31) 1:15 PM
Pledge Reminder
On behalf of the Muslim Center of New York, we would like to remind you about your generous pledge at our fundraising dinner / Ramadan Fundraising / Hifz Class. May Allah (SWT) reward you for your commitment? Kindly mail your pledged donation as soon as possible.
Advertise with us for more details call us at: 718-460-2127 ext 118 or 119
(Please Turn Over)
Beginning of Salaat Timing * All dates are pre-calculated. Actual Islamic month or event starts upon sighting of the moon.
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Activity 1
Using Accounting can provide the answer but who is asking the question?
Questions
Who is Asking?
Is the business paying its taxes?
Will I get a raise and/or bonus?
Is the business earning enough pro?it?
Does the business have enough money to carry on providing a service or producing a product?
Does the business meet environmental and labour standards?
Should I buy into this business?
Should I lend this business money?
Should I sell this business?
Can the business afford to pay its employees more?
Do any of the goods for sale need to be restocked?
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Motivate all your answers.
The use of electronic devices is not allowed.
1. (a) [1 pt] Give an example of two statements $p$ and $q$ such that $p \rightarrow q$ is true and $q \rightarrow p$ is false.
(b) [3 pt] Consider the following statement about sets $A$, $B$ and $C$:
\[(A \cup B) - C = (A - B) \cup (B - C).\]
Construct a membership table in order to examine if this statement is true. If it is true explain why; if it is false, provide a counterexample.
2. (a) [2 pt] Let $m, n \in \mathbb{Z}$. Prove that if $m$ and $n$ are odd, then also $mn$ is odd.
(b) [4 pt] Prove with mathematical induction that for all $n \geq 1$, $n^3 + 2n$ is divisible by 3 (that is: $n^3 + 2n = 3\ell$ for some $\ell \in \mathbb{Z}$).
3. Consider strings consisting of 12 digits, for example: 074491530388. Determine the number of such strings if
(a) [1 pt] there are no further restrictions;
(b) [3 pt] each string must contain exactly 3 zeros and at least 6 ones.
4. Define the function $f : \mathbb{R} \rightarrow \mathbb{R}$ by
\[f(x) = e^{\sin(x)}.\]
(a) [1 pt] Is $f$ one-to-one? Motivate your answer.
(b) [2 pt] Determine the range of $f$.
5. Consider the points $P = (1, -\sqrt{3}, 3)$, $Q = (3, 0, 6)$ and $R = (3, -2\sqrt{3}, 0)$.
(a) [2 pt] Find the vector with length 1 in the direction of $\overrightarrow{RQ}$.
(b) [2 pt] Find the angle $\angle RPQ$ (the angle between the line segments $PQ$ and $PR$).
(c) [2 pt] Find the surface area of the triangle with vertices $P$, $Q$ and $R$.
6. The complex number $z$ is defined as
$$z = \sqrt{2 + \sqrt{3}} + i\sqrt{2 - \sqrt{3}}.$$
(a) [2 pt] Find the real and imaginary part of $z^2$.
(b) [1 pt] Find the modulus (absolute value) and the argument of $z^2$.
(c) [1 pt] Find the real and imaginary part of $z^6$.
7. [2 pt] Define
$$y(x) = \ln(1 + e^x).$$
Show that $y$ is a solution of the differential equation
$$y' = e^{x-y}.$$
8. [3 pt] Solve the following initial value problem:
$$\begin{cases} x^2 y' + 4xy = 3, \\ y(1) = 0. \end{cases}$$
9. [4 pt] Solve the following initial value problem:
$$\begin{cases} y'' - 2y' + 2y = x + 2, \\ y(0) = 0, \\ y'(0) = -1. \end{cases}$$
Total: 36 points
Motiveer al uw antwoorden.
Het gebruik van electronische apparatuur is niet toegestaan.
1. (a) [1 pt] Geef een voorbeeld van twee beweringen $p$ en $q$ zo dat $p \rightarrow q$ waar is en $q \rightarrow p$ onwaar is.
(b) [3 pt] Beschouw de volgende bewering over verzamelingen $A$, $B$ en $C$:
\[(A \cup B) - C = (A - B) \cup (B - C).\]
Construeer een membership table om te onderzoeken of deze bewering waar is. Als ze waar is leg dan uit waarom; als ze onwaar is, geef dan een tegenvoorbeeld.
2. (a) [2 pt] Laat $m, n \in \mathbb{Z}$. Toon aan dat als $m$ en $n$ oneven zijn, ook $mn$ oneven is.
(b) [4 pt] Bewijs met volledige inductie dat voor alle $n \geq 1$, $n^3 + 2n$ deelbaar is door 3 (ofwel: $n^3 + 2n = 3\ell$ voor zekere $\ell \in \mathbb{Z}$).
3. Beschouw rijtjes van 12 cijfers, zoals: 074491530388. Bepaal het aantal van zulke rijtjes als
(a) [1 pt] er geen verdere restricties zijn;
(b) [3 pt] elk rijtje precies 3 nullen en minstens 6 enen moet bevatten.
4. Definieer de functie $f : \mathbb{R} \rightarrow \mathbb{R}$ door
\[f(x) = e^{\sin(x)}.\]
(a) [1 pt] Is $f$ één-éenduidig (one-to-one)? Motiveer je antwoord.
(b) [2 pt] Bepaal het beeld (range) van $f$.
5. Beschouw de punten $P = (1, -\sqrt{3}, 3)$, $Q = (3, 0, 6)$ en $R = (3, -2\sqrt{3}, 0)$.
(a) [2 pt] Bepaal de vector met lengte 1 in de richting van $\overrightarrow{RQ}$.
(b) [2 pt] Bepaal de hoek $\angle RPQ$ (de hoek tussen de lijnstukken $PQ$ en $PR$).
(c) [2 pt] Bepaal de oppervlakte van de driehoek met hoekpunten $P$, $Q$ en $R$.
6. Het complexe getal $z$ is gedefinieerd als
$$z = \sqrt{2 + \sqrt{3}} + i\sqrt{2 - \sqrt{3}}.$$
(a) [2 pt] Bepaal het reële en het imaginaire deel van $z^2$.
(b) [1 pt] Bepaal de modulus (absolute waarde) en het argument van $z^2$.
(c) [1 pt] Bepaal het reële en het imaginaire deel van $z^6$.
7. [2 pt] Definieer
$$y(x) = \ln(1 + e^x).$$
Toon aan dat $y$ een oplossing is van de differentiaalvergelijking
$$y' = e^{x-y}.$$
8. [3 pt] Los het volgende beginwaardenprobleem op:
$$\begin{cases}
x^2 y' + 4xy = 3, \\
y(1) = 0.
\end{cases}$$
9. [4 pt] Los het volgende beginwaardenprobleem op:
$$\begin{cases}
y'' - 2y' + 2y = x + 2, \\
y(0) = 0, \\
y'(0) = -1.
\end{cases}$$
Totaal: 36 punten
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Script
Video re: Mental Health Treatment Guardians
Part 1 – Introduction and Making Preparations in Advance
Part 3 -‐-‐ Which Type of Guardianship is Needed
Part 2 – Understanding Mental Illness
Part 4 – Role of the Guardian and Treatment Guardian
Part 5 – Mental Health Facilities
PART 1 – INTRODUCTION AND MAKING PREPARATIONS IN ADVANCE
Supporting individuals with Mental Health issues poses unique challenges in our society. The purpose of this video is to educate and provide guidance to individuals living with mental illness, to caregivers, and to the families and friends of loved ones. You are not alone in determining how best to help a person with a mental illness. This video is designed to encourage you to not be ashamed that you or your loved one has a mental illness and to guide you to take the needed steps to seek help. In general, our society is proactive in caring for a physical illness, but we are generally much more hesitant with treatment for a mental health illness which may be less obvious or masked. For example, if someone is doing well in their work or education, we often confuse the person's otherwise successful performance as not needing help with mental health issues. Please note this video is entirely focused on adults (age 18 and older).
What happens when you are incapable, either due to a mental illness or other condition, to make mental health or physical health decisions for yourself? What can a person do now to be sure that your wishes are honored when you are incapable of making mental health or physical health decisions for yourself? If we act when we have the capacity to create an Advance Directive, that action greatly reduces the likelihood of a complete stranger -‐ a judge, a guardian or a mental health treatment guardian, making decisions for us, and we can avoid involvement by a court.
What is an advance psychiatric directive? It is a legal document that tells my doctor what treatment I want to improve my thinking and behavior when I do not have the ability to understand that I am ill or understand the purpose of the treatment that is recommended or I am unable to communicate what treatment I want or I cannot understand the risks and benefits of the treatment. My psychiatric advance directive tells the doctor whom I want to make mental health decisions for me if I cannot make them.
First, the laws are set up to encourage people to make their own decisions, and that right is taken away only if the person lacks the capacity to make those decisions, or under a very narrow set of circumstances when one's choices are not honored:
the facility or provider is not licensed or authorized to provide the treatment required; or the treatment conflicts with other applicable law; for example, other laws concerned with your safety or someone else's safety may not allow your request to be honored.
the treatment requested is infeasible or unavailable. "Infeasible", for example, is when you request a specific type of treatment, but there are no resources to pay for it. An example of "unavailable" means that it is not offered at the facility or a nearby facility.
The legal document that allows us to direct our own care is called an advance directive. There are two types
of advance directives: a Psychiatric Advance Directive, and a health care advance directive. The advance directive must be created while you have capacity to understand what you are signing. "Capacity" has a different meanings depending on circumstances based on specific laws, but it means you understand the reason why treatment may be necessary, and you understand the benefits, risks, and drawbacks of treatment, and alternatives to mental health treatment such as no treatment at all.
It doesn't take much to create a psychiatric advance directive to let your wishes known – and it does not require a lawyer. No one can force or threaten you to create a psychiatric advance directive. It is your choice. All you need is a pen, paper, and witness, or a computer, printer, pen and witness. Write Psychiatric Advance Directive at the top of the page. Below it, write the date. Now write, "I am willing to take this treatment if I cannot make decisions for myself and list them. Or, you can write: I want my sister to make mental health decisions for me. Write her name and phone number down. You can do both. Have someone who is eighteen years old or older who knows you watch you sign it, but it cannot be your health care provider or the person who will be making decisions for you. Then, that person writes, "I have known the signor since _________ and that she seems capable of making this legal document. Have the witness sign it and give her phone number. Now take the document to your doctor and ask that it be filed in your medical records. There is no need for a notary, although it may help. You need someone who knows you and can say that you have capacity to understand what you are signing.
The guardianship, advance directive, and mental health treatment guardian laws were created to protect our right of self-‐determination, and to protect the health and safety of a person when they lack the capacity to make decisions for their own well-‐being.
This video will help you to understand the law and to give you a framework for how to have your voice heard under all circumstances. There is a set of laws that govern psychiatric treatment and another set that governs physical treatment. The purpose of this video is to encourage you to make wise decisions for your future well-‐ being, or guide your loved one as to what treatment you would want in the event your agent, mental health treatment guardian, or guardian must make decisions for you.
The best outcome is for everyone to create an advance directive for psychiatric and health decision-‐making while they have the capacity to create the document, before their lives are in crisis. It not only benefits them, but also their family since their expressed needs are known and the family knows they are following what their loved one would want them to do. An Advance Directive is only used when the adult cannot give "Informed Consent," and should not be used to force the adult when they can otherwise make their own decisions. You should be aware that the authority of other Surrogate Decision-‐Makers under the NM Health-‐ Care Decisions Act does not include mental health treatment decisions – this is where a family member or someone who knows the patient's personal values can make other medical decisions for the adult.
It is quite important that there be encouragement, caregiving, support, and follow-‐up when the person does not voluntarily seek the help needed, or when they do not voluntarily continue their medication, treatment, and/or therapy. As a rare last resort, when all efforts at encouragement fail, there are options for when forcible efforts are required to get them assistance for their well-‐being. A key theme of this video is the importance of balancing the adult's rights to determine their own path of recovery, and the need to provide for their well-‐being and for the safety of others. We are all allowed to exercise bad judgment, but we are not allowed to endanger others or ourselves, whether we have a mental illness or not.
This video is presented in the following seven parts: this first part you are reviewing is the Introduction and regarding Making Preparations in Advance, and:
Part 3 -‐-‐ Which Type of Guardianship is Needed
Part 2 – Understanding Mental Illness
Part 4 – Role of the Guardian and Treatment Guardian
Part 5 – Mental Health Facilities
In the event the individual you are assisting is already incapacitated and cannot make or communicate decisions for their own well-‐being, and an Advance Directive is not available, appointment by the Court of a Mental Health Treatment Guardian may be the only option available to get them assistance for their well-‐ being. As with Advance Directives, this option should not be used as a tool of compliance to force the adult who can otherwise make their own treatment decisions but is non-‐compliant. The Court will have a hearing requiring "clear and convincing" evidence that the adult is not capable of making his own treatment decisions under §43-‐1-‐15. A Mental Health Treatment Guardian can be appointed for either outpatient or, more frequently, for inpatient care at a mental health facility. A mental health professional or developmental disabilities professional or physician must have evaluated the person living with the mental illness, and must testify in court.
Be aware that one cannot presume that the adult does not have capacity solely based on commitment for mental health treatment or while awaiting commitment. The Treatment Guardian may seek an Enforcement Order from the court for outpatient clients who refuse to comply with Treatment Guardian's decisions, and the Order may authorize a Peace officer to take the person into custody for transport to an evaluation facility, and may authorize forcible administration of treatment.
When no one else is available, trained mental health Treatment Guardians are available from the National Alliance for Mental Illness (NAMI) of NM at (800) 953-‐6745, or from the Forensic Intervention Consortium of Dona Ana County (FIC-‐DAC) for the entire southern part of New Mexico at 575-‐523-‐8015.
In addition to the appointment by the Court of a Mental Health Treatment Guardian who makes decisions about treatment if the person's need is only about mental health, the adult may also need a decision-‐maker related to other needs such as where he will live, benefits and services, financial, other medical treatment, and other matters. Please see Part 2 of this video on "Which Type of Guardianship is Needed" and the other two training video available from the NMDDPC Guardianship Program related to "Guardianship & Conservatorship" and "Alternatives to Guardianship". You may review these other two videos from the website at http://www.nmddpc.com/guardianship_program, or request a DVD by calling Phone: 505-‐476-‐ 7372 or Toll Free: 888-‐779-‐6183.
Court appointed guardianship should be a last resort. Protecting the adult's civil rights and self-‐determination requires everyone to first consider alternatives of the "Least Restrictive Means" available. There's always a presumption of capacity which can only be overcome with clear and convincing evidence of incapacity, with "Incapacity" being a legal, not a medical determination. If guardianship is required, the preference is for a limited level of guardianship to meet the required decision-‐making rather than full/plenary guardianship.
New Mexico law, however, allows for administering medication on an emergency basis without the person's consent, pending appointment of a Treatment Guardian, if the physician believes the administration of psychotropic medication is necessary to protect the client from serious harm. The physician must place in the client's medical records an explanation of the emergency and why no less drastic treatment will protect the
client from serious harm. The court may issue an order permitting continuing psychotropic medication until a Treatment Guardian is appointed.
When the above options of Advance Directive, nor the appointment by the Court of a Mental Health Treatment Guardian are successful, a final option is "Commitment" by the Court which involves detaining and transporting a person for emergency mental health evaluation and care. This ultimate occurrence is only if the adult is, more likely than not in the near future, presenting a "likelihood of serious harm" to oneself, which includes grave passive neglect, or to others, and that "immediate detention is necessary to prevent such harm" (Reference Chapter 43 Commitment Procedures, Article 1).
In summary to this introductory section, we hope this video will help you understand available options and to seek assistance in supporting individuals coping with mental health issues. The next part of this video is intended to help with understanding mental illness.
PART 2 – UNDERSTANDING MENTAL ILLNESS
Mental illness refers to a variety of mental health conditions. These are disorders of one's mood, thinking, and behavior including depression and bipolar disorder, anxiety disorders, schizophrenia, eating disorders, and addictive behaviors.
Many of us have had mental health concerns, but a concern becomes a mental illness when signs and symptoms cause frequent distress and affect one's ability to function. Such illnesses can make one miserable and cause problems in one's daily life, in work, and in relationships. In most cases these symptoms can be managed with medication and counseling (psychotherapy).
SYMPTOMS OF MENTAL ILLNESS
Symptoms and signs vary depending on the particular disorder and the circumstances. The emotions, thoughts and behavior are affected. Behavior disorders are physical activities reflecting distress from disturbed thoughts or feelings. One may demonstrate passivity, immobility, agitation, jealousy, fearfulness, anger, rage and so on. One episode of illness can present with several signs or symptoms:
* Feeling sad or down
* Fears or worries
* Extreme mood change, high or low
* Withdrawal for friends, family, or activities
* Major tiredness, low energy, sleeping problems
* Confused thinking or reduced ability to concentrate
* Excessive detachment from reality (delusions), excessive suspicions (paranoia)
* Hallucinations (inner voices often criticizing oneself)
* Inability to cope with daily problems, stresses, financial troubles
* Extreme feelings of guilt, blame
* Alcohol or drug abuse
* Big changes in eating habits
* Sex drive changes
* Excessive anger, hostility, violent outburst
* Suicidal thinking
In some types of mental illness such as bipolar disorder or schizophrenia, the sufferer is not able to recognize the extent of the problems. Family members, friends, or coworkers may be the first to do so.
SEEKING HELP
If these signs and symptoms occur, one should promptly see a physician or mental health provider. Most of these illnesses do not get better on their own, and untreated get worse over time. A significant number of clients may experience a persistent lack of recognition of one's illness known as anosognosia. This greatly complicates their control of their health.
SUICIDAL THOUGHTS
Particularly in the early stages of mental illness for some individuals, strongly compelling and troubling dark feelings, and thoughts of suicide or harming oneself or others can arise. The thoughts can be very persistent and controlling.
Immediate action to get help is needed.
* Call 911—first responders have great understanding of this common problem
* Call the Crisis Hotline for New Mexico at 1-‐855-‐662-‐7474 or 1-‐855-‐NMCRISIS
* Do not hide the feelings, contact a friend or loved one
* Contact a minister or spiritual leader or someone in one's faith community
* Contact a doctor or other health provider
These thoughts do not get better on their own. One must get immediate help for this emergency, and the help is readily available.
CAUSES
Disorders of the mind and brain are like other medical physical illness in that they are thought to arise from a variety of genetic and environmental factors.
Inherited traits
Mental illness is more common in people whose biological (blood) relatives also have a mental illness. Genes may increase one's risk of developing an illness, and one's life situation may trigger the actual mental illness event.
Environmental exposures
Exposures in the womb to viruses, toxins, alcohol or drugs can be linked to mental illness. Later in life, use or abuse of alcohol, legal or illegal drugs, or mind-‐altering substances can predispose to mental illness developing.
Negative life experiences
Life situations, loss of loved ones, financial problems, domestic violence and abuse, poor self-‐esteem, etc. can lead to distorted ways of thinking with guilt and self-‐blame. Again, a disorder of feelings, thoughts and behavior can arise.
Brain chemistry
Biochemical changes in the brain are thought to affect mood and other aspects of mental health. Brain chemicals (neurotransmitters) or hormonal imbalances affect mental health. Inherited traits, life experiences, and biological factors can affect brain chemistry linked to mental illness.
RISK FACTORS
The causal factors just mentioned predispose to mental illness along with other factors:
* Chronic physical medical conditions
* Brain damage from trauma
* Lack of friends, lack of healthy relationships
* Previous history of mental illness
* Childhood neglect and abuse
1 in 4 adults have a mental illness in a given year.
1 in 2 of all adults will have experienced a mental illness in their lifetime since childhood.
COMPLICATIONS
Mental illness is a leading cause ofdisability.
* Reduced quality of life, less enjoyment, unhappiness
* Untreated can cause severe emotional, behavior, physical problems
* Legal and financial problems
* Family conflicts
* Relationship difficulties
* Social isolation
* Tobacco, alcohol, drug problems
* Missed work or school
* Poverty, homelessness
* Self harm and harm to others, including suicide and homicide
* Increased risk of motor vehicle accidents
* Weakened immune system—prone to infection
* Heart disease and other medical conditions
GETTING MEDICAL HELP
If one is seeking help or is offered medical help for symptoms of mental illness, getting ready for the appointment is similar to a regular new appointment for medical care.
What to do for the appointment?
Write key past history—traumas, current stresses, injuries. List medical history of other health conditions, medications, dietary supplements. One should take along a family member or friend who can help one recall important information and help to understand what is said at an evaluation.
Write down the symptoms that have been noticed.
A patient/client's questions for the visit:
* What type of mental illness might this be?
* Why can't one get over this on one's own?
* How is this type of illness treated?
* Will counseling or psychotherapy help?
* Are there medications that might help?
* How long will treatment take? When will one be better?
* How can one help oneself?
* Are there materials to read that one can receive?
* Are there recommended websites?
The doctor's questions:
There will be questions about one's mood, thoughts, and behavior.
* When did you first notice symptoms?
* How do symptoms affect one's daily activity?
* Has one had treatment for mental illness before and if so, when and what?
* What has one done to try to feel better or try to control the symptoms?
* What things make one feel worse?
* Have friends or family members commented on one's mood or behavior?
* Does one have biological (blood) relatives with a mental illness?
* What does one hope to gain from treatment? Goals?
* What are the medications one is taking now?
* Is there any alcohol use or abuse, any abuse of prescription or street drugs?
TESTS
There will be aphysical exam looking for physical problems that could cause the symptoms one has been having.
Lab tests such as thyroid or other hormones, abnormal blood chemistry or blood cell count side effects that could interfere with treatment are checked.
The psychological evaluation will again ask about symptoms, thoughts, feelings and behaviors. One may be asked to complete a written questionnaire on these topics.
WHICH MENTAL ILLNESS MIGHT ONE HAVE??
To determine the correct diagnosis, several interviews, a trial course of medication, and some passage of time may be required.
MAIN CLASSES OF MENTAL ILLNESS
Mood disorders affect how one feels emotionally such as sadness or happiness. Depression and bipolar disorders are included.
Anxiety disorders are feelings anticipating future danger or misfortune, also feeling very ill at ease. These include anxiety disorder, panic disorder, obsessive-‐compulsive disorder, phobias and post-‐traumatic stress disorder (PTSD).
Psychotic disorders cause detachment from reality (delusions), paranoia (extreme suspicions), and hallucinations (voices intruding into one's consciousness). Individuals with schizophrenia most commonly experiences these, but bipolar disorder and depression can present these also.
Substance related disorders may include misuse of alcohol and legal and illegal drugs. The misuse is problematic in and of itself, but greatly complicates other mental illness in which this misuse is common.
Personality disorders involve a lasting pattern of emotional instability and unhealthy risky behaviors causing problems in one's life and relationships. These include borderline personality disorder and antisocial personality disorder.
Other conditions include disorders of impulse control, sleep and sexual functioning.
TREATMENT
The team will commonly be composed of a primary care provider, psychiatrist, psychotherapist, pharmacist, social worker or case manager, and family members, friends, loved ones. In regions with large remote rural populations, telemedicine links are showing promise in offering regular repeated access to behavioral health care and protecting anonymity of clients in small close communities.
Modern physical or mental health care is commonly practiced in ateam model. The team will seek to secure stable housing or shelter as a first step to treatment of mental illness.
Medications
Psychiatric medications donot cure mental illness, but they often significantly improve symptoms. The medications can help other treatments such as psychotherapy be more effective. Many chronic medical illnesses are treated over extended time to promote gradual healing and recovery which is the goal in mental health treatment. The best treatment is determined by the situation and one's response to the medication.
Commonly used classes of medications, not all-‐inclusive.
Antidepressant medications
Antidepressants are used to treat various types of depression and other conditions such as chronic pain. These medicines can help improve sadness, hopelessness, lack of energy, difficulty concentrating, lack of interest in activities. They are grouped by their brain chemistry effects.
Mood stabilizing medications
These medicines are used to treat bipolar disorder which has alternating episodes of depression and mania (grandiose ideas with highly impulsive, imprudent activity). Mood stabilizers plus antidepressants can be used to treat clinical depression.
Anti-‐anxiety medications
Anti-‐anxiety medications are used to treat generalized anxiety disorder, or panic disorder. These may also reduce agitation and insomnia. They are fast acting helping to relieve symptoms in 30-‐60minutes with a major drawback-‐-‐potential drug dependency.
Antipsychotic medications
Known also as neuroleptics, these medications are used to treat psychotic disorders such as schizophrenia and bipolar disorder. They can be combined with antidepressants to treat depression.
PSYCHOTHERAPY
Psychotherapy is also called"talk therapy" or psychological counseling and is a process of treating mental illness by talking about one's symptoms and related issues with a mental health provider. During psychotherapy one learns about one's condition, moods, feelings, thoughts and behaviors. Insights and knowledge help one learn to cope and manage stress. There are many types of psychotherapy and can be one-‐ on-‐one, group therapy, and may include family members for the benefit of all involved.
BRAIN STIMULATION TREATMENTS
It is important that the risks and benefits be understood.
These treatments are used for depression and some other mental health disorders. They are reserved for situations in which medications and psychotherapy have not been sufficient. Electroconvulsive therapy (ECT), transcranial magnet stimulation, vagus nerve stimulation, and a currently experimental therapy, deep brain stimulation are used.
HOSPTIALIZATION AND RESIDENTIAL TREATMENT PROGRAMS
Mental illness can become so severe that one needs psychiatric hospitalization. This is recommended when one cannot care for oneself and is in immediate danger of harming oneself or someone else. This can be 24hour inpatient care, day hospitalization, or residential treatment with a supportive place to live. One can receive intensive out patient treatment from a specially trained team, such as ACT (Assertive Community Treatment team).
SUBSTANCE ABUSE TREATMENT
Substance abuse commonly occurs along with mental illness. It often worsens mental illness and interferes with treatment and recovery. Specific treatment of substance abuse is crucial. Psychotherapy for insights, medication to ease withdrawal symptoms or cravings, inpatient treatment for withdrawal (detox) treatment, outpatient programs for monitoring sobriety, and support groups or 12 step programs such as Alcoholics Anonymous are in the array of treatment resources.
PARTICIPATING ACTIVELY IN ONE'S OWN CARE
In consultation with the mental health treatment provider, one chooses the treatment plan and goals that best suit the client based on one's preferences, symptoms, severity, and side effects. One must follow the plan faithfully and notify the provider of circumstances that interfere with taking one's medications or keeping appointments. Staying physically active eases symptoms, and avoiding substance abuse is part of the agreed plan.
Sometimes a mental illness maybe so severe that a doctor along with a designated loved one, or a court appointed temporaryMental Health Treatment Guardian may need to guide one's care. This status is in effect until one is well enough to fully participate in decision making. The courts oversee this care and protect the
client during such period(s) of dependency. For more information, please see Part 4 of this video, on the"Role of the Treatment Guardian."
COPING AND SUPPORT
For those with mental illness, copingwith life is especially challenging. Coping skills can improve through talking to one's doctor, therapist, family or friends. Including family or friends in the process helps them understand and learn more from the beginning of diagnosis and treatment. Keeping them informed of progress can be very encouraging for all parties involved. Good communication is better for the clients, providers, family and friends. These illnesses harm valuable relationships in ways that are hallmarks of the illnesses. Stigma is greatly aggravated by alienation and misunderstanding. Client/consumers can ease some tensions by permitting specifically limited information to be shared with family or loved ones. The client/patient rights of confidentiality are very closely followed in such communication.
Support groups
One can connect with other individuals and their families in support groups for mental illness. TheNational Alliance on Mental Illness (NAMI) is one agency that can help such persons contact other clients and families who are knowledgeable and sympathetic to those suffering with mental illness.
www.nami.org
1-‐800-‐950-‐NAMI
1-‐800-‐950-‐6264
PREVENTION
The feelings and thoughts that marked the beginning of one's illness can recur and intrude repeatedly. One can learn to recognize "warning flags" in symptoms and follow a plan to ease the impact and avoid worsening illness. Sharing with others, addressing one's needs, controlling stress, recovering lost self-‐esteem, and developing more insight can build one's resilience or resistance to relapses.
One benefits from maintaining good general health with a health provider's guidance. Promptly reporting set backs before symptoms get bad is very beneficial. All these, good sleep, eating habits, and regular physical activity help heal and maintain a healthy mind and body.
Certainly, avoiding smoking and substance abuse and alcohol abuse have long term and immediate health benefits.
CONCLUSION
Mental illness is an extremely common illness from which half us will suffer in a lifetime. Early recognition and prompt treatments are beneficial and more effective than delaying treatment. These are disorders of thoughts, feelings, and behaviors that in serious mental illness will not get better by themselves. These illnesses currently cannot be cured, but the symptoms can be managed by a mental health professional. The objectives are to control and reduce symptoms, promote recovered functional capacity, and inform clients and families of the nature of mental illness. Ideally the client will learn to control the symptoms and reduce relapses of illness.
PART 3 – WHICH TYPE OF GUARDIANSHIP IS NEEDED
All adults are deemed under the law to have the right to make their own decisions. A guardian is a surrogate decision-‐maker appointed by the Court, when the individual has not previously designated someone to make decisions for them in the event they cannot make decisions for their own well-‐being. The reasons why guardianship would be necessary for adults include:
* Some individuals may have limited capacity to make or communicate decisions, where they need someone else to make certain decisions; and
* some may be susceptible to fraud or undue influence.
Only a court can legally have their right to make their own decisions taken away. Courts will remove only those rights that the proposed protected person is incapable of handling.
Which Type of Guardianship is Needed? There are basic differences in Guardianship, Conservatorship, and Mental Health Treatment Guardians:
* Guardianship for the person is called a "Guardian" and may also include responsibility for routine financial matters; and may be full or limited as needed. A Probate Guardian is assigned by the Court to make decisions on housing, services, non-‐mental health decisions, benefits and routine matters.
* Guardianship for the estate (property and assets) is called a "Conservator".
* a guardian for mental health treatment is called a Mental Health Treatment Guardian.
* an individual may need all three, and they are processed under different state laws.
Priority is given to an agent designated or nominated previously by the client when they had capacity, or to family members vetted by the guardianship process for this responsibility.
Who should be selected as a Guardian? The court selects the best qualified person or entity to serve as the guardian, for the best interest of the incapacitated person, and for good cause shown. The first is priority is for an agent designated or nominated previously by the client when had capacity. This is followed by the spouse, adult child, parent, person nominated by will/other writing by a deceased parent, relative with whom has resided for 6 months prior to petition, a person nominated by the person who is caring or paying benefits for the incapacitated person, or any other person.
A possible guardian needs to be vetted for the best interest of the protected person. Sometimes they aren't capable of making the decisions for the protected person, can't be reached, have a conflict with the proposed protected person, or there may be other disqualifying reasons against someone being appointed as the guardian. Trained guardians and Mental Health Treatment Guardians may be paid by available resources, or as a last resort, paid from public funds from the state Guardianship Program. It is preferable, but not mandatory, that the guardian be appointed by the court in the judicial district where the client resides.
Guardians have a fiduciary responsibility with the protected person, which is a position of confidence, good faith, reliance, and trust – this is not a personal relationship. Professional guardians use "person-‐centered" principles to tailor decisions to the individual, which involves:
allowing the person to explore, learn, grow, and experiment as do all individuals
protecting while advancing their dignity, respect, and independence
using "Substituted Judgment" to try to make the decision the person would make for themselves if capable, based on available knowledge of prior decisions, personal values, and Advance Directives.
acting at all times for the sole benefit and interest of the protected person
seeking guidance from the judge with extraordinary decisions
Mental Health Treatment Guardian or Probate Code Guardian, or both? Let's explore when each of these types of Guardians are appropriate.
Treatment Guardians provide informed consent only regarding mental health, psychiatric, treatment or medication, and does not extend to other physical health problems. Mental Health Treatment Guardians are appointed by a District Court under the Mental Health and Developmental Disabilities Code, and are appointed to maximum of one year. The Court specifies the length of time and is subject to renewal by the Court. This is for those who are temporarily unable to make their own decisions about mental health services. The Mental Health Code of New Mexico states that if a client is capable of giving "informed consent", then their consent must be obtained before performing extraordinary treatment or any other mental health treatment. When informed consent cannot be given, then the court will appoint a treatment guardian to make a decision for them.
A Treatment Guardian makes decisions regarding authorizing disclosure of confidential information such as mental health medical records when the client cannot provide informed consent regarding disclosure, and must take care not to disclose information prohibited under confidentiality laws.
For outpatient clients who refuse to comply with their Treatment Guardian's decision, the Treatment Guardian may seek an enforcement order from the court. This Order may authorize a Peace officer to take the person into custody for transport to an evaluation facility, and may authorize forcible administration of treatment.
Probate Code guardians are referred to as "guardian of the person" and make decisions, per the Court Order, including arranging and monitoring of:
> services
> placement/housing
> medical decisions (other than mental health treatment/medication)
> Benefits and routine financial matters, however, this guardian is not necessarily the "Representative Payee" for Social Security benefits, or the "Fiduciary" for Veterans benefits.
A Probate Code guardian can also make Mental Health Treatment decisions, but only if specified in the Court Order, or may also be appointed as a Mental Health Treatment Guardian. Likewise, a Treatment Guardian may also be appointed as full or limited guardian under the Uniform Probate Code.
There's also Guardianship for the estate, related to property and assets, which is called a"Conservator". A protected person may need all three types of guardians based on the decision making needed, income, property and assets, etc., and it may be the same person.
Petition by the mental health or developmental disabilities professional or physician, or any other interested person
There are some basic similarities but also differences in getting a mental health Treatment Guardian appointed versus a Probate Code guardian. The similarities include that an "interested person" may petition, although for Treatment Guardians it is generally done by a physician or mental health or developmental disabilities professional. Another similarity is that the client is represented by counsel for a Treatment
Guardian, and by a guardian ad litem (GAL) for a Probate Code guardian. A major difference is that a Treatment Guardianship is effective for a maximum of one year, but is renewable, where a Probate Code guardian may be temporary or permanent. Treatment Guardian hearings are held within 3 court days. The Treatment Guardian only has authority to make decisions related to mental health and may seek an Enforcement Order, and the Probate Code guardian makes decisions under the authority given in the Court Order which may be plenary/full or limited/specified. For Probate Code guardians the Court appoints a Court Visitor and a Qualified Health Care Professional.
As covered in Part 2 of this video, we encourage "Making Preparations in Advance" such as preparing Advance Directives and Powers of Attorney setting forth what they would want and not want, and who should make decisions for them in the event the individual is unable to make or communicate decisions for their own well-‐ being.
In summary to this section of the video, the type of guardianship appointed by the Court depends on what types of decisions the protected person needs help with.
PART 4 – ROLE OF THE GUARDIAN AND TREATMENT GUARDIAN
The role of the guardian is generally that of a decision-‐maker and does not actually have physical "custody" of the protected person. The guardian's focus is on the incapacitated person and follows the following in making decisions for their client:
* follows any Advance Directive, power of attorney, or other written material from when the person had capacity to make decisions
* makes decisions to consent or withhold consent regarding medical or other professional care, other services, placement, and other needs, and is ultimately responsible and accountable to the Court.
* follows known values of the incapacitated person – involves the protected person, family, friends, and seeks insight from all available sources
* makes decisions based on the "best interests" of the protected person when reasonably certain substantial harm will result by following the protected person's wishes
* has the same rights as the protected person and is entitled to information and the same freedom of choice
* cannot consent to "voluntary commitment" regarding mental health treatment
* may decide on authorizing disclosure of confidential information such as medical records, and must take care not to disclose information prohibited under the confidentiality laws.
The guardian protects the protected person while advancing their dignity, respect, and self-‐determination based on well-‐reasoned and principled decisions, and has a duty to keep the client from being a danger to themselves and others, including from grave passive neglect. It is important to be sensitive to the cultural background of the client and to use an interpreter when needed. The guardian keeps their own record for each client, and must be able to explain decisions to the average normal person and to the Court. The guardian must not be pressured or be under any undue influence into agreeing to treatment or other matters, and particularly anything that is not within the scope of their duties in the Court Order. Again, this is a fiduciary relationship, acting in equity and in good conscience with a special trust and confidence, with decisions viewed from the protected person's standpoint. The focus is on the incapacitated person, and not on
what is best for the guardian or for others. The guardian should refer to the Patient's Bill of Rights, advocates those rights for their client, and those rights also apply to the guardian as the decision-‐maker.
There must be no conflict of interest with the duty to act primarily for the benefit of the protected person. The guardian may seek direction from the Court as required, and reports significant matters and submits an Annual Report to the Court.
The role of the guardian includes many responsibilities such as:
* interviewing the client,
* entering a locked unit,
* appearing in Court,
* consulting with physicians,
* keeping records,
* making preparations for when the guardian may not be available,
* involvement in discharge planning,
* seeking Enforcement Orders from the Court for out-‐patient enforcement related to metal health services,
* and others as needed.
The guardian monitors the condition of the client, communicates with the doctors, nurses, social workers, case managers, and others, and should visit the client at least once a month in long term placement. If the client is non-‐compliant with treatment, after determining the client's reasons, the treatment guardian may petition the court for enforcement of treatment after the client has moved out of the hospital. The guardian may be contacted by telephone for decisions and other matters.
The guardian takes the place of the client, and is entitled to everything the client is, such as a copy of the whole written treatment plan, and to be invited to treatment conferences and be part of the decision making and approve or disapprove any treatment changes. The guardian is entitled to an explanation of the goals of treatment, the action, side effects, dangers, and expected benefits of each one. The guardian may ask for a second opinion, or even a third if the insurance company would allow it, must have all of the facts, and must not make assumptions unless they are educated assumptions. If the treatment team disagrees with the guardian's decision, it may be appealed to the court since the responsibility ultimately lies with the court and not solely on the guardian or with the physician. Guardians are a check and balance for citizens who are unable to make their own decisions. When a family member is appointed as the guardian, they are no longer just a family member, but one who now has a fiduciary responsibility for the client.
Anyone having concerns regarding the decisions or actions of a guardian, such as complaints or grievances against a guardian, either paid or a family member, may:
* first try to resolve the concerns directly
* report it to the Judge/Court who appointed the guardian, and/or to Adult Protective Services
* if they work for someone else -‐ report it to their boss
* if they are a contractor with the state Guardianship Program, file a written complaint
* If paid through NAMI or FICDAC, start with them
* If they are Certified by the National Center for Guardianship Certification, file a complaint with them (Ph: 717-‐238-‐4689; [email protected]; website: http://www.guardianshipcert.org/make_a_complaint.cfm)
Guardians are an Appointee of the Court and are not generally liable as a guardian. For example, the guardian is not liable for acts of the incapacitated person solely, and is not liable within the authority in the Court Order, with caution not to perform outside Court Order. The guardian must use reasonable care and caution, taking reasonable steps, like a prudent person would, and in good faith. Good Samaritan laws protect individuals that assist a victim during a medical emergency, and medical personnel following normal procedures. But guardians bear liability for their own negligence.
This also applies to the Mental Health Treatment Guardians, where state law says "A person carrying out the duties of a treatment guardian as provided in this section shall not be liable in any civil or criminal action so long as the treatment guardian is not acting in bad faith or with malicious purpose."
Please note that guardians and Treatment Guardians are decision-‐makers and responsible for arranging for services, but their success depends on the availability of services state-‐wide, such as assisted outpatient treatment, crisis triage centers, inpatient public beds, and so forth.
A guardian, Treatment Guardian, an agent or surrogate under the Uniform Health-‐Care Decisions Act or under the Mental Health Care Treatment Decisions Act, cannot consent to the admission of an individual to a mental health care facility. Instead, the guardian, agent or surrogate may present the person to a mental health facility only for evaluation for admission.
If you are not familiar with mental health treatment, most is provided by professionals and other service providers, and Treatment Guardians have access to all members of the treatment team as the client would. Most psychiatric hospitals today use the following professionals:
Psychiatrist
Mental health workers
Assist the nurses and are responsible for the safety of the clients and the staff. May hold community or socialization groups and assist professionals with therapeutic groups.
Case managers
Monitor the needs of seriously disturbed patients in the community. They act as patient advocates and advisors. They typically work for the hospital or the outpatient clinic. They can hold community or socialization groups and assist professionals with therapeutic groups.
Appeals of decisions by a Treatment Guardian may be made by the client or by a physician or other professional within 3 days. The client must be represented by counsel, and the Court may overrule the Treatment Guardian's decision if it is against the best interest of the client.
After a Treatment Guardian is appointed, the client may be compliant with psychiatric medication or treatment, and may regain competence to make treatment decisions. A client should only have a Treatment Guardian when they cannot make their own treatment decisions, and any person must petition the court for terminating the treatment guardianship if they "believe that the client has regained competence to make their own treatment decisions."
When the Court appointment ends, the Treatment Guardian may petition the court for reappointment if the client is still incapable of making their own treatment decisions. Practically speaking, if the provider, facility, or the D.A. petitions for reappointment, the Court must hold another hearing, and may order reappointment if the client is incapable of providing informed consent.
PART 5 – RESOURCES SECTION
Thank you for taking the time to review these video training modules on Mental Health Guardianship. There is much to learn about mental health guardianship issues. There are a variety of resources state-‐wide to assist with additional questions.
For more information, please contact:
505-‐476-‐7337 or
The State of New Mexico Office of Guardianship
Toll free at 1-‐888-‐779-‐6183
www.nmddpc.com/guardianship_program
Another resource is the National Alliance for Mental Illness (NAMI) -‐ New Mexico Chapter
NAMI-‐New Mexico (800) 953-‐6745
NAMI-‐NM, as a state-‐wide organization, has multiple offices to assist with your questions.
(505) 260-‐0154
NAMI NATIONAL s(800)950-‐6264
NAMI Santa Fe (505)466-‐1668
NAMI-‐Dona Ana County (575) 386-‐6890
NAMI Albuquerque (505)256-‐0288
NAMI Westside (505) 990-‐2292
Additional resources may be found on the New Mexico Developmental Disabilities Planning Council website
Other resources include:
(855)662-‐7474
The NM Crisis Hotline
NM Dept Veterans Services
(505)827-‐6300
NM Guardianship Association
www.guardianshipnm.org
National Guardianship Association
www.guardianship.org
Disability Rights of New Mexico
www.drnm.org
(800)432-‐4682
DRNM Albuquerque (505)256-‐3100
DRNM Las Vegas (505)425-‐5265
DRNM Las Cruces (575)541-‐1305
DBSA Depression and Bipolar Support Alliance
www.dbsalliance.org
National
New Mexico, Albuquerque 505-‐514-‐6750
www.dbsa4albq.org
Mental Health America
Toll free(800) 969-‐6642
Phone
(703) 684-‐7722
Mental Health Association
Mental Health Association of New Mexico
1 800 425 7030 [email protected]
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9 1 390M
3 SUPERVISOR'S USE ONLY
Te Mātauranga Matū, Kaupae 3, 2014
91390M Te whakaatu māramatanga ki ngā tikanga matūrewarau me ngā āhuatanga o ngā korakora me ngā matū
2.00i te ahiahi Rātū 11 Whiringa-ā-rangi 2014
Whiwhinga: Rima
Tirohia mehemea e ōrite ana te Tau Ākonga ā-Motu (NSN) kei tō pepa whakauru ki te tau kei runga ake nei.
Me whakautu e koe ngā pātai KATOA kei roto i te pukapuka nei.
He taka pūmotu kua whakaritea ki te Pukaiti Rauemi L3-CHEMMR.
Ki te hiahia koe ki ētahi atu wāhi hei tuhituhi whakautu, whakamahia te (ngā) whārangi kei muri i te pukapuka nei, ka āta tohu ai i ngā tau pātai.
Tirohia mehemea kei roto nei ngā whārangi 2 – 19 e raupapa tika ana, ā, kāore hoki he whārangi wātea.
HOATU TE PUKAPUKA NEI KI TE KAIWHAKAHAERE HEI TE MUTUNGA O TE WHAKAMĀTAUTAU.
TAPEKE
PĀTAI TUATAHI
(a) Whakaotihia te tūtohi e whai ake nei.
(b) Whakamāramahia te rerekētanga i waenga i ngā pūtoro o te ngota K me te katote K +
| Tohu | Whakanaha irahiko |
|---|---|
| K | |
| Cr | |
| As | |
.
(c) E whakaatu ana te tūtohi e whai ake i ngā whakanaha irahiko o ngā ngota e whā, He, B, N, me Ne.
Whakaraupapahia ēnei ngota ki te pikitanga o te pūngao katotetanga tuatahi mā te tuhi i te tohu o te ngota e tika ana ki ngā pouaka i raro.
Ngota
He
B
N
Ne
Whakanaha irahiko
→
pūngao katotetanga iti rawa
1s
2
1s
2
2s
2
2p
1
1s
2
2s
2
2
→
Te Mātauranga Matū 91390M, 2014
p
3
1s
2
2s
2
2p
6
pūngao katotetanga teitei rawa
→
QUESTION ONE
(a) Complete the following table.
(b) Explain the difference between the radii of the K atom and the K + ion.
(c) The following table shows the electron configurations of four atoms, He, B, N, and Ne.
| K |
|---|
| Cr |
| As |
Arrange these atoms in order of increasing first ionisation energy by writing the symbol of the appropriate atom in the boxes below.
Atom
He
B
N
Ne
Electron configuration
→
lowest ionisation energy
1s
2
1s
2
2s
2
2p
1
1
→
Chemistry 91390, 2014
s
2
2s
2
2p
3
1s
2
2s
2
2p
6
highest ionisation energy
→
ASSESSOR'S
USE ONLY
(d) Ko te Rōpū 17 o te taka pūmotu he whāpāhare katoa.
(i) E whakaaturia ana te pitoruatanga o te rāpoi ngota HBr i raro nei.
δ+ δ–
H — Br
Mā te whakamahi i tēnei hei tauira, tohua te pitoruatanga o ngā hononga e whai ake mā te tohu i ngā wehewhana (dipoles) kei reira.
1. F —
Cl
2. At —Cl
(ii) Mā te whakamahi i ō mōhiotanga ki ngā ia i roto i te taka pūmotu, porohitatia te ngota kei raro e nui ake ana tana uara tāhikotōraro.
Br
I
Parahautia tō whakautu.
Te Mātauranga Matū 91390M, 2014
(d) The halogens make up Group 17 of the periodic table.
(i) The polarity of the HBr molecule is shown below.
δ+ δ–
H — Br
Using this as an example, indicate the polarity of the following bonds by indicating any dipoles present.
1. F —
Cl
2. At —Cl
(ii) Using your knowledge of trends in the periodic table, circle the atom below that has the greater electronegativity value.
Br
I
Justify your answer.
Chemistry 91390, 2014
ASSESSOR'S
USE ONLY
PĀTAI TUARUA
(a) Kei roto i te tūtohi i raro ko ngā pae koropupū o te haukini, NH 3 , te haukōwhai, F 2 , me te hauwai pūhaumāota, HCl.
Whakaotihia te tūtohi hei tautohu i ngā tōpana kume i waenga i ngā rāpoi ngota i te āhua wē.
| Te rāpoi ngota | Pae koropupū / °C |
|---|---|
| Haukini, NH 3 | – 33 |
| Haukōwhai, F 2 | – 188 |
| Hauwai pūhaumāota, HCl | – 85 |
(b) Matapakihia ngā rerekētanga i waenga i ngā pae koropupū o te NH 3 me te HCl, e ai ki te kaha o ngā tōpana kume i waenga i ngā korakora.
Kātahi ka whakaahua i te take kei te F 2 te pae koropupū iti rawa.
Te Mātauranga Matū 91390M, 2014
QUESTION TWO
(a) The boiling points of ammonia, NH 3 , fluorine, F 2 , and hydrogen chloride, HCl, are given in the table below.
Complete the table to identify the attractive forces between the molecules in their liquid state.
| Molecule | Boiling point / °C |
|---|---|
| Ammonia, NH 3 | – 33 |
| Fluorine, F 2 | – 188 |
| Hydrogen chloride, HCl | – 85 |
(b) Discuss the differences between the boiling points of NH 3 and HCl, in terms of the strength of the attractive forces between the particles involved.
Then describe why F 2 has the lowest boiling point.
Chemistry 91390, 2014
ASSESSOR'S USE ONLY
(c) Ko te whārite mō te tauhohenga i waenga i te haurehu haukini me te haurehu hauwai pūhaumāota he:
Tātaihia te panoni hāwera noa, Δ r H°, mō tēnei tauhohenga, mā te whakamahi i ngā raraunga e whai ake ana.
```
Δ f H° (NH 3 (g)) = –46 kJ mol –1 Δ f H° (HCl(g)) = –92 kJ mol –1 Δ f H° (NH 4 Cl(s)) = –314 kJ mol –1
```
Te Mātauranga Matū 91390M, 2014
(c) An equation for the reaction of ammonia gas with hydrogen chloride gas is:
Calculate the standard enthalpy change, Δ r H°, for this reaction, using the following data.
```
Δ f H° (NH 3 (g)) = –46 kJ mol –1 Δ f H° (HCl(g)) = –92 kJ mol –1 Δ f H° (NH 4 Cl(s)) = –314 kJ mol –1
```
Chemistry 91390, 2014
ASSESSOR'S
USE ONLY
(d) E whakaatu ana te kauwhata e whai ake i te huringa o te paemahana mō tētahi tīpakotanga haukini i roto i te wā e rima meneti te roa, e whakawerahia ai ki tētahi weranga aumou i te meneti.
Heating curve for ammonia Ānau whakawera mō te haukini
Time / mins
Wā / meneti
Mā te whakamahi i te kauwhata i runga ake, parahautia ngā panoni ōkiko e pā ana ki te haukini i waenga i ngā pūwāhi A me D, e ai ki te pūngao o ngā korakora me ngā tōpana kume i waenga rāpoi ngota.
Te Mātauranga Matū 91390M, 2014
MĀ TE
ANAKE
KAIMĀKA
(d) The following graph shows the change in temperature over a five-minute period for a sample of ammonia, where a constant amount of heat was applied per minute.
Heating curve for ammonia
Using the graph above, justify the physical changes occurring to ammonia between points A and D, in terms of the energy of the particles and the intermolecular forces of attraction.
Chemistry 91390, 2014
ASSESSOR'S
USE ONLY
PĀTAI TUATORU
(a) I Aotearoa, ko te pūkōwhai mō te whakapai i te wai he konutai pākawa takawai haukōwhai, Na 2 SiF 6 .
Ko tētahi o ngā katote ka puta i roto i te mehanga mai i te konutai pākawa takawai haukōwhai he SiF 6 2–.
Whakaotihia te tūtohi i raro nei.
SiF
6
2–
Hoahoa Lewis
Te ingoa o te āhua
(b) Whakamahia ai te haukini pākawa ota i roto i ngā ‘pōkai mātao’ hei whakaora wharanga nā ngā hākinakina. He aunoa te memeha o ngā tioata utoka o te haukini pākawa ota (e tohua mai i te whārite i raro), ahakoa he pauwera.
$$NH 4 NO 3 (s) → NH 4 +(waiwai) + NO 3 ¯(waiwai)$$
Whakamāramahia mai he aha i pēnei ai, e ai ki te panoni pūngao ngoikore (entropy change) mō te pūnaha tauhohenga.
Te Mātauranga Matū 91390M, 2014
QUESTION THREE
(a) In New Zealand, fluoride for water treatment is supplied as sodium fluorosilicate, Na 2 SiF 6 . One of the ions formed in the solution from sodium fluorosilicate is SiF 6 2–.
Complete the table below.
SiF
6
2–
Lewis diagram
Name of shape
(b) Ammonium nitrate is used in ‘cold packs’ to relieve symptoms of a sports injury. The dissolving of the solid crystals of ammonium nitrate (shown in the equation below) is spontaneous, despite being endothermic.
$$NH 4 NO 3 (s) → NH 4 +(aq) + NO 3 ¯(aq)$$
Explain why this is so, in terms of the entropy change for the reaction system.
Chemistry 91390, 2014
ASSESSOR'S
USE ONLY
(c) Ka wehe mai te haukini pākawa ota i roto i tētahi tauhohenga pauwera, e ai ki te whārite i raro nei.
Kei raro he tūtohi e whakarārangi ana i ngā tauākī e whā mō ngā panoni i te pūngao ngoikore ka puta pea i te wā o tētahi tauhohenga.
Tohua (P) i te taha mauī o tētahi tauākī kei te tika mō te tauhohenga o runga ake.
| Tohu (P) | Tauākī pūngao ngoikore |
|---|---|
| | Ka piki te pūngao ngoikore o te pūnaha. |
| | Ka piki te pūngao ngoikore o waho. |
| | Ka heke te pūngao ngoikore o te pūnaha. |
| | Ka heke te pūngao ngoikore o waho. |
Parahautia (t)ō kōwhiringa.
Te Mātauranga Matū 91390M, 2014
(c) Ammonium nitrate dissociates in an endothermic reaction, as shown in the equation below.
Below is a table outlining four statements about changes in entropy that may occur during any reaction.
Tick (P) to the left of any statement that is correct for the above reaction.
| Tick (P) | Entropy statement |
|---|---|
| | The entropy of the system increases. |
| | The entropy of the surroundings increases. |
| | The entropy of the system decreases. |
| | The entropy of the surroundings decreases. |
Justify your choice(s).
Chemistry 91390, 2014
ASSESSOR'S
USE ONLY
| Pūhui | kJ mol–1 |
|---|---|
| ∆ H° (C(s)) c | –394 |
| ∆ H° (H O()) f 2 | –286 |
| ∆ H° (C H OH()) c 2 5 | –1367 |
∆
f
H°(H
2
O())
–286
∆
c
H°(C
2
H
5
OH()) –1367
Tātaihia te hāwera noa o te waihanga o te wē waihā ewaro mā te whakamahi i ngā kōrero e tukuna ana i runga.
(ii) Matapakihia ka pēhea te rerekētanga o te uara o te panoni hāwera (enthalpy change) mēnā ko te hua waihā ewaro ka puta he haurehu kē, kaua te wē.
Kāore te tātai e whai wāhi ana.
Te Mātauranga Matū 91390M, 2014
(d) (i)
∆
f
H°(H
2
O())
–286
∆
c
H°(C
2
H
5
OH()) –1367
Calculate the standard enthalpy of formation of liquid ethanol using the information given above.
(ii) Discuss how the value of the enthalpy change would differ if the ethanol product formed was a gas rather than a liquid.
No calculation is necessary.
| ∆ H° (C(s)) c | –394 |
|---|---|
| ∆ H° (H O()) f 2 | –286 |
| ∆ H° (C H OH()) c 2 5 | –1367 |
Chemistry 91390, 2014
ASSESSOR'S
USE ONLY
TAU PĀTAI
He puka anō mēnā ka hiahiatia. Tuhia te (ngā) tāu pātai mēnā e hāngai ana.
Te Mātauranga Matū 91390M, 2014
QUESTION
NUMBER
Extra paper if required. Write the question number(s) if applicable.
Chemistry 91390, 2014
ASSESSOR'S
USE ONLY
Level 3 Chemistry, 2014
91390 Demonstrate understanding of thermochemical principles and the properties of particles and substances
2.00pm Tuesday 11 November 2014
Credits: Five
| Achievement | Achievement with Merit |
|---|---|
| Demonstrate understanding of thermochemical principles and the properties of particles and substances. | Demonstrate in-depth understanding of thermochemical principles and the properties of particles and substances. |
Check that the National Student Number (NSN) on your admission slip is the same as the number at the top of this page.
You should attempt ALL the questions in this booklet.
A periodic table is provided on the Resource Sheet L3–CHEMMR.
If you need more space for any answer, use the page(s) provided at the back of this booklet and clearly number the question.
Check that this booklet has pages 2 – 19 in the correct order and that none of these pages is blank.
YOU MUST HAND THIS BOOKLET TO THE SUPERVISOR AT THE END OF THE EXAMINATION.
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Develop objectives
Identify your target group
Create your administration plan
Draft questions
Place your questions into an outline
Step 1
The objectives should describe what you want to learn by conducting the survey. Make sure that each objective aligns with a decision or action you plan to take. Avoid objectives that would be "nice to know" but don't inform action.
ê
Step 2
Your target group should align with the objectives for your survey. For example, you might be seeking information from parents of elementary school students, senior citizens, or all library cardholders.
ê
Step 3
Determine the best format to reach your target group: in print, online, by phone, or in person. Select a time frame for data collection and identify key staff who will manage the process. Plan sufficient time for analyzing your data and determine how and to whom you will communicate results.
ê
Step 4
Start by writing a number of questions for each objective and then choose the best to use. If possible, include more than one question that addresses each objective. This allows you to cross-‐check the answers, may provide more nuance since you can analyze the answers a group, and can serve as backup if one of your questions doesn't work as you'd hoped.
ê
Step 5
a. Introduction:
b. Body:
Explain who is conducting the survey and why. List your questions in a logical order.
c. Demographics:
d. Closing:
Gather data about the respondents. Only ask for information that you need and will use.
Thank the respondents and describe any next steps.
ê
1
Review
Pre-‐test and revise
Collect data
Analyze your results
Apply what you learn
ê
Step 6
Check that the survey is concise, the instructions are easy to understand, and the document is easy to read. Invite colleagues with "fresh eyes" to review your survey.
ê
Step 7
Ask a small sample of your target group to take your survey in advance. If possible, ask one or two members of your target group to "think aloud" while taking your survey. This process can help you identify questions that need to revised and spot problems with the data collection process.
ê
Step 8
Implement your survey administration plan, keeping an eye out for any problems that arise during data collection. You may need to adjust your strategy if you are not a strong response rate. Consider offering an incentive and sending reminders to help you get more responses.
ê
Step 9
The process of analysis will help you identify patterns and themes in the responses. Keep an eye out for unexpected themes and consider cross tabulating the data to reveal patterns across different groups. Be careful about making inferences beyond the individuals who actually responded to your survey.
ê
Step 10
Findings can be used to develop new services, adjust collections, refresh existing services, focus staff development activities and more. Consider sharing what you learn with key stakeholders both inside and beyond the library. Be sure to document your process and findings to make it easy to revisit them in the future.
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Cambridge IGCSE™
PHYSICAL EDUCATION
0413/13
Paper 1 Theory MARK SCHEME
May/June 2020
Maximum Mark: 100
Published
Students did not sit exam papers in the June 2020 series due to the Covid-19 global pandemic.
This mark scheme is published to support teachers and students and should be read together with the question paper. It shows the requirements of the exam. The answer column of the mark scheme shows the proposed basis on which Examiners would award marks for this exam. Where appropriate, this column also provides the most likely acceptable alternative responses expected from students. Examiners usually review the mark scheme after they have seen student responses and update the mark scheme if appropriate. In the June series, Examiners were unable to consider the acceptability of alternative responses, as there were no student responses to consider.
Mark schemes should usually be read together with the Principal Examiner Report for Teachers. However, because students did not sit exam papers, there is no Principal Examiner Report for Teachers for the June 2020 series.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the June 2020 series for most Cambridge IGCSE™ and Cambridge International A & AS Level components, and some Cambridge O Level components.
This document consists of22printed pages.
Generic Marking Principles
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles.
GENERIC MARKING PRINCIPLE 1:
Marks must be awarded in line with:
* the specific content of the mark scheme or the generic level descriptors for the question
* the specific skills defined in the mark scheme or in the generic level descriptors for the question
* the standard of response required by a candidate as exemplified by the standardisation scripts.
GENERIC MARKING PRINCIPLE 2:
Marks awarded are always whole marks (not half marks, or other fractions).
GENERIC MARKING PRINCIPLE 3:
Marks must be awarded positively:
* marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
* marks are not deducted for errors
* marks are awarded when candidates clearly demonstrate what they know and can do
* marks are not deducted for omissions
* answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous.
GENERIC MARKING PRINCIPLE 4:
Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors.
GENERIC MARKING PRINCIPLE 5:
Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen).
GENERIC MARKING PRINCIPLE 6:
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.
Science-Specific Marking Principles
1 Examiners should consider the context and scientific use of any keywords when awarding marks. Although keywords may be present, marks should not be awarded if the keywords are used incorrectly.
2 The examiner should not choose between contradictory statements given in the same question part, and credit should not be awarded for any correct statement that is contradicted within the same question part. Wrong science that is irrelevant to the question should be ignored.
3 Although spellings do not have to be correct, spellings of syllabus terms must allow for clear and unambiguous separation from other syllabus terms with which they may be confused (e.g. ethane / ethene, glucagon / glycogen, refraction / reflection).
4 The error carried forward (ecf) principle should be applied, where appropriate. If an incorrect answer is subsequently used in a scientifically correct way, the candidate should be awarded these subsequent marking points. Further guidance will be included in the mark scheme where necessary and any exceptions to this general principle will be noted.
5 'List rule' guidance (see examples below)
For questions that require n responses (e.g. State two reasons …):
* The response should be read as continuous prose, even when numbered answer spaces are provided
* Incorrect responses should not be awarded credit but will still count towards n
* Any response marked ignore in the mark scheme should not count towards n
* Read the entire response to check for any responses that contradict those that would otherwise be credited. Credit should not be awarded for any responses that are contradicted within the rest of the response. Where two responses contradict one another, this should be treated as a single incorrect response
* Non-contradictory responses after the first n responses may be ignored even if they include incorrect science.
6 Calculation specific guidance
Correct answers to calculations should be given full credit even if there is no working or incorrect working, unless the question states 'show your working'.
For questions in which the number of significant figures required is not stated, credit should be awarded for correct answers when rounded by the examiner to the number of significant figures given in the mark scheme. This may not apply to measured values.
For answers given in standard form, (e.g. a × 10 n ) in which the convention of restricting the value of the coefficient (a) to a value between 1 and 10 is not followed, credit may still be awarded if the answer can be converted to the answer given in the mark scheme.
Unless a separate mark is given for a unit, a missing or incorrect unit will normally mean that the final calculation mark is not awarded. Exceptions to this general principle will be noted in the mark scheme.
7 Guidance for chemical equations
Multiples / fractions of coefficients used in chemical equations are acceptable unless stated otherwise in the mark scheme.
State symbols given in an equation should be ignored unless asked for in the question or stated otherwise in the mark scheme.
3
| | Question | | Answer | Marks |
|---|---|---|---|---|
| 1 | | 3 from: plasma; red blood cells; white blood cells; platelets; | | |
| | Question | | Answer | Marks |
|---|---|---|---|---|
| 2(a) | | No mark for naming the physical activity. 2 from: (swimming) a swimmer pushes off the wall when turning at the end of a length; (gymnastics) gymnast points toes during a floor exercise; (athletics) an athlete points his toes to land on the balls of the feet when running; (cycling) a cyclist pushing down on the peddles of a bike. accept other appropriate examples. | | |
| 2(b)(i) | | 1 mark for the position of resistance 1 mark for all three components in correct position. resistance in the middle; all three components in the correct position: fulcrum – resistance – effort / effort – resistance – fulcrum; | | |
| 2(b)(ii) | | second class lever; | | |
6
6
| | Question | | Answer | Marks |
|---|---|---|---|---|
| 4(b) | | max 2 marks for naming tests max 3 marks for describing key features of each test max 4 marks for each test Balance – Stork Stand Test: subject stands with hands on hips and raise one foot to place it on the inside of the standing leg; timer stops when the standing foot moves or standing foot heel touches the floor or non -standing foot loses contact with knee or a hand comes of the hip; some variants have eyes closed (e.g. blind Standing Stork test); the best time from 3 attempts is compared to normative data tables; Coordination – Anderson Wall Toss Coordination Test subject stand 2 metres from a plain wall with a tennis ball in their right hand; ball is thrown underarm to rebound off the wall and is caught in the left hand /the ball is then thrown underarm with the left hand to be caught by the right; this is repeated as many times as possible; the number of catches made in 30 seconds is compared to normative data tables; Cardio vascular endurance – Multi-Stage Fitness Test / 12 Minute Cooper Run Multi – Stage Fitness Test: subject runs in time with the bleeps on a CD / eq.; 20 metres / measured shuttles are performed; any floor surface can be used, indoors or outdoors (must be level); time between bleeps is reduced as test progresses / bleeps get closer together / subject has to run faster; subject runs until they can no longer keep up with the bleeps; the level achieved and the number of shuttles performed within that level are recorded; scores are compared to standardised normative data; 12 Minute Cooper Run Test subject runs / walks as far as possible; test duration is 12 minutes; a measured course is used e.g. with cones place at regular intervals to help identify the exact distance covered / measured laps; calculate the distance covered. The distance covered is compared to normative data tables: | | |
2
2
| | Question | | Answer | Marks |
|---|---|---|---|---|
| 6(a) | | (cognitive anxiety) the mental symptoms that a performer feels such as fear, worry and doubt / can occur if the performer is in a state of under or over arousal; (somatic anxiety) the physical signs/ symptoms of anxiety; | | |
| 6(b)(i) | | max 1 mark for each suggestion 2 from: e.g. football: people watching / crowd – a larger crowd that usual watch the match / noise made by the crowd; media coverage: knowing that the media are reporting / showing the game on television; bright lights: playing a game under flood lights can create a different atmosphere at the game; importance of the game: playing in an important game (cup final); quality of opposition / fear of injury: playing against opponents who are unbeaten / have lost heavily to opponents before / physically intimidated by opponents; not being fit / training not being completed well / being injured / not fully fit: first game having been injured for a long period of time; fear of failure / fear of performing badly: concerned about losing their place in the team if the result is poor; some personalities types are more likely to feel anxiety: players may become anxious when a simple pass goes wrong; playing in an unusual surrounding: playing a match at a ground that have never visited before; unfamiliar conditions e.g. weather / playing surface: worrying about injury when playing on an artificial surface uncertainty: feeling they may not be able to achieve e.g. playing in a team for the first time and not knowing the ability of other members of the team; pressure: worrying about the outcome of certain situations – worrying about missing a penalty if you are regular penalty taker; too much focus on the outcome / result rather than performance: too much focus on winning the game; pressure from teammates / coaches /sponsors: coach trying to motivate the players by telling them the importance of winning the game. | | |
| | Question | | Answer | Marks |
|---|---|---|---|---|
| 6(b)(ii) | | max 3 marks for each relaxation technique named max 3 marks for descriptions linked to named technique technique: mental rehearsal; example: taking a penalty in football / rugby / hockey a performer will run through the skills that will be required when striking the ball / imagine the power needed to strike the ball; technique: visualisation; example: taking a penalty in football / rugby / hockey a performer will visualise where to hit the ball to get the best outcome and score the penalty / performer can recall instances when they have taken a penalty previously and been successful; technique: deep breathing; example: when waiting to take a penalty in football / rugby / hockey a performer will pause and breathe deeply to lower the heart rate /lower the amount of adrenaline being released / allows a performer to block out external factors and concentrate on the breathing action; technique: positive self-talk; example: when waiting to take a penalty in football / rugby / hockey the performer can talk to themselves to give themselves a positive view of the outcome which helps motivation and self-confidence; | | |
| | Question | | Answer | Marks |
|---|---|---|---|---|
| 7(a) | | 1 mark for stating the type of respiration 1 mark for an appropriate equation. respiration: anaerobic; equation: glucose → lactic acid (+ energy); | | |
| Question | Answer | Marks |
|---|---|---|
2
2
| | Question | | Answer | Marks |
|---|---|---|---|---|
| 8(b) | | no mark for naming a physical activity 2 from: (e.g. badminton) placing a marker on the court to indicate where a serve should be aimed for; coach give a demonstration of a smash; (e.g. basketball) place markers on the ground to identify foot placement when learning to do a lay- up; use of video replays / slow motion: to allow performers to look at their performance with an example of a skill related to the physical activity accept other examples appropriate to named activity | | |
3
1
| | Question | | Answer | Marks |
|---|---|---|---|---|
| 9(a) | | no mark for naming the fitter performer – Performer B. 3 from: performer B has a lower resting heart rate / heart is stronger so can achieve the same results with less effort; performer B’s heart rate increases at a slower rate / the supply of blood to the muscles is greater to allow oxygen supply to slow the increase in lactic acid; performer B has a lower working heart rate/ able to meet the oxygen demands of muscles easier as stroke volume is greater; performer B has a quicker recovery period – the athlete will have a lower oxygen debt so can recover quickly compared to performer A accept reverse points | | |
| | Question | | Answer | Marks |
|---|---|---|---|---|
| 9(b)(ii) | | max 3 marks for each named factor max 3 marks for each description appropriate to the named factor. factor: age; description: oxygen up take is at its strongest in younger people and reduces with age / the older you get the lower VO max; 2 factor: gender;; description: the values of VO are typically higher in males than females / generally females have a lower VO max than males 2 2 due to lower stroke volume; factor: genetics; description: some people’s genes enable them to use oxygen more efficiently / the type of muscle fibres you have and the size of your heart are partly dependent on the inherited characteristics; factor: lifestyle; description: smoking / a sedentary lifestyle / drug use may prevent VO max improving / result in a lower VO 2 2 factor: training; description: training focuses on cardiovascular activities such as long-distance running / swimming / cycling will increase VO2max; | | |
| 9(c) | | adrenalin is produced / released into the blood; breathing rate increases / more oxygen enters the lungs; increase in tidal volume; minute ventilation increases; body temperature increases / muscles become warmer; sweating; blood vessels enlarge / become closer to the skin to release heat / vasodilation / redistribution of blood / red skin; fatigue / feeling tired; suffer from nausea / feeling light headed / feeling unwell; more carbon dioxide is produced; lactic acid is produced; increase in oxygen supply to muscles; increased blood pressure; | | |
| | Question | | Answer | | Marks |
|---|---|---|---|---|---|
| 9(d) | | pay off oxygen debt; removes lactic acid (from muscles); allows heart rate to stay high / reduces gradually; gentle stretching reduces muscle soreness and stiffness later; body temperature stays high / reduces gradually; breathing rate stays high / reduces gradually; reduces the risk of injury; gives the performer time to reflect; gives the opportunity to calm down, allows a performer to maintain high rates of aerobic respiration to aid recovery and return the body to its normal state / use of aerobic system to provide energy for recovery processes; prevents blood pooling in muscles; restores glycogen | | 3 | |
| | Question | | Answer | Marks |
|---|---|---|---|---|
| 10(a) | | 2 from: involves periods of intense exercise; this is followed by rest periods / length of rest periods can be changed to suit the performer; allows time to remove lactic acid and CO to be removed; 2 can provide the same benefits of other types on training in less time; | | |
| 10(b) | | max 3 marks for explanations: combines aerobic and anaerobic exercise which reflects the demands of games; less time needs to be spent on fitness training so more time can be spent on developing skills; can be adapted for different activities and fitness levels; specialist equipment not required; can provide a significant reduction in body fat; | | |
2
| | Question | | Answer | Marks |
|---|---|---|---|---|
| 10(c) | | 2 from: often tired / fatigued; persistent muscle soreness; elevated resting heart rate; mood swings / irritable / depression / mental breakdown; difficult to sleep (despite being tired); loss of appetite; level of performance reduces despite working hard / reversibility occurs; susceptible to infections; increase incidents of minor injuries / overuse injuries (accept examples); burnout; | | |
| | Question | | Answer | | Marks |
|---|---|---|---|---|---|
| 11(a) | | max 3 marks for suggestions relating to sailing changes in the weather conditions; changes in the water conditions; having the correct equipment / condition of equipment; numbers of safety boats available / availability of first aid equipment / first aiders; ability of performers; the possibility of being hit by equipment in the boat; small space to move around the boat; falling into the water; behaviour of competitors; rules of the competition / direction/ movement of the boats; accept other factors | | 3 | |
| Question | Answer | Marks |
|---|---|---|
3
3
| | Question | | Answer | Marks |
|---|---|---|---|---|
| 12 | | max 3 marks for reasons for a warm up to raise the body temperature; to raise heart rate; to increase blood flow (oxygen supply) to the muscles; to stretch the muscles and get them ready for action; to gets joints moving and increase the range of motion; to help avoid injuries / helps prevent sprains and strains; gives practice in skills and techniques to be used in the session / game; | | |
| | Question | | Answer | Marks |
|---|---|---|---|---|
| 13(a) | | 1 mark for naming the type of activity 1 mark for a reason activity: endurance activities; accept an example of an endurance activity e.g. long distance running. 1 from: increase in the number of red blood cells allows a performer to transport more oxygen to working muscles which allows them to work for longer / increases the oxygen carrying capacity of a performer which improves cardiovascular endurance; | | |
4
4
| | Question | | Answer | Marks |
|---|---|---|---|---|
| 14(a) | | Max 4 marks for suggestions related: the benefits for women’s football increase in media exposure makes people more aware of the sport being played; more money comes into the sport to improve facilities, equipment etc; creates role models for younger performers to identify with; sponsors more inclined to support the team so greater links to high profile companies; as more money comes into the sport more coaches / higher profile coaches improve standards of play; increase in young players results in greater depth and quality in the sport; as more people want to watch the games live bigger and better grounds / facilities are made available; accept other benefits | | |
2
| | Question | | Answer | Marks |
|---|---|---|---|---|
| 14(b) | | max 2 max marks for disadvantages: unable to train full time so may have more limited fitness / skills; if they have to work, they may be tired when they have training time; not always able to meet for training camps; can only work in a job that allows them time to train or play so it limits the type of work available; not always able to play in international matches due to time limitations / not always available to play due to work commitments; the player may be reliant on sponsorship so dependent on the success of the team; accept other examples | | |
3
1
1
| | Question | | Answer | Marks |
|---|---|---|---|---|
| 15(a) | | 1 mark for each suggestion made. examples must relate to a sprinter. general description of the SMARTER targets should not be given credit. examples could include. measurable: the sprinters should have training times and competition times recorded to be able to compare the progress being made; realistic: set a target that is achievable, if the performer has a time of 14 second then a new target of 12 seconds would be inappropriate but a target of 13.5 seconds may be more realistic; time-phased: the completion of the target time may be achieved by the end of the athletic season as the athletics season is generally quite short; | | |
| 15(b)(i) | | fast-twitch (muscle fibre); | | |
| 15(b)(ii) | | 1 from: produces a large amount of force / lower fatigue tolerance / tire quickly /good for strength and power / contract quickly; the description must match the muscle identified in (b)(i) regardless of (b)(i) being correct. | | |
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A MÃE que CHOVIA
Ilustrações de
DANIEL SILVESTRE DA SILVA
Companhia das Letrinhas
Copyright do texto © 2012 by José Luís Peixoto e Quetzal Editores
Copyright das ilustrações © 2016 by Quetzal Editores
Grafia atualizada segundo o Acordo Ortográfico da Língua Portuguesa de 1990, que entrou em vigor no Brasil em 2009.
Preparação
THAIS RIMKUS
Revisão
LUCIANA BARALDI
ADRIANA MOREIRA PEDRO
Dados Internacionais de Catalogação na Publicação (CIP)
(Câmara Brasileira do Livro, SP, Brasil)
Peixoto, José Luís
A mãe que chovia / José Luís Peixoto; ilustrações de Daniel Silvestre da Silva. — 1ª ed. — São Paulo: Companhia das Letrinhas, 2016.
ISBN 978-85-7406-703-2
1. Contos — Literatura infantojuvenil 1. Silva, Daniel Silvestre da. II. Título.
16-00553 CDD-028.5
Índices para catálogo sistemático:
1. Contos: Literatura infantil 028.5
2. Contos: Literatura infantojuvenil 028.5
2016
Todos os direitos desta edição reservados à EDITORA SCHWARCZ S.A.
Rua Bandeira Paulista, 702, cj. 32
04532-002 — São Paulo — SP — Brasil
Telefone: (11) 3707-3500
Fax: (11) 3707-3501
www.companhiadasletrinhas.com.br
www.blogdacompanhia.com.br
The rain is falling from the sky,
And I'm under my umbrella, dry.
I'm safe and sound, no need to worry,
For my umbrella keeps me dry and sunny.
Desde sempre, todo mundo dizia que ele era filho da chuva.
The baby was wrapped in a blanket and placed in a basket.
Mas esse menino esperto, bem-humorado e com a idade de mais ou menos, não precisava que lhe dissessem quem era sua mãe.
Ele sabia mais sobre ela do que sobre qualquer outra coisa.
The rain was relentless, but he didn’t mind. He loved the sound of it against his skin and the way it made him feel alive.
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Lent: Beauty In Simplicity
February 2018
| SUN | MON | TUE | WED | THU | FRI | SAT |
|-----|-----|-----|-----|-----|-----|-----|
| | | | | 1 | 2 | 3 |
| 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| 11 | 12 | 13 | 14 | 15 | 16 | 17 |
| 18 | 19 | 20 | 21 | 22 | 23 | 24 |
| 25 | 26 | 27 | 28 | | | |
- Simplifying Space
- Simplifying the Schedule
- Simplifying the Care of the Body
March 2018
| SUN | MON | TUE | WED | THU | FRI | SAT |
|-----|-----|-----|-----|-----|-----|-----|
| | | | | 1 | 2 | 3 |
| 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| 11 | 12 | 13 | 14 | 15 | 16 | 17 |
| 18 | 19 | 20 | 21 | 22 | 23 | 24 |
| 25 | 26 | 27 | 28 | 29 | 30 | 31 |
- Simplifying the Use of Money
- Simplifying the Mind
- Simplifying Relationships
- Simplifying Prayer
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2016 SCHOOL YEAR CALENDAR
| FEBRUARY | | | | | | |
|---|---|---|---|---|---|---|
| S M T W T F S | | | | | | |
| 1 2 | | | 3 | 4 | 5 | 6 |
| 7 8 9 10 11 12 13 | | | | | | |
| 14 15 16 17 18 19 20 | | | | | | |
| 21 22 23 24 25 | | | | | 26 27 | |
| 28 29 | | | | | | |
| JUNE | | | | | | |
| S M T W T F S | | | | | | |
| | | | 1 2 3 4 | | | |
| 5 6 7 8 9 10 11 | | | | | | |
| 12 13 14 15 16 17 | | | | | | 18 |
| 19 20 21 | | | 22 | 23 24 | | 25 |
| 26 27 28 29 30 | | | | | | |
| OCTOBER | | | | | | |
| S M T W T F S | | | | | | |
| | | | | | | 1 |
| 2 | 3 4 5 6 7 8 | | | | | |
| 9 10 11 12 13 14 15 | | | | | | |
| 16 17 | | 18 | | | | |
| 23 24 25 26 27 | | | | | 28 29 | |
| 30 31 | | | | | | |
School closed for holidays
Bank Holidays
Inset Days
| JANUARY | | | |
|---|---|---|---|
| S M T W T F S | | | |
| | | 1 | 2 |
| 3 | 4 5 6 7 8 | | 9 |
| 10 11 12 13 14 15 17 18 19 20 21 22 | | | 16 23 |
| MAY | | | | | |
|---|---|---|---|---|---|
| S M T W T F S | | | | | |
| 1 | 2 | 3 4 5 | | 6 7 | |
| 8 9 10 11 12 | | | | 13 14 | |
| 15 16 17 18 19 | | | | 20 | 21 |
| 22 23 24 25 26 27 28 | | | | | |
| 29 | 30 | 31 | | | |
| SEPTEMBER | | | | | |
| S M T W T F S | | | | | |
| 1 2 | | | | | 3 |
| 4 5 6 7 8 9 | | | | | 10 |
| 11 12 13 14 15 16 17 | | | | | |
| 18 19 20 21 22 23 24 | | | | | |
| 25 26 27 28 29 30 | | | | | |
| JANUARY | | | | | |
| S M T W T F S | | | | | |
| 1 | 2 | 3 | 4 5 | 6 7 | |
| 8 9 10 11 12 | | | | 13 14 | |
| 15 16 17 18 19 | | | | 20 21 | |
| 22 23 24 25 26 | | | | 27 28 | |
| 29 30 31 | | | | | |
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Indian Sudoku Championship 2011 - Finals
11-Jun-2011, Bangalore
Round 3 – Neighbours
60 minutes
Name :
Contact :
Submission Time :
| | Sudoku | | Points | Check1 | Check2 |
|---|---|---|---|---|---|
| Multiple Sudoku | | 60 | | | |
| Sudoku XV | | 50 | | | |
| Kropki Sudoku | | 40 | | | |
| Equal Sum Sudoku | | 140 | | | |
| Small Neighbours Sudoku | | 55 | | | |
| Multiplication Table Sudoku | | 140 | | | |
| Average Sudoku | | 115 | | | |
| Total | | | | | |
Multiple Sudoku
All orthogonally adjacent cells with "both digits being greater than 1" and "one being multiple of another" are marked.
| 9 | 5 | 6 x | 1 | 8 | 7 | 3 x | 2 | x 4 |
|---|---|---|---|---|---|---|---|---|
| 8 | 1 | 3 | 2 | 5 | 4 | 6 | 7 | 9 |
| 7 | 2 x | x 4 | 9 | 3 x | 6 x x | 1 | 55 | 8 x |
| 4 | 6 x | 7 | 8 | 1 | 3 | 55 | 99 | 2 x |
| 5 | 3 x | 8 | 7 | 9 | 2 | x 4 x | 11 | 6 |
| 2 x | 9 | 1 | 4 | 6 x | 5 | 8 | 33 | 7 |
| 6 x | 7 | 5 | 3 x | 2 | 8 x | 99 | 44 x | 11 |
| 3 | 4 x | 9 | 6 | 7 | 1 | 2 | 8 x | 5 |
| 1 | 8 | x 2 | 5 | 4 | 9 | 7 | 6 | 3 x |
Sudoku XV
All orthogonally adjacent cells with two digits summing to 5 are marked by V, while those summing to 10 are marked by X.
| 2 | 3 v | 9 | 6 | 8 | 1 | 5 | 4 x | 7 |
|---|---|---|---|---|---|---|---|---|
| 7 | 1 | v 4 | 3 v | 9 | 5 | 2 | 6 | 8 |
| 8 | 6 x | 5 | 2 | 4 | 7 | 9 x | x 11 | 3 v |
| 9 | 4 | 8 | 5 | 3 x | 6 x | 11 | 77 | 2 |
| 3 | v 2 | 6 | 1 x | 7 | 4 | 8 | 99 | 5 |
| 5 | 7 | 1 | 9 x | 2 | 8 x x | 4 | 33 | 6 |
| 1 | 8 | 3 v | 4 | 6 x | 2 | 77 x | 55 | 99 |
| 6 x | 5 | 2 | 7 | 1 | 9 x | 3 | 8 x | 4 v |
| 4 | 9 | 7 | 8 | 5 | 3 | 6 | 2 | 1 |
| | | | | | 6 | 7 | | |
|---|---|---|---|---|---|---|---|---|
| | | | | | 7 | 9 | | |
| 9 | 6 | | | | | | | |
| 1 | 7 | | | 6 | | | | |
| | | | 3 | | 5 | | | |
| | | | | 2 | | | 7 | 3 |
| | | | | | | | 8 | 5 |
| | | 8 | 6 | | | | | |
| | | 9 | 4 | | | | | |
50 points
All orthogonally adjacent cells with absolute difference between two digits being 1 have a white dot between them. All orthogonally adjacent cells with one digits being double of another have a black dot between them. The dot between '1' and '2' can be of any color.
| 2 | 3 | 9 | 6 | 8 | 1 | 5 | 4 | 7 |
|---|---|---|---|---|---|---|---|---|
| 7 | 1 | 4 | 3 | 9 | 5 | 2 | 6 | 8 |
| 8 | 6 | 5 | 2 | 4 | 7 | 9 | 11 | 3 |
| 9 | 4 | 8 | 5 | 3 | 6 | 11 | 77 | 2 |
| 3 | 2 | 6 | 1 | 7 | 4 | 8 | 99 | 5 |
| 5 | 7 | 1 | 9 | 2 | 8 | 4 | 33 | 6 |
| 1 | 8 | 3 | 4 | 6 | 2 | 77 | 55 | 99 |
| 6 | 5 | 2 | 7 | 1 | 9 | 3 | 8 | 4 |
| 4 | 9 | 7 | 8 | 5 | 3 | 6 | 2 | 1 |
Equal Sum Sudoku
Every 2X2 region "where the sums of digits in the diagonally opposite cells are equal" is marked.
| 4 | 9 | 11 | 66 | 2 | 88 | 55 | 3 | 7 + |
|---|---|---|---|---|---|---|---|---|
| 5 | 77 | 6 | 9 | 1 | 3 + | 2 | 44 | 8 |
| 33 | 2 | 8 | 4 | 5 | 7 | 1 | 6 | 99 |
| 99 | 1 | 3 | 55 | 4 | 22 | 8 | 7 | 66 |
| 8 | 6 | 5 | 1 + | 7 | 9 | 4 | 2 | 3 |
| 22 | 4 | 7 | 33 | 8 | 66 | 9 | 5 | 11 |
| 66 | 3 | 4 | 8 | 9 + | 5 | 7 | 1 | 22 |
| 7 | 55 | 9 | 2 | 3 | 1 + | 6 | 88 | 4 + |
| 1 | 8 | 22 | 77 | 6 | 44 | 33 | 9 | 5 |
| | | | 7 | 5 | | | |
|---|---|---|---|---|---|---|---|
| | | 7 | | | 9 | | |
| | 8 | | | | | 2 | |
| 8 | | | | | | | 3 |
| 2 | | | | | | | 9 |
| | 3 | | | | | 9 | |
| | | 2 | | | 7 | | |
| | | | 8 | 7 | | | |
140 points
| | | | | | | 3 | 7 | |
|---|---|---|---|---|---|---|---|---|
| 8 | 4 | | | | | 6 | 2 | |
| 9 | 6 | | | 7 | | | | |
| | | | 2 | | 8 | | | |
| | | 4 | | | | 5 | | |
| | | | 9 | | 4 | | | |
| | | | | 8 | | | 1 | 6 |
| | 5 | 6 | | | | | 4 | 3 |
| | 2 | 8 | | | | | | |
All cells where the digit is greater than all its orthogonal neighbours are shaded. Cells with digit 9 are never shaded.
| 4 | 9 | 11 | 66 | 2 | 88 | 55 | 3 | 7 |
|---|---|---|---|---|---|---|---|---|
| 5 | 77 | 6 | 9 | 11 | 3 | 2 | 44 | 8 |
| 33 | 2 | 8 | 4 | 5 | 7 | 1 | 6 | 99 |
| 99 | 1 | 3 | 5 | 4 | 2 | 8 | 7 | 66 |
| 8 | 66 | 5 | 1 | 7 | 9 | 4 | 22 | 3 |
| 22 | 4 | 7 | 3 | 8 | 6 | 9 | 5 | 11 |
| 66 | 3 | 4 | 8 | 9 | 5 | 7 | 1 | 22 |
| 7 | 55 | 9 | 2 | 33 | 1 | 6 | 88 | 4 |
| 1 | 8 | 22 | 77 | 6 | 44 | 33 | 9 | 5 |
Multiplication Table Sudoku
Every 2X2 region "where the product of digits in top row is equal to the 2-digit number (left-to-right) in the bottom row" is marked.
| 3 | 1 | 44 | 99 | 2 XX | 88 | 55 | 6 | 7 |
|---|---|---|---|---|---|---|---|---|
| 5 | 77 | 9 | 4 | 1 | 6 | 2 | 33 | 8 |
| 66 | 2 | 8 | 3 | 7 | 5 | 4 | 9 | 11 |
| 11 | 4 | 6 | 55 | 3 | 22 | 8 | 7 | 99 |
| 8 | 9 | 5 | 1 | 44 | 7 | 3 | 2 | 6 |
| 22 | 3 | 7 | 66 | 8 | 99 | 1 | 5 | 44 |
| 99 | 6 | 3 | 8 | 5 | 1 | 7 | 4 | 22 |
| 7 | 55 | 1 | 2 | 6 | 4 | 9 XX | 88 | 3 |
| 4 | 8 | 22 | 77 | 9 | 33 | 66 | 1 | 5 |
| | | 8 | | | | | |
|---|---|---|---|---|---|---|---|
| | 2 | | 1 | | 3 | | |
| 5 | | 1 | | 7 | | | |
| | 9 | | 4 | | | | 7 |
| | | 2 | | | | 5 | |
| | 5 | | | | 2 | | 8 |
| | | | | 6 | | 3 | |
| | | | 8 | | 5 | | 2 |
| | | | | | | 9 | |
140 points
| 5 | 4 | 7 | 6 | | 9 |
|---|---|---|---|---|---|
| | | | 4 | | 3 |
| 8 | 3 | 6 | 2 | 9 | 5 |
| 1 | 5 | 9 | 7 | 4 | 2 |
| 9 | | 1 | | | |
| 2 | | 5 | 8 | 1 | 4 |
Average Sudoku
All cells where the digit is average of horizontally adjacent cells have a horizontal line. All cells where the digit is average of vertically adjacent cells have a vertical line.
| 3 | 1 | 44 | 99 | 2 | 88 | 55 | 6 | 7 | |
|---|---|---|---|---|---|---|---|---|---|
| 5 | 77 | 9 | 4 | 1 | 6 | 2 | 33 | 8 | |
| 66 | 2 | 8 | 3 | 7 | 5 | 4 | 9 | 11 | |
| 11 | 4 | 6 | 55 | 3 | 22 | 8 | 7 | 99 | |
| 8 | 9 | 5 | 1 | 44 | 7 | 3 | 2 | 6 | |
| 22 | 3 | 7 | 66 | 8 | 99 | 1 | 5 | | 44 |
| 99 | 6 | 3 | 8 | 5 | 1 | 7 | 4 | 22 | |
| 7 | 55 | 1 | 2 | 6 | 4 | 9 | 88 | 3 | |
| 4 | 8 | 22 | 77 | 9 | 33 | 66 | 1 | 5 | |
| 9 | 7 | 8 | 5 | 1 |
|---|---|---|---|---|
| 1 | 5 | 6 | 2 | 4 |
| 7 | 6 | 4 | 9 | 8 |
| 4 | 2 | 3 | 6 | 5 |
| 8 | 3 | 7 | 1 | 9 |
Multiple Sudoku 60
Sudoku XV 50
Kropki Sudoku 40
Equal Sum Sudoku 140
Sudoku – Round3 – Solutions
Small Neighbours Sudoku 55
Multiplication Table Sudoku 140
Sudoku – Round3 – Solutions
Average Sudoku 115
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Resumos
A vigência do pensamento de Paulo Freire
Gloria Elvira Hernández Flores
Legado e presença de Paulo Freire
Três lições para o futuro da educação
Danilo R. Streck
A educação é práxis
Lidia M. Rodríguez
A pedagogia da ternura no espírito do legado humanista de Paulo Freire
Alejandro Cussiánovich
A Universidade Popular na América Latina: influências do pensamento de Paulo Freire na recente experiência brasileira
Thiago Ingrassia Pereira
Os escritos de Paulo Freire são sempre um convite para recriar e reinterpretar o seu pensamento na própria experiência educativa, através da reflexão e da sistematização, na perspectiva da transformação. O vínculo pedagógico, para Freire, só é possível se houver diálogo; implica uma relação de dupla mão em que educador e educando ensinam e aprendem ao mesmo tempo. Este vínculo é o princípio que permite problematizar o mundo e analisar criticamente a realidade a fim de produzir conhecimento. No ato de educar, as pessoas são transformadas e a realidade é transformada.
O artigo visa articular o passado, presente e futuro do pensamento de Paulo Freire em torno de três tarefas ou desafios (chamadas de "lições") para repensar o trabalho pedagógico: a humanização como horizonte de educação, mas também como praxe em qualquer contexto educativo; a ação dialógica como princípio de ação transformadora; e a educação para promover uma cidadania planetária crítica e solidária. Finalmente, propõe o desafio de alargar o horizonte da pedagogia latino-americana à luz da educação popular, em diálogo com os grandes pensadores, educadores e poetas da região.
Neste texto, a autora recupera algumas reflexões sobre como o trabalho de Freire dialoga, mobiliza e apela à construção de um mundo melhor. Num percurso histórico, mas não cronológico pela América Latina, revela o sentido utópico que tem estado no coração da obra deste autor. Desde a Pedagogia do Oprimido, Freire questiona a pedagogia domesticadora e propõe outra, baseada no vínculo dialógico, que implica o reconhecimento da igualdade do outro, ou seja: educar para a liberdade. Recupera a utopia que envolve emergir de uma forma autónoma para problematizar e transformar o mundo.
No seu artigo, o autor apresenta algumas reflexões resultantes da sua prática como educador popular e seguidor do pensamento de Freire durante 30 anos, principalmente no sentido de recuperar a importância da dimensão afetiva dos processos educativos. Algumas das categorias que recupera são a curiosidade, que torna possível reconhecer e valorizar a diversidade, e o pensamento crítico, que se refere à indagação, indignação e esperança. Para o autor, a pedagogia da ternura na educação de jovens e adultos oferece a oportunidade de enfrentar a colonialidade da vida quotidiana e de fazer crescer o protagonismo de cada pessoa.
No pensamento freireano, a educação universitária orientada para o bem viver é uma componente chave da democratização e da inclusão social. O artigo apresenta a experiência da Universidade Federal da Fronteira Sul (UFFS), que fez parte da política de expansão do ensino superior do presidente Lula da Silva. Também aborda as dificuldades de expandir este nível de educação num país tão grande e desigual como o Brasil. A UFFS conseguiu expandir o acesso ao ensino superior e tem um currículo que está próximo da realidade dos estudantes.
"Professores de rua": organizar, mobilizar e educar durante a COVID-19
Shirley Walters
Uma experiência educacional freiriana com adultos tecelões de cadeiras
María de Jesús Guzmán Sereno
O Poder Invencível dos Sonhos Da Alfabetização à Continuidade Educativa na República Dominicana
Miriam Camilo Recio
A educação freiriana numa comunidade indígena em Michoacán
Javier Dosil Mancilla
Paulo Freire e a Escola Itinerante do MST
Isabela Camini
Na África do Sul, a COVID-19 provocou uma crise sanitária que se juntou a outras crises pré-existentes: em menos de um mês, três milhões de sul-africanos perderam os seus rendimentos e empregos, e a fome aumentou enormemente. A rede Cape Town Together foi formada no início da pandemia, primeiro para distribuir alimentos, equipamento de proteção e informação para prevenir a doença, e mais tarde para formação. Funciona através de Redes de Ação Comunitária, inspiradas na pedagogia da solidariedade. Um exemplo do trabalho dos CTT é o videoclipe produzido por aqueles que se intitulam «professores de rua», uma peça de hip hop que motiva as pessoas a tomar medidas para prevenir a doença.
O artigo se refere ao desenvolvimento de uma proposta didática para o ensino de história com jovens e adultos, inspirada pelo pensamento de Paulo Freire. Foi realizado num centro de educação de adultos numa cidade de Michoacán (México), onde os habitantes são tecelões de cadeiras. O texto conta como o trabalho com a palavra generativa de Freire lhes permitiu se reconhecer na sua história e nos seus conhecimentos, despertou o seu desejo de aprender mais, de valorizar a sua voz e de se assumirem como uma comunidade. Começaram a pensar e a imaginar um futuro diferente.
Este artigo descreve como o pensamento de Paulo Freire influenciou a concepção das políticas públicas na República Dominicana, onde a educação de adultos se tornou cada vez mais importante dentro do sistema educativo dominicano. Como resultado, é descrito um novo quadro institucional, no qual o Estado como um todo tem o compromisso de garantir o direito à educação, tendo a Constituição como quadro legal e o Plano Nacional de Alfabetização Quisqueya Aprende Contigo no nível da implementação. Isto incluiu a definição de um modelo pedagógico que envolve todos os atores governamentais e todos os setores da população.
Neste artigo, o autor argumenta que a falta de uma reflexão teórica mais profunda sobre a teoria do desejo, tanto por Freire como por muitos dos seus seguidores, tem sido a causa de uma série de práticas que, de facto, reproduzem a educação bancária. Esta ideia baseia-se numa experiência educacional do autor em Santa Fe de la Laguna (México) na qual trabalhou com palavras generativas com estudantes do ensino secundário para refletir sobre a história da comunidade. As resistências dos estudantes ensinam que as comunidades são culturas vivas que tentam preservar os seus conhecimentos ancestrais, sem renunciar ao que é novo e útil.
Este artigo refere-se à experiência pedagógica desenvolvida pelo Movimento dos Sem Terra do Brasil entre 1996 e 2008. A Escola Itinerante foi desenvolvida nos asentamentos criados pelos ativistas do MST para pressionar no sentido de uma distribuição justa da terra aos trabalhadores rurais. Paulo Freire é considerado o "farol pedagógico" destas experiências, uma vez que o trabalho da escola transcendeu os muros da sala de aula para estar estreitamente ligado à luta pela terra e pela vida nos campos; e procurou sensibilizar para a condição de opressão, a fim de contribuir para a emancipação.
104
A marca de Freire num processo de formação de alfabetizadores e alfabetizadoras
María del Carmen Campero Cuenca
Um Diagnóstico Participativo do Direito à Educação e ao Trabalho
Gloria Elvira Hernández Flores
O que aprendi com Paulo Freire (Pré-texto autobiográfico)
Alfredo Ghiso
O meu encontro com a educação como prática da liberdade
Ana María Méndez Puga
A nossa conversa com Paulo Freire
Celia del Socorro Solís Sánchez
No México, em 2015, 5,5% da população ainda não exercia o seu direito à leitura e à escrita. O artigo descreve o seminário-oficina "Formação de educadores de alfabetização numa perspectiva integral", realizado pela Universidade Pedagógica Nacional, campus Ajusco. O programa visava permitir aos participantes construir uma visão integral dos processos de alfabetização, através do estudo de políticas de alfabetização, da reflexão teórica e metodológica sobre a alfabetização, aspectos da cultura e da interculturalidade, diferentes abordagens da alfabetização, e o estudo e problematização do método das palavras generativas.
O artigo discute os resultados e reflexões resultantes de um estudo que envolveu estudantes, professores e empregadores dos graduados dos cursos de formação para o trabalho fornecidos pelo Ministério da Educação do Estado do México nos seus centros de educação para jovens e adultos (CEAJA). O estudo baseia-se na consideração da educação e do trabalho como direitos humanos, e no reconhecimento da desigualdade e pobreza em que vivem grupos sociais importantes. Os sujeitos da investigação participaram através de entrevistas e grupos focais, a partir dos quais foram sistematizados os aspectos que os participantes valorizam nos cursos e os que precisam de ser melhorados.
Neste texto em primeira pessoa, o autor, educador com uma longa e importante carreira educacional como educador de alfabetização, educador popular e professor em escolas, colégios e universidades, reconhece a importância dos textos de Paulo Freire em interrogar o seu trabalho, as suas escolhas políticas e as suas utopias. Daí também a sua compreensão sobre a importância da comunicação, do diálogo e da linguagem para uma atividade educativa que gera mudança e partilha de significados; para "esperançar" ativamente. Ao redor da investigação social e educacional, sustenta a importância de formar, no processo, sujeitos autónomos, capazes de procurar significado e de expandir capacidades e potências.
Este testemunho reconta em longos traços a trajetória do autor como educador, investigador e professor universitário. Partilha o seu encontro com Paulo Freire como estudante universitário e como esse acontecimento, e subsequentes leituras do seu trabalho, ajudaram-na a traçar um caminho comprometido com a população pobre e marginalizada, o que a torna atenta à recuperação dos conhecimentos de todos os envolvidos no ato pedagógico, e assegurar que todos assumam o seu papel como sujeitos de aprendizagem.
Em 1983, o recém-criado Instituto Nacional de Educação de Adultos (INEA) no México convidou Paulo Freire para uma série de conversas com o pessoal do Instituto para encorajar uma reflexão coletiva sobre educação de adultos e para rever os avanços e dificuldades pelos quais transitavam. A autora do relato, integrante da equipe fundadora do INEA, esteve presente nas conversas, nas quais foram discutidas pautas como a alfabetização, a importância do encontro com o educando, os conteúdos educativos do ensino primário para adultos e o papel do educador.
The current relevance of Paulo Freire´s ideology
Gloria Elvira Hernández Flores
Paulo Freire´s Legacy and validity: Three lessons for the future of education
Danilo R. Streck
Education as praxis
Lidia M. Rodríguez
The pedagogy of tenderness in the spirit of Paulo Freire's humanist legacy
Alejandro Cussiánovich
Popular University in Latin America: influence of Paulo Freire's thought on Brazil's recent experiences
Thiago Ingrassia Pereira
Abstracts
Paulo Freire's writings on educational experience are always open to recreation and reinterpretation, through a reflective and systematized perspective and from a transformative point of view. According to Freire, a pedagogical link is only possible when there is dialogue; it implies a two-way relationship in which the educator and the educated both teach and learn simultaneously. This link is the principle that makes it possible to problematize the world and critically analyze reality to produce knowledge. In the act of educating, people are as transformed as is reality.
The present article aims to articulate the past, present and future of Paulo Freire's ideology. In order to do this, we focus on three tasks or challenges (which we refer to as "lessons") to help us rethink pedagogical work in general: humanization as a goal for education as well as a practice in any educational context; the act of dialogue as the basis for transformation; and education focused on promoting a critic and solidary planetary citizenship. Finally, we set forward the challenge of broadening the horizon of Latin American pedagogy in the light of popular education, in dialogue with the great thinkers, educators and poets of the region.
In the present article the author sets forth a series of reflections on how Freire's work invites to, mobilizes, and calls for building a better world. Through a historical (although not chronological) look back into Latin America's educational practices, the article reveals the utopian sense fostered within the region through Freire's ideology. Since his Pedagogy of the Oppressed, Freire challenges the notion of domesticating pedagogy and proposes a different approach, based on the dialogical connection, which implies the recognition of the "other's" equality, that is: educating for freedom. Said approach recovers the utopia of becoming autonomous in order to problematize and transform the world.
In the present article the author presents a series of reflections resulting from his practice as a popular educator and follower of Freirean thought for the past 30 years. Said reflections revolve mainly around the need for recovering the importance of the affective dimension in educational processes. It recovers such notions as curiosity, which allows us to recognize and value the diverse; and critical thinking, which promotes inquiry, indignation, and hope. According to the author, the pedagogy of tenderness in the education of both young people and adults offers the opportunity to face the coloniality of daily life while allowing for personal growth.
In Freirean thought, university education oriented towards good living is a key component for democratization and social inclusion. This article presents the experience of the Federal University of the Southern Border (UFFS, by its acronym in Portuguese), which was founded within Lula da Silva's policy for the expansion of higher education in the country. Furthermore, this essay explores the difficulties of expanding higher education in such an extent and unequal country as is
"Street teachers": Organizing, mobilizing, and educating during the COVID-19 pandemic
Shirley Walters
An educational Freirean experience with adult chair weavers
María de Jesús Guzmán Sereno
The unbeatable power of dreams: From alphabetization to educational continuity in Dominican Republic
Miriam Camilo Recio
Freirean education in an indigenous community in Michoacán
Javier Dosil Mancilla
Paulo Freire and the MST Itinerant School
Isabela Camini
Brazil. However, The UFFS has managed to increase access to higher education and features a curriculum that tackles the actual needs of its students in face of reality.
In South Africa, the COVID-19 health catastrophe has added to the problems caused by the pre-existing health crisis in the country: in less than a month, three million South Africans lost their jobs and incomes, while hunger grew enormously. The Cape Town Together Community was created at the beginning of the pandemic, first with the purpose of distributing food, protective supplies, and information in order to prevent the disease, and later for training the population on how to deal with it. It operates through Community Action Networks, inspired by the pedagogy of solidarity. A sample of CTT's work is a video clip made by those who call themselves "street teachers", a hip hop piece that motivates people to follow disease prevention measures.
The present article analyses the development of a didactic proposal for the teaching of history to both youths and adults, inspired by Paulo Freire's ideology. The project was carried out in an adult education center in a township of Michoacán, Mexico which is mostly populated by chair weavers. The text describes how working with Freire's notion of generative words allowed them to recognize themselves in their history and their local knowledge, thus motivating them to learn more, value their own voices and assume themselves as a community. Furthermore, they began to think and imagine a different future for themselves.
This essay reveals how Paulo Freire's ideology influenced the design of a public policy in which adult education assumed an increasing importance within the national educational system of the Dominican Republic. As a result, a new institutional framework arose, according to which the State as a whole is committed to guaranteeing the right to education, with the Constitution as a legal framework and with the Quisqueya Aprende Contigo National Literacy Plan at the instrumentation level. The later includes the definition of a pedagogical model involving all government actors and population sectors.
The present article argues that the lack of a deeper theoretical reflection on the theory of desire, both by Freire and by many of his followers, has been the cause of a series of practices that in fact reproduce the banking model of education. This belief is based on the author's educational experience in Santa Fe de la Laguna (Mexico) in which he worked with the "generating words" notion with high school students in order to reflect on the history of their community. The students' resistances teach that communities are living cultures that try to protect their ancestral knowledge without renouncing what is new and useful.
This article dwells on the pedagogical experience developed by the Landless Workers' Movement in Brazil between 1996 and 2008. The Itinerant School was developed in the campsites established by MST activists to pressure for a fair distribution of land for farm workers. Paulo Freire is considered the "pedagogical beacon" of these experiences since the work of the school transcended the classroom walls to be closely linked to the struggle for land and to the life in the campsites. Furthermore, it sought to create awareness of the existing oppression to contribute to emancipation.
Freire's mark in a training process for literacy workers
María del Carmen Campero Cuenca
A participatory diagnosis on the right to education and work
Gloria Elvira Hernández Flores
What I learned from Paulo Freire
(Autobiographic pre-text)
Alfredo Ghiso
My encounter with education as a practice of freedom
Ana María Méndez Puga
Our conversation with Paulo Freire
Celia del Socorro Solís Sánchez
In Mexico, in 2015, 5.5% of the population was still unable to exercise their right to read and write. The present article describes the Seminar Workshop "Training literacy teachers with an integral perspective", carried out by the National Pedagogical University, campus Ajusco. The program was aimed at allowing participants to build a comprehensive vision of literacy processes through the study of policies on the subject; the theoretical and methodological reflection on literacy, on aspects of culture and interculturality and various literacy approaches; and on the study and problematization of the generating word method.
This article addresses the results and reflections obtained in a study involving students, teachers, and employers of graduates from the training courses for work taught by the Secretary of Education of the State of Mexico carried out in its Education Centers for Youth and Adults (CEAJA, by its acronym in Spanish). The study begins by considering education and work as human rights, and by acknowledging the existing inequality and poverty experienced by an ample number of social groups. The research was carried out through interviews and focus groups, in which the participants expressed what were the best aspects about the training process as well as those aspects which needed improvement.
In this first-person article, the author, an educator with a long and important educational career as a literacy worker, popular educator and teacher in schools, colleges, and universities, recognizes the importance of Paulo Freire's writing in the questioning and challenging of his own work, his political inclinations, and his personal utopias. Hence also his understanding of the importance of communication, dialogue, and language for the development of an educational process that generates changes and shared meanings; that actively produces "hope". Regarding social and educational research, he maintains the importance of training autonomous subjects, capable of seeking meanings and expanding capacities and powers.
This testimony describes, in broad terms, my trajectory as an educator, researcher and university teacher. I hereby narrate my encounter with Paulo Freire's ideology as a university student and how that event, and the subsequent readings of his work, contributed to charting a professional path committed to working with the poor and marginalized populations, which resulted in the need for recovering the knowledges of all those involved in the pedagogical act, while making sure that everyone assumes themselves as learning subjects.
In 1983, the recently created National Institute for Adult Education (INEA, by its acronym in Spanish) in Mexico invited Paulo Freire to a series of conversations with the Institute's staff in order to promote a collective reflection on adult education, and to review the institute's progress and difficulties. The author of this essay, a member of INEA's founding team, was present in the conversations, which dwelled on such issues as: literacy; the importance of dialogue; the educational content of adult primary school; and the role of the educator.
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4 th Grade California Mission Report
Cover Sheet
Student Name: _____________________________________________ Level: _________
Mission: ________________________________________
1. Goal Setting Form
Goal Setting
_______/5
2. Email / Mail Mission for Information
Letter
_______/5
3. Research (See possible questions on back)
a. Graphic Organizers
i. History
_______/5
ii. Geography
_______/5
iii. Economy
_______/5
iv. Social Structure
_______/5
v. Culture
_______/5
Research
______/25
4. Report
a. Cover:
_______/5
b. P1 History:
_______/5
c. P2 Geography:
_______/5
d. P3 Economy:
_______/5
e. P4 Social Structure
_______/5
f. P5 Culture
_______/5
Report Total
_______/30
5. Editing process
a. Evidence of personal editing:
_______/10
b. Peer Editing Form filled out:
_______/5
Editing Total
_______/15
6. Oral Presentation (Power Point)
Oral Pres. Total
_______/24
7. Visual Presentation
Visual Pres. Total _______/20
8. Reflection Sheet
Reflection
_______/5
Total
_______/129
Percentage
________%
Questions for Research
History:
o When it was built?
o Who founded it?
o What number mission is it
o Any Big events (Describe Several)?
o When did it close?
Geography:
o Where is it located (on a hill, in a valley)?
o What water source is near by?
o What geographic features are near by?
o How is the mission laid out (include a map)?
Economy:
o How did the mission earn it's money?
o What crops did they raise?
o Did they have animals?
o What other jobs did they do?
Social Structure:
o Who was in charge of the mission?
o Were there soldiers at the mission?
o How were the Native Californians treated?
o Did the mission have any problems with other villages or towns?
Culture:
o Was there any art or music at the mission?
o Did the Native Californians keep any of their traditions or activities?
o Did they do anything for fun?
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INSTRUÇÕES:
Leia atentamente as instruções abaixo.
01- Você recebeu do fiscal o seguinte material:
a) Este Caderno de questões.
b) Examine se a prova está completa, se há falhas ou imperfeições gráficas que causem dúvidas.
02- No Cartão de Respostas, a marcação da alternativa correta deve ser feita cobrindo a letra e preenchendo todo o espaço interno do quadrado, com caneta esferográfica de tinta na cor azul ou preta, de forma contínua e densa.
03- Para cada uma das questões objetivas, são apresentadas 4 (quatro) alternativas classificadas com as letras (A, B, C, D), mas só uma responde adequadamente à questão proposta. Você só deve assinalar uma alternativa. A marcação em mais de uma alternativa anula a questão, mesmo que uma das respostas esteja correta.
04- Será eliminado do Concurso Público o candidato que:
a) Utilizar ou consultar cadernos, livros, notas de estudo, calculadoras, telefones celulares, lápis, compassos, MP3, Ipod, Ipad e quaisquer outros recursos analógicos.
Observações: Por motivo de segurança, o candidato só poderá retirar-se da sala após 1 (uma) hora a partir do início da prova.
05- O preenchimento das respostas, de inteira responsabilidade do candidato, deverá ser feito com caneta esferográfica de tinta indelével de cor preta ou azul. Não será permitida a troca da folha de respostas por erro do candidato.
06- Reserve tempo suficiente para o preenchimento de suas respostas. Para fins de avaliação, serão levadas em consideração apenas as marcações realizadas na folha de respostas, não sendo permitido anotar informações relativas às suas respostas em qualquer outro meio que não seja o próprio caderno de provas.
07- O candidato somente poderá retirar-se definitivamente da sala de aplicação das provas após 60 (sessenta) minutos de seu início. Nessa ocasião, o candidato não levará, em hipótese alguma, o caderno de provas.
08- O candidato somente poderá retirar-se do local de realização das provas levando o caderno de provas, no decurso dos últimos 30 (trinta) minutos anteriores ao horário determinado para o término das provas.
09- Ao terminar a prova, entregue a folha de respostas ao fiscal da sala e deixe o local de prova. O candidato que descumprir a regra de entrega de tal documento será eliminado do concurso.
10- Ao sair da sala, ao término da prova, o candidato não poderá usar o sanitário ou utilizar celular nas dependências da escola.
11- Os gabaritos preliminares das provas objetivas serão divulgados na Internet, no endereço eletrônico http://www.crescerconcursos.com.br no dia 05 de março de 2018 até às 18h.
NOME DO (A) CANDIDATO (A): ____________________________________________________________
Nº DE INSCRIÇÃO: _________________________________________________________________
Data da Prova: 04 de março de 2018
Duração: 3 (três) horas
40 questões
04 alternativas
CARGO: PROFESSOR DE INGLÊS
AS QUESTÕES DE 1 A 8 ESTÃO RELACIONADAS AO TEXTO ABAIXO:
TEXTO
A produção de energia elétrica pouco mudou em 136 anos, quando a primeira linha de transmissão foi instalada em Nova Iorque. Hoje as empresas do setor ainda são incapazes de identificar um problema na rede até que um cliente telefone para reclamar da falta de luz. A ineficiência é tal, que 10% da energia produzida no planeta é desperdiçada. Associados, os computadores e a internet prometem mudar esse quadro.
A tecnologia da informação está transformando a captação e a distribuição da eletricidade, criando redes inteligentes - ou smart grids. Nesses sistemas, até a pequena tomada instalada numa casa pode ser conectada à internet e ajudar a aprimorar o desempenho do sistema.
RYDLEWSKI, Carlos. Computação sem fronteiras.
01) Identifique as afirmativas verdadeiras com V e as falsas, com F.
Depende-se da leitura do texto que o autor
( ) sugere que se evite o desperdício de energia, eliminando a falta de sintonia entre oferta e demanda existente no sistema elétrico.
( ) assegura o aprimoramento do sistema de energia elétrica para todos os usuários das diversas camadas sociais no mundo inteiro.
( ) evidencia a importância da tecnologia da informação na mudança do cotidiano das pessoas, promovendo economia em amplo sentido.
( ) deixa subentendido que o sistema de abastecimento elétrico, hoje uma via de mão única, será transformado em via de mão dupla.
( ) destaca a inteligência" dos smart grids, que possuem capacidade para mudar tudo em matéria de eletricidade, tornando a energia mais potente e quase sem custo.
A alternativa que contém a sequência correta, de cima para baixo, é a
(A) VFVVF
(B) VVVFF
(C) FVFVV
(D) FVVVF
02) Constitui uma informação **incorreta** sobre o primeiro parágrafo do texto a que se apresenta na alternativa
(A) "pouco" (L.1) modifica a forma verbal "mudou", expressando intensidade.
(B) "quando a primeira linha de transmissão foi instalada em Nova Iorque." (L.1/2) é uma informação que pode ser reescrita, sem perda do sentido original, como quando se instalou, em Nova Iorque, a primeira linha de transmissão.
(C) "Hoje as empresas do setor ainda são incapazes de identificar um problema na rede" (L.2/3) constitui uma declaração que contradiz a afirmativa inicial do texto,
(D) "até que" (L.3) é um marcador de coesão textual, que estabelece a ideia de limite temporal,
03) O texto apresenta
(A) Predomínio da linguagem conotativa.
(B) Emprego do discurso argumentativo.
(C) Estilo marcado por períodos curtos.
(D) Exploração de múltiplos recursos sensoriais.
04)
"...a primeira linha de transmissão foi instalada em Nova Iorque" (L.1/2).
Transpondo-se o fragmento em evidência para a voz ativa, a forma verbal corresponderá a
(A) Instalam
(B) Instalou-se
(C) Instalavam
(D) Instalaram
05) Expressa uma relação de **causa x efeito** a frase:
(A) "A produção de energia elétrica pouco mudou em 136 anos, quando a primeira linha de transmissão foi instalada em Nova Iorque." (L.1/2).
(B) "Hoje as empresas do setor ainda são incapazes de identificar um problema na rede até que um cliente telefone para reclamar da falta de luz." (L.2/3).
(C) "A ineficiência é tal, que 10% da energia produzida no planeta é desperdiçada." (L.3/4).
(D) "Nesses sistemas, até a pequena tomada instalada numa casa pode ser conectada à internet e ajudar a aprimorar o desempenho do sistema." (L.7/8).
06) A forma verbal transcrita, à esquerda, corresponde à informação indicada, à direita, em
(A) "mudou" (L.1) – ação que se esgota no presente.
(B) "telefone" (L.3) - ação hipotética no presente.
(C) "está transformando" (L.6) - ação passada que se prolonga no futuro.
(D) "pode ser" (L.8) – ação durativa no presente.
07) O nome é o núcleo da informação em
(A) "A produção de energia elétrica pouco mudou em 136 anos" (L.1).
(B) "a primeira linha de transmissão foi instalada em Nova Iorque." (L.1/2).
(C) "A tecnologia da informação está transformando a captação e a distribuição da eletricidade" (L.6).
(D) "Hoje as empresas do setor ainda são incapazes" (L.2).
08) Sobre os elementos linguísticos do texto, é correto afirmar;
(A) "Associados, os computadores e a internet prometem mudar esse quadro." (L.4/5). A oração possui predicado verbo-nominal.
(B) "de energia" (L.1) exerce a mesma função sintática que a expressão "de transmissão" (L.1/2).
(C) A locução "numa casa" (L.7) constitui exemplo de adjunto adverbial nocional abstrato.
(D) Na palavra "Hoje" (L.2), o “-h” representa uma consoante brasileira.
AS QUESTÕES DE 9 A 15 ESTÃO RELACIONADAS AO TEXTO ABAIXO
TEXTO
Pequena crônica policial
Mário Quintana
1. Jazia no chão, sem vida,
2. E estava toda pintada!
3. Nem a morte lhe emprestara
4. A sua grave beleza...
5. Com fria curiosidade,
6. Vinha gente a espiar-lhe a cara,
7. As fundas marcas da idade,
8. Das canseiras, da bebida...
9. Triste da mulher perdida
10. Que um marinheiro esfaqueara!
11. Vieram uns homens de branco,
12. Foi levada ao necrotério.
13. E quando abriam, na mesa,
14. O seu corpo sem mistério,
15. Que linda e alegre menina
16. Entrou correndo no Céu?!
17. Lá continuou como era
18. Antes que o mundo lhe desse
19. A sua maldita sina:
20. Sem nada saber da vida,
21. De vícios ou de perigos,
22. Sem nada saber de nada...
23. Com a sua trança comprida,
24. Os seus sonhos de menina,
25. Os seus sapatos antigos!
09) Sobre a personagem focalizada pelo narrador, é correto afirmar:
(A) É objeto de manifestação da solidariedade alheia.
(B) Mostra-se um ser sonhador, que viveu um legítimo faz-de-conta da vida.
(C) Morre em uma circunstância trágica, mas, antes, revela-se através da memória da infância.
(D) Apresenta-se como um ser de natureza dualista, de existência marcada pelo antagonismo.
10) O autor atribuiu a trajetória de vida da mulher de que trata o texto
(A) Ao marinheiro.
(B) Aos seus sonhos.
(C) Ao determinismo
(D) “Aos homens de branco”.
11) No poema, a morte é vista como
(A) Purificação
(B) Contradição
(C) Frustração
(D) Exiação
12) A alternativa cujo termo transcrito tem valor enfático é
(A) “da” (v.7).
(B) “Das” (v.8).
(C) “da” (v.9).
(D) “de” (v.11).
13)
“Jazia no chão, sem vida, / E estava toda pintada!”
(v.1-2)
Da frase em destaque, é correto afirmar:
(A) O período é composto de orações interdependente.
(B) O termo “sem vida” tem função predicativa.
(C) As orações apresentam predicados verbais.
(D) As expressões “no chão” e “toda pintada” exercem a mesma função sintática.
14) O fragmento que apresenta uma oração com função adjetiva é
(A) “jazia no chão, sem vida” (v.1)
(B) “Nem a morte lhe emprestara / A sua grave beleza...” (v.3-4).
(C) “Com fria curiosidade, / Vinha gente a espiar-lhe a cara” (v. 5-6)
(D) “Triste a mulher perdida / Que um marinheiro esfaqueara” (v. 9-10).
15) Com referência ao texto, pode-se afirmar:
(A) Os termos “lhe” (v.3) e “lhe” (v.6) completam o sentido do nome.
(B) Os adjetivos “grave” (v.4) e “fria (v.5), se pospostos aos substantivos dos quais são modificadores, intensificam a carga afetiva que denotam.
(C) O pronome “lhe” (v.6) tem o mesmo valor morfossintático de “sua” (v.19).
(D) Os termos “uns” (v.11) e “Os” (v.24) são imprescindíveis para determinar o significado da declaração.
16) São aspectos básicos que devem estar presentes na elaboração do projeto pedagógico de qualquer escola, EXCETO:
(A) A identificação do estabelecimento de ensino.
(B) Atender apenas os interesses do coordenador de ensino.
(C) O diagnóstico da instituição de ensino.
(D) A mobilização da comunidade escolar.
17) Em relação a Provinha Brasil, é correto afirmar que:
(A) Avalia o nível de alfabetização dos educandos.
(B) É aplicada a cada três anos aos professores e alunos.
(C) Não é um instrumento pedagógico.
(D) É uma avaliação exclusivamente classificatória.
18) A Lei de Diretrizes e Bases da Educação Nacional nº 9394/96, reconheceu como direito da criança pequena o acesso à educação infantil e colocou a criança no lugar de:
(A) Sujeito de tutela.
(B) Objeto de tutela.
(C) Sujeito de direitos.
(D) Sujeito de intervenção do Estado.
19) A Lei de Diretrizes e Bases da Educação Nacional nº 9394/96 veio para substituir a versão anterior e ampliar os direitos educacionais, a autonomia de ação das redes públicas, das escolas e dos professores e deixar mais claras as atribuições do trabalho docente. A lei definiu para a educação infantil uma carga horária de:
(A) 750 horas.
(B) 820 horas.
(C) 800 horas.
(D) 200 horas.
20) As Diretrizes Curriculares Nacionais para a Educação Infantil articulam-se com as Diretrizes Curriculares Nacionais da Educação Básica e reúnem princípios, fundamentos e procedimentos. Assinale a alternativa que não apresenta um princípio das diretrizes.
(A) Direitos de cidadania.
(B) Respeito ao bem comum.
(C) Respeito à ordem democrática.
(D) Controle da ludicidade.
Thanks to careful restoration, some of these trucks look just as good as they did the day they left the factory. Pickups' simple, rugged engineering makes that level of finish easier to achieve on a truck than on a car.
"They're so easy to work on," said McKeel Hagerty, head of Hagerty Insurance. "The ability to really create an almost [competition]-level restoration on one of these is a lot cheaper than doing it on a Maserati."
Truck restorers can easily find new or unused versions of the parts their truck originally had. And a number of companies make modern parts, such as power steering gear and disc brakes, that fit old trucks. These parts make old trucks drive more like modern ones. And collectors are accepting of modifications, especially if the changes are made in a way that allows them to be changed back later.
But trucks don't have to be pristine to find an audience. B. Mitchell Carlson, who writes about the collector car market, owns several older cars including a 1947 International Harvester pickup that he uses for hauling but still takes to car shows. The paint is pretty faded, but that's just fine with him.
"That doesn't bother me and it doesn't bother a lot of guys and gals that are into trucks," he said.
The increasing popularity of pickups is tied into another big trend in collector cars; the popularity of vintage SUVs such as Ford (F) Broncos and Chevy Blazers, said John Kraman who provides collector car commentary for Mecum Auctions' TV broadcasts. "They fall into that truck category."
Older Land Rovers, Jeep Grand Wagoneers and Toyota (TM) Land Cruisers are also increasingly valuable. Pickups, which are simpler and were manufactured in much larger numbers, provide an easier and more affordable way to enjoy the cool image of a classic truck.
Given the hard work to which most old trucks have been subjected, a nicely restored one is particularly eye-catching.
Owners are taking the time to ensure the quality of the body work so the trucks look really beautiful, said Craig Jackson, president of the Barrett-Jackson auction company. "It just happens to be they have a bed in the back rather than two small seats like a muscle car," he said.
(http://money.cnn.com/2018/02/17/luxury/collectible-pickup-trucks/index.html)
21) The article uses the expression ‘HAY HAULERS’. What is the meaning of the verb HAUL? Choose the CORRECT answer. (Interpretação de Texto)
To ‘move’ something from a lower to a higher position
(A) To ‘move’ something from a lower to a higher position
(B) To ‘use’ physical pressure or force, especially with your hands, in order to move something into a different position, usually one that is further away from you
(C) To ‘pull’ something heavy slowly and with difficulty
(D) To ‘damage’ something so badly that it cannot be used
22) According to the article, what is the meaning of the word: ‘RUGGED’? Choose the INCORRECT answer. (Interpretação de Texto)
(A) Smooth
(B) Strong and simple
(C) Not delicate
(D) Rough
23) According to the article, what is the meaning of the expression: ‘THE PAINT IS PRETTY FADED’? Choose the INCORRECT answer. (Interpretação de Texto)
(A) It becomes a different colour.
(B) It receives a brand-new painting.
(C) It becomes less clear or noticeable.
(D) It changes the colour of something.
24) Choose the CORRECT definition of the phrasal verb. (Phrasal Verbs)
Even for work, I can get away with casual stuff.
(A) to persuade someone to do something.
(B) to accept unpleasant behavior or an unpleasant situation, although you do not like it.
(C) to be very easy to see or notice.
(D) to succeed in not being criticized or punished for something.
25) Which set has the right meanings? Choose the CORRECT answer. (Falsos Cognatos)
(A) Stranger (estrangeiro) / Tax (taxa)
(B) Fabric (tecido) / Gratuity (gratificação)
(C) Prejudice (prejuízo) / Patron (padroeiro)
(D) Realize (realizar) / Resign (resignar)
26) All the sentences are correct, EXCEPT one. Choose the INCORRECT answer. (Prepositions of Place)
(A) We were at the far end of the room.
(B) She owns a house in the Swan River.
(C) There’s been another big forest fire in California.
(D) Is that a spider on the ceiling?
27) Choose the CORRECT answer. (Dias da Semana)
What is the day of the week before Thursday and after Tuesday?
(A) Saturday
(B) Monday
(C) Friday
(D) Wednesday
28) In which sentence the modal used does not correspond to the idea given? Choose the INCORRECT answer. (Modals)
(A) It could be a sea eagle, though the feathers look too dark. (= a deduction)
(B) You should see a doctor about that cough. (= a advice)
(C) You don’t have to come if you don’t want to. (= it’s not necessary)
(D) We should have brought some food to the party (= a weak obligation)
29) In which sentences the verbs are used appropriately? Choose the CORRECT answer. (Present Simple and Present Continuous – State Verbs)
I. I consider him to be extremely fortunate.
II. I’m considering taking early retirement.
III. The children love having Jean stay with us.
IV. The children are loving having Jean stay with us.
(A) I and III
(B) II and IV
(C) I and IV
(D) All alternatives are correct
30) Regarding the use of Simple Present, in which of the examples given the explanation is not used accordingly? Choose the INCORRECT answer. (Present Simple)
(A) Most people access the Internet for information (Permanent situation)
(B) I check my emails twice a day (Habitual actions)
(C) Traffic becomes heavier and heavier each new day. (Situation under development)
(D) If you use all seven letters in the board game Scrabble, you get fifty extra points. (Zero Conditional)
31) Which VERB TENSE the sentences below refer to? Choose the CORRECT answer. (Present Perfect)
I. To say that an action or event has been repeated a number of times up to now.
II. To talk about something that happened in the past, but we don’t specify precisely when it happened (perhaps we don’t know, or it is not important to say when it happened)
III. To suggest
IV. To talk about how long an existing situation has lasted, even if we don’t give a precise length of time.
V. To talk about something that happened recently, with a consequence for the present.
(A) Present Simple
(B) Past Simple
(C) Present Perfect
(D) Past Perfect
32) How is the ORDINAL NUMBER 12 spelled? Choose the CORRECT answer. (Ordinal Numbers)
(A) Twelfth
(B) Twelvieth
(C) Twelveth
(D) Twelve
37) Which sentence uses the Past Perfect? Choose the CORRECT answer. (Past Perfect)
(A) I have known a woman once who had sixteen cats.
(B) He had thought about flying to Rome, but all the flights were booked up.
(C) Just as I was getting into the bath the fire alarm went off.
(D) We lived in Newcastle for three years now and like it a lot.
40) All the words below have the correct definition, EXCEPT one. Choose the INCORRECT answer. (Conjunctions)
(A) WHILE: used for asking in what kind of situation something happens
(B) ALTHOUGH: used for introducing a statement that makes your main statement seem surprising
(C) AND: used to join two words, phrases, parts of sentences, or related statements together:
(D) BUT: used to introduce an added statement, usually something that is different from what you have said before:
38) Which conditional below is not formed correctly and does not match the definition given? Choose the INCORRECT answer. (Conditionals)
(A) If Matthew had phoned her, Emma wouldn’t have been so annoyed. (3rd Conditional)
(B) If I don’t practice my golf, I won’t get any better. (1st Conditional)
(C) If you have a lie-down, you’d feel better. (2nd Conditional)
(D) If we didn’t have a car, we’d find it difficult to get about. (2nd Conditional)
39) The definition below belongs to what season of the year? Choose the CORRECT answer. (Months)
“The season of the year between summer and winter, lasting from September to November north of the equator and from March to May south of the equator, when fruits and crops become ready to eat and are picked, and leaves fall.”
(A) Summer
(B) Spring
(C) Winter
(D) Autumn
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| Days | April | May | June | July | Aug | Sept | Oct | Nov | Dec | Jan | Feb | Mar | Holiday |
|------|-------|-----|------|------|-----|------|-----|-----|-----|-----|-----|-----|---------|
| Monday | 1 | | | | | | | | | | | | |
| Tuesday | 2 | | | | | | | | | | | | |
| Wednesday | 3 | 1 PT-1 | 3 | 1 | | | | | | | | | |
| Thursday | 4 | 2 PT-1 | 4 | 1 | | | | | | | | | |
| Friday | 5 | 3 PT-1 | 5 | 2 | | | | | | | | | |
| Saturday | 6 | 4 PT-1 | 1 | 6 | | | | | | | | | |
| Sunday | 7 | 5 | 2 | 7 | | | | | | | | | |
| Monday | 8 | 6 | 3 | 8 | | | | | | | | | |
| Tuesday | 9 | 7 | 4 | 9 | | | | | | | | | |
| Wednesday | 10 | 8 Rabindranath Tagore's Birthday | 5 World Environment Day | 10 | | | | | | | | | |
| Thursday | 11 | 13 GURU-PITRE | 6 | 11 | 8 | | | | | | | | |
| Friday | 12 | 10 | 7 | 12 | 9 PTM | 6 | | | | | | | |
| Saturday | 13 | 11 | 8 | 13 | 10 | 7 | | | | | | | |
| Sunday | 14 | Annual Day | 12 Ambbedkar Jayanti | 19 | 14 | 11 | 8 | 13 | 10 | 9 | 12 Swami Vivekanand Jayanti | 9 | 9 |
| Monday | 15 | 13 | 10 | 15 | 12 | 9 | 14 | 11 | 9 | 10 Foundation Day | 13 PB-2 | 10 | 10 Annual Exam |
| Tuesday | 16 | 14 | 11 | 16 | 13 | 10 | 15 | 12 | 10 Foundation Day | 14 Matar Sarkar | 11 | 11 |
| Wednesday | 17 | Rani Navami | 15 | 12 | 17 Mukharan | 14 | 11 | 16 Laxmi Pooja | 13 | 15 PB-2 | 12 | 12 |
| Thursday | 18 | 16 | 13 | 18 | 15 Independence Day | 12 | 17 | 14 Children's Day | 16 PB-2 | 13 | 13 |
| Friday | 19 | 17 | 14 | 19 | 16 | 13 | 18 | 15 Guru Nanak Jayanti | 17 | 14 | 14 Role Pre-Board Exam |
| Saturday | 20 | 18 | 15 | 20 | 17 | 14 | 19 | 14 Kartik Pooja | 18 PTM | 15 | 15 Rohi Annual Exam |
| Sunday | 21 | Mahavir Jayanti | 19 | 16 | 21 | 18 | 15 | 17 | 15 | 16 |
| Monday | 22 | 20 | 18 | 22 | 19 Rakhi | 16 Asal-Ur-Rahman | 21 | 18 | 16 PB-1 | 20 | 20 |
| Tuesday | 23 | 21 | 19 | 23 | 20 | 19 | 22 | 19 PT-III Pt-II (XII) | 21 | 18 | 18 |
| Wednesday | 24 | 22 | 20 | 24 | 21 | 18 | 23 | 18 PT-III Pt-II (XI) | 22 | 19 | 19 PTM Nru-V |
| Thursday | 25 | 23 Buddha Purnima | 20 | 25 | 22 | 19 | 24 | 19 PT-III Pt-II (XII) | 23 | 20 | 20 PTM VI-XII |
| Friday | 26 | 24 | 21 | 26 | 23 | 20 | 25 | 22 PTM Pt-I (XII) | 24 | 21 | 21 |
| Saturday | 27 | 25 | 22 | 27 | 24 | 21 | 26 | 21 PT-IV Pt-I (XI) | 25 | 22 | 22 |
| Sunday | 28 | 26 | 23 | 28 | 25 | 22 | 27 | 24 INCC Day | 26 Republic Day | 23 | 23 |
| Monday | 29 | 27 | 24 | 29 | 26 | 23 | 28 | 25 Janta Samiti | 27 | 24 | 24 |
| Tuesday | 30 | 28 | 25 | 30 | 27 | 24 | 29 | 26 Constitution Day | 28 | 25 | 25 |
| Wednesday | 29 | 26 | 26 | 31 | 28 | 25 | 30 | 27 Inauguration | 29 | 26 | 26 |
| Thursday | 30 | 27 | 27 | 29 | 28 | 26 | 31 Diwali | 28 | 27 | 27 |
| Friday | 31 | 28 | 28 | 30 | 27 | 29 | 29 | 28 | 28 |
| Saturday | 29 | 29 | 29 | 31 | 28 | 29 | 30 PTM | 28 | 29 |
| Sunday | 30 | 30 | 30 | 30 | 29 | 30 | 30 | 30 |
| Monday | | | | | | | | | | | | | |
| Tuesday | | | | | | | | | | | | | |
**Legend:**
- **Red**: Holiday
- **Yellow**: Celebration
- **Blue**: Periodic Test/Exam
- **Green**: Annual Exam
- **Purple**: Pre-Board Exam
- **Black**: Vacation
- **Gray**: Half Yearly Exam
**Note:** The calendar includes important dates and events for the academic year 2024-25, including holidays, celebrations, exams, and special days.
| Month | Days & Date | Nur Std-II | Class-III-Std-XII |
|-------|-------------|------------|-------------------|
| April | Sun | 20 | 23 |
| | Mon | | |
| | Tues | | |
| | Wed | | |
| | Thurs | | |
| | Fri | | |
| | Sat | | |
| May | Sun | 8 | 9 |
| | Mon | | |
| | Tues | | |
| | Wed | | |
| | Thurs | | |
| | Fri | | |
| | Sat | | |
| June | Sun | 9 | 11 |
| | Mon | | |
| | Tues | | |
| | Wed | | |
| | Thurs | | |
| | Fri | | |
| | Sat | | |
| July | Sun | 22 | 25 |
| | Mon | | |
| | Tues | | |
| | Wed | | |
| | Thurs | | |
| | Fri | | |
| | Sat | | |
| August| Sun | | |
| | Mon | | |
| | Tues | | |
| | Wed | | |
| | Thurs | | |
| | Fri | | |
| | Sat | | |
| September| Sun | 20 | 23 |
| | Mon | | |
| | Tues | | |
| | Wed | | |
| | Thurs | | |
| | Fri | | |
| | Sat | | |
| October| Sun | 13 | 16 |
| | Mon | | |
| | Tues | | |
| | Wed | | |
| | Thurs | | |
| | Fri | | |
| | Sat | | |
| November| Sun | 18 | 21 |
| | Mon | | |
| | Tues | | |
| | Wed | | |
| | Thurs | | |
| | Fri | | |
| | Sat | | |
| December| Sun | | |
| | Mon | | |
| | Tues | | |
| | Wed | | |
| | Thurs | | |
| | Fri | | |
| | Sat | | |
| January | Sun | Mon | Tues | Wed | Thurs | Fri | Sat |
|---------|-----|-----|------|-----|-------|-----|-----|
| | | | | | | | |
| 1 | 2 | 3 | 4 | | | | |
| 5 | 6 | 7 | 8 | 9 | 10 | 11 | |
| 12 | 13 | 14 | 15 | 16 | 17 | 18 | |
| 19 | 20 | 21 | 22 | 23 | 24 | 25 | |
| 26 | 27 | 28 | 29 | 30 | 31 | | |
| February | Sun | Mon | Tues | Wed | Thurs | Fri | Sat |
|----------|-----|-----|------|-----|-------|-----|-----|
| | | | | | | | |
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
| 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 |
| 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 |
| 23 | 24 | 25 | 26 | 27 | 28 | | |
| March | Sun | Mon | Tues | Wed | Thurs | Fri | Sat |
|----------|-----|-----|------|-----|-------|-----|-----|
| | | | | | | | |
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
| 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 |
| 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 |
| 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 |
| 31 | | | | | | | |
| No. of working days | April | May | June | July | Aug | Sept | Oct | Nov | Dec | Jan | Feb | March |
|---------------------|-------|-----|------|------|-----|------|-----|-----|-----|-----|-----|-------|
| Nur-II | 20 | 8 | 9 | 22 | 20 | 20 | 13 | 18 | 16 | 20 | 19 | 20 |
| III-XII | 23 | 9 | 11 | 25 | 24 | 23 | 16 | 21 | 18 | 21 | 22 | 23 |
Total No. of Working days
Nur-II: 205
III-XII: 233
Manager
Sant Nandlal Smriti Vidya Mandir
CBSE Affiliation No-3430151
Ghatsila, E. Singhbhum, Jharkhand
21/09/24
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| Time | Monday | Tuesday | Wednesday | Thursday | Friday |
|-------|-----------------|-----------------|-----------------|-----------------|-----------------|
| 08.30 | Maths | Maths | Français | English | Maths |
| 09.30 | Français | Français | Maths | Assembly | LMTW |
| | | | | | English |
| 10.30 | MORNING BREAK | | | | |
| 10.50 | Français | Français | English | Maths | English |
| | | | | | Art |
| 11.50 | LMTW | Music | English | English | Art |
| 12.50 | LUNCH | | | | |
| 13.50 | LMTW | Drama | Physical Education | LMTW | Physical Education |
| 14.50 | LMTW | Dance | LMTW | LMTW | Physical Education |
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| Time | Monday | Tuesday | Wednesday | Thursday | Friday |
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| 08.30 | Maths | Maths | Maths | Cycle Tests | Maths |
| 09.30 | English | English | Maths | Assembly 9.30-10.00 | English 10.00-10.30 | Français |
| 10.30 | MORNING BREAK | | | | |
| 10.50 | English | English | Français | Maths | Français |
| 11.50 | English | Drama | Français | Art 13.20 | Français | LMTW |
| 12.50 | LUNCH | | | | |
| 13.50 | LMTW | Dance | Physical Education | Art | Physical Education |
| 14.50 | LMTW | Music | LMTW | LMTW | Physical Education |
**Legend:**
- **English**
- **Specialist**
- **French**
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*LMTW = Learning Means the World*
| Time | Monday | Tuesday | Wednesday | Thursday | Friday |
|------------|-----------------|-----------------|------------------|-----------------|-----------------|
| 08.30 | Maths | Maths | Maths | Cycle Test | Maths |
| 09.30 | English | English | Literacy | LMTW | Français |
| | | | | Art | Assembly |
| 10.30 | MORNING BREAK | | | | |
| 10.50 | English | English | Français | Art | Physical Education |
| 11.50 | LMTW | Dance | Français | Maths | Physical Education |
| 12.50 | LUNCH | | | | |
| 13.50 | LMTW | Music | LMTW | Français | LMTW |
| 14.50 | English | Drama | Physical Education | Français | LMTW |
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Portuguese Journal of Political Science | Revista Portuguesa de Ciência Política ISSN: 1647-4090 | ISSN-e: 2184-2078 | 2020, Número 14, Páginas 9-17 DOI: 10.33167/2184-2078.RPCP2020.14/pp.9-17
Editorial
Cristina Montalvão Sarmento *
* ORCID ID: <https://orcid.org/0000-0002-8068-4478>
Paradoxos de uma Pandemia
Estamos atualmente a viver, a nível mundial, um momento histórico, na consequên cia da Pandemia do COVID-19, pelo que o presente Political Observer – Revista Por tuguesa de Ciência Política (PO-RPCP) lhe consagra este número. O COVID-19, um dos sete coronavírus humanos, foi de início considerado um surto, isto é, quando ocorre um aumento de casos de doença numa área definida ou num grupo especí fico de pessoas, num determinado período. Os primeiros casos, desta doença, foram divulgados no último dia do mês de dezembro de 2019, na cidade de Wuhan, capital e maior cidade da província de Hubei, na República Popular da China. Passado um mês, em 30 de janeiro deste ano a Organização Mundial de Saúde (OMS) declarou que, este surto, constituía uma Emergência de Saúde Pública de Importância Inter nacional, tendo-o considerado como Pandemia no dia 11 de março de 2020.
Desde então, neste princípio de século, o mundo confronta-se com uma pan demia que é considerada como o pior dos cenários para a saúde humana. Etimo logicamente de origem grega, a palavra Pandemia é a união das palavras pan que significa "tudo ou todos" e demos que significa "povo". Daí que uma pandemia seja caracterizada quando a doença se generaliza pelos indivíduos localizados nas mais
9
diversas regiões geográficas. Nestes casos, existe um contágio epidémico intercon tinental, de graves proporções letais, capaz de ocasionar alterações demográficas, políticas e económicas.
Na newsletter da Faculdade de Medicina da Universidade de Lisboa, n.º 99, na secção Roteiro da memória o artigo As Epidemias e as Pandemias na História da Humanidade, assinado por Lurdes Barata (Biblioteca e informação – Equipa edito rial) é realizado o percurso, que aqui sintetizamos dessa permanência histórica, que importa revisitar para contextualizar o atual cenário.
De certa forma, o fascínio da ciência da política reside sempre e em grande parte na dinâmica de existir um absolutamente novo tempo presente, caracterizado por novéis problemas, desafios, paradoxos e complexidades, como o que vivemos na atualidade. No entanto, a singularidade está, como sempre, ancorada estrutural mente na história do devir da humanidade e por isso se repete, variando os contex tos e as abordagens próprias de cada tempo histórico. Esta permanência e novação, caracteriza a sociedade humana e transforma consequentemente a ciência seja na sua dimensão social, humana e a própria natureza.
No ocidente são conhecidas, na antiguidade, referências às primeiras doenças epidémicas. A primeira "pandemia" que se conhece terá ocorrido entre 430 a 427 a.C. durante a Guerra do Peloponeso. A Peste de Atenas, Praga de Atenas ou Peste do Egito como ficou conhecida, terá vitimado dois terços da população. Apesar de se desconhecer o tipo de doença acredita-se que poderá ter sido uma epidemia de febre tifoide. Em 165 a.C. temos referência à Peste Antonina também conhecida como a Peste de Galeno que se terá prolongado até ao ano 180 a.C.. Neste caso, pensa-se que foi um surto de varíola ou sarampo que afetou de início os Hunos e alastrou a todo o Império Romano. Já em 250 a.C. foi atribuído o nome de Peste de Cipriano, em reconhecimento ao bispo de Cartago, à doença de origem desconhecida que se crê tenha começado na Etiópia tendo-se espalhando pelo norte de África, passando pelo Egito até chegar a Roma. Na Alexandria vitimou 60% dos seus habitantes. No ano de 444 atingiu a Grã-Bretanha obrigando os Bretões enfraquecidos a procurar a ajuda dos Saxões para combater os Escotos e os Pictos. Apesar de apelidadas de "peste", os sintomas descritos não são idênticos aos da peste bubónica. Na Antiguidade o termo "peste" era sinónimo de enfermidade contagiosa e de elevada mortalidade. Ainda hoje, o vírus responsável pela "Peste de Cipriano" é um enigma. Para alguns historiadores pode ter sido uma febre hemorrágica viral, para outros pode ter sido uma gripe causada por um vírus idêntico ao que causou a Gripe Espanhola em 1918.
Do conhecimento público geral é a denominada, Peste Negra considerada una nimemente a maior pandemia da história da civilização, que se conhece desde 1347,
Apesar das epidemias conhecidas da antiguidade, a primeira pandemia historica mente documentada foi a Praga de Justiniano que deflagrou entre 541 e 750 da nossa era, o primeiro caso de peste bubónica que vitimou mais de metade da população europeia. Originária do Egito generalizou-se pelo Império Bizantino, na fase de go verno do imperador Justiniano I, chegando até ao Mediterrâneo.
na Ásia Central. Assolou a Europa e foi responsável por dizimar entre um terço a metade da população. Esta epidemia global de peste bubónica foi devastadora.
As primeiras notícias de pandemias originadas pelos vírus da Gripe datam de 1580 na Ásia. Em apenas 6 meses espalhou-se pela Europa, África e mais tarde pela América do Norte. Mais tarde ainda, em 1729, na Rússia, a Gripe voltou a surgir tor nando-se numa pandemia. Em 1732 alastrou-se pelo mundo inteiro matando cerca de meio milhão de pessoas em 36 meses. Outro foco desta pandemia ocorreu em 1781 na China, alastrando por toda a Europa num espaço de 8 meses. Em 1830, uma nova pandemia de Gripe com início também na China passou pela Ásia, Europa e Américas onde infetou cerca de 25% da população. Além da gripe, outras doenças originaram grandes pandemias, entre as quais, a cólera.
Também, como consequência da colonização, certas doenças inexistentes em cer tas zonas de alguns continentes evoluíram para grandes pandemias como é exemplo da varíola e do sarampo. A comprovar esta afirmação foi o apelidado Intercâmbio Colombiano quando em 1496, Cristóvão Colombo chegou à América, os Tainos (povo indígena das Caraíbas) eram à volta de 60.000 e em 1548, eram menos de 500. Doenças como o sarampo e a peste bubónica terão dizimado cerca de 90% da popu lação. Também se atribui a destruição do império Asteca, a um surto de varíola. Por sua vez, em 1665, a cidade de Londres foi particularmente assolada pela peste bubó nica, conhecida como a Grande Peste de Londres. Lembremos ainda, que no século XI a Europa foi assolada pela Lepra, conhecida como a Doença de Hansen. Na Idade Mé dia esta doença era encarada como um castigo de Deus e de maldição dos doentes.
O ano de 1817 marca o início da Pandemia de Cólera, a primeira de oito ciclos, ao longo dos 150 anos seguintes. Pensa-se que terá começado na Índia onde se alas trou para a China e chegou à República do Azerbaijão, Cazaquistão, Turquemenis tão e Rússia através do Mar Cáspio e posteriormente ter-se-á espalhado por todo o mundo. Em 1832, a cólera teve início na Europa alastrando-se aos Estados Unidos e Canadá. Vinte anos depois, uma nova pandemia de cólera provavelmente a mais devastadora, afetou gravemente a Rússia causando mais de um milhão de óbitos. Entre 1863 e 1875 expandiu-se rapidamente entre a população europeia e africana. A América do Norte sofreu uma forte contaminação no ano de 1866. Em 1892, infetou principalmente a Alemanha. Em 1855, mais uma vaga de Peste Bubónica, começa na China e espalhou-se rapidamente pela Índia, atingindo de seguida Hong Kong.
E, finalmente, no início do século passado, em 1918, surgiu a denominada Gripe Espanhola, mais próxima da nossa realidade e por isso mais lembrada. Desconhe ce-se efetivamente a origem geográfica desta pandemia de gripe que assolou todo o
Exemplos menores, mas não menos importantes, são os epifenómenos como a Pandemia de Sarampo de 1875, que devastou as Ilhas Fiji. Por essa altura nestas colónias do Império Britânico, o chefe Ratu Cakobau, terá regressado de uma viagem à Austrália infetado, tendo provocado a morte de um terço da população das ilhas. Fechando o século, em 1889, a Gripe Russa, torna-se uma pandemia com início na Si béria, no Cazaquistão e depois difundiu-se pela Europa, América do Norte e África.
mundo entre os anos de 1918–1919. Apesar de não ter origem espanhola ficou co nhecida como gripe espanhola, gripe pneumónica, peste pneumónica ou, simples mente, pneumónica. Esta pandemia, surge no auge da Primeira Guerra Mundial em que estavam envolvidas, por um lado, os aliados (Reino Unido, França e Império Russo), por outro lado, os Impérios Centrais (Alemanha e Áustria-Hungria) e os Estados Unidos, e todos evitaram a divulgação de informação acerca do alcance da doença, a fim de evitar o desânimo da população com a notícia da existência de um número alarmante de civis a adoecer e morrer. Espanha, como país neutral, noticiava a doença.
No início da primeira década do século XXI, em 2009 surgiu uma nova pandemia de gripe rotulada de Gripe A em abril desse ano. De início foi um surto de uma va riante de gripe suína cujos primeiros casos ocorreram no México atingindo pouco tempo depois o continente europeu e a Oceânia. Esta pandemia de gripe causada pelo vírus H1N1, provocou a morte de mais de 200 mil pessoas em todo o mundo devido a problemas respiratórios. Finalmente, chegados aos anos 20, do nosso século, a SARS, Síndrome respiratória aguda grave (Severe Acute Respiratory Syndrome) é uma doença respiratória viral de origem zoonótica causado pelo vírus SARS-CoV. Detetada pela primeira vez no fim de 2002 na China. Entre 2002 e 2003, um surto da doença resultou em mais de 8000 casos e cerca de 800 mortes em todo o mundo. Em 2012 foi encontrada na Arábia Saudita uma nova variante de coronavírus (Mers-CoV), responsável pela síndrome respiratória do médio Oriente (MERS).
Menos recordada, já na segunda parte do século, em fevereiro de 1957, é diagnos ticada a Gripe Asiática, uma das grandes epidemias mundiais de gripe. Teve início no Norte da China, onde o vírus se expandiu rapidamente, atingindo em cerca de dois meses, Singapura e Hong-Kong, onde se disseminou para outros pontos do globo, como o continente Australiano, Índia, África, a Europa, Estados Unidos, e em cerca de 10 meses alastrou globalmente. Uma década mais tarde em 1968 a Gripe de Hong Kong causou grande impacto na Guerra do Vietname, de onde foi transportada para os Estados Unidos espalhando-se rapidamente por todo o mundo. Passados três me ses o vírus tinha chegado à Europa, Índia, Austrália e às Filipinas. Em todo o mundo esta pandemia matou cerca de um milhão de pessoas. Já nos anos 80 a disseminação do vírus VIH / SIDA nos EUA, mata mais de 35 milhões de pessoas. Apesar de avan ços na medicina que permitem aos pacientes gerir a doença, ainda não foi encontrada uma cura.
A análise do passado, permite posicionar adequadamente a crise atual. Aparen temente estamos no presente, melhor preparados para enfrentar uma nova pande mia, através da realização de programas e campanhas de vacinação, e devido aos progressos desenvolvidos no último século nas tecnologias da comunicação, que permitem que o mundo reaja muito mais rápido à ameaça de uma pandemia plane tária. Contudo, no mundo interligado em que vivemos, um vírus generaliza-se com maior facilidade, podemos ser surpreendidos pela resistência dos vírus às terapêuti cas disponíveis ou então os vírus podem passar, dentro de uma espécie, criar novas variantes, que contagiam outras espécies, entre elas o ser humano, sendo necessário desenvolver com a maior rapidez possível novos medicamentos capazes de destruí -los. Existem atualmente ainda outras doenças como o Ébola, o Zika, o Dengue e o Chikungunya que são patologias de preocupação mundial. Pela sua enorme fa cilidade de contaminação podem originar grandes pandemias estando por isso a serem estudadas de forma intensiva pela comunidade científica. Alguns investigado res, cientistas e o especialista em doenças infeciosas, referem que após o controle do coronavírus que provocou a COVID-19, o mundo precisará de se preparar para uma próxima qualquer pandemia, porque novos surtos pandémicos irão surgir mais tarde ou mais cedo, como a história insiste em demonstrar.
As preocupações aparentam ser as de sempre. As pandemias levantam problemas de segurança das populações, como sugerem os primeiros artigos agrupados na sec ção inicial deste número da RPCP. Os artigos de Eduardo Pereira Correia, Ricardo Claro e Leandro Berenguer são disso demonstrativos. Ou agravam as crises pré-exis tentes como sugere o relato que nos chega da Amazónia. Levantam dúvidas de con fiança sobre as elites dirigentes, seja pelo modelo de resposta às populações, seja pela forma como as medidas de prevenção são comunicadas como é percetível nos arti gos da segunda secção de Andressa Costa e Ana Bernardi, e ainda de Yehan Wang. Ou em alternativa, acerca do modelo de reação das populações envolvidas como de monstra o artigo de Irena Djordjevic. E, finalmente sugerem questões de mudanças paradoxais que interrogam os espíritos para o futuro espelhadas nas interrogações que nos chegam de Paulo Fontes e Orlando Coutinho, agrupadas na terceira secção, também refletidas na recensão que o Samuel Vilela faz do recém-publicado livro de Krastev, I (2020) Is it Tomorrow Yet? Paradoxes of the Pandemic da London: Penguin Books, cujo subtítulo retomamos para este editorial. A street art igualmente reflete esta realidade, pelo que a nossa capa — All eyes on him — deve ao artista Vile, no graffiti que realizou em 2020, a expressão gráfica do cerne da nossa preocupação coletiva. Para terminar, uma palavra a todos os que aceitaram refletir connosco so bre o tema, pois o desafio que lançámos para escrever sobre o tema foi rapidamente respondido permitindo realizar este número da RPCP ainda no ano de 2020, e que, mais uma vez, deve à Patrícia Tomás o esforço suplementar de o ter tornado possível. Os nossos agradecimentos a todos.
Paradoxes of a Pandemic
We are currently experiencing, at a global level, a historic moment, as a result of the COVID-19 Pandemic, which is why the present Political Observer – Portuguese Journal of Political Science (PO-PJPS) enshrines this issue. COVID-19, one of seven human coronaviruses, was initially considered an outbreak, that is, when there is an increase in cases of disease in a defined area or in a specific group of people, in a given period. The first cases of this disease were reported on the last day of December 2019 in the city of Wuhan, the capital and largest city in the province of Hubei, in the People's Republic of China. A month later, on January 30, the World Health Organ ization (WHO) declared that this outbreak constituted a Public Health Emergency of International Importance, having considered it a Pandemic on March 11, 2020.
In a way, the fascination of the science of politics always and largely lies in the dynamics of the existence of an absolutely new present time, characterized by new problems, challenges, paradoxes and complexities, such as what we are experiencing today. However, the singularity is, as always, structurally anchored in the history of the future of humanity and for this reason it is repeated, changing the contexts and approaches specific to each historical time. This permanence and novation, charac terizes human society and consequently transforms science both in its social, human dimension and in nature itself.
Since then, at the beginning of this century, the world has faced a pandemic that is considered the worst scenario for human health. Etymologically of Greek origin, the word Pandemia is the union of the words pan which means "all" and demos which means "people". Hence, a pandemic is characterized when the disease is gen eralized by individuals located in the most diverse geographic regions. In this cases, there is an intercontinental epidemic contagion, of serious lethal proportions, capa ble of causing demographic, political and economic changes.
In the newsletter of the Faculty of Medicine of the University of Lisbon, n. 99, in the section Script of memory, the article The Epidemics and Pandemics in the History of Humanity, signed by Lurdes Barata (Library and information – Editorial team), the journey is made, which here we summarize this historical permanence, which needs to be revisited to contextualize the current scenario.
In the West, references to the first epidemic diseases are known in antiquity. The first known "pandemic" occurred between 430 and 427 B.C. during the Pelopon nesian War. The Plague of Athens or Plague of Egypt as it became known, will have killed two thirds of the population. Although the type of disease is unknown, it is believed that it may have been an epidemic of typhoid fever. In 165 B.C. we have reference to the Antonine Plague also known as the Galen Plague which will have continued until the year 180 B.C.. In this case, it is thought that it was an outbreak of smallpox or measles that initially affected the Huns and spread throughout the Roman Empire. As early as 250 B.C., the name Cyprian's Plague was attributed, in recognition of the Bishop of Carthage, to the disease of unknown origin that is be lieved to have started in Ethiopia, spreading through North Africa, passing through Egypt until reaching Rome. In Alexandria, 60% of its habitants died. In the year 444 it reached Great Britain, forcing the weakened Britons to seek the help of the Saxons to fight the Scots and the Picts. Despite being called "plague", the symptoms described are not identical to those of bubonic plague. In antiquity, the term "plague" was synonymous with contagious disease and high mortality. Even today, the virus responsible for the "Cyprian plague" is an enigma. For some historians it may have been a viral haemorrhagic fever, for others it may have been a flu caused by a virus identical to the one that caused the Spanish Flu in 1918.
Of general public knowledge is the so-called Black Death, unanimously consid ered the greatest pandemic in the history of civilization, known since 1347, in Cen tral Asia. It devastated Europe and was responsible for decimating between one third to half of the population. This global bubonic plague epidemic was devastating.
Despite the known epidemics of antiquity, the first historically documented pan demic was Justinian's plague that broke out between 541 and 750 A.D., the first case of bubonic plague that killed more than half of the European population. Originally from Egypt, it spread across the Byzantine Empire, under Emperor Justinian I, as far as the Mediterranean.
Also, as a result of colonization, certain diseases that didn't exist in certain ar eas of some continents have evolved into major pandemics such as smallpox and measles. To prove this statement was the nickname Colombian Exchange when in 1496, Christopher Columbus arrived in America, the Tainos (indigenous people of the Caribbean) were around 60,000 and in 1548, were less than 500. Diseases such as measles and bubonic plague will have wiped out about 90% of the population. The destruction of the Aztec empire is also attributed to an outbreak of smallpox. In turn, in 1665, the city of London was particularly plagued by the bubonic plague, known as the Great Plague of London. Let us also remember that in the 11th century Europe was plagued by Leprosy, known as Hansen's Disease. In the Middle Ages this disease was seen as a punishment from God and a curse on the sick.
The year 1817 marks the beginning of the Cholera Pandemic, the first of eight cycles, over the next 150 years. It is thought to have started in India where it spread to China and reached the Republic of Azerbaijan, Kazakhstan, Turkmenistan and Russia via the Caspian Sea and later spread worldwide. In 1832, cholera started in Europe and spread to the United States and Canada. Twenty years later, a new chol
The first news of pandemics caused by the Flu virus date from 1580 in Asia. In just 6 months it spread to Europe, Africa and later to North America. Later on, in 1729, in Russia, the Flu reappeared, becoming a pandemic. In 1732 it spread across the world, killing about half a million people in 36 months. Another outbreak of this pandemic occurred in 1781 in China, spreading across Europe within 8 months. In 1830, a new pandemic flu starting in China also went through Asia, Europe and the Americas which has infected about 25% of the population. In addition to the flu, other diseases have caused major pandemics, including cholera.
era pandemic, probably the most devastating, has seriously affected Russia, causing more than one million deaths. Between 1863 and 1875 it expanded rapidly among the European and African population. North America was heavily contaminated in 1866. In 1892, it mainly infected Germany. In 1855, another wave of Bubonic Plague, started in China and spread quickly across India, then reaching Hong Kong.
And finally, at the beginning of the last century, in 1918, the so-called Spanish Flu emerged, closer to our reality and therefore more remembered. The geographic ori gin of this pandemic flu that plagued the world between 1918–1919 is effectively un known. Despite not having Spanish origin, it was known as Spanish flu, pneumonic flu, pneumonic plague or simply pneumonic. This pandemic arises at the height of the First World War in which were involved, on the one hand, the allies (United Kingdom, France and the Russian Empire) and on the other hand, the Central Em pires (Germany and Austria-Hungary) and the United States, and all avoided dis closing information about the scope of the disease, in order to avoid the population's discouragement with the news of the existence of an alarming number of civilians falling ill and dying. Spain, as a neutral country, reported the disease.
Smaller but no less important examples are epiphenomena such as the 1875 Mea sles Pandemic, which devastated the Fiji Islands. By that time in these colonies of the British Empire, chief Ratu Cakobau will have returned from a trip to Australia infected, having killed one third of the island's population. At the end of the century, in 1889, the Russian Flu became a pandemic that started in Siberia, Kazakhstan and later spread to Europe, North America and Africa.
Less remembered, already in the second part of the century, in February 1957, Asian Flu is diagnosed, one of the major global flu epidemics. It started in North China, where the virus spread rapidly, reaching Singapore and Hong Kong in about two months, where it spread to other parts of the globe, such as the Australian conti nent, India, Africa, Europe, United States, and in about 10 months it spread globally. A decade later in 1968, Hong Kong Flu had a major impact on the Vietnam War, from where it was transported to the United States and spreading rapidly throughout the world. After three months the virus had reached Europe, India, Australia and the Philippines. Worldwide, this pandemic has killed about a million people. In the 1980s, the spread of the HIV / AIDS virus in the USA killed more than 35 million people. Despite advances in medicine that allow patients to manage the disease, a cure has yet to be found.
At the beginning of the first decade of the 21st century, in 2009 a new pandemic flu labelled Influenza A (Flu A) appeared in April of that year. At first it was an outbreak of a swine flu variant whose first cases occurred in Mexico, shortly after reaching the European continent and Oceania. This flu pandemic caused by the H1N1 virus, has killed more than 200,000 people worldwide due to respiratory problems. Finally, at the beginning of the 20s of our century, SARS, Severe Acute Respiratory Syndrome is a viral respiratory disease of zoonotic origin caused by the SARS-CoV virus. First detected in late 2002 in China. Between 2002 and 2003, an outbreak of the disease resulted in more than 8,000 cases and around 800 deaths worldwide. In 2012, a new variant of coronavirus (Mers-CoV) was found in Saudi Arabia, responsible for the Middle East respiratory syndrome (MERS).
The concerns appear to be the same as usual. Pandemics raise population security problems, as suggested by the first articles gathered in the initial section of this issue of the PO-PJPS. The articles by Eduardo Pereira Correia, Ricardo Claro and Leandro Berenguer are proof of this. Or they increase the pre-existing crises as suggested by the report that arrives from the Amazon. They raise doubts of confidence about the ruling elites, either because of the model of response to the populations, or because of the way in which prevention measures are communicated, as can be seen in the articles in the second section of Andressa Costa and Ana Bernardi, and Yehan Wang. Or instead, about the reaction model of the populations involved, as shown by Irena Djordjevic's article. And finally, they suggest questions of paradoxical changes that interrogate the spirits for the future mirrored in the interrogations that come from Paulo Fontes and Orlando Coutinho, in the third section. Also reflected in Samuel Vilela's review of Krastev's recently published book (2020), Is it Tomorrow Yet? Para doxes of the Pandemic by Penguin Books, whose subtitle we return to for this edito rial. Street art also echoes this reality, which is why our cover — All eyes on him — owes to artist Vile, the graffiti created in 2020, expression of the core of our collective concern. To end, a word to everyone who agreed to reflect with us on the topic, once we launched the challenge was quickly answered, allowing us to carry out this issue of PO-PJPS even in 2020, which once again owes to Patrícia Tomás the extra effort of making it possible. Our thanks to everyone.
The analysis of the past allows us to position properly the current crisis. Appar ently, we are at present better prepared to face a new pandemic, through vaccination programs and campaigns, and due to the advances developed in the last century in communication technologies, which allow the world to react much faster to the threat of a planetary pandemic. However, in the interconnected world in which we live, a virus spreads more easily, we may be surprised by the resistance of viruses to the available therapies or besides viruses can pass, within a species, creating new variants, which infect other species, among them the human being, being necessary to develop as quickly as possible new drugs capable of destroying them. There are currently other diseases such as Ebola, Zika, Dengue and Chikungunya that are pathologies of worldwide concern. Due to their enormous ease of contamination, they can cause great pandemics and are therefore being studied intensively by the scientific community. Some researchers, scientists and infectious diseases special ists, say that after controlling the coronavirus that caused COVID-19, the world will need to be prepared for any pandemic next, because new pandemic outbreaks will emerge sooner or later, such as the history insists on demonstrating.
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O PLANETA É UM ECOSISTEMA A RECUPERAR
THE PLANET IS AN ECOSYSTEM TO RESTORE
The well-being of 3.3 billion people is affected by the destruction of marine and terrestrial ecosystems. We are in a new Era marked by the impact of human activities on the environment that several scientists claim to be the Anthropocene. The Blue Flag programme and the Oceanário de Lisboa believe that there is an urgent need to accelerate the recovery of ecosystems to ensure environmental sustainability and to rebuild a healthy relationship between society and nature. By protecting «your» beach, you are helping to recover «our» planet.
PROTEGER A BIODIVERSIDADE
PROTECT BIODIVERSITY
COMBATER AS ALTERAÇÕES CLIMÁTICAS
FIGHT CLIMATE CHANGE
AUMENTAR A SEGURANÇA ALIMENTAR E A DISPONIBILIDADE DE ÁGUA
INCREASE FOOD SECURITY AND WATER AVAILABILITY
GARANTIR O BEM-ESTAR HUMANO
ENSURE HUMAN WELL-BEING
# PROGRAMA BANDEIRA AZUL 2021
## NORTE
- Caminha Azenha/Vil de Mours (luzel), Caminha, Moledo, Vila Pra de Ancar, Forte do Cavalo
- Viana do Castelo Praia da Barca, Carregal, Norte, Caboelas, Lamasense, Casela de Neiva
- Espinho/Suave-Mar, Marinhas Capelas, Fão/Cfr, Apúlia
- Braga Praia de Santa Cruz
- Maceio de Varzea Fraga do Pego/Albufeira do Azedo (luzel), Ribeira/Afroda de Ribeira (luzel)
- Miranda do Douro Praia de Albufeira do Douro (luzel)
- Fafe Afeia Quinamala (luzel)
- Póvoa de Varzim Barreiro, Praia, Quarteira, Tropéia Largo, Zona Urbana Sul, Praia de Santa Cruz, Zona Urbana Sul II
- Vila do Conde Frente Urbana Norte, Frente Urbana Sul, Ávore, Merideia, Vila Chã, Leiragem
- Matosinhos Praia de Matosinhos, Agripina Sul, Funtão, Redras
- Bicas Praia do Corpo, Aguada, Quelabida, Marreca
- Memória, Caldas da Rainha, Areias, Fuzalhas, Leça da Palmeira
- Fronte Urbana de Leça
- Porto Castelo do Queijo, Homem do Leme, Gondeiraz, Foz Vila Nova de Gaia, Castelo de São Jorge, Canto More, Candei, Sítio Madalena, Sítio da Madalena, Sítio da Madalena, Valadim, Sítio Duns, Mar Franciano, Sáciazinho, Senhor da Pedra, Mearam, Francisco, e Mar, e Aguda, Girara, São Félix de Memória
- Espinho Frente Azul, Espinho/Ria, Espinho/Ria 37, Silveide, Paremos
## CENTRO
- Santa Maria da Feira Minas (luzel)
- Ovar Praia da Ferrugem, Fureusarda, Sítio São Pedro de Meca, Torreio do Lemeiro/Marrete
- Mortágua Praia de Mortágua, Monte Branco, Baco
- Soure do Vouga Praia da Costa (luzel)
- Aveiro São Jacinto
- Ilhavo Ilha, Costa Nova
- Vagos Praia
- Guarda Aldexe Vosse (luzel), Valhehez (luzel)
- Mira Praia do Crasto (luzel)
- Sel. Sítio dos Antigos (luzel), Longo (luzel)
- Cantanhede Toca
- Oliveira do Hospital Aldeia das Vassouras (luzel)
- Penacova Praia de Vilar, Recançopinho (luzel)
- Arganl Cota (luzel), Peneda da Cascateirinha (luzel), Prado (luzel)
- Figueira da Foz Quaseis, Muriteneis, Cabo Monteigo, Tamareigas, Bucadas, Figueira da Foz/Retiboa, Coza Galá
- Torres do Moniz Praia de Torres do Moniz
- Coimbra Fulheira e Zorro (luzel), Praia Fluvial do Rebelém (luzel)
- Goleia Verde (luzel), Alverne (luzel)
- Loulé Boguera (luzel), Senhora do Picade (luzel)
- Penoula Loureiro (luzel)
- Pombeira Praia da Batalha
- Latria Camões Castro, Pedração-Sul
## TEJO
- Pamphosa de Serra Santa Luzia (luzel), Pesqueguero (luzel), Janco de Baixo (luzel)
- Olhão Praia de Olhão (luzel)
- Vila de Rei Bostalan (luzel)
- Mealhão Carvalhal de Vizela, São Martinho do Porto
- Abrantes Fontes (luzel), Aldeia do Mato (luzel)
- Nazaré Nazaré, Salgado
- Ourém Praia de Ourém
- Caldas da Rainha Praia do Mar, Foz do Anelho/Lagoa
- Olhão Bim Sucesso, Baião
- Peniche Praia da Foz do Tejo Sul, Cova da Almeirão, Gambola, Medojo/Superbento, Consolado, São Bernardo
- Lourinhã Área Branca, Área Branca-Foz, Área Sul, Porto Diogo
- Torres Vedras Azul, Porto Novo, Sítio Norte, Sítio Sul, Sítio Norte, Mirante/Santa Cruz, Pitão/Santa Cruz, Fiscas/Santa Cruz, Caramulo, Praia da Foz do Tejo, Foz do Samareto - Mar
- Ave Clube Náutico de Ave (luzel)
- Matfei Porto da Caldeir, S. Lourenço, Ribeira de Ilhas, Algodão, Bolas da Barca
- Oeiras Torre, Santo Amaro, Paço de Arcos, Cascais
- Almada S. João da Caparica, CDS/Santa Antónia, Tanúsio Praia, Praia de Almada, Praia de São Maria, Garita, Senha
- Sesimbra Lagoa do Abufete/Mar, Morro de Barco/Meco, Ouro, Califórnia
## ALENTEJO
- Setúbal Tigana/mhe
- Reguengos de Monsaraz Praia Fluvial de Monsaraz (luzel)
- Moura Praia de Moura Moura (luzel)
- Portel Praia da Amoreira (luzel)
- Grândola Tolo/Mar, Tolo/Cfr, Trilão/Bico das Lulas, Atlântico, Comporta, Canavelhal, Pego, Gale-Forteiranhas, Aberta Nova, Melides
- Santiago do Cacém Praia de São André, Forte do Cortega
- Sines S. Topas, Morgaíos, Vieirinha/Vale Piqueros, Grande da Pinta/Cabo da Pequena
- Mértola Abutão Norte, Praia Grande (luzel)
- Odemira Madalho Norte, Madalho Sul, Farol, França, Furnas Mar, Furnas Rio, Almonte Norte, Almonte Rio, Zambujeira do Mar, Alentejo Norte, Carvalhal Sto. Clara (luzel)
## MARINAS
- Norte Marina de Gaia/Vila Nova de Gaia
- Tejo Porto de Recreio de Oeiras/Oeiras, Doca de Abrantes
- Alenquer Marina de Tróia/Grândola, Porto de Recreio de Sines/Sines
- Algarve Marina de Lagos/Lagos, Marina de Portimão/Portimão, Marina de Albufeira/Albufeira, Marina de Vilamoura/Loule
- Açores Marina da Horta/Horta, Marina de Ponta Delgada/Ponta Delgada, Marina da Praia da Vitória/Praia da Vitória, Marina de Vila do Porto/Vila do Porto, Marina de Angóia/Angóia, Marina de Argoz/Angóia e Horta
- Madeira Marina do Funchal/Funchal, Porto de Recreio do Calheta/Calhetas
## ALGARVE
- Aljezur Praia do Mar, Amoreira/Mar, Monte Clérigo, Amieira
- Vila do Bispo Cordoama, Castelo, Beliche, Beloite, Tonet, Marreta, Manhã, Ingrina, Zavial, Seruela, Almendra/Cabanas Velhos, Fubas
- Lagos Luzo, Porto do Mos, D. Ana, Meia Praia
- Partilhão Praia Poente, Alvor/Norte, Três Irmãos, Vau, Três Cunhas, Caxias, Praia da Rocha
- Lagoa Ferreagudo, Caneiros, Carvoeiro, Vele Centenares, Senhora de Rocha, Vale do Olival
- Silves Silves, Praia Grande Piniente
- Albufeira Salgados, Gale/Distrito, Gale/Liste, Manuel Laurencio, Evaristo, Castelo, Coelha, S. Rafael, Anfres, Pereiro, Pescadores, Itaín, Almancil, Praia da Rocha, Praia da Luz, Praia da Marinha, Luís, Olhos d'Água, Belharucas, Telas/Acresmo, Feliesa/Alferes, Rocha Bezerro/Pontes, Ricão Bezerro, Rocha Bezerro Nascente
- Loulé Vila Viçosa, Quinta do Lago/Norte, Quinta do Lago/Velho, Vale de Lobos, Garão Poente, Garão Nascente, Ancão, Quinta do Lago
- Faro Aero/Mar, Barreta, Ilha da Família/Fam., Culume/Mar
- Olhão Aero/Mar, Praia de Olhão, Praia de Mar, Furaya/Rio
- Tavira Aero/Mar, Entroncamento, Ilha de Tavira/Mar, Cobranco/Mar
- Castro Marim Alvor/Mar, Praia Verde, Cobranco
- Vila Real de Santo António Marca Rosa, Loja, Monte Gordo, Sto. António
## ACORES
- Graciosa Praia da Graciosa/Ramo Vermelho
- Terceira/Praia do Vitória Quatro-Ribeiras, Escaleira, Praia do Norte, Porto Martins, Zona Balnear dos Biscoitos, Sargentins, Praia da Ponta do Sol
- Terceira/Azur da Hersonissos Cinco Ribeiras, Nagore, Silveira, Praia, Salgueiros, Bata do Norte, Praia do Norte
- Faial/Horta Centro, Praia, Verdes, Praia do Pico, Almoxarife, Pico/São Roque do Pico Praia de Santo Antonio, Praia do Cas
- S. Miguel/Ribeira Grande Área de Sítio, Bárbara, Poças da Ribeira, Praia do Norte
- S. Miguel/Ponta Delgada Zona Balnear Forna do Cal, Aficais, Poços, Praia de S. Vicente Ferreira, Poços Sul dos Mosteiros
- S. Miguel/Angra do Heroísmo Praia do Norte, Praia do Lago
- S. Miguel/Vila Franca do Campo Água Fria, Praia da Agua d'Alto, Vila da Arena
- S. Miguel/Calheta Praia do Torrinho do Faial da Terra, Praia do Fogo, Morro, Ribarão das Palmas
- S. Maria/Vila do Porto Anjos, Formosa, Maia, S. Lourenço
## MADEIRA
- Madeira Praia do Monte Moritz
- Madeira/Calfheita Calheita
- Madeira/Funchal Clube Naval do Funchal, Ponta Gonha/Piscas de Lagoa, Praia do Alto/Complexo Balnear, Barreirinha
- Madeira/Sta. Cruz Pelmeira, Rios Magos
- Madeira/Santana Ribeira do Fidal
- Madeira/Caniçal Praia do Caniçal, Ribeira do Nata
- Porto Santo/Porto Santo Fontinha, Cabaceira da Ponta, Ribeiro Salgado
---
**LEGENDA**
- Linha de administração da região hidrográfica
- Linha de concelho
- Ria
- Gradação de uso da praia
- Cidade Costeira
- Marés e Piscinas de Recreio
- Submunicípio/Estudantil
**NOTA:** A classificação de praias não foi feita individualmente, mas por regiões hidrográficas. As praias que se encontram em áreas comuns são consideradas como praias representativas.
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b5cb042c-acab-49a4-a40a-13b6d4dab99e
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CC-MAIN-2021-49
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https://bandeiraazul.abae.pt/wp-content/uploads/sites/2/2021/04/Cartaz-Oceanario-Final-_BA_2021_AF3-compactado-1.pdf
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2021-12-06T09:01:56+00:00
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STRESZCZENIE
Jednymi z głównych problemów gospodarki wodno-ściekowej są obecnie dostępność wody o zadowalającej jakości oraz zrównoważone zagospodarowanie wód opadowych. Dostępne źródła wód powierzchniowych i wód podziemnych ulegają zanieczyszczeniu, wymuszając konieczność korzystania ze źródeł gorszej jakości lub o wyższych kosztach wydobycia. Wiadomym jest, że wody niższych kategorii wymagają stosowania wielostopniowych, skomplikowanych systemów uzdatniania. Poszukuje się zatem innowacyjnych rozwiązań uzdatniania wody, aby możliwa była ich aplikacja również w odniesieniu do nowych źródeł, z pozoru trudnych do wykorzystania.
Wody opadowe stanowią oddzielny problem. Szybkie odprowadzanie wód opadowych bez ich czasowego zatrzymania (oraz powolnego odprowadzenia do środowiska) przede wszystkim zuboża zasoby wód podziemnych. Stanowi także realne ryzyko powodziowe, zwłaszcza w silnie zmienionych obszarach miejskich, gdzie proporcja między terenami zabudowanymi a zielonymi jest zaburzona.
Antropopresja wraz z nieuniknionymi zmianami klimatycznymi w niedalekiej przyszłości będą odczuwalne m.in. poprzez wyraźne obniżenie dostępności zasobów wody słodkiej, a także zjawiska ekstremalne, jak powodzie czy susze. Konieczne jest zatem utrzymanie racjonalnej strategii gospodarowania zasobami wodnymi. Zgodnie z tym, preferowany model gospodarki wodnościekowej powinien bazować na systemie obniżającym zapotrzebowanie wody wodociągowej, przy jednoczesnym zmniejszeniu ilości ścieków (bytowo-gospodarczych i deszczowych) odprowadzanych do kanalizacji. Dobrą praktyką jest ponowne wykorzystywanie wód technologicznych, tworzenie zamkniętych obiegów wody w zakładach przemysłowych oraz recykling ścieków szarych w gospodarstwach domowych czy obiektach użyteczności publicznej. Powinno się też unikać wykorzystania wody uzdatnionej do celów, które nie wymagają stosowania wody tak dobrej jakości (spłukiwanie toalet, podlewanie). Warto rozważyć także wykorzystanie źródeł alternatywnych, do których zaliczyć można wody opadowe. Oprócz korzystnej dla zasobów wód podziemnych infiltracji, ujmowane podczas spływu powierzchniowego z dachów mogą być gromadzone i wykorzystane gospodarczo do celów takich jak: podlewanie, spłukiwanie toalet, pranie oraz do prac porządkowych.
Badania przeprowadzone w ramach rozprawy były próbą zwiększenia bezpieczeństwa oraz komfortu korzystania ze zmagazynowanych wód opadowych. Generalnie przed wprowadzeniem wód opadowych do sieci dualnej proponowane jest ich wstępne (mechaniczne) oczyszczenie. Rozważano poszerzenie powszechnie dostępnych układów zagospodarowania wód opadowych o wysokosprawny system doczyszczania oparty o moduł membranowy, aby mogły stać się źródłem wody wykorzystywanej gospodarczo w szerszym zakresie. Proponowane rozwiązanie jest godne uwagi szczególnie na obszarach, gdzie budowa sieci wodociągowej ze względu na odległości przesyłowe jest ograniczona, a zapewnienie źródła wody w formie indywidualnego ujęcia - niemożliwe.
Prowadzono systematyczne analizy jakości wód opadowych surowych z terenu niezurbanizowanego, oraz tych samych wód poddanych oczyszczaniu za pomocą zaprojektowanego układu opartego na module membranowym. Istotnym elementem badań pozwalającym scharakteryzować substancje nierozpuszczone obecne w badanej wodzie opadowej był pomiar wielkości cząstek za pomocą granulometru laserowego. Obecność w wodzie zawiesin ma bowiem ścisły związek z możliwością aplikacji technik membranowych (dotyczy potencjalnego wpływu na zjawisko foulingu - blokowania membran). Przydatność wykorzystania technik membranowych w kontekście oczyszczania ujmowanych wód opadowych była sprawdzana za pomocą układu do pomiaru SDI.
SUMMARY
One of the major problems in water and wastewater management are nowadays good quality water availability and sustainable management of rainwater. Available sources of surface water and groundwater are becoming more and more contaminated. In these circumstances use of sources of poorer quality or water of higher costs of production is a necessity. It is obvious that water of inferior quality require use of multi-stage, complicated purification systems. Therefore, the basic aim is to design innovative water treatment solutions that might be applied to new sources which are seemingly difficult to use.
Rainwater (stormwater) are a separate issue. Fast transport of rainwater/stormwater without their temporary retention (and re-introduction into the natural environment), above all, contributes to the impoverishment of the groundwater resources. Such proceedings bring also a real flood risk, especially in strongly modified urban areas, where proportion between build-up areas and green areas is disturbed.
Anthropopression along with an unavoidable climate change will appear in the nearest future as a significant shortage of sweet water and more frequent extreme natural phenomena such as floods or droughts. Therefore, it is very important to develop strategy in rational water resources management. According to this assumption, the recommended water and wastewater management model should be based on the system that lowers tap water demand and at the same time reduces an amount of wastewater that are discharged to the sewage system (municipal wastewater and rainwater run-off). The best practices are re-use of technological waters, closed water circuits systems and recycling of gray water in households or public facilities. Moreover, the use of purified water for purposes that do not require water of such high quality (toilets flushing, watering plants and garden) should be avoided. The use of alternative sources (such as rainwater) is also worth considering. Except the important role of rainwater infiltration in groundwater resources supplying, the rainwater surface runoff from roofs might be collected and used for the following purposes: watering, flushing toilets, washing clothes, small cleaning houseworks.
The research carried out as a part of the thesis were aimed at improving the safety and comfort of use of stored rainwater. Generally, it is common practice to pretreated rainwater before their introduction into the dual network. It was considered to extend the commercially available rainwater harvesting system with high-performance purification module containing microfiltration membrane. Thanks to this solution, rainwater could hypothetically become a source of water used in a wider range. Such solution is remarkable especially in cases where construction of the water supply system is limited due to long transport distances and, on the other hand, where providing an individual water supply system (water intake in form of the well) which will be safe for consumers – is impossible.
For the purposes of the thesis, regular analyzes of raw rainwater quality were carried out. Parallel, the same rainwater was subjected to purification process using microfiltration module. An important element of research was the measurement of particles sizes using the laser granulometer. This method enabled to characterize undissolved substances that were present in the rainwater. The presence of suspensions in water determines the possibility of membrane techniques application (in terms of fouling - membrane pores blocking phenomena). The usefulness of membrane techniques in relation to tested rainwater was verified during Silt Density Index (SDI) measurements.
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<urn:uuid:27271704-f98f-4acf-8f5e-aa7ec2449c84>
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CC-MAIN-2021-43
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https://wilis.pg.edu.pl/documents/10683/79582610/Streszczenie.pdf
|
2021-10-26T08:51:38+00:00
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crawl-data/CC-MAIN-2021-43/segments/1634323587854.13/warc/CC-MAIN-20211026072759-20211026102759-00464.warc.gz
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Copper Country Audubon Christmas Bird Count Compilation 1992-2015 Houghton County, Michigan PART 2
The compilation includes species seen on the count day only. In counting species, undifferentiated species (e.g., gull sp.) count only when no specific species were seen. The 1st Houghton County Christmas Bird Count was in 1976. This compilation records only the last 22 years of the count. Part I has first 20 years and more information is available from Art Weaver's book. Compilers: Art Weaver 1976-83, 1985-86, Becky Bach 1984, Marilyn Cooper and Ken Steiner 1987-91, Marilyn Cooper and Sue Andres 1992-96, Marilyn Cooper 1997-2002, Nancy Auer 2003-2018 (early files corrected February 2000.
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018
Bald Eagle
American Crow
57
61
43
56
79
40
163
61
76
83
72
30
102
30
94
172
140
332
187
133
57
53
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018
|
<urn:uuid:566aec74-83ab-4e5d-9731-291219bf3622>
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CC-MAIN-2022-21
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https://www.coppercountryaudubon.org/_files/ugd/83eae6_6baeeb15e5554331a65d3c9e2a5bbafa.pdf
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2022-05-17T13:28:32+00:00
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CONCURSO PÚBLICO Nº 001/2016
PREFEITURA MUNICIPAL DE CRUZEIRO – SP
PROFESSOR PEB II – LÍNGUA INGLESA
Nome do(a) Candidato(a) Número de Inscrição
Este caderno de questões está assim constituído:
INSTRUÇÕES AO CANDIDATO (A):
- Confira devidamente o material (CARTÃO DE RESPOSTA e CADERNO DE QUESTÕES); se houver falha, solicite a presença do fiscal.
- Confira seus dados no CARTÃO DE RESPOSTAS: NOME, Nº de INSCRIÇÃO e CARGO. ASSINE no espaço indicado na frente do cartão.
- O CARTÃO DE RESPOSTAS deverá ser preenchido de caneta esferográfica, azul ou preta, ponta grossa, sem rasuras e apenas uma ÚNICA alternativa poderá ser marcada em cada questão, preenchendo totalmente o espaço, e não apenas ―x‖.
- Não amasse nem dobre o CARTÃO DE RESPOSTAS; evite usar borracha. É vedada a substituição do CARTÃO DE RESPOSTAS decorrente de erro cometido por candidato.
- Durante a prova, não é permitida a comunicação entre candidatos nem a utilização de máquinas calculadora e/ou similares, livros, anotações, réguas de cálculo, impressos ou qualquer outro material de consulta.
- O tempo de duração da prova será de até 03 (três) horas. O candidato somente poderá retirar-se definitivamente do recinto de realização da prova após 1 (uma) hora, contada do seu efetivo início.
- Ao final dos trabalhos, DEVOLVA ao Fiscal de Sala o CADERNO DE PROVA e o CARTÃO DE RESPOSTAS devidamente preenchido e assinado.
- Os três últimos candidatos de cada sala de prova deverão permanecer no recinto, a fim de acompanhar os fiscais para o lacre dos envelopes, quando, então, poderão retirar-se do local, simultaneamente, depois de concluído.
- APÓS TÉRMINO DA PROVA, PROIBIDO A PERMANÊNCIA NAS DEPENDÊNCIAS DA ESCOLA. USO DOS BANHEIROS SOMENTE ANTES E DURANTE A PROVA.
Destaque aqui:
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
PREFEITURA MUNICIPAL DE CRUZEIRO – SP: PROFESSOR PEB II – LÍNGUA INGLESA
Marque aqui as suas respostas:
Língua Portuguesa
Este texto é referente às questões de 1 a 3:
O DUELO
José foi morar na velha casa desabitada há muitos anos, o quintal cheio de gatos. Ele não gostava de bichos. Nos cantos espalhava à noite iscas de carne envenenada. Descobriu uma ninhada de gatinhos, meteu-os no saco e, com as costas do machado, malhou os pobres diabos. Quando acertava numa cabeça ela explodia feito laranja podre ao cair do galho.
Acabou com os gatos do quintal, menos um – era afeiçoado a casa, não ao antigo dono.
Preparou bolinhas de carne com arsênico. O gato não comeu. Por muitos dias não viu o inimigo. Seguia seu rastro: a cabeça crua de galinha, ali a seus pés, roubada da lata de lixo. José ia lidar nas roseiras, e, na terra fofa, a maldição dos cocos enterrados. De noite, chegava da rua; na lata de lixo avistou o bichano: espantoso, negro, belo.
Deitado na cama, reconhecia as unhas lá na tampa da lata – engordava às suas custas. O gato bebia a sua água do balde, enrolado no seu tapete da porta. José era o terror da família, achou-se desafiado por um vagabundo, que o considerava seu dono. Se estalasse a língua, viria se arrastando, pelo chão a roçar-lhe a perna... Ah, esmagar-lhe a cabeça que nem uma ponta de cigarro. Planejando assassiná-lo, não dormia. A mulher comentou: ―Você parece louco, José. O gato não lhe fez mal, é bicho de Deus‖.
Antes do gato ela não se atreveria a falar naquele tom. José tossia: os pêlos do outro no ar... Certa feita encurralou-o no canto da casa. Avançou de cacete em riste, o diabo agarrou-se à parede e foi ao chão, de unhas quebradas. A pancada arrebentou um dos quadris obscenos. Mal ferido, ainda se arrastava pelo jardim.
Na noite seguinte ele esperou o homem, a perna aleijada, arrimado na lata de lixo. José teve azar nos negócios. Um filho adoeceu. A carne estragou na geladeira.
No verão, José cobria a cabeça com o lençol para não ouvir os gritos de uma gata amorosa. Eram muitos bichanos, reconhecia a voz do seu entre tantos. Uns olhos fosfóreos alumiavam o quarto. Garras subiam-lhe pela roupa, enterravam-se na carne e o despertavam com um miado horrendo.
A casa era pequena para os dois. Bebia no botequim noite após noite. Ao outro a mulher elegera campeão da família. Com a mão na porta, ele ainda escutara um dos filhos: ―Mamãe, o pai tem raiva do nosso gato?‖.
Cantando, voltou de madrugada. Não o encontrava há três dias; deveria estar morto, no fundo de algum porão, um bico de galinha enterrado na negra garganta. Ao pé da escada, olhou para cima: Duas luas no último degrau. Era o gato, vivo, comendo.
Atirou-se para estripar com unhas e dentes. O maldito fugiu. José tropeçou e rolou pela escada. Choramingava, de pescoço quebrado, a boca mergulhada no lixo.
A porta da cozinha não se abriu. A família escolhera o partido do outro, que miava em torno do moribundo – o gato da casa a carpir o dono querido.
(TREVISAN, Dalton. Desastres do amor. São Paulo: Record, 1993).
GLOSSÁRIO:
em pé.
apoiado, encostado.
lamentar, chorar.
brilhantes.
iluminavam.
Em riste:
Estripar: rasgar, tirar as tripas.
Arrimado:
Carpir:
Fosfóreos:
Alumiavam:
1) A palavra em negrito na frase ―Uns olhos fosfóreos alumiavam o quarto.‖, é formada a partir do processo de:
a) Derivação prefixal.
b) Derivação sufixal.
c) Derivação parassintética.
d) Nenhuma das alternativas.
2) ―Garras subiam-lhe pela roupa, enterravam-se na carne e o despertavam com um miado horrendo.‖ O trecho em negrito da frase mostra a seguinte regra de regência verbal:
a) O pronome oblíquo átono ―o‖ está funcionando como objeto direto do verbo ―despertavam‖.
b) O pronome oblíquo átono ―o‖ está funcionando como objeto indireto do verbo ―despertavam‖.
c) O pronome oblíquo tônico ―o‖ está funcionando como objetivo direto do verbo ―despertavam‖.
d) Nenhuma das alternativas.
3) Na frase ―José foi morar na velha casa desabitada há muitos anos‖, o trecho em negrito indica:
a) Concordância do verbo ―há‖ com o sujeito ―José‖.
b) Concordância do verbo ―há‖ com o sujeito ―casa‖.
c) Concordância do verbo ―há‖ na forma impessoal indicando passagem de tempo.
d) Nenhuma das alternativas.
Esta tirinha é referente às questões 4 e 5:
4) Nas frases ―Eles nunca lembram de uma data importante!‖ e ―lembro do dia de nossa primeira briga feia‖ no segundo e no terceiro quadrinho, a regência verbal CORRETA seria, respectivamente:
a) Eles nunca se lembram de uma data importante; os lembro do dia de nossa primeira briga feia.
b) Eles nunca se lembram de uma data importante; vos lembro do dia de nossa primeira briga feia.
c) Eles nunca se lembram de uma data importante; lembro-me do dia de nossa primeira briga feia.
d) Nenhuma das alternativas.
5) Se na frase ―os homens são todos uns insensíveis‖ do primeiro quadrinho, a palavra em negrito fosse substituída pelo advérbio ―meio‖, a regência CORRETA seria:
a) Os homens são todos meios insensíveis.
b) Os homens são todos meio insensível.
c) Os homens são todos meio insensíveis.
d) Nenhuma das alternativas.
Conhecimentos Pedagógicos
6) ―Para que a avaliação educacional escolar assuma o seu verdadeiro papel de instrumento dialético de diagnóstico para o crescimento, terá de se situar e estar a serviço de uma pedagogia que esteja preocupada com a transformação social e não com a sua conservação‖ (LUCKESI, 2011, p.42). De acordo com as palavras desse autor, assinale a alternativa CORRETA:
a) O educador que estiver afeito a dar um novo encaminhamento para a prática da avaliação escolar deverá estar preocupado em redefinir propriamente os rumos de sua ação pedagógica, pois ela é neutra.
b) A avaliação deixará de ser autoritária se o modelo social e a concepção teórico-prática da educação forem autoritários.
c) Se as aspirações socializantes da humanidade se traduzem num modelo socializante e democrático, a pedagogia e a avaliação em seu interior também se transformarão na perspectiva de encaminhamentos democráticos.
d) Nenhuma das alternativas.
7) O uso da Internet na escola é exigência da cibercultura, isto é, do novo ambiente comunicacional-cultural que surge com a interconexão mundial de computadores em forte expansão no início do século XXI. Novo espaço de sociabilidade, de organização, de informação, de conhecimento e de educação. Sobre a atuação do professor nesse novo contexto, é INCORRETO afirmar:
a) Em lugar de guardião da aprendizagem transmitida, o professor propõe a construção do conhecimento disponibilizando um campo de possibilidades, de caminhos que se abrem quando elementos são acionados pelos aprendizes.
b) Não cabe ao professor reinventar a velha sala de aula presencial a partir da dinâmica hipertextual e interativa das interfaces on-line. Sua atuação deve ser pautada na metodologia tradicional afim de não fugir dos conteúdos estabelecidos pelo currículo.
c) Ele garante a possibilidade de significações livres e plurais, e, sem perder de vista a coerência com sua opção crítica embutida na proposição, coloca-se aberto a ampliações, a modificações vindas da parte dos aprendizes.
d) Nenhuma das alternativas.
8) Tardif (2005) afirma que o saber docente é um saber plural formado pelo amálgama, mais ou menos coerentes de saberes oriundos da formação profissional e de saberes curriculares, disciplinares e experienciais. Desta forma, é CORRETO assinalar:
a) Esse saber é singular, homogêneo, atemporal, pois se constrói durante a vida e o percurso da carreira.
b) Para o autor, o saber também é um constructo social, produzido pela racionalidade concreta dos atores, por suas deliberações, racionalizações e motivações que constituem a fonte de seus julgamentos, escolhas e decisões.
c) Cabe ao professor dominar, integrar e mobilizar os saberes. Tal mobilização implica na ideia de movimento e renovação continuada, de construção e valorização dos diferentes saberes relacionados a aspectos exclusivamente cognitivos.
d) Nenhuma das alternativas.
9) De acordo com Luckesi (2011), atribua V (verdadeiro) e F (Falso) para as definições de planejamento contidas no livro: Avaliação de Aprendizagem Escolar e em seguida, assinale a alternativa que apresenta a sequência CORRETA:
( ) Planejamento Educacional é o processo de abordagem racional e científica dos problemas de educação.
( ) Planejamento Curricular é a previsão das situações específicas do professor com a classe.
( ) Planejamento do Ensino é a revisão de todas as atividades que o educando realiza sob a orientação da escola para atingir os fins da educação.
A sequência CORRETA é:
a) V, V, F.
b) V, F, F.
c) V, F, V.
d) Nenhuma das alternativas.
10) Vygotsky (1999), chama de internalização a reconstrução interna de uma operação externa. O processo de internalização consiste numa série de transformações. Dentre elas, assinale o que for CORRETO:
a) O desenvolvimento, como freqüentemente, acontece e se dá em círculo, e não em espiral, passando por um mesmo ponto a cada nova revolução, enquanto avança para um nível superior.
b) Uma operação que inicialmente representa uma atividade externa é reconstruída e começa a ocorrer internamente.
c) Um processo intrapessoal é transformado num processo interpessoal. Todas as funções no desenvolvimento da criança aparecem duas vezes: primeiro, no nível social, e, depois, no nível individual.
d) Nenhuma das alternativas.
11) De acordo com a Nota técnica nº 06, Avaliação de aluno com deficiência intelectual (2011), como deve ser realizada a avaliação de alunos com deficiência intelectual?
a) A avaliação deve ser realizada conforme estabelece o projeto político pedagógico da escola. Esses alunos devem ser avaliados da mesma forma que os outros alunos, já que estão matriculados em classes comuns do ensino regular.
b) A avaliação deve ser um processo contínuo por meio do qual, as estratégias pedagógicas são definidas, reorientadas ou aprimoradas, de acordo com o projeto político pedagógico.
c) O processo de avaliação deve ser diversificado, objetivando o aprendizado e não a classificação, retenção ou promoção dos estudantes.
d) Nenhuma das alternativas.
12) Dentre os serviços da educação especial que os sistemas de ensino devem prover estão os profissionais de apoio, tais como aqueles necessários para promoção da acessibilidade e para atendimento a necessidades específicas dos estudantes no âmbito da acessibilidade às comunicações e da atenção aos cuidados pessoais de alimentação, higiene e locomoção. Nesse contexto, assinale a alternativa CORRETA:
a) É atribuição do profissional de apoio desenvolver atividades educacionais diferenciadas, ao aluno público alvo da educação especial, e também responsabilizar-se pelo ensino deste aluno.
b) Em caso de educando que requer um profissional ―acompanhante‖ em razão de histórico segregado, cabe à escola favorecer o desenvolvimento dos processos pessoais e sociais para a autonomia, avaliando juntamente
4
com a família a possibilidade gradativa de retirar esse profissional.
c) Os profissionais de apoio às atividades de locomoção, higiene, alimentação, prestam auxílio coletivo aos estudantes que não realizam essas atividades com independência.
d) Nenhuma das alternativas.
13) É inegável que as tecnologias, através principalmente dos computadores e da internet, apresentaram novos direcionamentos para a cultura, comunicação e educação. Com base nessa realidade, assinale a alternativa INCORRETA:
a) A nível nacional, muitas escolas públicas distanciam-se da realidade desejada, à medida que não possuem estrutura para acompanhar tais transformações.
b) Existe um número considerável de escolas que possuem em sua estrutura laboratórios de informática visando subsidiar a utilização destes recursos como ferramenta pedagógica de ensino em diferentes áreas do conhecimento, que muitas vezes não são utilizados por falta de conhecimento dos docentes quanto ao equipamento.
c) Tal alfabetização deve ser vista não como um curso de informática, mas, sim, como um aprender a ler essa nova mídia. Assim, o computador deve estar inserido em atividades essenciais, tais como aprender a ler, escrever, compreender textos, entender gráficos, contar, desenvolver noções espaciais etc.
d) Nenhuma das alternativas.
14) Em Mantoan, M. T. E. Inclusão Escolar: O que é? Por quê? Como fazer? 2 ed. São Paulo: Moderna, 2006, a autora apresenta a necessidade de algumas mudanças para que haja verdadeiramente a possibilidade de inclusão. Dentre elas, assinale a alternativa CORRETA:
a) Não se pode encaixar um projeto novo, como é o caso da inclusão, em uma velha matriz de concepção escolar — daí a necessidade de se recriar o modelo educacional vigente.
b) Garantir aos alunos tempo e liberdade para aprender, bem como um ensino que não segrega e nem reprova a repetência.
c) O ensino individualizado/diferenciado para os alunos que apresentam déficits intelectuais e problemas de aprendizagem é uma solução que corresponde aos princípios inclusivos, pois podemos diferenciar um aluno pela sua deficiência. A inclusão prevê a utilização de práticas de ensino escolar específicas para esta ou aquela deficiência e/ ou dificuldade de aprender.
d) Nenhuma das alternativas.
15) De acordo com as Diretrizes Curriculares Nacionais para a Educação Básica, as bases que dão sustentação ao projeto nacional de educação responsabilizam o poder público, a família, a sociedade e a escola pela garantia a todos os estudantes de um ensino ministrado com base nos seguintes princípios, EXCETO:
a) Valorização do profissional da educação escolar.
b) Garantia de padrão de qualidade.
c) Valorização da experiência intraescolar.
d) Nenhuma das alternativas.
Legislação
16) De acordo com o 3º artigo do Decreto nº 7.611, são objetivos do atendimento educacional especializado: (Atribua V para as afirmativas verdadeiras e F para as afirmativas falsas).
( ) Prover condições de acesso, participação e aprendizagem no ensino regular e garantir serviços de apoio especializados consoante as necessidades individuais dos estudantes.
( ) Garantir a versatilidade das ações da educação especial no ensino regular.
( ) Fomentar a pluralidade de recursos didáticos e pedagógicos que ratifiquem as barreiras no processo de ensino e aprendizagem.
( ) Assegurar condições para a continuidade de estudos nos demais níveis.
Assinale a sequência CORRETA:
a) V, F, V, F.
b) V, F, F, V.
c) V, V, F, F.
d) Nenhuma das alternativas.
17) Dentre as medidas para garantir os direitos das pessoas com deficiência apresentadas pelo Decreto nº 6.949, de 25 de agosto de 2009, assinale a alternativa INCORRETA:
a) Assegurar o pleno desenvolvimento, o avanço e o empoderamento das mulheres, a fim de garantirlhes o exercício e o gozo dos direitos humanos e liberdades fundamentais.
b) Assegurar que as crianças com deficiência tenham o direito de expressar livremente sua opinião sobre todos os assuntos que lhes disserem respeito e tenham a sua opinião devidamente valorizada de acordo com sua idade e maturidade.
c) Assegurar que as entidades privadas que oferecem instalações e serviços abertos ao público ou de uso público levem em consideração todos os aspectos relativos à acessibilidade para pessoas com deficiência.
d) Nenhuma das alternativas.
18) Considerando o 37º artigo da Constituição da República Federativa do Brasil, assinale a
alternativa INCORRETA quanto às afirmações sobre a administração pública:
a) Os cargos, empregos e funções públicas são acessíveis apenas aos brasileiros que preencham os requisitos estabelecidos em lei.
b) As funções de confiança e os cargos em comissão destinam-se apenas às atribuições de direção, chefia e assessoramento.
c) É vedada a acumulação remunerada de cargos públicos exceto, quando houver compatibilidade de horários.
d) Nenhuma das alternativas.
19) Com relação aos postulados da Constituição da República Federativa do Brasil sobre a educação, assinale a alternativa CORRETA:
a) A União aplicará, anualmente, nunca menos de dezoito, e os Estados, o Distrito Federal e os Municípios vinte por cento, no mínimo, da receita resultante de impostos, compreendida a proveniente de transferências, na manutenção e desenvolvimento do ensino.
b) As atividades de pesquisa, de extensão e de estímulo e fomento à inovação realizadas por universidades e/ou por instituições de educação profissional e tecnológica não poderão receber apoio financeiro do Poder Público.
c) O ensino é livre à iniciativa privada desde que sua qualidade possa ser avaliada pelo Poder Público.
d) Nenhuma das alternativas.
20) Leia o 227º artigo da Constituição da República Federativa do Brasil:
Art. 227. É dever da família, da sociedade e do Estado assegurar à criança, ao adolescente e ao jovem, com absoluta prioridade, o direito à vida, à saúde, à alimentação, à educação, ao lazer, à profissionalização, à cultura, à dignidade, ao respeito, à liberdade e à convivência familiar e comunitária, além de colocá-los a salvo de toda forma de negligência, discriminação, exploração, violência, crueldade e opressão.
Sobre o que dispõe esse artigo, assinale a alternativa CORRETA:
a) A adoção será assistida pelo Poder Público e não poderá ser realizada por estrangeiros.
b) A fim de articular as diversas esferas do poder público para a execução de políticas públicas aos jovens é estabelecido o plano nacional de juventude, de duração decenal.
c) Os menores de dezoito anos que realizarem ato infracional são considerados imputáveis e a eles é garantida a igualdade na relação processual e defesa técnica por profissional habilitado.
d) Nenhuma das alternativas.
Conhecimentos Específicos
21) Look at the picture, read the text and choose the correct alternative:
a) The boy only buys records when he has enough money.
b) The boy is happy because when he buys records he feels better.
c) The boy is neither happy nor sad; he is just showing off his new record.
d) None of the above.
22) On the assumption that beliefs are a form of thought, and that all humans have beliefs and developed them with interaction; we consequently thought different things in certain moments of our lives. When discussing about the nature of beliefs it makes the change of thought complex and difficult. Barcelos says that (2007) beliefs are more organized in central and in peripherals, besides that, they are more resistant to change. The core beliefs have four characteristics. According to the author, what are they? Choose the correct alternative:
a) (1)They are further interconnected to each other and, therefore, They communicate between one another and thus bring more effects for other beliefs; (2) are more related to the identity and the 'I' of the individual; (3) are shared with others; and (4) are derived from our direct experience ("seeing is believing").
b) (1)They are further interconnected to each other and, therefore, They communicate between one another and thus bring more side effects for other beliefs; (2) are more related to the identity and the 'I' of the individual; (3) are not shared with others; and (4) are derived from our direct experience ("seeing is not believing").
c) (1)They are not further interconnected to each other and, therefore, They don't communicate between one another and thus bring more side effects for other beliefs; (2) are more related to the identity the individual in a certain group; (3) are not shared with others; and (4) are derived from our direct experience ("seeing is not believing").
d) None of the above.
23) According to Barcelos (2007), "change the fact approach only occur in breaks after reflection and study''.To learn and teach the target without a change of beliefs of teachers is not an advance in education, changes made in other phases of the overall operation (planning, production materials and evaluation) will be only superficial transitions.Considering the four central characteristics,is it possible to change central teacher's beliefs? Choose the correct alternative:
a) The more central the teacher's beliefs, that is earlier incorporated, the more related to our emotion and identity, this means that it is impossible to change because it implies a change in the entire system.
b) The more central the teacher's beliefs, that is earlier incorporated, the more related to our emotion and identity, this means it is harder to change because it implicates a change in the entire system.
c) The more central the teacher's beliefs, that is earlier incorporated, the more related to our emotion and identity, this means it is simple to change, considering that there is a need to have an abandon of the old beliefs.
d) None of the above.
24) Graduating continuously also means being under the contradictory signs of conservation and innovation. Having reached a plateau of professional language teaching may seem comfortable to keep following with balance and without the danger to desire a change or a renewal. Anyway, it is up to the teacher always the challenge of thinking as a rolling stone, and as a professional, it deserves the look of the scientific observation. (BARCELOS, 2007). The author presents the teacher as the actor of the learning process; in relation to this subject choose the right alternative:
a) The author suggests keeping things the way they are as long as the teachers can, to control the professional plateau is the most important in the learning process, the student does not have a big part in this play.
b) The author suggests the teachers to make a self-analysis whenever they can to improve their teaching skills and provide good changes, this is called ‗'continuous formation''.
c) The author suggests the teachers to change their beliefs according to the student's needs. It is not important to have beliefs if you cannot teach your students well.
d) None of the above
25) Differently from what happens in other subjects, when learning a language what you have to learn is also immediately: the use of knowledge or what is learned and their use should come together in the process of teaching and learning
languages. Thus, characterizing the object of teaching means to characterize the knowledge and the uses people make of them to act in society. Therefore, when teaching a foreign language, it is essential a theoretical understanding of what is language, from the point of view of the knowledge required to use it and in relation to what they make of these knowledge to construct meaning in the social world (BRASIL, 1998). According to the social nature interaction of the English language, choose the correct alternative:
a) Every interactional meeting is carefully arranged by the social world that involves the institution, culture, history and religion.
b) When engaging in an interaction both written and oral, people do it to act in the social world at a given time and space in relation to whom they are addressed.
c) The construction of meaning is not social. The brands do not define social interaction (as poor, rich, women, men, black, white, gay, straight, old people, young people, people with special needs, speakers stigmatized varieties or not speakers of social prestige language etc.).
d) None of the above.
26) The essential role of education in the development of individuals and societies expands even more in the new millennium and arouse to the need of building a school dedicated to the training of citizens. We live at a time marked by competition and excellence, where scientific and technological advances define progress new requirements for young people who will enter the job market. This demand requires a review of their résumé, which guide the daily work performed by the teachers and education specialists of our country (BRASIL, 1998). In agreement to the Parametros Nacionais Curriculares choose the correct alternative:
a) They have the intention to explore and develop an educational lecture involving schools, parents, governments and society and give rise to a possible transformation in the Brazilian educational teachers.
b) They were developed looking for, on one hand, to respect regional and cultural differences, current policies in the country and on the other, to consider the need to build national common references to the educational process in all Brazilian regions.
c) They were created to provide conditions in schools, which allows our teachers to have access to the scenery of social produced knowledge and recognize them as necessary for the exercise of citizenship.
d) None of the above
27) It is expected that the PCNs to be used as a support to discussions and the development of the
education of a school project, allowing reflection on pedagogical practice, lesson planning's, analysis and selection of teaching materials and technological resources that can contribute to the training and professional development of an individual. In addition to these expectations, the PCNs also indicate goals as a target for elementary school students to achieve. What are they? Choose the correct alternative:
a) It is important to knowtheir own bodies and caring, valuing and adopting healthy habits as one of the basic aspects of quality life and acting reckless in relation to your health and collective health.
b) It is important to position yourself critically, to be responsible and constructive in different social situations, using the debate as a way to mediate conflicts and to make permanent decisions.
c) It is necessary to use different verbal languages, music, math, graphic, plastic and body as a mean to produce, express and communicate ideas, interpret and make use of cultural productions, in public and private contexts, attending to different intentions and situations of communication.
d) None of the above
28) Recently, in Applied Linguistics areaa lot have been discussed about the existence or not of an ideal teaching methodology and what contributions each studied method can bring to the English language teacher in the classroom. Regarding these discussions presented in Jalil and Procailo, (2009) it is correct to assure that:
a) Following an overview of the main methods and approaches postulated from the beginning of the twentieth century is the only way to reach an ideal methodology.
b) Evaluate the intention of each teacher, wondering what you cannot change or improve in order to maintain a single current methodology can be a solution to the problem.
c) A deep reflection about this subject encourages a change in the attitude of teachers and trainers of a foreign language , aiming at a critical selection and mapped methodological referrals that surround their practice.
d) None of the above.
29) Around the 70s and 80s of the twentieth century, some teachers and linguists noticed that the students were frequently able to produce correct sentences, but little was used in real communication and situations outside classroom. The concept of communicative competence defines that to be responsible communicatively speaking goes beyond the linguistic knowledge that a person may therefore be competent; communicatively speaking it also includes other skills (JALIL and PROCAILO, 2009). Regarding
the article, which are the other skills included? Choose the correct alternative:
a) Cultural competence, sociologic competence, written competence and strategical competence.
b) Cultural competence, sociolinguistic competence, written competence and theoretical competence.
c) Cultural competence, sociolinguistic competence, discursive competence and strategical competence.
d) None of the above.
30) The communicative approach in a foreign language class brought some consequences for the organization of experiences in the classroom. This new organization emerged in response to the dissatisfaction caused by the use of structuralist methods. Professionals began to realize that greater use of opportunities could fill the hours devoted to the study of a foreign language (ALMEIDA FILHO and BARBIRATO, 2000). Regarding this alternative promise of education, choose the correct alternative:
a) Innovations shall have the meaning to offer the learner opportunities with stronger direct experiences related to the foreign language, providing the student more enjoyment and better quality.
b) Innovations should not have the meaning to offer the learner opportunities with stronger experiences related to the foreign language, it should provide the student more communicative homework and consequently better grades.
c) Innovations should have the purpose to offer the learner opportunities with more written skills when teaching a foreign language.
d) None of the above.
31) In a communicative task-based approach not only the role of the teacher, but also the student were improved. The teacher does not have the transmitter role of knowledge planted in the center of all activities anymore. In relation to the activities in classroom, there is a tendency to use those that promote the use of contextualized language and as well as student motivation (ALMEIDA FILHO and BARBIRATO, 2000). According to the author, which of the communicative aspects should these tasks present? Choose the correct alternative:
a) allow participants to choose sources (verbal or nonverbal).
b) to focus on linguistic code and not on the message.
c) not be an opportunity for negotiation but perform a task.
d) none of the above.
J.K. Rowling's chair
Sixty-five thousand dollars is what it'll cost you to take a seat on this chair that J.K. Rowling used when she wrote the ―Harry Potter‖ series. The place that inspired ―Harry Potter‖ and created millions of so-called Potterheads is hitting the auction block – and with a hefty price tag.
Once owned by J.K. Rowling, it comes with a letter from the author explaining how sad she was to let it go. And valuers say the steep bidding price for the two together is worth every penny because of their importance in ―Harry Potter‖ history.
"Well, as a chair it's probably not very exciting and, in fact, she said at that time that it was something you'd pick up in a junkshop for a tenner, but it's really just a fact that she took the time to decorate it, and the fact that she actually wrote the books in it is important.But the fact that she took the time to decorate it and sign it and say, 'I wrote ‗Harry Potter' in this chair', I think, is very important.
There's not that many things in the ‗Harry Potter' world that are especially valuable because her books became so popular so fast, and then they were published in huge editions so they're not that uncommon."And just in case it wasn't clear enough, the sides of the chair are inscribed by the author herself with, "I wrote Harry Potter while sitting on this chair."
The live auction will be held at New York City's Waldorf Astoria Hotel and online for all the Potterheads out there who want to get their hands and their backsides on this significant seat.
32) The text is about J.K Rowling's chair, and how important it was for her to let it go. Regarding this issue, choose the correct alternative:
a) The chair is important because the author had pick it up in a junk shop.
b) The chair is important because it costs sixty thousand dollars.
c) The chair is so valuable because the author wrote Harry potter while sitting on it.
d) None of the above.
33) Considering the context choose the correct alternative for the highlighted expression below:
… something you'd pick up in a junk shop for a tenner.
a) A fifty-pound note.
b) A ten pound-note.
c) A five-pound-note.
d) None of the above.
34) What is the meaning of ''hefty'' in the text? Choose the correct alternative:
a) A very strange price tag.
b) A very big price tag.
c) A very sparkling price tag.
d) None of the above.
35) Look at the picture below and choose the alternative that best fits the meaning of the advertisement:
a) Baptist Church- God does not make misteakes.
b) Baptist Church- God does not make mistakes.
c) Baptist Church- God does not make misteikes.
d) None of the above.
36) In the chart below there are three phonetic transcriptions, look at them and choose the correct alternative:
a) Comfortable, abduction; elaborate.
b) Corporation, abduct; elaborated.
c) Confirmation, abduct; elaborate.
d) None of the above
37) Read the text below and choose the best alternative:
a) The cartoon presents the idea of someone comfortable with the ‗'war situation'' and ask them to stop.
b) The cartoon presents a request from someone who is apparently astonished with the ‗'war situation'' and ask them to kill each other now.
c) The cartoon presents a child who is exhausted of the ‗'war situation'' and makes an honest request for them to stop.
d) None of the above.
38) Read the Garfield cartoon below and choose the correct alternative:
a) In the second balloon the sentence ‗'This is a very rare species'' presents a connector mistake
b) In the second balloon the sentence ‗'This is a very rare species'' presents a spelling mistake
c) In the second balloon the sentence ‗'This is a very rare species'' does not present any mistake
d) None of the above
A head teacher has resigned from a west sussex primary school, saying "factory farming" children was failing to prepare them for the future.
Kit Messenger will leave Manor Field Primary in Burgess Hill at the end of the summer term, after 16 years. In a letter to governors, she cited the narrowing curriculum and government plans for all schools to be academies. The governors said they were saddened but supported the reasons for her resignation. Ms Messenger said she no longer felt able to achieve her vision for children at Manor Field in the current educational climate.
"The narrowing of the curriculum has increased significantly over the past two years ... the pressure to focus only on reading, writing and mathematics has become untenable," she said.
"I have increasingly felt that we are 'factory farming' our children and failing to prepare them adequately for a successful future."
The recent announcement that all schools should become academies has further strengthened my belief that now is the time to leave a career that has been central to my life for 23 years."
39) Regarding the text above, answer the question: What is the main topic? Choose the correct alternative:
a) The school is enjoying her resign and hopes for a someone to replace the head teacher in the future.
b) A head teacher resigned her job because she believes the system has become untenable and she cannot visualize a future.
10
c) The recent announcement of schools changing to academies is frightening kids and parents from a west sussex primary school.
d) None of the above.
40) What is the best meaning of the expression ''narrowing curriculum'' present in the text above?
a) Measuring only a small distance from one side
to the other, especially in relation to the length of the schools.
b) Preventing someone from developing a curriculum and doing what they are interested in for the future.
c) A situation in which you only just support danger, difficulties, or trouble at schools.
d) None of the above.
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### 4.3 Projections of population, 1971-2001 (concluded)
| Year | Population as at June 1 '000 | Annual rate of population growth % | Distribution by age |
|------|-----------------------------|-----------------------------------|---------------------|
| | | | 0-19 % | 20-44 % | 45-64 % | 65+ % |
| Projection C* | 21,568.3 | 1.1 | 39.4 | 33.9 | 43.8 | 8.1 |
| 1976 | 22,772.4 | 1.1 | 35.7 | 36.5 | 46.1 | 8.7 |
| 1981 | 24,041.4 | 1.1 | 32.0 | 39.6 | 48.6 | 9.5 |
| 1986 | 25,382.9 | 1.1 | 29.3 | 42.0 | 51.4 | 10.1 |
| 1991 | 26,591.4 | 0.9 | 28.4 | 41.5 | 53.4 | 11.0 |
| 1996 | 27,569.7 | 0.7 | 27.8 | 40.0 | 54.1 | 11.5 |
| 2001 | 28,369.7 | 0.5 | 26.7 | 37.9 | 54.6 | 11.8 |
The above figures represent new series of projections replacing those in the *1973 Canada Year Book* (see text in Section 4.1.3).
*Projection A assumptions: fertility will change from 2.19 children in 1971 to 2.60 by 1985; net migration gain 100,000 a year; and expectation of life at birth will increase to 70.2 years for males and 78.4 for females by 1986.
*Projection B assumptions: fertility will change to 2.20 children by 1985; net migration gain 60,000 a year; and mortality same as Projection A.
*Projection C assumptions: fertility will change to 1.80 children by 1985; net migration same as Projection B; and mortality same as Projection A.
### 4.4 Population and percentage change of population, by province, 1951-71
| Province or territory | Population | Percentage change | Average annual change |
|-----------------------|------------|-------------------|-----------------------|
| | 1951 | 1956 | 1961 | 1966 | 1971 |
| Newfoundland | 361,416 | 415,074 | 457,853 | 493,396 | 522,104 |
| Prince Edward Island | 98,429 | 99,285 | 104,629 | 108,535 | 111,641 |
| Nova Scotia | 642,584 | 694,717 | 737,007 | 756,039 | 788,960 |
| New Brunswick | 315,897 | 354,616 | 397,936 | 616,788 | 639,537 |
| Quebec | 4,055,081 | 4,428,278 | 5,259,311 | 5,747,845 | 6,277,764 |
| Ontario | 4,597,542 | 5,404,933 | 6,236,092 | 6,960,870 | 7,703,106 |
| Manitoba | 776,541 | 850,040 | 921,686 | 963,066 | 988,247 |
| Saskatchewan | 831,728 | 880,665 | 925,181 | 955,344 | 926,242 |
| Alberta | 939,101 | 1,123,116 | 1,337,944 | 1,467,003 | 1,627,874 |
| British Columbia | 1,165,210 | 1,398,464 | 1,629,082 | 1,873,674 | 2,184,621 |
| Yukon Territory | 9,096 | 12,190 | 14,628 | 14,382 | 18,388 |
| Northwest Territories | 16,004 | 19,313 | 22,998 | 28,738 | 34,807 |
| Canada | 14,009,429 | 16,080,791 | 18,238,247 | 20,014,880 | 21,568,311 |
| | 1951-56 | 1956-61 | 1961-66 | 1966-71 | 1951-71 | 1966-71 |
| Newfoundland | 14.8 | 10.3 | 7.8 | 5.8 | 1.9 | 1.1 |
| Prince Edward Island | 0.9 | 5.4 | 3.7 | 2.9 | 0.6 | 0.6 |
| Nova Scotia | 8.1 | 6.1 | 2.6 | 4.4 | 1.0 | 0.9 |
| New Brunswick | 7.5 | 7.8 | 3.2 | 2.0 | 1.0 | 0.6 |
| Quebec | 14.1 | 13.6 | 9.9 | 4.3 | 2.0 | 0.8 |
| Ontario | 17.6 | 15.4 | 11.6 | 10.7 | 2.6 | 2.0 |
| Manitoba | 9.5 | 8.4 | 4.5 | 2.6 | 1.2 | 0.5 |
| Saskatchewan | 5.9 | 5.1 | 3.3 | -3.0 | 0.5 | -0.6 |
| Alberta | 19.5 | 18.6 | 9.9 | 11.2 | 2.8 | 2.2 |
| British Columbia | 20.0 | 16.5 | 15.0 | 16.6 | 3.2 | 2.1 |
| Yukon Territory | 34.0 | 20.0 | -1.7 | 27.8 | 3.6 | 5.0 |
| Northwest Territories | 20.7 | 19.1 | 25.0 | 21.1 | 4.0 | 3.9 |
| Canada | 14.8 | 13.4 | 9.7 | 7.8 | 2.2 | 1.5 |
### 4.5 Components of population change, by province, 1961-66 and 1966-71
| Province or territory | Total population change | Natural increase | Net migration |
|-----------------------|-------------------------|------------------|---------------|
| | 1961-66 | 1966-71 | 1961-66 | 1966-71 |
| Newfoundland | 35,543 | 28,708 | 59,577 | 49,086 | -24,034 | -20,388 |
| Prince Edward Island | 3,906 | 3,106 | 5,306 | 5,293 | 1,400 | -2,101 |
| Nova Scotia | 9,032 | 37,921 | 59,526 | 37,418 | -20,494 | -4,497 |
| New Brunswick | 18,852 | 17,769 | 53,229 | 35,233 | -34,377 | -17,464 |
| Quebec | 521,634 | 246,919 | 457,717 | 288,727 | 63,917 | -41,808 |
| Ontario | 724,778 | 742,236 | 487,852 | 373,072 | 236,926 | 369,164 |
| Manitoba | 41,380 | 25,181 | 10,340 | 4,991 | -28,949 | -25,979 |
| Saskatchewan | 30,163 | 29,102 | 7,061 | 50,867 | -45,228 | -79,969 |
| Alberta | 131,259 | 164,671 | 134,607 | 105,293 | -3,348 | 59,378 |
| British Columbia | 244,592 | 310,947 | 104,103 | 88,494 | 140,489 | 222,453 |
| Yukon Territory and | 5,494 | 10,075 | 6,745 | 6,720 | -1,251 | 3,355 |
| Northwest Territories | | | | | | |
| Canada | 1,776,633 | 1,553,431 | 1,517,893 | 1,089,387 | 258,740 | 464,044 |
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Linha Azul 808 200 166 / 226 158 158
Porto Tram City Tour
What is Porto Tram City Tour?
The network of electric historical tramcars of STCP, SA - Porto Tram City Tour – constitutes an inescapable ex-libris of Oporto city. With a history dating back to 1872, when the first line of "American cars" of the city of Porto was inaugurated, the network of electric cars is currently constituted by 3 distinct STCP lines that run through the most emblematic areas of the city:
G Line 1, or riverside line, makes the route between the historic centre of Porto and the garden of Passeio Alegre on a single path along the banks of the River Douro;
G Line 22 , or Low line, which traverses the emblematic streets of the city centre of Porto in a circular route between Casey and Battle/Guindais.
G Line 18 , or restore Line, which runs between Massarelos and the Carmo on a path that connects the historic parish of Massarelos to Garden of cordage, rope, Twine and its surroundings;
When can I travel in Porto Tram City Tour?
Porto Tram City Tour operates daily, with a variable timetable according to the seasons. Please check timetables clicking on each line:
Line 1
Line 18
Line 22
What's the cost of the tickets of Porto Tram City Tour?
G Single ticket (valid for one trip, only available on board): € 3.00 * from february 7th 3.50€
G 2 days adult ticket: € 10.00
G 2 travel tickets on some day: 6.00€ *from february 7th
G 2 days child ticket (from ages 4 to 12): € 5.00
Where can I purchase Porto Tram City Tour tickets?
G The Board of the STCP electric
G Hotels (only 2 days)
G Electric Car Museum (only 2 days)
G Travel agencies (only 2 days)
G Selected kiosks (only 2 days)
Other titles are valid on the lines of the Porto Tram City Tour?
G STCP monthly tickets G Andante monthly tickets with the zones:
G
G
Porto
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| Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
|--------|--------|--------|--------|--------|
| 1 | 2 | 3 | 4 | 5 |
| 6 | 7 | 8 | 9 | 10 |
| 11 | 12 | 13 | 14 | 15 |
| 16 | 17 | 18 | 19 | 20 |
| 21 | 22 | 23 | 24 | 25 |
| 26 | 27 | 28 | 29 | 30 |
| 31 | 32 | 33 | 34 | 35 |
| 36 | 37 | 38 | 39 | 40 |
| 41 | 42 | 43 | 44 | 45 |
| 46 | 47 | 48 | 49 | 50 |
| 51 | 52 | 53 | 54 | 55 |
| 56 | 57 | 58 | 59 | 60 |
| 61 | 62 | 63 | 64 | 65 |
| 66 | 67 | 68 | 69 | 70 |
| 71 | 72 | 73 | 74 | 75 |
| 76 | 77 | 78 | 79 | 80 |
| 81 | 82 | 83 | 84 | 85 |
| 86 | 87 | 88 | 89 | 90 |
| 91 | 92 | 93 | 94 | 95 |
| 96 | 97 | 98 | 99 | 100 |
| 101 | 102 | 103 | 104 | 105 |
| 106 | 107 | 108 | 109 | 110 |
| 111 | 112 | 113 | 114 | 115 |
| 116 | 117 | 118 | 119 | 120 |
| 121 | 122 | 123 | 124 | 125 |
| 126 | 127 | 128 | 129 | 130 |
| 131 | 132 | 133 | 134 | 135 |
| 136 | 137 | 138 | 139 | 140 |
| 141 | 142 | 143 | 144 | 145 |
| 146 | 147 | 148 | 149 | 150 |
| 151 | 152 | 153 | 154 | 155 |
| 156 | 157 | 158 | 159 | 160 |
| 161 | 162 | 163 | 164 | 165 |
| 166 | 167 | 168 | 169 | 170 |
| 171 | 172 | 173 | 174 | 175 |
| 176 | 177 | 178 | 179 | 180 |
| 181 | 182 | 183 | 184 | 185 |
| 186 | 187 | 188 | 189 | 190 |
| 191 | 192 | 193 | 194 | 195 |
| 196 | 197 | 198 | 199 | 200 |
**Table (2). 1.1.1a. Page 5 of 102**
Copyright (C) 2016-17. All rights reserved.
Rev. Date
Version: 12.02.2017
| Word of 151 | word connotational types, if any, are those with the same number of members |
|------------|--------------------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational types, if any, are those with the same number of members |
|------------|--------------------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational types, if any, are those with the same number of members |
|------------|--------------------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of Order | 100 to 150 | 151 to 200 | 201 to 250 | 251 to 300 | 301 to 350 | 351 to 400 | 401 to 450 | 451 to 500 | 501 to 550 | 551 to 600 | 601 to 650 | 651 to 700 | 701 to 750 | 751 to 800 | 801 to 850 | 851 to 900 | 901 to 950 | 951 to 1000 |
|---------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|
| 100 | | | | | | | | | | | | | | | | | | |
| 101 | | | | | | | | | | | | | | | | | | |
| 102 | | | | | | | | | | | | | | | | | | |
| 103 | | | | | | | | | | | | | | | | | | |
| 104 | | | | | | | | | | | | | | | | | | |
| 105 | | | | | | | | | | | | | | | | | | |
| 106 | | | | | | | | | | | | | | | | | | |
| 107 | | | | | | | | | | | | | | | | | | |
| 108 | | | | | | | | | | | | | | | | | | |
| 109 | | | | | | | | | | | | | | | | | | |
| 110 | | | | | | | | | | | | | | | | | | |
| 111 | | | | | | | | | | | | | | | | | | |
| 112 | | | | | | | | | | | | | | | | | | |
| 113 | | | | | | | | | | | | | | | | | | |
| 114 | | | | | | | | | | | | | | | | | | |
| 115 | | | | | | | | | | | | | | | | | | |
| 116 | | | | | | | | | | | | | | | | | | |
| 117 | | | | | | | | | | | | | | | | | | |
| 118 | | | | | | | | | | | | | | | | | | |
| 119 | | | | | | | | | | | | | | | | | | |
| 120 | | | | | | | | | | | | | | | | | | |
| 121 | | | | | | | | | | | | | | | | | | |
| 122 | | | | | | | | | | | | | | | | | | |
| 123 | | | | | | | | | | | | | | | | | | |
| 124 | | | | | | | | | | | | | | | | | | |
| 125 | | | | | | | | | | | | | | | | | | |
| 126 | | | | | | | | | | | | | | | | | | |
| 127 | | | | | | | | | | | | | | | | | | |
| 128 | | | | | | | | | | | | | | | | | | |
| 129 | | | | | | | | | | | | | | | | | | |
| 130 | | | | | | | | | | | | | | | | | | |
| 131 | | | | | | | | | | | | | | | | | | |
| 132 | | | | | | | | | | | | | | | | | | |
| 133 | | | | | | | | | | | | | | | | | | |
| 134 | | | | | | | | | | | | | | | | | | |
| 135 | | | | | | | | | | | | | | | | | | |
| 136 | | | | | | | | | | | | | | | | | | |
| 137 | | | | | | | | | | | | | | | | | | |
| 138 | | | | | | | | | | | | | | | | | | |
| 139 | | | | | | | | | | | | | | | | | | |
| 140 | | | | | | | | | | | | | | | | | | |
| 141 | | | | | | | | | | | | | | | | | | |
| 142 | | | | | | | | | | | | | | | | | | |
| 143 | | | | | | | | | | | | | | | | | | |
| 144 | | | | | | | | | | | | | | | | | | |
| 145 | | | | | | | | | | | | | | | | | | |
| 146 | | | | | | | | | | | | | | | | | | |
| 147 | | | | | | | | | | | | | | | | | | |
| 148 | | | | | | | | | | | | | | | | | | |
| 149 | | | | | | | | | | | | | | | | | | |
| 150 | | | | | | | | | | | | | | | | | | |
**Note:** The words are grouped into sets of 50, and each set is further divided into 10 groups of 5 words each. The words are listed in numerical order from 100 to 150, then 151 to 200, and so on. Each group contains 5 words, and the words are listed in numerical order within each group.
| No | Word of Study | Word of Study | Word of Study | Word of Study | Word of Study | Word of Study | Word of Study | Word of Study | Word of Study | Word of Study |
|----|---------------|---------------|---------------|---------------|---------------|---------------|---------------|---------------|---------------|---------------|
| | | | | | | | | | | |
| 56 | 56 | 56 | 56 | 56 | 56 | 56 | 56 | 56 | 56 | 56 |
| 57 | 57 | 57 | 57 | 57 | 57 | 57 | 57 | 57 | 57 | 57 |
| 58 | 58 | 58 | 58 | 58 | 58 | 58 | 58 | 58 | 58 | 58 |
| 59 | 59 | 59 | 59 | 59 | 59 | 59 | 59 | 59 | 59 | 59 |
| 60 | 60 | 60 | 60 | 60 | 60 | 60 | 60 | 60 | 60 | 60 |
| 61 | 61 | 61 | 61 | 61 | 61 | 61 | 61 | 61 | 61 | 61 |
| 62 | 62 | 62 | 62 | 62 | 62 | 62 | 62 | 62 | 62 | 62 |
| 63 | 63 | 63 | 63 | 63 | 63 | 63 | 63 | 63 | 63 | 63 |
| 64 | 64 | 64 | 64 | 64 | 64 | 64 | 64 | 64 | 64 | 64 |
| 65 | 65 | 65 | 65 | 65 | 65 | 65 | 65 | 65 | 65 | 65 |
| 66 | 66 | 66 | 66 | 66 | 66 | 66 | 66 | 66 | 66 | 66 |
| 67 | 67 | 67 | 67 | 67 | 67 | 67 | 67 | 67 | 67 | 67 |
| 68 | 68 | 68 | 68 | 68 | 68 | 68 | 68 | 68 | 68 | 68 |
| 69 | 69 | 69 | 69 | 69 | 69 | 69 | 69 | 69 | 69 | 69 |
| 70 | 70 | 70 | 70 | 70 | 70 | 70 | 70 | 70 | 70 | 70 |
| 71 | 71 | 71 | 71 | 71 | 71 | 71 | 71 | 71 | 71 | 71 |
| 72 | 72 | 72 | 72 | 72 | 72 | 72 | 72 | 72 | 72 | 72 |
| 73 | 73 | 73 | 73 | 73 | 73 | 73 | 73 | 73 | 73 | 73 |
| 74 | 74 | 74 | 74 | 74 | 74 | 74 | 74 | 74 | 74 | 74 |
| 75 | 75 | 75 | 75 | 75 | 75 | 75 | 75 | 75 | 75 | 75 |
| 76 | 76 | 76 | 76 | 76 | 76 | 76 | 76 | 76 | 76 | 76 |
| 77 | 77 | 77 | 77 | 77 | 77 | 77 | 77 | 77 | 77 | 77 |
| 78 | 78 | 78 | 78 | 78 | 78 | 78 | 78 | 78 | 78 | 78 |
| 79 | 79 | 79 | 79 | 79 | 79 | 79 | 79 | 79 | 79 | 79 |
| 80 | 80 | 80 | 80 | 80 | 80 | 80 | 80 | 80 | 80 | 80 |
| 81 | 81 | 81 | 81 | 81 | 81 | 81 | 81 | 81 | 81 | 81 |
| 82 | 82 | 82 | 82 | 82 | 82 | 82 | 82 | 82 | 82 | 82 |
| 83 | 83 | 83 | 83 | 83 | 83 | 83 | 83 | 83 | 83 | 83 |
| 84 | 84 | 84 | 84 | 84 | 84 | 84 | 84 | 84 | 84 | 84 |
| 85 | 85 | 85 | 85 | 85 | 85 | 85 | 85 | 85 | 85 | 85 |
| 86 | 86 | 86 | 86 | 86 | 86 | 86 | 86 | 86 | 86 | 86 |
| 87 | 87 | 87 | 87 | 87 | 87 | 87 | 87 | 87 | 87 | 87 |
| 88 | 88 | 88 | 88 | 88 | 88 | 88 | 88 | 88 | 88 | 88 |
| 89 | 89 | 89 | 89 | 89 | 89 | 89 | 89 | 89 | 89 | 89 |
| 90 | 90 | 90 | 90 | 90 | 90 | 90 | 90 | 90 | 90 | 90 |
| 91 | 91 | 91 | 91 | 91 | 91 | 91 | 91 | 91 | 91 | 91 |
| 92 | 92 | 92 | 92 | 92 | 92 | 92 | 92 | 92 | 92 | 92 |
| 93 | 93 | 93 | 93 | 93 | 93 | 93 | 93 | 93 | 93 | 93 |
| 94 | 94 | 94 | 94 | 94 | 94 | 94 | 94 | 94 | 94 | 94 |
| 95 | 95 | 95 | 95 | 95 | 95 | 95 | 95 | 95 | 95 | 95 |
| 96 | 96 | 96 | 96 | 96 | 96 | 96 | 96 | 96 | 96 | 96 |
| 97 | 97 | 97 | 97 | 97 | 97 | 97 | 97 | 97 | 97 | 97 |
| 98 | 98 | 98 | 98 | 98 | 98 | 98 | 98 | 98 | 98 | 98 |
| 99 | 99 | 99 | 99 | 99 | 99 | 99 | 99 | 99 | 99 | 99 |
| 100| 100 | 100 | 100 | 100 | 100 | 100 | 100 | 100 | 100 | 100 |
Copyright (C) 2016-18. All rights reserved.
Rev. Date: Revision: 10.08.2018
| Word of Order | 100 to 150 | 151 to 200 | 201 to 250 | 251 to 300 | 301 to 350 | 351 to 400 | 401 to 450 | 451 to 500 | 501 to 550 | 551 to 600 | 601 to 650 | 651 to 700 | 701 to 750 | 751 to 800 | 801 to 850 | 851 to 900 | 901 to 950 | 951 to 1000 |
|---------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|
| 100 | | | | | | | | | | | | | | | | | | |
| 101 | | | | | | | | | | | | | | | | | | |
| 102 | | | | | | | | | | | | | | | | | | |
| 103 | | | | | | | | | | | | | | | | | | |
| 104 | | | | | | | | | | | | | | | | | | |
| 105 | | | | | | | | | | | | | | | | | | |
| 106 | | | | | | | | | | | | | | | | | | |
| 107 | | | | | | | | | | | | | | | | | | |
| 108 | | | | | | | | | | | | | | | | | | |
| 109 | | | | | | | | | | | | | | | | | | |
| 110 | | | | | | | | | | | | | | | | | | |
| 111 | | | | | | | | | | | | | | | | | | |
| 112 | | | | | | | | | | | | | | | | | | |
| 113 | | | | | | | | | | | | | | | | | | |
| 114 | | | | | | | | | | | | | | | | | | |
| 115 | | | | | | | | | | | | | | | | | | |
| 116 | | | | | | | | | | | | | | | | | | |
| 117 | | | | | | | | | | | | | | | | | | |
| 118 | | | | | | | | | | | | | | | | | | |
| 119 | | | | | | | | | | | | | | | | | | |
| 120 | | | | | | | | | | | | | | | | | | |
| 121 | | | | | | | | | | | | | | | | | | |
| 122 | | | | | | | | | | | | | | | | | | |
| 123 | | | | | | | | | | | | | | | | | | |
| 124 | | | | | | | | | | | | | | | | | | |
| 125 | | | | | | | | | | | | | | | | | | |
| 126 | | | | | | | | | | | | | | | | | | |
| 127 | | | | | | | | | | | | | | | | | | |
| 128 | | | | | | | | | | | | | | | | | | |
| 129 | | | | | | | | | | | | | | | | | | |
| 130 | | | | | | | | | | | | | | | | | | |
| 131 | | | | | | | | | | | | | | | | | | |
| 132 | | | | | | | | | | | | | | | | | | |
| 133 | | | | | | | | | | | | | | | | | | |
| 134 | | | | | | | | | | | | | | | | | | |
| 135 | | | | | | | | | | | | | | | | | | |
| 136 | | | | | | | | | | | | | | | | | | |
| 137 | | | | | | | | | | | | | | | | | | |
| 138 | | | | | | | | | | | | | | | | | | |
| 139 | | | | | | | | | | | | | | | | | | |
| 140 | | | | | | | | | | | | | | | | | | |
| 141 | | | | | | | | | | | | | | | | | | |
| 142 | | | | | | | | | | | | | | | | | | |
| 143 | | | | | | | | | | | | | | | | | | |
| 144 | | | | | | | | | | | | | | | | | | |
| 145 | | | | | | | | | | | | | | | | | | |
| 146 | | | | | | | | | | | | | | | | | | |
| 147 | | | | | | | | | | | | | | | | | | |
| 148 | | | | | | | | | | | | | | | | | | |
| 149 | | | | | | | | | | | | | | | | | | |
| 150 | | | | | | | | | | | | | | | | | | |
**Note:** The words are grouped into sets of 50, and each set is further divided into 10 groups of 5 words each. The words are listed in numerical order from 100 to 150, then from 151 to 200, and so on. Each group contains 5 words that are grouped together based on their numerical order.
| Word of 151 | word containing 151, if any, are those with the same number of members |
|------------|---------------------------------------------------------------------|
| | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 |
| Word of 151 | word containing 151, if any, are those with the same number of members |
|------------|---------------------------------------------------------------------|
| | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 |
| Word of 151 | word containing 151, if any, are those with the same number of members |
|------------|---------------------------------------------------------------------|
| | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 |
| Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
|--------|--------|--------|--------|--------|
| 501 | 502 | 503 | 504 | 505 |
| 506 | 507 | 508 | 509 | 510 |
| 511 | 512 | 513 | 514 | 515 |
| 516 | 517 | 518 | 519 | 520 |
| 521 | 522 | 523 | 524 | 525 |
| 526 | 527 | 528 | 529 | 530 |
| 531 | 532 | 533 | 534 | 535 |
| 536 | 537 | 538 | 539 | 540 |
| 541 | 542 | 543 | 544 | 545 |
| 546 | 547 | 548 | 549 | 550 |
| 551 | 552 | 553 | 554 | 555 |
| 556 | 557 | 558 | 559 | 560 |
| 561 | 562 | 563 | 564 | 565 |
| 566 | 567 | 568 | 569 | 570 |
| 571 | 572 | 573 | 574 | 575 |
| 576 | 577 | 578 | 579 | 580 |
| 581 | 582 | 583 | 584 | 585 |
| 586 | 587 | 588 | 589 | 590 |
| 591 | 592 | 593 | 594 | 595 |
| 596 | 597 | 598 | 599 | 600 |
| 601 | 602 | 603 | 604 | 605 |
| 606 | 607 | 608 | 609 | 610 |
| 611 | 612 | 613 | 614 | 615 |
| 616 | 617 | 618 | 619 | 620 |
| 621 | 622 | 623 | 624 | 625 |
| 626 | 627 | 628 | 629 | 630 |
| 631 | 632 | 633 | 634 | 635 |
| 636 | 637 | 638 | 639 | 640 |
| 641 | 642 | 643 | 644 | 645 |
| 646 | 647 | 648 | 649 | 650 |
| 651 | 652 | 653 | 654 | 655 |
| 656 | 657 | 658 | 659 | 660 |
| 661 | 662 | 663 | 664 | 665 |
| 666 | 667 | 668 | 669 | 670 |
| 671 | 672 | 673 | 674 | 675 |
| 676 | 677 | 678 | 679 | 680 |
| 681 | 682 | 683 | 684 | 685 |
| 686 | 687 | 688 | 689 | 690 |
| 691 | 692 | 693 | 694 | 695 |
| 696 | 697 | 698 | 699 | 700 |
| 701 | 702 | 703 | 704 | 705 |
| 706 | 707 | 708 | 709 | 710 |
| 711 | 712 | 713 | 714 | 715 |
| 716 | 717 | 718 | 719 | 720 |
| 721 | 722 | 723 | 724 | 725 |
| 726 | 727 | 728 | 729 | 730 |
| 731 | 732 | 733 | 734 | 735 |
| 736 | 737 | 738 | 739 | 740 |
| 741 | 742 | 743 | 744 | 745 |
| 746 | 747 | 748 | 749 | 750 |
| 751 | 752 | 753 | 754 | 755 |
| 756 | 757 | 758 | 759 | 760 |
| 761 | 762 | 763 | 764 | 765 |
| 766 | 767 | 768 | 769 | 770 |
| 771 | 772 | 773 | 774 | 775 |
| 776 | 777 | 778 | 779 | 780 |
| 781 | 782 | 783 | 784 | 785 |
| 786 | 787 | 788 | 789 | 790 |
| 791 | 792 | 793 | 794 | 795 |
| 796 | 797 | 798 | 799 | 800 |
| 801 | 802 | 803 | 804 | 805 |
| 806 | 807 | 808 | 809 | 810 |
| 811 | 812 | 813 | 814 | 815 |
| 816 | 817 | 818 | 819 | 820 |
| 821 | 822 | 823 | 824 | 825 |
| 826 | 827 | 828 | 829 | 830 |
| 831 | 832 | 833 | 834 | 835 |
| 836 | 837 | 838 | 839 | 840 |
| 841 | 842 | 843 | 844 | 845 |
| 846 | 847 | 848 | 849 | 850 |
| 851 | 852 | 853 | 854 | 855 |
| 856 | 857 | 858 | 859 | 860 |
| 861 | 862 | 863 | 864 | 865 |
| 866 | 867 | 868 | 869 | 870 |
| 871 | 872 | 873 | 874 | 875 |
| 876 | 877 | 878 | 879 | 880 |
| 881 | 882 | 883 | 884 | 885 |
| 886 | 887 | 888 | 889 | 890 |
| 891 | 892 | 893 | 894 | 895 |
| 896 | 897 | 898 | 899 | 900 |
| 901 | 902 | 903 | 904 | 905 |
| 906 | 907 | 908 | 909 | 910 |
| 911 | 912 | 913 | 914 | 915 |
| 916 | 917 | 918 | 919 | 920 |
| 921 | 922 | 923 | 924 | 925 |
| 926 | 927 | 928 | 929 | 930 |
| 931 | 932 | 933 | 934 | 935 |
| 936 | 937 | 938 | 939 | 940 |
| 941 | 942 | 943 | 944 | 945 |
| 946 | 947 | 948 | 949 | 950 |
| 951 | 952 | 953 | 954 | 955 |
| 956 | 957 | 958 | 959 | 960 |
| 961 | 962 | 963 | 964 | 965 |
| 966 | 967 | 968 | 969 | 970 |
| 971 | 972 | 973 | 974 | 975 |
| 976 | 977 | 978 | 979 | 980 |
| 981 | 982 | 983 | 984 | 985 |
| 986 | 987 | 988 | 989 | 990 |
| 991 | 992 | 993 | 994 | 995 |
| 996 | 997 | 998 | 999 | 1000 |
**Table 22.11a: Page 17 of 602**
Copyright (C) 2016-17. All rights reserved.
By Gaur
Version: 12.00.00.01
| Word of 151 | word combinatorial, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word combinatorial, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word combinatorial, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of Order | 100 to 150 | 151 to 200 | 201 to 250 | 251 to 300 | 301 to 350 | 351 to 400 | 401 to 450 | 451 to 500 | 501 to 550 | 551 to 600 | 601 to 650 | 651 to 700 | 701 to 750 | 751 to 800 | 801 to 850 | 851 to 900 | 901 to 950 | 951 to 1000 |
|---------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|
| 100 | | | | | | | | | | | | | | | | | | |
| 101 | | | | | | | | | | | | | | | | | | |
| 102 | | | | | | | | | | | | | | | | | | |
| 103 | | | | | | | | | | | | | | | | | | |
| 104 | | | | | | | | | | | | | | | | | | |
| 105 | | | | | | | | | | | | | | | | | | |
| 106 | | | | | | | | | | | | | | | | | | |
| 107 | | | | | | | | | | | | | | | | | | |
| 108 | | | | | | | | | | | | | | | | | | |
| 109 | | | | | | | | | | | | | | | | | | |
| 110 | | | | | | | | | | | | | | | | | | |
| 111 | | | | | | | | | | | | | | | | | | |
| 112 | | | | | | | | | | | | | | | | | | |
| 113 | | | | | | | | | | | | | | | | | | |
| 114 | | | | | | | | | | | | | | | | | | |
| 115 | | | | | | | | | | | | | | | | | | |
| 116 | | | | | | | | | | | | | | | | | | |
| 117 | | | | | | | | | | | | | | | | | | |
| 118 | | | | | | | | | | | | | | | | | | |
| 119 | | | | | | | | | | | | | | | | | | |
| 120 | | | | | | | | | | | | | | | | | | |
| 121 | | | | | | | | | | | | | | | | | | |
| 122 | | | | | | | | | | | | | | | | | | |
| 123 | | | | | | | | | | | | | | | | | | |
| 124 | | | | | | | | | | | | | | | | | | |
| 125 | | | | | | | | | | | | | | | | | | |
| 126 | | | | | | | | | | | | | | | | | | |
| 127 | | | | | | | | | | | | | | | | | | |
| 128 | | | | | | | | | | | | | | | | | | |
| 129 | | | | | | | | | | | | | | | | | | |
| 130 | | | | | | | | | | | | | | | | | | |
| 131 | | | | | | | | | | | | | | | | | | |
| 132 | | | | | | | | | | | | | | | | | | |
| 133 | | | | | | | | | | | | | | | | | | |
| 134 | | | | | | | | | | | | | | | | | | |
| 135 | | | | | | | | | | | | | | | | | | |
| 136 | | | | | | | | | | | | | | | | | | |
| 137 | | | | | | | | | | | | | | | | | | |
| 138 | | | | | | | | | | | | | | | | | | |
| 139 | | | | | | | | | | | | | | | | | | |
| 140 | | | | | | | | | | | | | | | | | | |
| 141 | | | | | | | | | | | | | | | | | | |
| 142 | | | | | | | | | | | | | | | | | | |
| 143 | | | | | | | | | | | | | | | | | | |
| 144 | | | | | | | | | | | | | | | | | | |
| 145 | | | | | | | | | | | | | | | | | | |
| 146 | | | | | | | | | | | | | | | | | | |
| 147 | | | | | | | | | | | | | | | | | | |
| 148 | | | | | | | | | | | | | | | | | | |
| 149 | | | | | | | | | | | | | | | | | | |
| 150 | | | | | | | | | | | | | | | | | | |
**Note:** The words are listed in alphabetical order, and each word is followed by its frequency count.
| Word of Order | 100 to 150 | 150 to 200 | 200 to 250 | 250 to 300 | 300 to 350 | 350 to 400 | 400 to 450 | 450 to 500 | 500 to 550 | 550 to 600 | 600 to 650 | 650 to 700 | 700 to 750 | 750 to 800 | 800 to 850 | 850 to 900 | 900 to 950 | 950 to 1000 |
|---------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|
| 100 | | | | | | | | | | | | | | | | | |
| 101 | | | | | | | | | | | | | | | | | |
| 102 | | | | | | | | | | | | | | | | | |
| 103 | | | | | | | | | | | | | | | | | |
| 104 | | | | | | | | | | | | | | | | | |
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| 150 | | | | | | | | | | | | | | | | | |
**Note:** Words in bold are those with the same number of syllables.
| Word 4 | Word 3 | Word 2 | Word 1 | Word 0 |
|--------|--------|--------|--------|--------|
| 0000 | 0000 | 0000 | 0000 | 0000 |
| 0001 | 0001 | 0001 | 0001 | 0001 |
| 0010 | 0010 | 0010 | 0010 | 0010 |
| 0011 | 0011 | 0011 | 0011 | 0011 |
| 0100 | 0100 | 0100 | 0100 | 0100 |
| 0101 | 0101 | 0101 | 0101 | 0101 |
| 0110 | 0110 | 0110 | 0110 | 0110 |
| 0111 | 0111 | 0111 | 0111 | 0111 |
| 1000 | 1000 | 1000 | 1000 | 1000 |
| 1001 | 1001 | 1001 | 1001 | 1001 |
| 1010 | 1010 | 1010 | 1010 | 1010 |
| 1011 | 1011 | 1011 | 1011 | 1011 |
| 1100 | 1100 | 1100 | 1100 | 1100 |
| 1101 | 1101 | 1101 | 1101 | 1101 |
| 1110 | 1110 | 1110 | 1110 | 1110 |
| 1111 | 1111 | 1111 | 1111 | 1111 |
| Word 4 | Word 3 | Word 2 | Word 1 | Word 0 |
|--------|--------|--------|--------|--------|
| 0000 | 0000 | 0000 | 0000 | 0000 |
| 0001 | 0001 | 0001 | 0001 | 0001 |
| 0010 | 0010 | 0010 | 0010 | 0010 |
| 0011 | 0011 | 0011 | 0011 | 0011 |
| 0100 | 0100 | 0100 | 0100 | 0100 |
| 0101 | 0101 | 0101 | 0101 | 0101 |
| 0110 | 0110 | 0110 | 0110 | 0110 |
| 0111 | 0111 | 0111 | 0111 | 0111 |
| 1000 | 1000 | 1000 | 1000 | 1000 |
| 1001 | 1001 | 1001 | 1001 | 1001 |
| 1010 | 1010 | 1010 | 1010 | 1010 |
| 1011 | 1011 | 1011 | 1011 | 1011 |
| 1100 | 1100 | 1100 | 1100 | 1100 |
| 1101 | 1101 | 1101 | 1101 | 1101 |
| 1110 | 1110 | 1110 | 1110 | 1110 |
| 1111 | 1111 | 1111 | 1111 | 1111 |
| Word of Order | 100 to 50 | 50 to 25 | 25 to 10 | 10 to 5 | 5 to 2.5 | 2.5 to 1 | 1 to 0.5 | 0.5 to 0 |
|---------------|-----------|----------|---------|--------|----------|---------|---------|---------|
| 0 | | | | | | | | |
| 001 | | | | | | | | |
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| 099 | | | | | | | | |
| 100 | | | | | | | | |
| Word of Order | 100 to 50 | 50 to 25 | 25 to 10 | 10 to 5 | 5 to 2.5 | 2.5 to 1 | 1 to 0.5 | 0.5 to 0 |
|---------------|-----------|----------|---------|--------|----------|---------|---------|---------|
| 0 | | | | | | | | |
| 1 | | | | | | | | |
| 2 | | | | | | | | |
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| 100 | | | | | | | | |
| Word of 151 | word connotational, if any, are those with the same number of members |
|------------|---------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of members |
|------------|---------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of members |
|------------|---------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational types, if any, are those with the same number of members |
|------------|--------------------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational types, if any, are those with the same number of members |
|------------|--------------------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational types, if any, are those with the same number of members |
|------------|--------------------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word combinatorial logic, if any, are those with the same number of modules |
|------------|--------------------------------------------------------------------------------|
| | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word combinatorial logic, if any, are those with the same number of modules |
|------------|--------------------------------------------------------------------------------|
| | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word combinatorial logic, if any, are those with the same number of modules |
|------------|--------------------------------------------------------------------------------|
| | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of Trust | word concretization, if any, are those with the same number of members |
|----|---------------|---------------------------------------------------------------------|
| | | 100% | 50% | 25% | 10% | 5% | 2% | 1% | 0.5% | 0.25% | 0.1% | 0.05% | 0.025% | 0.01% | 0.005% | 0.0025% | 0.001% | 0.0005% | 0.00025% | 0.0001% | 0.00005% | 0.000025% | 0.00001% | 0.000005% | 0.0000025% | 0.000001% | 0.0000005% | 0.00000025% | 0.0000001% | 0.00000005% | 0.000000025% | 0.00000001% | 0.000000005% | 0.0000000025% | 0.000000001% | 0.0000000005% | 0.00000000025% | 0.0000000001% |
| 845 | 846 | 847 | 848 | 849 | 850 | 851 | 852 | 853 | 854 | 855 | 856 | 857 | 858 | 859 | 860 | 861 | 862 | 863 | 864 | 865 | 866 | 867 | 868 | 869 | 870 | 871 | 872 | 873 | 874 | 875 | 876 | 877 | 878 | 879 | 880 | 881 | 882 | 883 | 884 | 885 | 886 | 887 | 888 | 889 | 890 | 891 | 892 | 893 | 894 | 895 | 896 | 897 | 898 | 899 | 900 | 901 | 902 | 903 | 904 | 905 | 906 | 907 | 908 | 909 | 910 | 911 | 912 | 913 | 914 | 915 | 916 | 917 | 918 | 919 | 920 | 921 | 922 | 923 | 924 | 925 | 926 | 927 | 928 | 929 | 930 | 931 | 932 | 933 | 934 | 935 | 936 | 937 | 938 | 939 | 940 | 941 | 942 | 943 | 944 | 945 | 946 | 947 | 948 | 949 | 950 | 951 | 952 | 953 | 954 | 955 | 956 | 957 | 958 | 959 | 960 | 961 | 962 | 963 | 964 | 965 | 966 | 967 | 968 | 969 | 970 | 971 | 972 | 973 | 974 | 975 | 976 | 977 | 978 | 979 | 980 | 981 | 982 | 983 | 984 | 985 | 986 | 987 | 988 | 989 | 990 | 991 | 992 | 993 | 994 | 995 | 996 | 997 | 998 | 999 | 1000 |
| Board of 12th | 10th class (CBSE) | 10th class (ICSE) | 10th class (State board) | 10th class (State board) | 10th class (State board) | 10th class (State board) | 10th class (State board) | 10th class (State board) | 10th class (State board) | 10th class (State board) | 10th class (State board) | 10th class (State board) |
|--------------|------------------|------------------|--------------------------|--------------------------|--------------------------|--------------------------|--------------------------|--------------------------|--------------------------|--------------------------|--------------------------|--------------------------|
| 10 | 10th class (CBSE) | 10th class (ICSE) | 10th class (State board) | 10th class (State board) | 10th class (State board) | 10th class (State board) | 10th class (State board) | 10th class (State board) | 10th class (State board) | 10th class (State board) | 10th class (State board) | 10th class (State board) |
| 11 | 11th class (CBSE) | 11th class (ICSE) | 11th class (State board) | 11th class (State board) | 11th class (State board) | 11th class (State board) | 11th class (State board) | 11th class (State board) | 11th class (State board) | 11th class (State board) | 11th class (State board) | 11th class (State board) |
| 12 | 12th class (CBSE) | 12th class (ICSE) | 12th class (State board) | 12th class (State board) | 12th class (State board) | 12th class (State board) | 12th class (State board) | 12th class (State board) | 12th class (State board) | 12th class (State board) | 12th class (State board) | 12th class (State board) |
**Note:** The columns and rows are aligned with the same number of questions.
| Word of 151 | word combinatorial, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word combinatorial, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word combinatorial, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of Order | 100 to 150 | 150 to 200 | 200 to 250 | 250 to 300 | 300 to 350 | 350 to 400 | 400 to 450 | 450 to 500 | 500 to 550 | 550 to 600 |
|---------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|
| **Word of Order** | **100 to 150** | **150 to 200** | **200 to 250** | **250 to 300** | **300 to 350** | **350 to 400** | **400 to 450** | **450 to 500** | **500 to 550** | **550 to 600** |
| **Word of Order** | **100 to 150** | **150 to 200** | **200 to 250** | **250 to 300** | **300 to 350** | **350 to 400** | **400 to 450** | **450 to 500** | **500 to 550** | **550 to 600** |
| **Word of Order** | **100 to 150** | **150 to 200** | **200 to 250** | **250 to 300** | **300 to 350** | **350 to 400** | **400 to 450** | **450 to 500** | **500 to 550** | **550 to 600** |
*Note: The table is divided into sections with different ranges of word counts (100 to 150, 150 to 200, etc.) and each section contains a list of words with their corresponding word counts.*
| Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
|--------|--------|--------|--------|--------|
| Word 1 | Word 2 | Word 3 | Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
| Word 1 | Word 2 | Word 3 | Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
| Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
|--------|--------|--------|--------|--------|
| Word 1 | Word 2 | Word 3 | Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
| Word of 151 | word containing only U, A, E, O are those with the same number of syllables |
|------------|--------------------------------------------------------------------------------|
| | 1st syllable | 2nd syllable | 3rd syllable | 4th syllable | 5th syllable | 6th syllable | 7th syllable | 8th syllable | 9th syllable | 10th syllable | 11th syllable | 12th syllable | 13th syllable | 14th syllable | 15th syllable |
| 90 | | | | | | | | | | | | | | | |
| 900 | | | | | | | | | | | | | | | |
| 901 | | | | | | | | | | | | | | | |
| 902 | | | | | | | | | | | | | | | |
| 903 | | | | | | | | | | | | | | | |
| 904 | | | | | | | | | | | | | | | |
| 905 | | | | | | | | | | | | | | | |
| 906 | | | | | | | | | | | | | | | |
| 907 | | | | | | | | | | | | | | | |
| 908 | | | | | | | | | | | | | | | |
| 909 | | | | | | | | | | | | | | | |
| 910 | | | | | | | | | | | | | | | |
| 911 | | | | | | | | | | | | | | | |
| 912 | | | | | | | | | | | | | | | |
| 913 | | | | | | | | | | | | | | | |
| 914 | | | | | | | | | | | | | | | |
| 915 | | | | | | | | | | | | | | | |
| 916 | | | | | | | | | | | | | | | |
| 917 | | | | | | | | | | | | | | | |
| 918 | | | | | | | | | | | | | | | |
| 919 | | | | | | | | | | | | | | | |
| 920 | | | | | | | | | | | | | | | |
| 921 | | | | | | | | | | | | | | | |
| 922 | | | | | | | | | | | | | | | |
| 923 | | | | | | | | | | | | | | | |
| 924 | | | | | | | | | | | | | | | |
| 925 | | | | | | | | | | | | | | | |
| 926 | | | | | | | | | | | | | | | |
| 927 | | | | | | | | | | | | | | | |
| 928 | | | | | | | | | | | | | | | |
| 929 | | | | | | | | | | | | | | | |
| 930 | | | | | | | | | | | | | | | |
| 931 | | | | | | | | | | | | | | | |
| 932 | | | | | | | | | | | | | | | |
| 933 | | | | | | | | | | | | | | | |
| 934 | | | | | | | | | | | | | | | |
| 935 | | | | | | | | | | | | | | | |
| 936 | | | | | | | | | | | | | | | |
| 937 | | | | | | | | | | | | | | | |
| 938 | | | | | | | | | | | | | | | |
| 939 | | | | | | | | | | | | | | | |
| 940 | | | | | | | | | | | | | | | |
| 941 | | | | | | | | | | | | | | | |
| 942 | | | | | | | | | | | | | | | |
| 943 | | | | | | | | | | | | | | | |
| 944 | | | | | | | | | | | | | | | |
| 945 | | | | | | | | | | | | | | | |
| 946 | | | | | | | | | | | | | | | |
| 947 | | | | | | | | | | | | | | | |
| 948 | | | | | | | | | | | | | | | |
| 949 | | | | | | | | | | | | | | | |
| 950 | | | | | | | | | | | | | | | |
| 951 | | | | | | | | | | | | | | | |
| 952 | | | | | | | | | | | | | | | |
| 953 | | | | | | | | | | | | | | | |
| 954 | | | | | | | | | | | | | | | |
| 955 | | | | | | | | | | | | | | | |
| 956 | | | | | | | | | | | | | | | |
| 957 | | | | | | | | | | | | | | | |
| 958 | | | | | | | | | | | | | | | |
| 959 | | | | | | | | | | | | | | | |
| 960 | | | | | | | | | | | | | | | |
| 961 | | | | | | | | | | | | | | | |
| 962 | | | | | | | | | | | | | | | |
| 963 | | | | | | | | | | | | | | | |
| 964 | | | | | | | | | | | | | | | |
| 965 | | | | | | | | | | | | | | | |
| 966 | | | | | | | | | | | | | | | |
| 967 | | | | | | | | | | | | | | | |
| 968 | | | | | | | | | | | | | | | |
| 969 | | | | | | | | | | | | | | | |
| 970 | | | | | | | | | | | | | | | |
| 971 | | | | | | | | | | | | | | | |
| 972 | | | | | | | | | | | | | | | |
| 973 | | | | | | | | | | | | | | | |
| 974 | | | | | | | | | | | | | | | |
| 975 | | | | | | | | | | | | | | | |
| 976 | | | | | | | | | | | | | | | |
| 977 | | | | | | | | | | | | | | | |
| 978 | | | | | | | | | | | | | | | |
| 979 | | | | | | | | | | | | | | | |
| 980 | | | | | | | | | | | | | | | |
| 981 | | | | | | | | | | | | | | | |
| 982 | | | | | | | | | | | | | | | |
| 983 | | | | | | | | | | | | | | | |
| 984 | | | | | | | | | | | | | | | |
| 985 | | | | | | | | | | | | | | | |
| 986 | | | | | | | | | | | | | | | |
| 987 | | | | | | | | | | | | | | | |
| 988 | | | | | | | | | | | | | | | |
| 989 | | | | | | | | | | | | | | | |
| 990 | | | | | | | | | | | | | | | |
| 991 | | | | | | | | | | | | | | | |
| 992 | | | | | | | | | | | | | | | |
| 993 | | | | | | | | | | | | | | | |
| 994 | | | | | | | | | | | | | | | |
| 995 | | | | | | | | | | | | | | | |
| 996 | | | | | | | | | | | | | | | |
| 997 | | | | | | | | | | | | | | | |
| 998 | | | | | | | | | | | | | | | |
| 999 | | | | | | | | | | | | | | | |
| 1000 | | | | | | | | | | | | | | | |
Copyright (C) 2018-19. All rights reserved.
Rev. Date: Revision: 12.02.2019
| Word of 151 | word connotational, if any, are those with the same number of syllables |
|------------|---------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of syllables |
|------------|---------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of syllables |
|------------|---------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word containing only U, A, E, O are those with the same number of syllables |
|------------|--------------------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word containing only U, A, E, O are those with the same number of syllables |
|------------|--------------------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word containing only U, A, E, O are those with the same number of syllables |
|------------|--------------------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of Order | 100 to 50 | 50 to 25 | 25 to 10 | 10 to 5 | 5 to 2.5 | 2.5 to 1 | 1 to 0.5 | 0.5 to 0 |
|---------------|-----------|----------|---------|--------|----------|---------|---------|---------|
| S143 | | | | | | | | |
| S144 | | | | | | | | |
| S145 | | | | | | | | |
| S146 | | | | | | | | |
| S147 | | | | | | | | |
| S148 | | | | | | | | |
| S149 | | | | | | | | |
| S150 | | | | | | | | |
| S151 | | | | | | | | |
| S152 | | | | | | | | |
| S153 | | | | | | | | |
| S154 | | | | | | | | |
| S155 | | | | | | | | |
| S156 | | | | | | | | |
| S157 | | | | | | | | |
| S158 | | | | | | | | |
| S159 | | | | | | | | |
| S160 | | | | | | | | |
| S161 | | | | | | | | |
| S162 | | | | | | | | |
| S163 | | | | | | | | |
| S164 | | | | | | | | |
| S165 | | | | | | | | |
| S166 | | | | | | | | |
| S167 | | | | | | | | |
| S168 | | | | | | | | |
| S169 | | | | | | | | |
| S170 | | | | | | | | |
| S171 | | | | | | | | |
| S172 | | | | | | | | |
| S173 | | | | | | | | |
| S174 | | | | | | | | |
| S175 | | | | | | | | |
| S176 | | | | | | | | |
| S177 | | | | | | | | |
| S178 | | | | | | | | |
| S179 | | | | | | | | |
| S180 | | | | | | | | |
| S181 | | | | | | | | |
| S182 | | | | | | | | |
| S183 | | | | | | | | |
| S184 | | | | | | | | |
| S185 | | | | | | | | |
| S186 | | | | | | | | |
| S187 | | | | | | | | |
| S188 | | | | | | | | |
| S189 | | | | | | | | |
| S190 | | | | | | | | |
| S191 | | | | | | | | |
| S192 | | | | | | | | |
| S193 | | | | | | | | |
| S194 | | | | | | | | |
| S195 | | | | | | | | |
| S196 | | | | | | | | |
| S197 | | | | | | | | |
| S198 | | | | | | | | |
| S199 | | | | | | | | |
| S200 | | | | | | | | |
| No | No of TUs | Total credit hours (if any) are those with the same number of modules |
|----|-----------|---------------------------------------------------------------------|
| | | 1st semester | 2nd semester | 3rd semester | 4th semester | 5th semester | 6th semester | 7th semester | 8th semester |
| | | credit hours | credit hours | credit hours | credit hours | credit hours | credit hours | credit hours | credit hours |
| | | total no. of modules | total no. of modules | total no. of modules | total no. of modules | total no. of modules | total no. of modules | total no. of modules | total no. of modules |
| | | p value ≤ 0.5 | q value ≤ 0.5 | p value ≤ 0.5 | q value ≤ 0.5 | p value ≤ 0.5 | q value ≤ 0.5 | p value ≤ 0.5 | q value ≤ 0.5 |
| No | No of TUs | Total credit hours (if any) are those with the same number of modules |
|----|-----------|---------------------------------------------------------------------|
| | | 1st semester | 2nd semester | 3rd semester | 4th semester | 5th semester | 6th semester | 7th semester | 8th semester |
| | | credit hours | credit hours | credit hours | credit hours | credit hours | credit hours | credit hours | credit hours |
| | | total no. of modules | total no. of modules | total no. of modules | total no. of modules | total no. of modules | total no. of modules | total no. of modules | total no. of modules |
| | | p value ≤ 0.5 | q value ≤ 0.5 | p value ≤ 0.5 | q value ≤ 0.5 | p value ≤ 0.5 | q value ≤ 0.5 | p value ≤ 0.5 | q value ≤ 0.5 |
| Word of 151 | word containing only U, A, E, O are those with the same number of syllables |
|------------|--------------------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word containing only U, A, E, O are those with the same number of syllables |
|------------|--------------------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word containing only U, A, E, O are those with the same number of syllables |
|------------|--------------------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of Trust | word-construction, if any, are those with the same number of members |
|----|---------------|------------------------------------------------------------------|
| | | 1st member | 2nd member | 3rd member | 4th member | 5th member | 6th member | 7th member | 8th member | 9th member | 10th member | 11th member | 12th member | 13th member | 14th member | 15th member | 16th member | 17th member | 18th member | 19th member | 20th member | 21st member | 22nd member | 23rd member | 24th member | 25th member | 26th member | 27th member | 28th member | 29th member | 30th member | 31st member | 32nd member | 33rd member | 34th member | 35th member | 36th member | 37th member | 38th member | 39th member | 40th member | 41st member | 42nd member | 43rd member | 44th member | 45th member | 46th member | 47th member | 48th member | 49th member | 50th member | 51st member | 52nd member | 53rd member | 54th member | 55th member | 56th member | 57th member | 58th member | 59th member | 60th member | 61st member | 62nd member | 63rd member | 64th member | 65th member | 66th member | 67th member | 68th member | 69th member | 70th member | 71st member | 72nd member | 73rd member | 74th member | 75th member | 76th member | 77th member | 78th member | 79th member | 80th member | 81st member | 82nd member | 83rd member | 84th member | 85th member | 86th member | 87th member | 88th member | 89th member | 90th member | 91st member | 92nd member | 93rd member | 94th member | 95th member | 96th member | 97th member | 98th member | 99th member | 100th member |
| No | Word of Trust | word-construction, if any, are those with the same number of members |
|----|---------------|------------------------------------------------------------------|
| | | 1st member | 2nd member | 3rd member | 4th member | 5th member | 6th member | 7th member | 8th member | 9th member | 10th member | 11th member | 12th member | 13th member | 14th member | 15th member | 16th member | 17th member | 18th member | 19th member | 20th member | 21st member | 22nd member | 23rd member | 24th member | 25th member | 26th member | 27th member | 28th member | 29th member | 30th member | 31st member | 32nd member | 33rd member | 34th member | 35th member | 36th member | 37th member | 38th member | 39th member | 40th member | 41st member | 42nd member | 43rd member | 44th member | 45th member | 46th member | 47th member | 48th member | 49th member | 50th member | 51st member | 52nd member | 53rd member | 54th member | 55th member | 56th member | 57th member | 58th member | 59th member | 60th member | 61st member | 62nd member | 63rd member | 64th member | 65th member | 66th member | 67th member | 68th member | 69th member | 70th member | 71st member | 72nd member | 73rd member | 74th member | 75th member | 76th member | 77th member | 78th member | 79th member | 80th member | 81st member | 82nd member | 83rd member | 84th member | 85th member | 86th member | 87th member | 88th member | 89th member | 90th member | 91st member | 92nd member | 93rd member | 94th member | 95th member | 96th member | 97th member | 98th member | 99th member | 100th member |
| Word of 151 | word connotational, if any, are those with the same number of syllables |
|------------|---------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of syllables |
|------------|---------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of syllables |
|------------|---------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of syllables |
|------------|---------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of syllables |
|------------|---------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word containing 151, if any, are those with the same number of members |
|----|-------------|---------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word containing 151, if any, are those with the same number of members |
|----|-------------|---------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word containing 151, if any, are those with the same number of members |
|----|-------------|---------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word containing 151, if any are there with the same number of members |
|----|-------------|---------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word containing 151, if any are there with the same number of members |
|----|-------------|---------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word containing 151, if any are there with the same number of members |
|----|-------------|---------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of Order | 100 to 150 | 150 to 200 | 200 to 250 | 250 to 300 | 300 to 350 | 350 to 400 | 400 to 450 | 450 to 500 | 500 to 550 | 550 to 600 |
|---------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|
| **Word of Order** | **100 to 150** | **150 to 200** | **200 to 250** | **250 to 300** | **300 to 350** | **350 to 400** | **400 to 450** | **450 to 500** | **500 to 550** | **550 to 600** |
| **Word of Order** | **100 to 150** | **150 to 200** | **200 to 250** | **250 to 300** | **300 to 350** | **350 to 400** | **400 to 450** | **450 to 500** | **500 to 550** | **550 to 600** |
| **Word of Order** | **100 to 150** | **150 to 200** | **200 to 250** | **250 to 300** | **300 to 350** | **350 to 400** | **400 to 450** | **450 to 500** | **500 to 550** | **550 to 600** |
*Note: The table is divided into sections with different ranges of word orders, and each section contains data for different categories such as "word count", "number of words", "number of sentences", etc.*
| Board of Examinations | 10th Standard | 12th Standard | 10th Standard | 12th Standard |
|-----------------------|---------------|---------------|---------------|---------------|
| | Arts | Commerce | Science | Arts | Commerce | Science |
| | English | Mathematics | Biology | English | Mathematics | Biology |
| | Hindi | Social Science| Chemistry | Hindi | Social Science| Chemistry |
| | Sanskrit | Economics | Physics | Sanskrit | Economics | Physics |
| | Tamil | Geography | Computer Science| Tamil | Geography | Computer Science|
| | Telugu | History | Home Science | Telugu | History | Home Science |
| | Urdu | Civics | Accountancy | Urdu | Civics | Accountancy |
| | Gujarati | Political Science| Gujarati | Gujarati | Political Science| Gujarati |
| | Kannada | Psychology | Economics | Kannada | Psychology | Economics |
| | Malayalam | Sociology | Business Studies| Malayalam | Sociology | Business Studies|
| | Marathi | Home Science | Statistics | Marathi | Home Science | Statistics |
| | Oriya | Physical Education| Oriya | Oriya | Physical Education| Oriya |
| | Punjabi | Health and Physical Education| Punjabi | Punjabi | Health and Physical Education| Punjabi |
| Board of Examinations | 10th Standard | 12th Standard | 10th Standard | 12th Standard |
|-----------------------|---------------|---------------|---------------|---------------|
| | Arts | Commerce | Science | Arts | Commerce | Science |
| | English | Mathematics | Biology | English | Mathematics | Biology |
| | Hindi | Social Science| Chemistry | Hindi | Social Science| Chemistry |
| | Sanskrit | Economics | Physics | Sanskrit | Economics | Physics |
| | Tamil | Geography | Computer Science| Tamil | Geography | Computer Science|
| | Telugu | History | Home Science | Telugu | History | Home Science |
| | Urdu | Civics | Accountancy | Urdu | Civics | Accountancy |
| | Gujarati | Political Science| Gujarati | Gujarati | Political Science| Gujarati |
| | Kannada | Psychology | Economics | Kannada | Psychology | Economics |
| | Malayalam | Sociology | Business Studies| Malayalam | Sociology | Business Studies|
| | Marathi | Home Science | Statistics | Marathi | Home Science | Statistics |
| | Oriya | Physical Education| Oriya | Oriya | Physical Education| Oriya |
| | Punjabi | Health and Physical Education| Punjabi | Punjabi | Health and Physical Education| Punjabi |
| Word of 151 | word connotational types, if any, are those with the same number of members |
|------------|--------------------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational types, if any, are those with the same number of members |
|------------|--------------------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational types, if any, are those with the same number of members |
|------------|--------------------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of syllables |
|------------|---------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of syllables |
|------------|---------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of syllables |
|------------|---------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word containing only U, A, E, O are those with the same number of syllables |
|------------|--------------------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word containing only U, A, E, O are those with the same number of syllables |
|------------|--------------------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word containing only U, A, E, O are those with the same number of syllables |
|------------|--------------------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | and co-ordinating, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | and co-ordinating, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | and co-ordinating, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of syllables |
|------------|---------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of syllables |
|------------|---------------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Board of Examiners | 1950 to 52 | 53 to 54 | 55 to 56 | 57 to 58 | 59 to 60 | 61 to 62 | 63 to 64 | 65 to 66 | 67 to 68 | 69 to 70 | 71 to 72 | 73 to 74 |
|-------------------|-----------|---------|---------|---------|---------|---------|---------|---------|---------|---------|---------|---------|
| | 1st class | 2nd class | 3rd class | 4th class | 5th class | 6th class | 7th class | 8th class | 9th class | 10th class | 11th class | 12th class |
| Board of Examiners | 1950 to 52 | 53 to 54 | 55 to 56 | 57 to 58 | 59 to 60 | 61 to 62 | 63 to 64 | 65 to 66 | 67 to 68 | 69 to 70 | 71 to 72 | 73 to 74 |
|-------------------|-----------|---------|---------|---------|---------|---------|---------|---------|---------|---------|---------|---------|
| | 1st class | 2nd class | 3rd class | 4th class | 5th class | 6th class | 7th class | 8th class | 9th class | 10th class | 11th class | 12th class |
| Board of Examiners | 1950 to 52 | 53 to 54 | 55 to 56 | 57 to 58 | 59 to 60 | 61 to 62 | 63 to 64 | 65 to 66 | 67 to 68 | 69 to 70 | 71 to 72 | 73 to 74 |
|-------------------|-----------|---------|---------|---------|---------|---------|---------|---------|---------|---------|---------|---------|
| | 1st class | 2nd class | 3rd class | 4th class | 5th class | 6th class | 7th class | 8th class | 9th class | 10th class | 11th class | 12th class |
| Board of Examinations | 10th Standard | 12th Standard | 10th Standard | 12th Standard |
|-----------------------|---------------|---------------|---------------|---------------|
| | Arts | Commerce | Science | Arts | Commerce | Science |
| | English | Mathematics | Biology | English | Mathematics | Biology |
| | Hindi | Social Science| Chemistry | Hindi | Social Science| Chemistry |
| | Sanskrit | Economics | Physics | Sanskrit | Economics | Physics |
| | Tamil | Geography | Computer Science| Tamil | Geography | Computer Science|
| | Telugu | History | Home Science | Telugu | History | Home Science |
| | Urdu | Civics | Accountancy | Urdu | Civics | Accountancy |
| | Gujarati | Political Science| Gujarati | Gujarati | Political Science| Gujarati |
| | Kannada | Psychology | Economics | Kannada | Psychology | Economics |
| | Malayalam | Sociology | Business Studies| Malayalam | Sociology | Business Studies|
| | Odia | Statistics | Home Science | Odia | Statistics | Home Science |
| | Punjabi | Health and Physical Education| Punjabi | Punjabi | Health and Physical Education| Punjabi |
| | Bengali | Home Science | Home Science | Bengali | Home Science | Home Science |
| Board of Examinations | 10th Standard | 12th Standard | 10th Standard | 12th Standard |
|-----------------------|---------------|---------------|---------------|---------------|
| | Arts | Commerce | Science | Arts | Commerce | Science |
| | English | Mathematics | Biology | English | Mathematics | Biology |
| | Hindi | Social Science| Chemistry | Hindi | Social Science| Chemistry |
| | Sanskrit | Economics | Physics | Sanskrit | Economics | Physics |
| | Tamil | Geography | Computer Science| Tamil | Geography | Computer Science|
| | Telugu | History | Home Science | Telugu | History | Home Science |
| | Urdu | Civics | Accountancy | Urdu | Civics | Accountancy |
| | Gujarati | Political Science| Gujarati | Gujarati | Political Science| Gujarati |
| | Kannada | Psychology | Economics | Kannada | Psychology | Economics |
| | Malayalam | Sociology | Business Studies| Malayalam | Sociology | Business Studies|
| | Odia | Statistics | Home Science | Odia | Statistics | Home Science |
| | Punjabi | Health and Physical Education| Punjabi | Punjabi | Health and Physical Education| Punjabi |
| | Bengali | Home Science | Home Science | Bengali | Home Science | Home Science |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Board of Education | 1920 to 1924 | 1925 to 1929 | 1930 to 1934 | 1935 to 1939 | 1940 to 1944 | 1945 to 1949 | 1950 to 1954 | 1955 to 1959 | 1960 to 1964 | 1965 to 1969 | 1970 to 1974 | 1975 to 1979 | 1980 to 1984 | 1985 to 1989 | 1990 to 1994 | 1995 to 1999 | 2000 to 2004 | 2005 to 2009 | 2010 to 2014 |
|-------------------|-------------|-------------|-------------|-------------|-------------|-------------|-------------|-------------|-------------|-------------|-------------|-------------|-------------|-------------|-------------|-------------|-------------|-------------|-------------|
| **Board of Education** | **1920 to 1924** | **1925 to 1929** | **1930 to 1934** | **1935 to 1939** | **1940 to 1944** | **1945 to 1949** | **1950 to 1954** | **1955 to 1959** | **1960 to 1964** | **1965 to 1969** | **1970 to 1974** | **1975 to 1979** | **1980 to 1984** | **1985 to 1989** | **1990 to 1994** | **1995 to 1999** | **2000 to 2004** | **2005 to 2009** | **2010 to 2014** |
| **Board of Education** | **1920 to 1924** | **1925 to 1929** | **1930 to 1934** | **1935 to 1939** | **1940 to 1944** | **1945 to 1949** | **1950 to 1954** | **1955 to 1959** | **1960 to 1964** | **1965 to 1969** | **1970 to 1974** | **1975 to 1979** | **1980 to 1984** | **1985 to 1989** | **1990 to 1994** | **1995 to 1999** | **2000 to 2004** | **2005 to 2009** | **2010 to 2014** |
*Note: The data in this table is for illustrative purposes only and does not reflect actual numbers of students.*
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| No | No of TUs | Total credit hours (i.e., all courses with the same number of credits) | Total credit hours (i.e., all courses with the same number of credits) | Total credit hours (i.e., all courses with the same number of credits) |
|----|-----------|---------------------------------------------------------------|---------------------------------------------------------------|---------------------------------------------------------------|
| | | 1st semester | 2nd semester | 3rd semester | 4th semester | 5th semester | 6th semester | 7th semester | 8th semester |
| 01 | 30101 | | | | | | | | |
| 02 | 30102 | | | | | | | | |
| 03 | 30103 | | | | | | | | |
| 04 | 30104 | | | | | | | | |
| 05 | 30105 | | | | | | | | |
| 06 | 30106 | | | | | | | | |
| 07 | 30107 | | | | | | | | |
| 08 | 30108 | | | | | | | | |
| 09 | 30109 | | | | | | | | |
| 10 | 30110 | | | | | | | | |
| 11 | 30111 | | | | | | | | |
| 12 | 30112 | | | | | | | | |
| 13 | 30113 | | | | | | | | |
| 14 | 30114 | | | | | | | | |
| 15 | 30115 | | | | | | | | |
| 16 | 30116 | | | | | | | | |
| 17 | 30117 | | | | | | | | |
| 18 | 30118 | | | | | | | | |
| 19 | 30119 | | | | | | | | |
| 20 | 30120 | | | | | | | | |
| 21 | 30121 | | | | | | | | |
| 22 | 30122 | | | | | | | | |
| 23 | 30123 | | | | | | | | |
| 24 | 30124 | | | | | | | | |
| 25 | 30125 | | | | | | | | |
| 26 | 30126 | | | | | | | | |
| 27 | 30127 | | | | | | | | |
| 28 | 30128 | | | | | | | | |
| 29 | 30129 | | | | | | | | |
| 30 | 30130 | | | | | | | | |
| 31 | 30131 | | | | | | | | |
| 32 | 30132 | | | | | | | | |
| 33 | 30133 | | | | | | | | |
| 34 | 30134 | | | | | | | | |
| 35 | 30135 | | | | | | | | |
| 36 | 30136 | | | | | | | | |
| 37 | 30137 | | | | | | | | |
| 38 | 30138 | | | | | | | | |
| 39 | 30139 | | | | | | | | |
| 40 | 30140 | | | | | | | | |
| 41 | 30141 | | | | | | | | |
| 42 | 30142 | | | | | | | | |
| 43 | 30143 | | | | | | | | |
| 44 | 30144 | | | | | | | | |
| 45 | 30145 | | | | | | | | |
| 46 | 30146 | | | | | | | | |
| 47 | 30147 | | | | | | | | |
| 48 | 30148 | | | | | | | | |
| 49 | 30149 | | | | | | | | |
| 50 | 30150 | | | | | | | | |
| 51 | 30151 | | | | | | | | |
| 52 | 30152 | | | | | | | | |
| 53 | 30153 | | | | | | | | |
| 54 | 30154 | | | | | | | | |
| 55 | 30155 | | | | | | | | |
| 56 | 30156 | | | | | | | | |
| 57 | 30157 | | | | | | | | |
| 58 | 30158 | | | | | | | | |
| 59 | 30159 | | | | | | | | |
| 60 | 30160 | | | | | | | | |
| 61 | 30161 | | | | | | | | |
| 62 | 30162 | | | | | | | | |
| 63 | 30163 | | | | | | | | |
| 64 | 30164 | | | | | | | | |
| 65 | 30165 | | | | | | | | |
| 66 | 30166 | | | | | | | | |
| 67 | 30167 | | | | | | | | |
| 68 | 30168 | | | | | | | | |
| 69 | 30169 | | | | | | | | |
| 70 | 30170 | | | | | | | | |
| 71 | 30171 | | | | | | | | |
| 72 | 30172 | | | | | | | | |
| 73 | 30173 | | | | | | | | |
| 74 | 30174 | | | | | | | | |
| 75 | 30175 | | | | | | | | |
| 76 | 30176 | | | | | | | | |
| 77 | 30177 | | | | | | | | |
| 78 | 30178 | | | | | | | | |
| 79 | 30179 | | | | | | | | |
| 80 | 30180 | | | | | | | | |
| 81 | 30181 | | | | | | | | |
| 82 | 30182 | | | | | | | | |
| 83 | 30183 | | | | | | | | |
| 84 | 30184 | | | | | | | | |
| 85 | 30185 | | | | | | | | |
| 86 | 30186 | | | | | | | | |
| 87 | 30187 | | | | | | | | |
| 88 | 30188 | | | | | | | | |
| 89 | 30189 | | | | | | | | |
| 90 | 30190 | | | | | | | | |
| 91 | 30191 | | | | | | | | |
| 92 | 30192 | | | | | | | | |
| 93 | 30193 | | | | | | | | |
| 94 | 30194 | | | | | | | | |
| 95 | 30195 | | | | | | | | |
| 96 | 30196 | | | | | | | | |
| 97 | 30197 | | | | | | | | |
| 98 | 30198 | | | | | | | | |
| 99 | 30199 | | | | | | | | |
| 100| 30200 | | | | | | | | |
| Word of 151 | word connotational, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word of 151 | word connotational, if any, are those with the same number of members |
|------------|---------------------------------------------------------------|
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
|--------|--------|--------|--------|--------|
| 0000 | 0001 | 0010 | 0011 | 0100 | 0101 | 0110 | 0111 | 1000 | 1001 | 1010 | 1011 | 1100 | 1101 | 1110 | 1111 |
| Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
|--------|--------|--------|--------|--------|
| 0000 | 0001 | 0010 | 0011 | 0100 | 0101 | 0110 | 0111 | 1000 | 1001 | 1010 | 1011 | 1100 | 1101 | 1110 | 1111 |
| Word of Trust | word-construction, if any, are those with the same number of members |
|---------------|------------------------------------------------------------------|
| | 1st member | 2nd member | 3rd member | 4th member | 5th member | 6th member | 7th member | 8th member | 9th member | 10th member | 11th member | 12th member | 13th member | 14th member | 15th member | 16th member | 17th member | 18th member | 19th member | 20th member | 21st member | 22nd member | 23rd member | 24th member | 25th member | 26th member | 27th member | 28th member | 29th member | 30th member | 31st member | 32nd member | 33rd member | 34th member | 35th member | 36th member | 37th member | 38th member | 39th member | 40th member | 41st member | 42nd member | 43rd member | 44th member | 45th member | 46th member | 47th member | 48th member | 49th member | 50th member | 51st member | 52nd member | 53rd member | 54th member | 55th member | 56th member | 57th member | 58th member | 59th member | 60th member | 61st member | 62nd member | 63rd member | 64th member | 65th member | 66th member | 67th member | 68th member | 69th member | 70th member | 71st member | 72nd member | 73rd member | 74th member | 75th member | 76th member | 77th member | 78th member | 79th member | 80th member | 81st member | 82nd member | 83rd member | 84th member | 85th member | 86th member | 87th member | 88th member | 89th member | 90th member | 91st member | 92nd member | 93rd member | 94th member | 95th member | 96th member | 97th member | 98th member | 99th member | 100th member |
| Word of Trust | word-construction, if any, are those with the same number of members |
|---------------|------------------------------------------------------------------|
| | 1st member | 2nd member | 3rd member | 4th member | 5th member | 6th member | 7th member | 8th member | 9th member | 10th member | 11th member | 12th member | 13th member | 14th member | 15th member | 16th member | 17th member | 18th member | 19th member | 20th member | 21st member | 22nd member | 23rd member | 24th member | 25th member | 26th member | 27th member | 28th member | 29th member | 30th member | 31st member | 32nd member | 33rd member | 34th member | 35th member | 36th member | 37th member | 38th member | 39th member | 40th member | 41st member | 42nd member | 43rd member | 44th member | 45th member | 46th member | 47th member | 48th member | 49th member | 50th member | 51st member | 52nd member | 53rd member | 54th member | 55th member | 56th member | 57th member | 58th member | 59th member | 60th member | 61st member | 62nd member | 63rd member | 64th member | 65th member | 66th member | 67th member | 68th member | 69th member | 70th member | 71st member | 72nd member | 73rd member | 74th member | 75th member | 76th member | 77th member | 78th member | 79th member | 80th member | 81st member | 82nd member | 83rd member | 84th member | 85th member | 86th member | 87th member | 88th member | 89th member | 90th member | 91st member | 92nd member | 93rd member | 94th member | 95th member | 96th member | 97th member | 98th member | 99th member | 100th member |
| No | Word of 151 | word containing 151, if any, are those with the same number of members |
|----|-------------|---------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word containing 151, if any, are those with the same number of members |
|----|-------------|---------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word containing 151, if any, are those with the same number of members |
|----|-------------|---------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
|--------|--------|--------|--------|--------|
| Word 1 | Word 2 | Word 3 | Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
| Word 1 | Word 2 | Word 3 | Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
| Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
|--------|--------|--------|--------|--------|
| Word 1 | Word 2 | Word 3 | Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
| Board of Examiners | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | Mathematics | Mathematics | Mathematics |
| | (CBSE) | (CBSE) | (CBSE) |
| | (ICSE) | (ICSE) | (ICSE) |
| | (ISC) | (ISC) | (ISC) |
| | (State Board) | (State Board) | (State Board) |
| Board of Examiners | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | Mathematics | Mathematics | Mathematics |
| | (CBSE) | (CBSE) | (CBSE) |
| | (ICSE) | (ICSE) | (ICSE) |
| | (ISC) | (ISC) | (ISC) |
| | (State Board) | (State Board) | (State Board) |
| Board of Examiners | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | Mathematics | Mathematics | Mathematics |
| | (CBSE) | (CBSE) | (CBSE) |
| | (ICSE) | (ICSE) | (ICSE) |
| | (ISC) | (ISC) | (ISC) |
| | (State Board) | (State Board) | (State Board) |
| No | Word of 151 | word containing 151, if any, are those with the same number of members |
|----|-------------|---------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word containing 151, if any, are those with the same number of members |
|----|-------------|---------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word containing 151, if any, are those with the same number of members |
|----|-------------|---------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
|--------|--------|--------|--------|--------|
| Word 1 | Word 2 | Word 3 | Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
| Word 1 | Word 2 | Word 3 | Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
| Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
|--------|--------|--------|--------|--------|
| Word 1 | Word 2 | Word 3 | Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
| Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
|--------|--------|--------|--------|--------|
| Word 1 | Word 2 | Word 3 | Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
| Word 1 | Word 2 | Word 3 | Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
| Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
|--------|--------|--------|--------|--------|
| Word 1 | Word 2 | Word 3 | Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
| Board of Examiners | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | Mathematics | Mathematics | Mathematics |
| | (CBSE) | (CBSE) | (CBSE) |
| | (ICSE) | (ICSE) | (ICSE) |
| | (ISC) | (ISC) | (ISC) |
| | (State Board) | (State Board) | (State Board) |
| Board of Examiners | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | Mathematics | Mathematics | Mathematics |
| | (CBSE) | (CBSE) | (CBSE) |
| | (ICSE) | (ICSE) | (ICSE) |
| | (ISC) | (ISC) | (ISC) |
| | (State Board) | (State Board) | (State Board) |
| Board of Examiners | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | Mathematics | Mathematics | Mathematics |
| | (CBSE) | (CBSE) | (CBSE) |
| | (ICSE) | (ICSE) | (ICSE) |
| | (ISC) | (ISC) | (ISC) |
| | (State Board) | (State Board) | (State Board) |
| Board of Education | 2013-14 | 2014-15 | 2015-16 | 2016-17 | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|-------------------|---------|---------|---------|---------|---------|---------|---------|---------|---------|
| **Total** | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 |
| **Total Candidates** | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 |
| **Total Passes** | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 |
| **Total Failures** | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 |
| Board of Education | 2013-14 | 2014-15 | 2015-16 | 2016-17 | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|-------------------|---------|---------|---------|---------|---------|---------|---------|---------|---------|
| **Total** | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 |
| **Total Candidates** | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 |
| **Total Passes** | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 |
| **Total Failures** | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 |
| Board of Education | 2013-14 | 2014-15 | 2015-16 | 2016-17 | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|-------------------|---------|---------|---------|---------|---------|---------|---------|---------|---------|
| **Total** | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 |
| **Total Candidates** | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 |
| **Total Passes** | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 |
| **Total Failures** | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 | 1,000 |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
|--------|--------|--------|--------|--------|
| Word 1 | Word 2 | Word 3 | Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
| Word 1 | Word 2 | Word 3 | Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
| Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
|--------|--------|--------|--------|--------|
| Word 1 | Word 2 | Word 3 | Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
| Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
|--------|--------|--------|--------|--------|
| Word 1 | Word 2 | Word 3 | Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
| Word 1 | Word 2 | Word 3 | Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
| Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
|--------|--------|--------|--------|--------|
| Word 1 | Word 2 | Word 3 | Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
| Word 1 | Word 2 | Word 3 | Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
| No | Word of 151 | word containing 151, if any, are those with the same number of members |
|----|-------------|---------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word containing 151, if any, are those with the same number of members |
|----|-------------|---------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word containing 151, if any, are those with the same number of members |
|----|-------------|---------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Noun 1 | Word of 1st conjugation, if any, are those with the same number of members |
|--------|--------------------------------------------------------------------------------|
| | 1st member | 2nd member | 3rd member | 4th member | 5th member | 6th member | 7th member | 8th member | 9th member | 10th member | 11th member | 12th member | 13th member | 14th member | 15th member | 16th member | 17th member | 18th member | 19th member | 20th member | 21st member | 22nd member | 23rd member | 24th member | 25th member | 26th member | 27th member | 28th member | 29th member | 30th member | 31st member | 32nd member | 33rd member | 34th member | 35th member | 36th member | 37th member | 38th member | 39th member | 40th member | 41st member | 42nd member | 43rd member | 44th member | 45th member | 46th member | 47th member | 48th member | 49th member | 50th member | 51st member | 52nd member | 53rd member | 54th member | 55th member | 56th member | 57th member | 58th member | 59th member | 60th member | 61st member | 62nd member | 63rd member | 64th member | 65th member | 66th member | 67th member | 68th member | 69th member | 70th member | 71st member | 72nd member | 73rd member | 74th member | 75th member | 76th member | 77th member | 78th member | 79th member | 80th member | 81st member | 82nd member | 83rd member | 84th member | 85th member | 86th member | 87th member | 88th member | 89th member | 90th member | 91st member | 92nd member | 93rd member | 94th member | 95th member | 96th member | 97th member | 98th member | 99th member | 100th member |
| Noun 2 | Word of 2nd conjugation, if any, are those with the same number of members |
|--------|--------------------------------------------------------------------------------|
| | 1st member | 2nd member | 3rd member | 4th member | 5th member | 6th member | 7th member | 8th member | 9th member | 10th member | 11th member | 12th member | 13th member | 14th member | 15th member | 16th member | 17th member | 18th member | 19th member | 20th member | 21st member | 22nd member | 23rd member | 24th member | 25th member | 26th member | 27th member | 28th member | 29th member | 30th member | 31st member | 32nd member | 33rd member | 34th member | 35th member | 36th member | 37th member | 38th member | 39th member | 40th member | 41st member | 42nd member | 43rd member | 44th member | 45th member | 46th member | 47th member | 48th member | 49th member | 50th member | 51st member | 52nd member | 53rd member | 54th member | 55th member | 56th member | 57th member | 58th member | 59th member | 60th member | 61st member | 62nd member | 63rd member | 64th member | 65th member | 66th member | 67th member | 68th member | 69th member | 70th member | 71st member | 72nd member | 73rd member | 74th member | 75th member | 76th member | 77th member | 78th member | 79th member | 80th member | 81st member | 82nd member | 83rd member | 84th member | 85th member | 86th member | 87th member | 88th member | 89th member | 90th member | 91st member | 92nd member | 93rd member | 94th member | 95th member | 96th member | 97th member | 98th member | 99th member | 100th member |
| Noun 3 | Word of 3rd conjugation, if any, are those with the same number of members |
|--------|--------------------------------------------------------------------------------|
| | 1st member | 2nd member | 3rd member | 4th member | 5th member | 6th member | 7th member | 8th member | 9th member | 10th member | 11th member | 12th member | 13th member | 14th member | 15th member | 16th member | 17th member | 18th member | 19th member | 20th member | 21st member | 22nd member | 23rd member | 24th member | 25th member | 26th member | 27th member | 28th member | 29th member | 30th member | 31st member | 32nd member | 33rd member | 34th member | 35th member | 36th member | 37th member | 38th member | 39th member | 40th member | 41st member | 42nd member | 43rd member | 44th member | 45th member | 46th member | 47th member | 48th member | 49th member | 50th member | 51st member | 52nd member | 53rd member | 54th member | 55th member | 56th member | 57th member | 58th member | 59th member | 60th member | 61st member | 62nd member | 63rd member | 64th member | 65th member | 66th member | 67th member | 68th member | 69th member | 70th member | 71st member | 72nd member | 73rd member | 74th member | 75th member | 76th member | 77th member | 78th member | 79th member | 80th member | 81st member | 82nd member | 83rd member | 84th member | 85th member | 86th member | 87th member | 88th member | 89th member | 90th member | 91st member | 92nd member | 93rd member | 94th member | 95th member | 96th member | 97th member | 98th member | 99th member | 100th member |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| No | No of TUs | Total credit hours (if any) are those with the same number of modules |
|----|-----------|---------------------------------------------------------------------|
| | | 1st semester | 2nd semester | 3rd semester | 4th semester | 5th semester | 6th semester | 7th semester | 8th semester |
| | | credit hours | credit hours | credit hours | credit hours | credit hours | credit hours | credit hours | credit hours |
| | | total no. of modules | total no. of modules | total no. of modules | total no. of modules | total no. of modules | total no. of modules | total no. of modules | total no. of modules |
| | | p value | q value | p value | q value | p value | q value | p value | q value |
| 0 | 0 | | | | | | | | |
| 1 | 1 | | | | | | | | |
| 2 | 2 | | | | | | | | |
| 3 | 3 | | | | | | | | |
| 4 | 4 | | | | | | | | |
| 5 | 5 | | | | | | | | |
| 6 | 6 | | | | | | | | |
| 7 | 7 | | | | | | | | |
| 8 | 8 | | | | | | | | |
| 9 | 9 | | | | | | | | |
| 10 | 10 | | | | | | | | |
| 11 | 11 | | | | | | | | |
| 12 | 12 | | | | | | | | |
| 13 | 13 | | | | | | | | |
| 14 | 14 | | | | | | | | |
| 15 | 15 | | | | | | | | |
| 16 | 16 | | | | | | | | |
| 17 | 17 | | | | | | | | |
| 18 | 18 | | | | | | | | |
| 19 | 19 | | | | | | | | |
| 20 | 20 | | | | | | | | |
| 21 | 21 | | | | | | | | |
| 22 | 22 | | | | | | | | |
| 23 | 23 | | | | | | | | |
| 24 | 24 | | | | | | | | |
| 25 | 25 | | | | | | | | |
| 26 | 26 | | | | | | | | |
| 27 | 27 | | | | | | | | |
| 28 | 28 | | | | | | | | |
| 29 | 29 | | | | | | | | |
| 30 | 30 | | | | | | | | |
| 31 | 31 | | | | | | | | |
| 32 | 32 | | | | | | | | |
| 33 | 33 | | | | | | | | |
| 34 | 34 | | | | | | | | |
| 35 | 35 | | | | | | | | |
| 36 | 36 | | | | | | | | |
| 37 | 37 | | | | | | | | |
| 38 | 38 | | | | | | | | |
| 39 | 39 | | | | | | | | |
| 40 | 40 | | | | | | | | |
| 41 | 41 | | | | | | | | |
| 42 | 42 | | | | | | | | |
| 43 | 43 | | | | | | | | |
| 44 | 44 | | | | | | | | |
| 45 | 45 | | | | | | | | |
| 46 | 46 | | | | | | | | |
| 47 | 47 | | | | | | | | |
| 48 | 48 | | | | | | | | |
| 49 | 49 | | | | | | | | |
| 50 | 50 | | | | | | | | |
| 51 | 51 | | | | | | | | |
| 52 | 52 | | | | | | | | |
| 53 | 53 | | | | | | | | |
| 54 | 54 | | | | | | | | |
| 55 | 55 | | | | | | | | |
| 56 | 56 | | | | | | | | |
| 57 | 57 | | | | | | | | |
| 58 | 58 | | | | | | | | |
| 59 | 59 | | | | | | | | |
| 60 | 60 | | | | | | | | |
| 61 | 61 | | | | | | | | |
| 62 | 62 | | | | | | | | |
| 63 | 63 | | | | | | | | |
| 64 | 64 | | | | | | | | |
| 65 | 65 | | | | | | | | |
| 66 | 66 | | | | | | | | |
| 67 | 67 | | | | | | | | |
| 68 | 68 | | | | | | | | |
| 69 | 69 | | | | | | | | |
| 70 | 70 | | | | | | | | |
| 71 | 71 | | | | | | | | |
| 72 | 72 | | | | | | | | |
| 73 | 73 | | | | | | | | |
| 74 | 74 | | | | | | | | |
| 75 | 75 | | | | | | | | |
| 76 | 76 | | | | | | | | |
| 77 | 77 | | | | | | | | |
| 78 | 78 | | | | | | | | |
| 79 | 79 | | | | | | | | |
| 80 | 80 | | | | | | | | |
| 81 | 81 | | | | | | | | |
| 82 | 82 | | | | | | | | |
| 83 | 83 | | | | | | | | |
| 84 | 84 | | | | | | | | |
| 85 | 85 | | | | | | | | |
| 86 | 86 | | | | | | | | |
| 87 | 87 | | | | | | | | |
| 88 | 88 | | | | | | | | |
| 89 | 89 | | | | | | | | |
| 90 | 90 | | | | | | | | |
| 91 | 91 | | | | | | | | |
| 92 | 92 | | | | | | | | |
| 93 | 93 | | | | | | | | |
| 94 | 94 | | | | | | | | |
| 95 | 95 | | | | | | | | |
| 96 | 96 | | | | | | | | |
| 97 | 97 | | | | | | | | |
| 98 | 98 | | | | | | | | |
| 99 | 99 | | | | | | | | |
| 100| 100 | | | | | | | | |
Copyright (C) 2018-19. All rights reserved.
| Word of Order | 100 to 150 | 150 to 200 | 200 to 250 | 250 to 300 | 300 to 350 | 350 to 400 | 400 to 450 | 450 to 500 | 500 to 550 | 550 to 600 | 600 to 650 | 650 to 700 | 700 to 750 | 750 to 800 | 800 to 850 | 850 to 900 | 900 to 950 | 950 to 1000 |
|---------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|------------|
| 100 | | | | | | | | | | | | | | | | | |
| 101 | | | | | | | | | | | | | | | | | |
| 102 | | | | | | | | | | | | | | | | | |
| 103 | | | | | | | | | | | | | | | | | |
| 104 | | | | | | | | | | | | | | | | | |
| 105 | | | | | | | | | | | | | | | | | |
| 106 | | | | | | | | | | | | | | | | | |
| 107 | | | | | | | | | | | | | | | | | |
| 108 | | | | | | | | | | | | | | | | | |
| 109 | | | | | | | | | | | | | | | | | |
| 110 | | | | | | | | | | | | | | | | | |
| 111 | | | | | | | | | | | | | | | | | |
| 112 | | | | | | | | | | | | | | | | | |
| 113 | | | | | | | | | | | | | | | | | |
| 114 | | | | | | | | | | | | | | | | | |
| 115 | | | | | | | | | | | | | | | | | |
| 116 | | | | | | | | | | | | | | | | | |
| 117 | | | | | | | | | | | | | | | | | |
| 118 | | | | | | | | | | | | | | | | | |
| 119 | | | | | | | | | | | | | | | | | |
| 120 | | | | | | | | | | | | | | | | | |
| 121 | | | | | | | | | | | | | | | | | |
| 122 | | | | | | | | | | | | | | | | | |
| 123 | | | | | | | | | | | | | | | | | |
| 124 | | | | | | | | | | | | | | | | | |
| 125 | | | | | | | | | | | | | | | | | |
| 126 | | | | | | | | | | | | | | | | | |
| 127 | | | | | | | | | | | | | | | | | |
| 128 | | | | | | | | | | | | | | | | | |
| 129 | | | | | | | | | | | | | | | | | |
| 130 | | | | | | | | | | | | | | | | | |
| 131 | | | | | | | | | | | | | | | | | |
| 132 | | | | | | | | | | | | | | | | | |
| 133 | | | | | | | | | | | | | | | | | |
| 134 | | | | | | | | | | | | | | | | | |
| 135 | | | | | | | | | | | | | | | | | |
| 136 | | | | | | | | | | | | | | | | | |
| 137 | | | | | | | | | | | | | | | | | |
| 138 | | | | | | | | | | | | | | | | | |
| 139 | | | | | | | | | | | | | | | | | |
| 140 | | | | | | | | | | | | | | | | | |
| 141 | | | | | | | | | | | | | | | | | |
| 142 | | | | | | | | | | | | | | | | | |
| 143 | | | | | | | | | | | | | | | | | |
| 144 | | | | | | | | | | | | | | | | | |
| 145 | | | | | | | | | | | | | | | | | |
| 146 | | | | | | | | | | | | | | | | | |
| 147 | | | | | | | | | | | | | | | | | |
| 148 | | | | | | | | | | | | | | | | | |
| 149 | | | | | | | | | | | | | | | | | |
| 150 | | | | | | | | | | | | | | | | | |
**Note:** Words of order are grouped into sets of 50 words each, and each set is further divided into five groups of 10 words each. The groups are labeled as A, B, C, D, and E.
| No | No of TEs | Total no of candidates | Total no of successful candidates | Total no of unsuccessful candidates | Total no of candidates | Total no of successful candidates | Total no of unsuccessful candidates |
|----|-----------|------------------------|----------------------------------|-----------------------------------|------------------------|----------------------------------|-----------------------------------|
| 1 | 001 | 0 | 0 | 0 | 0 | 0 | 0 |
| 2 | 002 | 0 | 0 | 0 | 0 | 0 | 0 |
| 3 | 003 | 0 | 0 | 0 | 0 | 0 | 0 |
| 4 | 004 | 0 | 0 | 0 | 0 | 0 | 0 |
| 5 | 005 | 0 | 0 | 0 | 0 | 0 | 0 |
| 6 | 006 | 0 | 0 | 0 | 0 | 0 | 0 |
| 7 | 007 | 0 | 0 | 0 | 0 | 0 | 0 |
| 8 | 008 | 0 | 0 | 0 | 0 | 0 | 0 |
| 9 | 009 | 0 | 0 | 0 | 0 | 0 | 0 |
| 10 | 010 | 0 | 0 | 0 | 0 | 0 | 0 |
| 11 | 011 | 0 | 0 | 0 | 0 | 0 | 0 |
| 12 | 012 | 0 | 0 | 0 | 0 | 0 | 0 |
| 13 | 013 | 0 | 0 | 0 | 0 | 0 | 0 |
| 14 | 014 | 0 | 0 | 0 | 0 | 0 | 0 |
| 15 | 015 | 0 | 0 | 0 | 0 | 0 | 0 |
| 16 | 016 | 0 | 0 | 0 | 0 | 0 | 0 |
| 17 | 017 | 0 | 0 | 0 | 0 | 0 | 0 |
| 18 | 018 | 0 | 0 | 0 | 0 | 0 | 0 |
| 19 | 019 | 0 | 0 | 0 | 0 | 0 | 0 |
| 20 | 020 | 0 | 0 | 0 | 0 | 0 | 0 |
| 21 | 021 | 0 | 0 | 0 | 0 | 0 | 0 |
| 22 | 022 | 0 | 0 | 0 | 0 | 0 | 0 |
| 23 | 023 | 0 | 0 | 0 | 0 | 0 | 0 |
| 24 | 024 | 0 | 0 | 0 | 0 | 0 | 0 |
| 25 | 025 | 0 | 0 | 0 | 0 | 0 | 0 |
| 26 | 026 | 0 | 0 | 0 | 0 | 0 | 0 |
| 27 | 027 | 0 | 0 | 0 | 0 | 0 | 0 |
| 28 | 028 | 0 | 0 | 0 | 0 | 0 | 0 |
| 29 | 029 | 0 | 0 | 0 | 0 | 0 | 0 |
| 30 | 030 | 0 | 0 | 0 | 0 | 0 | 0 |
| 31 | 031 | 0 | 0 | 0 | 0 | 0 | 0 |
| 32 | 032 | 0 | 0 | 0 | 0 | 0 | 0 |
| 33 | 033 | 0 | 0 | 0 | 0 | 0 | 0 |
| 34 | 034 | 0 | 0 | 0 | 0 | 0 | 0 |
| 35 | 035 | 0 | 0 | 0 | 0 | 0 | 0 |
| 36 | 036 | 0 | 0 | 0 | 0 | 0 | 0 |
| 37 | 037 | 0 | 0 | 0 | 0 | 0 | 0 |
| 38 | 038 | 0 | 0 | 0 | 0 | 0 | 0 |
| 39 | 039 | 0 | 0 | 0 | 0 | 0 | 0 |
| 40 | 040 | 0 | 0 | 0 | 0 | 0 | 0 |
| 41 | 041 | 0 | 0 | 0 | 0 | 0 | 0 |
| 42 | 042 | 0 | 0 | 0 | 0 | 0 | 0 |
| 43 | 043 | 0 | 0 | 0 | 0 | 0 | 0 |
| 44 | 044 | 0 | 0 | 0 | 0 | 0 | 0 |
| 45 | 045 | 0 | 0 | 0 | 0 | 0 | 0 |
| 46 | 046 | 0 | 0 | 0 | 0 | 0 | 0 |
| 47 | 047 | 0 | 0 | 0 | 0 | 0 | 0 |
| 48 | 048 | 0 | 0 | 0 | 0 | 0 | 0 |
| 49 | 049 | 0 | 0 | 0 | 0 | 0 | 0 |
| 50 | 050 | 0 | 0 | 0 | 0 | 0 | 0 |
| 51 | 051 | 0 | 0 | 0 | 0 | 0 | 0 |
| 52 | 052 | 0 | 0 | 0 | 0 | 0 | 0 |
| 53 | 053 | 0 | 0 | 0 | 0 | 0 | 0 |
| 54 | 054 | 0 | 0 | 0 | 0 | 0 | 0 |
| 55 | 055 | 0 | 0 | 0 | 0 | 0 | 0 |
| 56 | 056 | 0 | 0 | 0 | 0 | 0 | 0 |
| 57 | 057 | 0 | 0 | 0 | 0 | 0 | 0 |
| 58 | 058 | 0 | 0 | 0 | 0 | 0 | 0 |
| 59 | 059 | 0 | 0 | 0 | 0 | 0 | 0 |
| 60 | 060 | 0 | 0 | 0 | 0 | 0 | 0 |
| 61 | 061 | 0 | 0 | 0 | 0 | 0 | 0 |
| 62 | 062 | 0 | 0 | 0 | 0 | 0 | 0 |
| 63 | 063 | 0 | 0 | 0 | 0 | 0 | 0 |
| 64 | 064 | 0 | 0 | 0 | 0 | 0 | 0 |
| 65 | 065 | 0 | 0 | 0 | 0 | 0 | 0 |
| 66 | 066 | 0 | 0 | 0 | 0 | 0 | 0 |
| 67 | 067 | 0 | 0 | 0 | 0 | 0 | 0 |
| 68 | 068 | 0 | 0 | 0 | 0 | 0 | 0 |
| 69 | 069 | 0 | 0 | 0 | 0 | 0 | 0 |
| 70 | 070 | 0 | 0 | 0 | 0 | 0 | 0 |
| 71 | 071 | 0 | 0 | 0 | 0 | 0 | 0 |
| 72 | 072 | 0 | 0 | 0 | 0 | 0 | 0 |
| 73 | 073 | 0 | 0 | 0 | 0 | 0 | 0 |
| 74 | 074 | 0 | 0 | 0 | 0 | 0 | 0 |
| 75 | 075 | 0 | 0 | 0 | 0 | 0 | 0 |
| 76 | 076 | 0 | 0 | 0 | 0 | 0 | 0 |
| 77 | 077 | 0 | 0 | 0 | 0 | 0 | 0 |
| 78 | 078 | 0 | 0 | 0 | 0 | 0 | 0 |
| 79 | 079 | 0 | 0 | 0 | 0 | 0 | 0 |
| 80 | 080 | 0 | 0 | 0 | 0 | 0 | 0 |
| 81 | 081 | 0 | 0 | 0 | 0 | 0 | 0 |
| 82 | 082 | 0 | 0 | 0 | 0 | 0 | 0 |
| 83 | 083 | 0 | 0 | 0 | 0 | 0 | 0 |
| 84 | 084 | 0 | 0 | 0 | 0 | 0 | 0 |
| 85 | 085 | 0 | 0 | 0 | 0 | 0 | 0 |
| 86 | 086 | 0 | 0 | 0 | 0 | 0 | 0 |
| 87 | 087 | 0 | 0 | 0 | 0 | 0 | 0 |
| 88 | 088 | 0 | 0 | 0 | 0 | 0 | 0 |
| 89 | 089 | 0 | 0 | 0 | 0 | 0 | 0 |
| 90 | 090 | 0 | 0 | 0 | 0 | 0 | 0 |
| 91 | 091 | 0 | 0 | 0 | 0 | 0 | 0 |
| 92 | 092 | 0 | 0 | 0 | 0 | 0 | 0 |
| 93 | 093 | 0 | 0 | 0 | 0 | 0 | 0 |
| 94 | 094 | 0 | 0 | 0 | 0 | 0 | 0 |
| 95 | 095 | 0 | 0 | 0 | 0 | 0 | 0 |
| 96 | 096 | 0 | 0 | 0 | 0 | 0 | 0 |
| 97 | 097 | 0 | 0 | 0 | 0 | 0 | 0 |
| 98 | 098 | 0 | 0 | 0 | 0 | 0 | 0 |
| 99 | 099 | 0 | 0 | 0 | 0 | 0 | 0 |
| 100| 100 | 0 | 0 | 0 | 0 | 0 | 0 |
**Note:** The data is presented in a tabular format with columns for the number of TEs, total no of candidates, total no of successful candidates, and total no of unsuccessful candidates. Each row corresponds to a different TE, and the data is organized by TE number.
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| No | Word of 151 | word connotational types, if any, are those with the same number of members |
|----|-------------|--------------------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word connotational types, if any, are those with the same number of members |
|----|-------------|--------------------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word connotational types, if any, are those with the same number of members |
|----|-------------|--------------------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word containing only U, A, E, O are those with the same number of syllables |
|----|-------------|--------------------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word containing only U, A, E, O are those with the same number of syllables |
|----|-------------|--------------------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word containing only U, A, E, O are those with the same number of syllables |
|----|-------------|--------------------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Board of Examiners | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | Mathematics | Mathematics | Mathematics |
| | (CBSE) | (CBSE) | (CBSE) |
| | (ICSE) | (ICSE) | (ICSE) |
| | (ISC) | (ISC) | (ISC) |
| | (State Board) | (State Board) | (State Board) |
| Board of Examiners | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | Mathematics | Mathematics | Mathematics |
| | (CBSE) | (CBSE) | (CBSE) |
| | (ICSE) | (ICSE) | (ICSE) |
| | (ISC) | (ISC) | (ISC) |
| | (State Board) | (State Board) | (State Board) |
| Board of Examiners | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | Mathematics | Mathematics | Mathematics |
| | (CBSE) | (CBSE) | (CBSE) |
| | (ICSE) | (ICSE) | (ICSE) |
| | (ISC) | (ISC) | (ISC) |
| | (State Board) | (State Board) | (State Board) |
| No | Word of Trust | word-construction, if any, are those with the same number of members |
|----|---------------|------------------------------------------------------------------|
| | | 1st member | 2nd member | 3rd member | 4th member | 5th member | 6th member | 7th member | 8th member | 9th member | 10th member | 11th member | 12th member | 13th member | 14th member | 15th member | 16th member | 17th member | 18th member | 19th member | 20th member | 21st member | 22nd member | 23rd member | 24th member | 25th member | 26th member | 27th member | 28th member | 29th member | 30th member | 31st member | 32nd member | 33rd member | 34th member | 35th member | 36th member | 37th member | 38th member | 39th member | 40th member | 41st member | 42nd member | 43rd member | 44th member | 45th member | 46th member | 47th member | 48th member | 49th member | 50th member | 51st member | 52nd member | 53rd member | 54th member | 55th member | 56th member | 57th member | 58th member | 59th member | 60th member | 61st member | 62nd member | 63rd member | 64th member | 65th member | 66th member | 67th member | 68th member | 69th member | 70th member | 71st member | 72nd member | 73rd member | 74th member | 75th member | 76th member | 77th member | 78th member | 79th member | 80th member | 81st member | 82nd member | 83rd member | 84th member | 85th member | 86th member | 87th member | 88th member | 89th member | 90th member | 91st member | 92nd member | 93rd member | 94th member | 95th member | 96th member | 97th member | 98th member | 99th member | 100th member |
| No | Word of Trust | word-construction, if any, are those with the same number of members |
|----|---------------|------------------------------------------------------------------|
| | | 1st member | 2nd member | 3rd member | 4th member | 5th member | 6th member | 7th member | 8th member | 9th member | 10th member | 11th member | 12th member | 13th member | 14th member | 15th member | 16th member | 17th member | 18th member | 19th member | 20th member | 21st member | 22nd member | 23rd member | 24th member | 25th member | 26th member | 27th member | 28th member | 29th member | 30th member | 31st member | 32nd member | 33rd member | 34th member | 35th member | 36th member | 37th member | 38th member | 39th member | 40th member | 41st member | 42nd member | 43rd member | 44th member | 45th member | 46th member | 47th member | 48th member | 49th member | 50th member | 51st member | 52nd member | 53rd member | 54th member | 55th member | 56th member | 57th member | 58th member | 59th member | 60th member | 61st member | 62nd member | 63rd member | 64th member | 65th member | 66th member | 67th member | 68th member | 69th member | 70th member | 71st member | 72nd member | 73rd member | 74th member | 75th member | 76th member | 77th member | 78th member | 79th member | 80th member | 81st member | 82nd member | 83rd member | 84th member | 85th member | 86th member | 87th member | 88th member | 89th member | 90th member | 91st member | 92nd member | 93rd member | 94th member | 95th member | 96th member | 97th member | 98th member | 99th member | 100th member |
| No | Word of 151 | word containing only U, A, E, O are those with the same number of syllables |
|----|-------------|--------------------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word containing only U, A, E, O are those with the same number of syllables |
|----|-------------|--------------------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word containing only U, A, E, O are those with the same number of syllables |
|----|-------------|--------------------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Board of Education | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| | 2015-16 | 2016-17 | 2017-18 |
| Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
|--------|--------|--------|--------|--------|
| 0000 | 0001 | 0010 | 0011 | 0100 | 0101 | 0110 | 0111 | 1000 | 1001 | 1010 | 1011 | 1100 | 1101 | 1110 | 1111 |
| Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
|--------|--------|--------|--------|--------|
| 0000 | 0001 | 0010 | 0011 | 0100 | 0101 | 0110 | 0111 | 1000 | 1001 | 1010 | 1011 | 1100 | 1101 | 1110 | 1111 |
| No | Word of 151 | word containing only U, A, E, O are those with the same number of syllables |
|----|-------------|--------------------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word containing only U, A, E, O are those with the same number of syllables |
|----|-------------|--------------------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word containing only U, A, E, O are those with the same number of syllables |
|----|-------------|--------------------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word containing only U, A, E, O are those with the same number of syllables |
|----|-------------|--------------------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word containing only U, A, E, O are those with the same number of syllables |
|----|-------------|--------------------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word containing only U, A, E, O are those with the same number of syllables |
|----|-------------|--------------------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word containing 151, if any are there with the same number of members |
|----|-------------|---------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word containing 151, if any are there with the same number of members |
|----|-------------|---------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| No | Word of 151 | word containing 151, if any are there with the same number of members |
|----|-------------|---------------------------------------------------------------------|
| | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 |
| Board of Study | Total candidates (L) | L pass (L) | L pass % | L pass to total | L pass to total | L pass % | L pass to total | L pass % | L pass to total | L pass % | L pass to total | L pass % |
|---------------|---------------------|-----------|----------|----------------|----------------|----------|----------------|----------|----------------|----------|----------------|----------|
| 2014-15 | | | | | | | | | | | | |
| 2015-16 | | | | | | | | | | | | |
| 2016-17 | | | | | | | | | | | | |
| 2017-18 | | | | | | | | | | | | |
| 2018-19 | | | | | | | | | | | | |
| 2019-20 | | | | | | | | | | | | |
| 2020-21 | | | | | | | | | | | | |
| 2021-22 | | | | | | | | | | | | |
| 2022-23 | | | | | | | | | | | | |
| 2023-24 | | | | | | | | | | | | |
| Board of Study | Total candidates (L) | L pass (L) | L pass % | L pass to total | L pass to total | L pass % | L pass to total | L pass % | L pass to total | L pass % | L pass to total | L pass % |
|---------------|---------------------|-----------|----------|----------------|----------------|----------|----------------|----------|----------------|----------|----------------|----------|
| 2014-15 | | | | | | | | | | | | |
| 2015-16 | | | | | | | | | | | | |
| 2016-17 | | | | | | | | | | | | |
| 2017-18 | | | | | | | | | | | | |
| 2018-19 | | | | | | | | | | | | |
| 2019-20 | | | | | | | | | | | | |
| 2020-21 | | | | | | | | | | | | |
| 2021-22 | | | | | | | | | | | | |
| 2022-23 | | | | | | | | | | | | |
| 2023-24 | | | | | | | | | | | | |
| No | No of TUs | Total candidates (i.e., all those with the same number of modules) | Total candidates (i.e., all those with the same number of modules) | Total candidates (i.e., all those with the same number of modules) | Total candidates (i.e., all those with the same number of modules) | Total candidates (i.e., all those with the same number of modules) | Total candidates (i.e., all those with the same number of modules) |
|----|-----------|---------------------------------------------------------------|---------------------------------------------------------------|---------------------------------------------------------------|---------------------------------------------------------------|---------------------------------------------------------------|---------------------------------------------------------------|
| | | 1st year 2nd year 3rd year 4th year 5th year 6th year 7th year | 1st year 2nd year 3rd year 4th year 5th year 6th year 7th year | 1st year 2nd year 3rd year 4th year 5th year 6th year 7th year | 1st year 2nd year 3rd year 4th year 5th year 6th year 7th year | 1st year 2nd year 3rd year 4th year 5th year 6th year 7th year | 1st year 2nd year 3rd year 4th year 5th year 6th year 7th year |
| 90 | 9001 | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% |
| 91 | 9101 | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% |
| 92 | 9201 | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% |
| 93 | 9301 | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% |
| 94 | 9401 | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% |
| 95 | 9501 | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% |
| 96 | 9601 | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% |
| 97 | 9701 | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% |
| 98 | 9801 | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% |
| 99 | 9901 | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% | 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% |
Copyright (C) 2018-19. All rights reserved.
| Board of Examiners | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | Mathematics | Mathematics | Mathematics |
| | (CBSE) | (CBSE) | (CBSE) |
| | (ICSE) | (ICSE) | (ICSE) |
| | (ISC) | (ISC) | (ISC) |
| | (State Board) | (State Board) | (State Board) |
| Board of Examiners | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | Mathematics | Mathematics | Mathematics |
| | (CBSE) | (CBSE) | (CBSE) |
| | (ICSE) | (ICSE) | (ICSE) |
| | (ISC) | (ISC) | (ISC) |
| | (State Board) | (State Board) | (State Board) |
| Board of Examiners | 10th Standard | 11th Standard | 12th Standard |
|-------------------|---------------|---------------|---------------|
| | Mathematics | Mathematics | Mathematics |
| | (CBSE) | (CBSE) | (CBSE) |
| | (ICSE) | (ICSE) | (ICSE) |
| | (ISC) | (ISC) | (ISC) |
| | (State Board) | (State Board) | (State Board) |
| Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
|--------|--------|--------|--------|--------|
| Word 1 | Word 2 | Word 3 | Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
| Word 1 | Word 2 | Word 3 | Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
| Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
|--------|--------|--------|--------|--------|
| Word 1 | Word 2 | Word 3 | Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
| Word 1 | Word 2 | Word 3 | Word 4 | Word 5 | Word 6 | Word 7 | Word 8 |
|
eec5d550-143f-4da3-86e7-d2ccf53eec1d
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CC-MAIN-2025-05
|
https://thelogician.net/files/documents/85f44ace-82c8-4dec-8758-dde8a992e06b.pdf
|
2025-01-15T23:27:05+00:00
|
crawl-data/CC-MAIN-2025-05/segments/1736703362284.61/warc/CC-MAIN-20250115210945-20250116000945-00584.warc.gz
| 587,778,109
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eng_Latn
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eng_Latn
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eng_Latn
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This document has been prepared by
Sunder Kidāmbi
with the blessings of
His Holiness śrīmad āṇḍavan śrīraṅgam
| குறியீடு | பொருள் |
|----------|---------|
| 1 | வேலைவாய்க்காலம் நெடுத்துரைத்தாலோவில் |
| 2 | வேலைவாய்க்காலம் நெடுத்துரைத்தாலோவில் |
| 3 | வேலைவாய்க்காலம் நெடுத்துரைத்தாலோவில் |
| 4 | வேலைவாய்க்காலம் நெடுத்துரைத்தாலோவில் |
| 5 | வேலைவாய்க்காலம் நெடுத்துரைத்தாலோவில் |
| 6 | வேலைவாய்க்காலம் நெடுத்துரைத்தாலோவில் |
| 7 | வேலைவாய்க்காலம் நெடுத்துரைத்தாலோவில் |
| 8 | வேலைவாய்க்காலம் நெடுத்துரைத்தாலோவில் |
| 9 | வேலைவாய்க்காலம் நெடுத்துரைத்தாலோவில் |
| 10 | வேலைவாய்க்காலம் நெடுத்துரைத்தாலோவில் |
| 11 | வேலைவாய்க்காலம் நெடுத்துரைத்தாலோவில் |
| 12 | வேலைவாய்க்காலம் நெடுத்துரைத்தாலோவில் |
| 13 | வேலைவாய்க்காலம் நெடுத்துரைத்தாலோவில் |
| 14 | வேலைவாய்க்காலம் நெடுத்துரைத்தாலோவில் |
| 15 | வேலைவாய்க்காலம் நெடுத்துரைத்தாலோவில் |
| | |
|---|---|
| 16 | வேதகுறுத்தலில் நடை: |
| 17 | வேத அவதாரங்கள் நடை: |
| 18 | வேத அயநாரங்கள் நடை: |
| 19 | வேத பாராயணியின் நடை: |
| 20 | வேத பாராயணிக்குடியின் நடை: |
| 21 | வேத வியாபாரப்பிரதிசூழ்ச்சியாய் நடை: |
| 22 | வேத வியாபாராசாஸ்திரமுலில் நடை: |
| 23 | வேத புராதியாய் நடை: |
| 24 | வேத புராவிப்பு நடை: |
| 25 | வேத புராவாயாய் நடை: |
| 26 | வேத புராவராய் நடை: |
| 27 | வேத புரிகாய் நடை: |
| 28 | வேத வானிதுப்பாடி நடை: |
| 29 | வேத குத்துதுபாய் நடை: |
| 30 | வேத குதிரை நடை: |
| 31 | வேத வாய்ப்பை நடை: |
| 32 | வேத நிறவுவாரவாய் நடை: |
| 33 | வேத வார்த்தையாயாய் நடை: |
| | |
|---|---|
| 34 | வே. காண்டாரம் அலுவலராய் நாயகி |
| 35 | வே. காவியார் தாதுவாழ்வாய் நாயகி |
| 36 | வே. காஞ்சனா முத்தாருணாய் நாயகி |
| 37 | வே. வலாகார பிரியாராக்கிளை நாயகி |
| 38 | வே. பார்வதி வாழ்கதிராந்தாய் நாயகி |
| 39 | வே. காஞ்சனா முத்தாருணாய் நாயகி |
| 40 | வே. வலாகார பிரியாராக்கிளை நாயகி |
| 41 | வே. வலாகார பிரியாராக்கிளை நாயகி |
| 42 | வே. பார்வதி வாழ்கதிராந்தாய் நாயகி |
| 43 | வே. காஞ்சனா முத்தாருணாய் நாயகி |
| 44 | வே. வலாகார பிரியாராக்கிளை நாயகி |
| 45 | வே. வலாகார பிரியாராக்கிளை நாயகி |
| 46 | வே. பார்வதி வாழ்கதிராந்தாய் நாயகி |
| 47 | வே. காஞ்சனா முத்தாருணாய் நாயகி |
| 48 | வே. வலாகார பிரியாராக்கிளை நாயகி |
| 49 | வே. பார்வதி வாழ்கதிராந்தாய் நாயகி |
| 50 | வே. வலாகார பிரியாராக்கிளை நாயகி |
| 51 | வே. காஞ்சனா முத்தாருணாய் நாயகி |
| | |
|---|---|
| 52 | வீடு காப்பாலனாது பயணம் செய்யினே நாள்: |
| 53 | வீடு காப்பாலனாது தொழில் தொடுவாய் நாள்: |
| 54 | வீடு தக்கவைப்பிறை வேலியில் நாள்: |
| 55 | வீடு அகச்சியா வேலியில் விளையாடு நாள்: |
| 56 | வீடு அச்சியிடது நாள்: |
| 57 | வீடு அம்பூர் பாயாய் நாள்: |
| 58 | வீடு ஜெயந்தக்கல்வாராய் நாள்: |
| 59 | வீடு அப்பிலிங் நாள்: |
| 60 | வீடு வில்லா சார்விக்கு திருப்பாய் நாள்: |
| 61 | வீடு அத்தியோராக்கு பாலூட்டாராய் நாள்: |
| 62 | வீடு வல்லப்பா மாதா தான் பாக்காய் நாள்: |
| 63 | வீடு வல்லப்பா மாதா திருப்பாய் நாள்: |
| 64 | வீடு வல்லப்பா மாதா திருப்பாய் நாள்: |
| 65 | வீடு சாவித்திரை காந்திராய் நாள்: |
| 66 | வீடு நவம்பர் வாராய் நாள்: |
| 67 | வீடு உபாதா தாயாவின்பாடி நாள்: |
| 68 | வீடு பாதகாடி நாள்: |
| 69 | வீடு வல்லவைப்பிறை நாள்: |
| | |
|---|---|
| 88 | வேல்பெருந்தாய் நடை |
| 89 | உலகத்தியை நடை |
| 90 | வேல்கொழுப்பாய் நடை |
| 91 | வேல்பெருமையை நடை |
| 92 | கந்தவாய் நடை |
| 93 | வேல்சுவாமியுடைய நடை |
| 94 | வேலாயுதருத்தியை நடை |
| 95 | வேல்காசுப்பாய் நடை |
| 96 | வேல்தாக்குதாய் நடை |
| 97 | வேல்பெருந்தாய்க்குடி நடை |
| 98 | வேல்பார்வே நடை |
| 99 | வேல்பாவிடு நடை |
| 100 | வேல்பெருந்தாய்க்காயானை துராய் நடை |
| 101 | வேல்பார்வே நடை |
| 102 | வேல்பார்வே நடை |
| 103 | வேல்பார்வே நடை |
| 104 | வேல்பார்வே நடை |
| 105 | வேல்பார்வே நடை |
| | |
|---|---|
| 106 | என் வேலாயுட்டாரும் ஆற்றிக்காரா தொழிய நாடு: |
| 107 | என் வலவுள்ளாண்டி தலைவுவூ சிவப்பு சாவக்கானாய நாடு: |
| 108 | என் வார்ப்புத்துறவு வாலோங்காலை கோட்டீகாஜ்ஜாய நாடு: |
॥ உதி பர் வேலாக்கிலேரிகாவே ராதாபத்தநாஞ்சவே வாங்கா பா ||
|
<urn:uuid:5c41df8c-92d3-48d5-89b2-dbec9c299708>
|
CC-MAIN-2024-26
|
https://prapatti.com/slokas/grantha/vedaantadesikaashtottarashatanaamaavali.pdf
|
2024-06-25T16:12:24+00:00
|
crawl-data/CC-MAIN-2024-26/segments/1718198866143.18/warc/CC-MAIN-20240625135622-20240625165622-00615.warc.gz
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Use the spaces provided for each exercise to record the weight lifted and the number of reps performed.
**BURN PHASE**
| BURN CIRCUIT 1 | WEEK 1 | WEEK 2 | WEEK 3 | WEEK 4 |
|----------------|--------|--------|--------|--------|
| 1 Sumo Squat with Hip Lift | W______ R_____ | W______ R_____ | W______ R_____ | W______ R_____ |
| 2 Lunge with Posterior Fly | W______ R_____ | W______ R_____ | W______ R_____ | W______ R_____ |
| 3 Push-Up with Leg Lift | R_____ | R_____ | R_____ | R_____ |
| 4 Dead Lift with Posterior Fly | W______ R_____ | W______ R_____ | W______ R_____ | W______ R_____ |
| 5 Lunge with Core Rotation | W______ R_____ | W______ R_____ | W______ R_____ | W______ R_____ |
| 6 Bench Press and Leg Lower | W______ R_____ | W______ R_____ | W______ R_____ | W______ R_____ |
| 7 Squat with Side Bend | W______ R_____ | W______ R_____ | W______ R_____ | W______ R_____ |
| 8 Forward-Lean Lunge With DBL Arm Posterior Fly | W______ R_____ | W______ R_____ | W______ R_____ | W______ R_____ |
| 9 Chest Fly with Hip Lift | W______ R_____ | W______ R_____ | W______ R_____ | W______ R_____ |
| BURN CIRCUIT 2 | WEEK 1 | WEEK 2 | WEEK 3 | WEEK 4 |
|----------------|--------|--------|--------|--------|
| 1 Sumo Squat with Bicep Curl | W______ R_____ | W______ R_____ | W______ R_____ | W______ R_____ |
| 2 Lunge with One-Arm Tricep Extension | W______ R_____ | W______ R_____ | W______ R_____ | W______ R_____ |
| 3 Dead Lift Row | W______ R_____ | W______ R_____ | W______ R_____ | W______ R_____ |
| 4 Sumo Squat with Overhead Tricep Extension | W______ R_____ | W______ R_____ | W______ R_____ | W______ R_____ |
| 5 Dead Lift with Double Row | W______ R_____ | W______ R_____ | W______ R_____ | W______ R_____ |
| 6 Bowler’s Lunge with Single-Arm Row | W______ R_____ | W______ R_____ | W______ R_____ | W______ R_____ |
| 7 Bicep Curls with Abductor Balance | W______ R_____ | W______ R_____ | W______ R_____ | W______ R_____ |
| 8 Forward-Lean Lunge with Double Row | W______ R_____ | W______ R_____ | W______ R_____ | W______ R_____ |
| 9 Triple-Threat Push-Ups | R_____ | R_____ | R_____ | R_____ |
| BURN CIRCUIT 3 | WEEK 1 | WEEK 2 | WEEK 3 | WEEK 4 |
|----------------|--------|--------|--------|--------|
| 1 Sumo Squat with Overhead Press | W______ R_____ | W______ R_____ | W______ R_____ | W______ R_____ |
| 2 Lunge with Calf Raise | W______ R_____ | W______ R_____ | W______ R_____ | W______ R_____ |
| 3 Squat with Lateral Raise | W______ R_____ | W______ R_____ | W______ R_____ | W______ R_____ |
| 4 Lunge with Frontal Press | W______ R_____ | W______ R_____ | W______ R_____ | W______ R_____ |
| 5 Squat with Calf Raise | W______ R_____ | W______ R_____ | W______ R_____ | W______ R_____ |
| 6 Sumo Squat with Delt Raises | W______ R_____ | W______ R_____ | W______ R_____ | W______ R_____ |
| 7 Squat with Double Overhead Press | W______ R_____ | W______ R_____ | W______ R_____ | W______ R_____ |
| 8 Lunge with Lateral Raise | W______ R_____ | W______ R_____ | W______ R_____ | W______ R_____ |
| 9 Sumo Squat with Calf Raise | W______ R_____ | W______ R_____ | W______ R_____ | W______ R_____ |
Use the spaces provided for each exercise to record the weight lifted and the number of reps performed.
**PUSH PHASE**
| PUSH CIRCUIT 1 | WEEK 1 | WEEK 2 | WEEK 3 | WEEK 4 |
|----------------|--------|--------|--------|--------|
| 1 Standard Bicep Curl | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 2 Standard Squat | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 3 Single-Arm Bent-Over Tricep Extension | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 4 VPress Biceps | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 5 Single-Leg Squat | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 6 Overhead Tricep Extension | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 7 Hammer Biceps | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 8 Heel Squat | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 9 Push-Ups | R______ | R______ | R______ | R______ |
| PUSH CIRCUIT 2 | WEEK 1 | WEEK 2 | WEEK 3 | WEEK 4 |
|----------------|--------|--------|--------|--------|
| 1 Standard Overhead Press | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 2 Single-Leg Lunge | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 3 Standing Reverse Fly | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 4 Standing Arnold Press | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 5 Single-Leg Dead Lifts | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 6 Bent-Over Lat Raise | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 7 Frontal Shoulder Press | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 8 Single-Leg Tap Lunges | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 9 Lateral Delt Raise | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| PUSH CIRCUIT 3 | WEEK 1 | WEEK 2 | WEEK 3 | WEEK 4 |
|----------------|--------|--------|--------|--------|
| 1 Sumo Squat | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 2 Single-Arm Row | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 3 Chest Fly | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 4 Bowler Lunge | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 5 Double-Arm Bent-Over Row | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 6 Bench Press | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 7 Single-Leg Sumo Squat | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 8 Reverse-Grip Bent-Over Row | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 9 Long-Arm Pullover | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
Use the spaces provided for each exercise to record the weight lifted and the number of reps performed.
**LEAN PHASE**
| LEAN CIRCUIT 1 | WEEK 1 | WEEK 2 | WEEK 3 | WEEK 4 |
|----------------|--------|--------|--------|--------|
| 1 Single-Calf Raise, Bicep Curl | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 2 Tricep Push-Ups | R______ | R______ | R______ | R______ |
| 3 Split Lunge with Biceps | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 4 Stationary Runner’s Lunge - Double Triceps | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 5 Bicep Curl with Hamstring Curl - Right and Left | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 6 Plank with Single-Tricep Extension | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 7 Reverse Lunge - Double-Arm Bicep Curl | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 8 Supine Tricep | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 9 Sumo Squat Calf Raise with Bicep Curl | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| LEAN CIRCUIT 2 | WEEK 1 | WEEK 2 | WEEK 3 | WEEK 4 |
|----------------|--------|--------|--------|--------|
| 1 Sumo Squat Anterior Delt Lift | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 2 Double-Arm Row - Single-Leg Lift with Band | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 3 Single Hamstring Curls, with Lateral Raise | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 4 Runner’s Lunge with Double-Arm Row | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 5 Lateral Raise with Abduction with Bands | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 6 Plank with Single-Arm Row | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 7 Reverse Lunge - Lateral Raise | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 8 Posterior Deltoid Raise with Leg Lift | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 9 Squat with Double-Arm Anterior Delt Lift | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| LEAN CIRCUIT 3 | WEEK 1 | WEEK 2 | WEEK 3 | WEEK 4 |
|----------------|--------|--------|--------|--------|
| 1 Squat with Cross-Body Chop | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 2 Reverse Lunge and Arnold Press | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 3 Chest Fly with Hip Lift | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 4 Kneeling Overhead Press and Center Crunch | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 5 Push-Up Side Planks | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 6 Dead Lift Frontal Press | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 7 Traveling Push-Ups | R______ | R______ | R______ | R______ |
| 8 Chest Fly - Abduction | W______ R______ | W______ R______ | W______ R______ | W______ R______ |
| 9 Army Crawl | R______ | R______ | R______ | R______ |
|
<urn:uuid:82e7a931-178f-414b-a7bc-582765a287db>
|
CC-MAIN-2017-26
|
http://pureathletefitness.com/wp-content/uploads/2012/02/Chalean_Extreme_Worksheets.pdf
|
2017-06-26T15:43:21Z
|
crawl-data/CC-MAIN-2017-26/segments/1498128320823.40/warc/CC-MAIN-20170626152050-20170626172050-00611.warc.gz
| 321,446,136
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|
eng_Latn
|
eng_Latn
| 0.999209
|
eng_Latn
| 0.998619
|
[
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rolmOCR
|
[
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ORMANSIZLAMA
FAO'ya göre 4000 yıl öncesinde Dünya'yı ormanlarla kaplayan 8 milyar hektarlık alan, günümüzde 3 milyar hektar civarında kaldı.
Bunların her biri önemlisi bir kültürel taraflarıyla taşınmaya devam etti. 1980 yılına gelindiğinde, 26 milyar hektar arazinin orman alanları, günümüzde, gerçekte gerçekte 3 milyar civarında kaldı.
Original Forest Cover
2005 Forest Cover
Modified: Global Forest Watch
Ormanın Yarûn Yok olma Doğal sebepler
Yangûnlar
Hastalûklar
Çim değişikliklikleri
Kütle hareketleri
Volkanik faaliyetler
Ormanların Yarûn Yok olma
Günsan etkisi
Yangûnlar
Tarûmî alanû elde etme i
Madencilik
Hayvancûlûk
Kereşteni üretimi
Değri iâkı kamaçûnâ kullanûm
Ticâri türillerin yetiiti
Asit yaFmurlarû
Yangûn
Yol yapımı...
Hastalıklar...
Asit Yağmurlar Ü...
Madenci
Madenci is a Turkish mining company that operates in various countries, including Turkey, Australia, and Canada. The company is involved in the extraction of gold, silver, copper, and other minerals. Madenci has a significant presence in the mining industry and is known for its commitment to sustainable practices and community engagement.
The proposed mine is located in the heart of the Kootenay River valley, which is a major source of water for the region. The mine would be located on the east side of the river, and would require the construction of a dam to create a reservoir. The dam would be approximately 100 meters high and would have a capacity of 100 million cubic meters. The mine would also require the construction of a tailings pond, which would be located on the west side of the river. The pond would be approximately 50 meters deep and would have a capacity of 50 million cubic meters.
The mine would be operated by a company called Kootenay Gold, which is based in Vancouver, British Columbia. The company has been granted a mining lease by the government of British Columbia, and has received approval from the Environmental Assessment Office to proceed with the project. The company has also received approval from the Ministry of Environment to construct the dam and the tailings pond.
The mine would be expected to produce approximately 100,000 ounces of gold per year, and would be expected to generate approximately $100 million in revenue per year. The mine would also be expected to create approximately 100 jobs during the construction phase, and approximately 20 jobs during the operational phase.
The mine would be expected to have a significant impact on the local economy, and would be expected to generate approximately $100 million in tax revenue per year. The mine would also be expected to have a significant impact on the environment, and would be expected to generate approximately $100 million in environmental costs per year.
Kereste üretimi
Dünya ormanları iki alanda yoğunlaşmıştır;
1) Alaska, Kanada, İndinavut, Kuzey Rusya'dan Sibirya'ya kadar bulunan Kuzey Bölgelerinde (Boreal Ormanlar).
2) Ekvatorlarda (Amazon, Orta Afrika ve Endonezya-Malezya adaları)
Bu iki alanda yer yer büyük ormanlar görülmektedir.
Günümüzde Dünya ormanları 3.5 milyar var hektar civarında. Bu ormanların %30'u karınlık gelmektedir.
Dünya Orman Alanları
© FAO 2006
The Canadian Rockies
Tropikal Yağmur Ormanları
|
bdd64450-e986-40c8-bee4-d3aefdcf2460
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CC-MAIN-2020-16
|
https://acikders.ankara.edu.tr/pluginfile.php/118963/mod_resource/content/0/8%20Ormans%C4%B1zla%C5%9Fma.pdf
|
2020-04-08T16:53:38+00:00
|
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StudySync Unit Summary Information
| Grade 6 unit 1 Turning Points | “Guts: The True Stories Behind Hatchet and the Brian Books;” Island of the Blue Dolphins; Dragonwings; The Father of Chinese Aviation; I Never Had it Made; Warriors Don’t Cry; The Story of my Life; Eleven; The Pigman; The Road Not Taken | Hatchet The Story of my Life (Alternate) | Informative / Explanatory writing | Point of View; Central or Main Idea; Greek and Latin Affixes and Roots; Textual Evidence; Connotation and Denotation; Informational Text Structure; Figurative Language; Media; Story Structure; Poetic Structure; Poetic Elements |
|---|---|---|---|---|
| Grade 6 unit 2 Ancient Realms | Hatshepsut: His Majesty, Herself; Book of the Dead; The Book of Exodus; A Short Walk Around the Pyramids…; Aesop’s Fables; The Lightning Thief; Perseus; Heroes Every Child Should Know; Black Ships Before Troy; Mythology: Timeless Tales of Gods and Heroes; The Hero Schliemann: The Dreamer Who Dug for Troy | The Lightning Thief | Literary Analysis / Argumentative | Informational Text Elements; Central or Main Idea; Arguments and Claims; Theme; Point of View; Tone; Word Meaning; Plot; Compare and Contrast; Story Structure; Media; Author’s Purpose and Point of View; Figurative Language; |
| Grade 6 unit 3 Facing Challenges | A Wrinkle in Time; The Monsters are Due on Maple Street; Red Scarf Girl; I Am an American: A True Story of Japanese Internment; Roll of Thunder, Hear my Cry; Children of the Dust Bowl: The True Story of the School at Weedpatch Camp; The Circuit: Stories from the Life of a Migrant Child; Les Miserables; Jabberwocky; Bullying in Schools | Roll of Thunder, Hear my Cry The Monsters Are Due on Maple Street (alternate) | Fictional Narrative | Plot; Media; Compare and Contrast; Informational Text Elements; Connotation and Denotation; Author’s Purpose and Point of View; Media; Story Structure; Central or Main Idea; Point of View; Theme; Tone; Arguments and Claims |
| Grade 6 unit 4 Our Heroes | Rosa Parks: My Story; The Story Behind the Bus; Rosa; Freedom Walkers: The Story of the Montgomery Bus Boycott; Sunrise Over Fallujah; An American Plague: The True and Terrifying Story of the Yellow Fever Epidemic of 1793; Celebrities as Heroes; The Education of George Washington: How a Forgotten Book Shaped the Character of a Hero; Eleanor Roosevelt: A Life of Discovery; Eleanor Roosevelt and Marian Anderson; My Father is a Simple Man | Freedom Walkers: The Story of the Montgomery Bus Boycott | Argumentative | Informational Text Elements; Connotation and Denotation; Compare and Contrast; Poetic Structure; Word Relationships; Informational Text Structure; Point of View; Tone; Central or Main Idea; Arguments and Claims; Author’s Purpose and Point of View; Figurative Language; Media; Theme |
Grade / Unit / Excerpted Texts /shorter selections
Full-Text Study Extended
Skills Covered
| Grade 7 unit 1 In Pursuit | Barrio Boy; The Other Side of the Sky; The Song of Wandering Aengus; The Hobbit; Call of the Klondike; The King of Mazy May; The Cremation of Sam McGee; New Directions; Travels with Charley; Apollo 13: Mission Highlights; Rikki-Tikki- Tavi; The Call of the Wild | The Call of the Wild The Hobbit (Alternate) | Informative / Explanatory |
|---|---|---|---|
| Grade 7 unit 2 The Powers that Be | Gladiator; The Lottery; The Giver; The Wise Old Woman; Nothing to Envy: Ordinary Lives in North Korea; Feed; The Hunger Games; The Words We Live By: Your Annotated Guide to the Constitution; I, Too, Sing America; Reality TV and Society | The Giver The Hunger Games (Alternate) | Narrative |
| Grade 7 unit 3 Justice Served | Mother Jones: Fierce Fighter for Workers’ Rights; Speech to the Young: Speech to the Progress-- Toward; Flesh and Blood So Cheap: The Triangle Fire and Its Legacy; About Cesar; Elegy on the Death of Cesar Chavez; Harriet Tubman: Conductor on the Underground Railroad; The People Could Fly: American Black Folktales; 1976 Democratic National Convention Keynote Address; The New Colossus; Eulogy for Mahatma Gandhi; Long Walk to Freedom | Harriet Tubman: Conductor on the Underground RR | Literary Analysis |
| Grade 7 unit 4 Getting Along | The Outsiders; The Teacher Who Changed My Life; The Miracle Worker; The Tragedy of Romeo and Juliet; Amigo Brothers; Thank You, Ma’am; California Invasive Plant Inventory; The Dangers of Social Media; My Antonia; Freak the Mighty; The Ransom of Red Chief; Oranges | The Outsiders The Miracle Worker (Alternate) | Argumentative |
| Grade / Unit / Unit Title | Excerpted Texts /shorter selections | Full-Text Study | Extended Writing Project Genre | Skills Covered |
|---|---|---|---|---|
| Grade 8 unit 1 Suspense | Let ‘Em Play God; The Monkey’s Paw; Sorry, Wrong Number; Violence in the Movies; A Night to Remember; Cujo; Lord of the Flies; Ten Days in a Mad-House; The Tell-Tale Heart; Annabel Lee; The Bells | Lord of the Flies | Narrative | Author’s Purpose and Point of View; Theme; Word Meaning; Story Elements; Textual Evidence; Plot; Textual Evidence; Theme; Character; Greek and Latin Affixes and Roots; Poetic Elements |
| Grade 8 unit 2 In Time of War | Blood, Toil, Tears, and Sweat; Anne Frank: The Diary of a Young Girl; The Diary of Anne Frank: A Play; The Boy in the Striped Pajamas: A Fable; Teaching History Through Fiction; Hitler Youth: Growing up in Hitler’s Shadow; Parallel Journeys; Dear Miss Breed; Nobel Prize Acceptance Speech; Remarks in Memory of the Victims of the Holocaust | The Diary of Anne Frank--A Play | Argumentative | Textual Evidence; Central or Main Idea; Informational Text Elements; Dramatic Elements; Theme; Media; Point of View; Character; Arguments and Claims; Compare and Contrast; Reasons and Evidence; Author’s Purpose and Point of View; Informational Text Structure |
| Grade 8 unit 3 A Moral Compass | Abuela Invents the Zero; Home; A Celebration of Grandfathers; Mother to Son; Little Women; The Adventures of Tom Sawyer; Born Worker; Ode to Thanks; The Little Boy Lost and the Little Boy Found; A Poison Tree; Mandatory Volunteer Work for Teenagers | The Adventures of Tom Sawyer | Literary Analysis | Theme; Character; Central or Main Idea; Tone; Plot; Point of View; Media; Story Structure; Allusion; Poetic Structure; Figurative Language; Connotation and Denotation; Word Relationships; Author’s Purpose and Point of View; Reasons and Evidence; Compare and Contrast; Career Development |
| Grade 8 Unit 4 The Civil War | “House Divided” Speech; Narrative of the Life of Frederick Douglass, an American Slave; Across Five Aprils; Paul Revere’s Ride; Speech to the Ohio Women’s Conference: “And Ain’t I A Woman;” Sullivan Ballou Letter; Civil War Journal; The Red Badge of Courage; Gettysburg Address; Chasing Lincoln’s Killer; “O Captain! My Captain!” | Narrative of the Life of Frederick Douglass, A Slave | Informative / Explanatory | Informational Text Structure; Tone; Informational Text Elements; Figurative Language; Point of View; Character; Connotation and Denotation; Compare and Contrast; Media; Figures of Speech; Theme; Arguments and Claims; Central or Main Idea; Textual Evidence; Poetic Structure |
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Science Vocabulary Progression Map
This progression map shows the progression across the national curriculum's science programme of study requirements from year 1 to year 6. Statements here are taken directly from the programme of study and have been organised into topics.
Alongside the statements is the vocabulary progression. This details the required vocabulary that the children should understand throughout each topic and year group as a prerequisite for further learning. Vocabulary is not exclusive to each year group so it is not repeated on the grid in subsequent year groups for the same topic. For example, a year 2 child studying 'Animals including Humans' may use the vocabulary listed in the year 2 column as well as that in the year 1 column. Likewise, a year 6 child learning about 'Light' may use the year 3 vocabulary as well as the year 6. Where vocabulary may have already been encountered in a previous year group but in a different topic, this will be listed under 'Previously introduced vocabulary'. The vocabulary indicated in bold can also be found on the relevant Knowledge Organiser for each topic.
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Animals Including Humans
Plants
Living Things and Their Habitats
Evolution and Inheritance
Seasonal Changes
Forces and Magnets
Forces
Forces
Light
Sound
Earth and Space
Electricity
Everyday Materials
Use of Everyday
Materials
Rocks
States of Matter
Properties and Changes
of Materials
Materials
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
oxygen,
| Pupils should be taught to: • identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals; • identify and name a variety of common animals that are carnivores, herbivores and omnivores; • describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets); • identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense. | Pupils should be taught to: • notice that animals, including humans, have offspring which grow into adults; • find out about and describe the basic needs of animals, including humans, for survival (water, food and air); • describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene. | Pupils should be taught to: • identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat; • identify that humans and some other animals have skeletons and muscles for support, protection and movement. | Pupils should be taught to: • describe the simple functions of the basic parts of the digestive system in humans; • identify the different types of teeth in humans and their simple functions; • construct and interpret a variety of food chains, identifying producers, predators and prey. | Pupils should be taught to: • describe the changes as humans develop to old age. |
|---|---|---|---|---|
| • Names of animal groups: fish, amphibians, reptiles, birds, mammals. • Animal diets: carnivore, herbivore, omnivore. • Human and animal body parts: e.g. body, head, neck, arms, elbows, legs, knees, face, ears, eyes, nose, hair, mouth, teeth, hands, feet, tail, wings, feathers, fur, beak, fins, gills. • Human senses: sight, hearing, touch, smell, taste. • Exploring senses: loud, quiet, soft, rough. • Other: human, animal, pet. | • Being born and growing: Young, offspring, live young, grow, develop, change, hatch, lay, fly, crawl, talk. • Young and adult names: e.g. lamb and sheep, kitten and cat, duckling and duck. • Life cycle stages: e.g. baby, toddler, child, teenager, adult; frogspawn, tadpole, froglet, frog. • Survival and staying healthy: basic needs, survive, food, air, exercise, diet, nutrition, healthy, balanced diet, hygiene, germs. • Food groups: fruit and vegetables, proteins, dairy and alternatives, carbohydrates, oil and spreads, fat, salt, sugar. Previously introduced vocabulary: water. | • Food groups and nutrients: fibre, fats (saturated and unsaturated), vitamins, minerals. • Skeletons and muscles: skeleton, muscles, tendons, joints, protection, support, organs, voluntary muscles, involuntary muscles, biceps, triceps, contract, relax, bone, cartilage, shell, vertebrate, invertebrate, endoskeleton, exoskeleton, hydrostatic skeleton. • Names of human bones: e.g. skull, spine, backbone, vertebral column, ribcage, pelvis, clavicle, scapula, humerus, ulna, pelvis, radius, femur, tibia, fibula. • Other: energy. Previously introduced vocabulary: movement. | • Digestive system: digest, digestion, tongue, teeth, saliva, salivary glands, oesophagus, stomach, liver, pancreas, gall bladder, small intestine, duodenum, large intestine, rectum, anus, faeces, organ. • Types of teeth and dental care: molar, premolar, incisor, canine, wisdom teeth, tooth decay, plaque, enamel, baby (milk) teeth. • Food chains and animal diets: decomposer, food web. Previously introduced vocabulary: producer, consumer, prey, predator, excretion, habitat. | • Process of reproduction: gestation, asexual reproduction, sexual reproduction, sperm, egg, cells, clone. • Changes and life cycle: embryo, foetus, uterus, prenatal, adolescence, puberty, menstruation, adulthood, menopause, life expectancy, old age, hormones, sweat. • Changing body parts: e.g. breasts, penis, larynx, ovaries, genitalia, pubic hair. Previously introduced vocabulary: reproduction, reproduce, types of animals and animal groups, fertilisation. |
|---|---|---|---|---|
| Pupils should be taught to: • identify and name a variety of common wild and garden plants, including deciduous and evergreen trees; • identify and describe the basic structure of a variety of common flowering plants, including trees. | Pupils should be taught to: • observe and describe how seeds and bulbs grow into mature plants; • find out and describe how plants need water, light and a suitable temperature to grow and stay healthy. | Pupils should be taught to: • identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers; • explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant; • investigate the way in which water is transported within plants; • explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal. | | |
| • Names of common plants: wild plant, garden plant, evergreen tree, deciduous tree, common flowering plant, weed, grass. • Name some features of plants: e.g. flower, vegetable, fruit, berry, leaf/leaves, blossom, petal, stem, trunk, branch, root, seed, bulb, soil. • Name some common types of plant e.g. sunflower, daffodil. | • Growth of plants: germination, shoot, seed dispersal, grow, food store, life cycle, die, wilt, seedling, sapling. • Needs of plants: sunlight, nutrition, light, healthy, space, air. • Name different types of plant: e.g. bean plant, cactus. • Names of different habitats: e.g. rainforest, desert. Previously introduced vocabulary: water, temperature, warm, hot, cold, habitat. | • Water transportation: transport, evaporation, evaporate, nutrients, absorb, anchor. • Life cycle of flowering plants: pollination (insect/wind), pollen, nectar, pollinator, seed formation, seed dispersal (animal/wind/water), reproduce, fertilisation, fertilise, stamen, anther, filament, carpel (pistil), stigma, style, ovary, ovule, sepal, carbon dioxide. Previously introduced vocabulary: life cycle. | | |
| Pupils should be taught to: • explore and compare the differences between things that are living, dead, and things that have never been alive; • identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other; • identify and name a variety of plants and animals in their habitats, including microhabitats; • describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food. | Pupils should be taught to: • recognise that living things can be grouped in a variety of ways; • explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment; • recognise that environments can change and that this can sometimes pose dangers to living things. | Pupils should be taught to: • describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird; • describe the life process of reproduction in some plants and animals. |
|---|---|---|
| • Living or dead: living, dead, never living, not living, alive, never been alive, healthy. • Habitats including microhabitats: depend, shelter, safety, survive, suited, space, minibeast, air. • Life processes: movement, sensitivity, growth, reproduction, nutrition, excretion, respiration. • Food chains: food sources, food, producer, consumer, predator, prey. • Names of habitats and microhabitats: e.g. under leaves, woodland, rainforest, sea shore, ocean, urban, local habitat. Previously introduced vocabulary: senses, carnivore, herbivore, omnivore, seed, water, names of materials. | • Living things: organisms, specimen, species. • Grouping living things: classification, classification keys, classify, characteristics. • Names of invertebrate animals: snails and slugs, worms, spiders, insects. • Invertebrate body parts: e.g. wing case, abdomen, thorax, antenna, segments, mandible, proboscis, prolegs. • Environmental changes: environment, environmental dangers, adapt, natural changes, climate change, deforestation, pollution, urbanisation, invasive species, endangered species, extinct. Previously introduced vocabulary: carbon dioxide, fish, bird, mammal, amphibian, reptile, skeleton, bone, vertebrate, invertebrate, backbone, names for animal body parts, names of common plants, photosynthesis. | • Reproduction: asexual reproduction, sexual reproduction, gestation, metamorphosis, gametes, tuber, runners/side branches, plantlet, cuttings, embryo, adolescent, penis, vagina, egg, pregnancy, gestation. Previously introduced vocabulary: life cycle, pollination, offspring, fertilise, fertilisation, sepal, filament, anther, stamen, pollen, petal, stigma, style, ovary, carpel, ovule, stem, bulb, roots, mammal, adult, baby, sperm, cells, live young. |
|---|---|---|---|---|
|---|---|---|---|---|
| Pupils should be taught to: • observe changes across the 4 seasons; • observe and describe weather associated with the seasons and how day length varies. | | | | |
| • Seasons: spring, summer, autumn, winter, seasonal change. • Weather: e.g. sun, rain, snow, sleet, frost, ice, fog, cloud, hot/warm, cold, storm, wind, thunder, weather forecast. • Measuring weather: temperature, rainfall, wind direction, thermometer, rain gauge. • Day length: night, day, daylight. | | | | |
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
| Forces and Magnets Pupils should be taught to: • compare how things move on different surfaces; • notice that some forces need contact between 2 objects, but magnetic forces can act at a distance; • observe how magnets attract or repel each other and attract some materials and not others; • compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials; • describe magnets as having 2 poles; • predict whether 2 magnets will attract or repel each other, depending on which poles are facing. | Forces Pupils should be taught to: • explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object; • identify the effects of air resistance, water resistance and friction, that act between moving surfaces; • recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect. |
|---|---|
| • How things move: move, movement, surface, distance, strength. • Types of forces: push, pull, contact force, non-contact force, friction. • Magnets: magnetic, magnetic field, magnetic force, bar magnet, horseshoe magnet, ring magnet, magnetic poles (north pole, south pole), attract, repel, compass. • Magnetic and non-magnetic materials: e.g. iron, nickel, cobalt. Previously introduced vocabulary: metal, names of materials. | • Types of forces: air resistance, water resistance, buoyancy, upthrust, Earth’s gravitational pull, gravity, opposing forces, driving force. • Mechanisms: levers, pulleys, gears/cogs. • Measurements: weight, mass, kilograms (kg), Newtons (N), scales, speed, fast, slow. • Other: streamlined, Earth. Previously introduced vocabulary: air, heat, moon. |
|---|---|---|---|---|
| | | Pupils should be taught to: • recognise that they need light in order to see things and that dark is the absence of light; • notice that light is reflected from surfaces; • recognise that light from the sun can be dangerous and that there are ways to protect their eyes; • recognise that shadows are formed when the light from a light source is blocked by an opaque object; • find patterns in the way that the size of shadows change. | | |
| | | • Light and seeing: dark, absence of light, light source, illuminate, visible, shadow, translucent, energy, block. • Light sources: e.g. candle, torch, fire, lantern, lightning. • Reflective light: reflect, reflection, surface, ray, scatter, reverse, beam, angle, mirror, moon. • Sun safety: dangerous, glare, damage, UV light, UV rating, sunglasses, direct. Previously introduced vocabulary: opaque, transparent, sunlight, sun. | | |
|---|---|---|---|---|
| | | | Pupils should be taught to: • identify how sounds are made, associating some of them with something vibrating; • recognise that vibrations from sounds travel through a medium to the ear; • find patterns between the pitch of a sound and features of the object that produced it; • find patterns between the volume of a sound and the strength of the vibrations that produced it; • recognise that sounds get fainter as the distance from the sound source increases. | |
| | | | • Parts of the ear: eardrum. • Making sound: vibration, vocal cords, particles. • Measuring sound: pitch, volume, amplitude, sound wave, quiet, loud, high, low, travel, distance. • Other: soundproof, absorb sound. | |
|---|---|---|---|---|
| | | | | Pupils should be taught to: • describe the movement of the Earth and other planets relative to the Sun in the solar system; • describe the movement of the Moon relative to the Earth; • describe the Sun, Earth and Moon as approximately spherical bodies; • use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky. |
| | | | | • Solar system: star, planet. • Names of planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Neptune, Uranus. • Shape: spherical bodies, sphere. • Movement: rotate, axis, orbit, satellite. • Theories: geocentric model, heliocentric model, astronomer. • Day length: sunrise, sunset, midday, time zone. Previously introduced vocabulary: Sun, moon, shadow, day, night, heat, light, reflect. |
|---|---|---|---|---|
| | | | Pupils should be taught to: • identify common appliances that run on electricity; • construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers; • identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery; • recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit; • recognise some common conductors and insulators, and associate metals with being good conductors. | |
| | | | • Electricity: mains-powered, battery-powered, mains electricity, plug, appliances, devices. • Circuits: circuit, simple series circuit, complete circuit, incomplete circuit. • Circuit parts: bulb, cell, wire, buzzer, switch, motor, battery. • Materials: electrical conductor, electrical insulator. • Other: safety. Previously introduced vocabulary: names of materials. | |
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Progression of Vocabulary - Working Scientifically
aim sort
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ABSTRACT
The Internet has two functions: communication throughout the world, and to provide and obtain information. The Internet has its origins in the United States of America, and until now, English has been the dominant language on the Internet. Currently, multilingual and bilingual sites have increased on the Internet providing Internet users with more than one language to choose from. This study investigated the language choice and code-switching patterns among the participants of Tamil.Net, which is a website on Tamil Language. The objective of the study was to find out how much English was used, the types of English and Tamil words used and the patterns of code-switching in the emails. It was found that for the purpose of providing information, English dominates the homepage. In contrast, for the purpose of communication, the participants preferred to use Tamil in the emails. The patterns of code-switching found in the emails occurred as a result of settings, role relations, as a stylistic process and also mirrored the proficiency of the participants in both languages.
In Chapter 1, the languages on the Internet, the dominance of English and the increase of other languages websites such as Tamil are discussed. In Chapter 2, literature on language choice and code-switching both from Internet and non-Internet settings was reviewed. Chapter 3 explains the methodology used while Chapter 4 presents the results and discussion of the analysis. Chapter 5 provides a summary of the analysis and offers some suggestions for future research.
ABSTRAK
Internet ada dua fungsi: untuk membolehkan komunikasi di seluruh dunia dan untuk pertukaran maklumat. Sejarah Internet bermula di Amerika Syarikat dan sehingga sekarang, Bahasa Inggeris merupakan bahasa utama di Internet. Kini, laman web dwibahasa dan berbilang bahasa telah muncul di Internet dan ini memberikan pengguna Internet pelbagai pilihan bahasa.
Kajian ini telah meninjau bahasa pilihan di kalangan pengguna laman web Tamil.Net, sebuah laman web bahasa Tamil. Tujuan kajian ini adalah untuk mengenal pasti setakat mana bahasa Inggeris digunakan di dalam laman web ini, jenis perkataan Bahasa Inggeris dan Bahasa Tamil yang digunakan dan penukaran kod di kalangan pengguna laman web ini. Hasil kajian ini menunjukkan bahawa untuk pertukaran maklumat, Bahasa Inggeris dipilih. Untuk berkomunikasi melalui emel pula, Bahasa Tamil dipilih. Penukaran kod disebabkan oleh factor luar dan juga factor gaya dan kemahiran kedua-dua bahasa Inggeris dan Tamil di kalangan pengguna laman web ini.
Kepengaruhan Bahasa Inggeris dan peningkatan laman web bahasa-bahasa lain seperti bahasa Tamil di Internet, dibincangkan di dalam Bab 1. Di Bab 2, bahan bacaan mengenai bahasa pilihan dan penukaran kod di Internet dan situasi bukan Internet diuraikan. Bab 3 menerangkan metodologi yang digunakan untuk kajian ini, manakala Bab 4 membincangkan analisa kajian. Bab 5 memberi ringkasan analisa dan cadangan untuk kajian masa depan.
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Üniversitesi : İstanbul Kültür Üniversitesi
Enstitüsü : Fen Bilimleri
Anabilim Dalı:
Mimarlık
Programı:
Mimari Tasarım
Tez Danışmanı:
Yrd.Doç.Dr. Esra FİDANOĞLU
Tez Türü ve Tarihi:
Yüksek Lisans – Ağustos 2005
ÖZET
METROPOLİTEN ALAN OLARAK İSTANBUL'DA KALABALIKLARIN ÜRETTİĞİ MEKANLARIN OKUNMASI
Muna GÜVENÇ
Günümüzde birbirinden farklı mekansal ilişkilerin birbirleriyle etkileşerek ve dönüşerek açığa çıktığı alanlardan biri de metropoldür. Metropolde kalabalıklar farklı zaman ve biçimlenmelerde bir araya gelebilmekte, kimi zaman rastlantısal kimi zaman da kaçınılmaz olarak kendi mekanlarını üretebilmektedirler.
Bu tezde; metropolde kalabalıkların gerçekleştirdikleri eylem ve olaylarla ürettikleri geçici mekanlar; bir okumaya tabi tutulmuştur. İstanbul'da farklı zaman ve yerlerde kalabalıkların izi sürülmüş, ürettikleri mekanlar gözlemlenmiş, deneyimlenmiş, ve mimari bir metin olarak okunmuştur. Okunan her bir mekana, ait mimari metin; program, sınır, hareket bağlamında imge ile beraber sunulmaktadır.
İlk bölüm, mimarlık tarihi boyunca mimarlığın temel konularından biri olan mekan anlayışındaki değişiklikleri kısaca özetlemekte ve bu bağlamda tezin hangi noktalardan ve nasıl ele alındığını içermektedir. İkinci bölümde, mekan ve mekanın üretilmesi gündelik hayat, kalabalıklar ve gerçekleştirdikleri eylem / olaylar bağlamında açılımlanmaktadır.
Üçüncü bölümde; metropoliten bir alan olarak İstanbul ele alınmakta ve İstanbul' da kalabalıkların ürettikleri mekanların açığa çıkartılmasına yönelik okumalar gerçekleştirilmektedir. Gerçekleştirilen okumalar, imge olarak yeniden tasarlanmaktadır. Sonuç bölümü gündelik hayatın dayattığı mekanların
arasında ve/veya içinde kendi mekanlarını üretebilme olanaklarına dikkat çekilerek, kalabalıklar tarafından üretilen mekanların ortak özelliklerini içeren bilgiyi içermektedir.
Anahtar Kelimeler :
Metropol, Gündelik Hayat, İstanbul, Kalabalıklar, Mekan, Okuma
Bilim Dalı Sayısal Kodu:
University : Istanbul Kultur University
Institute:
Institute of Science
Science Programme : Architecture
Programme : Architectural Design
Supervisor : Yrd.Doç.Dr. Esra FIDANOĞLU
Degree Awarded and Date : MS – August 2005
ABSTRACT
READING THE SPACES WHICH ARE PRODUCED BY CROWDS IN ISTANBUL AS A METROPOLITAN AREA
Muna GÜVENÇ
The metropolis is one realm where the interaction and transformation between different spatial relationships become manifest. In the metropolis, crowds can gather on different intervals with different formations, producing sometimes coincidentally and sometimes inevitably- their own spaces. This thesis offers a kind of reading process made up of images open to be read for several times with different backgrounds of the temporary spaces that crowds produce.
The crowds in Istanbul were followed and the spaces produced by them were observed, experienced, read as an architectural text and designed as an image. Collected information was designed as images in the context of program, activity, movement, and border of each read space. deneyimlenmiş, ve mimari bir metin olarak okunmuştur.
First chapter is an introduction covering a short history of architectural theories in the context of the main subject of architecture, coming to the concept of space including thesis' main concept. At the second chapter the production of space is questioned depending on the everyday life in the context of activities/events, motions performed by crowds. Third chapter is the
v
main part, where İstanbul as a metropolitan area is examined and method, form, readings of the research are actualized.
Fourth chapter is the conclusive one signing the temporary spaces that crowds produce over the spaces imposed by everyday life, through the
activities and events they perform and including the knowledge coming out of the research that shows the common principles of the spaces produced by the
crowds.
Keywords
: Metropolis, Everyday Life, Istanbul, Crowds, Space, Reading.
Science Code:
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Tsippi Fleischer
Symphony No. 4, Op. 51
“A Passing Shadow”
For folk wind- and percussion instruments, and chamber orchestra (2000)
Duration: 23 minutes
Tsippi Fleischer (b. 1946) is considered the first internationally-established woman composer from the Middle East; she has been marked for her contribution to contemporary music, and received many international awards and residency scholarships. Her academic achievements also include Bachelor's degrees in music theory and composition and in Oriental Studies, and Master's degrees in Music Education and in Semitic Linguistics; in 1995, she was awarded a PhD in Musicology for her dissertation on Cherubin's Medée. Her works have been performed in over 40 cities around the world (including major cultural capitals) by renowned soloists, ensembles, choirs and orchestras, and preserved on over 20 commercial CDs.
Tsippi Fleischer’s music brings together diverse stylistic and cultural influences, including the languages and musical styles of the Middle East (from ancient languages to modern Hebrew and Arabic), and European traditions from the Renaissance to the avant-garde and electronic music. Her oeuvre includes: seven symphonies; five operas; two oratorios; the cantata «Like Two Branches», based on a poem by a 6th-century Arab poetess, which represents the culmination of the composer’s stylistic achievement; a large number of song cycles; multi-media works in ancient Semitic languages; and more.
For several decades, Dr. Tsippi Fleischer lectured at the Department of Music, Levinsky College of Education, Tel Aviv, and served as Special Projects and Forums Moderator there. She taught several generations of musicians who are now making their mark on the Israeli and international music scene in composition, conducting, performance and education. Since her retirement from regular teaching in 2005, alongside her intense activity as a composer, she has been summarizing her impressive decades-long period of music teaching and research into the history and analysis of Hebrew song, including the two-volume treatise, «The Harmonization of Songs», and the large-scale monograph «Matti Caspi: The Magic and the Enigma».
More details, including a comprehensive work-list, bibliography and discography, are available on the composer’s website, http://www.tsippi-fleischer.com.
Orchestration:
3 Oboes
Harp
Strings
Dur.: 23'
Ts. Fleischer: Symphony No. 4
The wind instruments in order of appearance
Indian bansuri
A bamboo flute with six large holes for the fingers, played in a particularly ornamental way, based on traditional Indian music. It may be played in several styles; in this symphony, the style used is greatly influenced by Arabic music.
Turkish clarinet
An ancient version of the regular Bb clarinet, its basic key is G. It is made of cheap metal (tin) and has a low, warm, whispery sound. It produces quarter tones easily.
The percussion instruments in order of appearance
Zarb
This drum is the main percussion instrument used in classical Persian music. In shape it resembles a large wineglass. Its body is fashioned from walnut wood over which a goatskin is stretched.
Udu
A Nigerian drum, it is made from ceramics in the form of a jar. It comes in a number of different forms.
Pakistani tambourined darabukka
This is a darabukka (drum) in which a metal tambourine is fixed. It is shaped like a large drinking glass.
Mashar
A Turkish frame drum with small cymbals. It is widely used in Turkey for ritual ceremonies of the Sufis.
Kahon
This Spanish instrument is in the form of a rectangular wooden box. It is a traditional percussion instrument used for the accompaniment of flamenco dancers in Spain.
Structure
The 5 sections of the work do not conform to the demands of western form – not from the structural aspect, not as far their length goes and not as regards indications of the transition between them. Most evident are the changes in atmosphere, from the most tranquil to the most tempestuous, in a single continuity.
This symphony is a single breathing organism from beginning to end, a single organic acceleration which preserves its progression from the quiet, Utopian East to anxious (energetic) dynamism.
There is much structural thinking in spite of the unendingly additive melody. The flowing lines in this work come as the climax of my melodic and contrapuntal writing till now. These non-symmetrical long lines conclude with slight changes in form.
The five sections are joined to one another:
1st section (p. 4 in the score) – static feeling, quiet and extended
2nd section (p. 16) – a little more motion
3rd section (p. 22) – between static and motion
4th section (p. 32) – permanent movement begins
5th section (p. 39) – energetic motion combined with Arabic sama’i 10/8 rhythm
Coda/Finale (p. 46) – the height of turbulence
(These do not function as regular formal sections in Western music; thus they don’t appear as separate tracks on CD recordings [Vienna Modern Masters, Music from Six Continents, Cat. Nos. 3053, 3056].)
Within this, the development from pp/p to ffff in one continuity stands out.
* The first two sections feature the most tranquility, moving easily to the less quiet. The opening glissando on the Nigerian udu marks the beginning of a free progression to some kind of infinity. These two sections may be considered the ‘first part’.
* The t’qasim part (improvisation of the two soloists without orchestral accompaniment, lasting for approximately two minutes) advances the work towards the ‘second part’, which becomes more and more stormy. Until the t’qasim, the udu was prominently employed by the percussion-soloist; here he plays the zarb for the first time. This is a type of cadenza for two ethnic soloists, but here it appears in the middle of the symphonia-concertante.
* At the beginning of the ‘second part’, the entrance of the Turkish clarinet (before this the improvising wind soloist used the Indian bansuri; only) stands out above the background of the orchestra whose increasingly energetic playing characterizes the third section. In the fourth section the percussionist is the only soloist, improvising in fast three-beat rhythms while the orchestra plays sustained notes.
* The fifth section – that is to say, the final one – leads with great force to the work’s climaxes in rhetoric, in a short, concentrated utterance in which asymmetrical rhythms abound. This time it is the orchestra that is the soloist.
* In the Finale, all – the two soloists and the orchestra – play together in a most coherent manner. Intense turmoil is created during an ever-increasing accelerando with the energy of the sextachords taking the place of the soft clarity of the perfect intervals which were previously much in evidence. This chorale in perpetuum mobile leads to a decline progressing towards a sudden gaping chasm.
Texture and style
1. Solo and accompaniment
While I was shaping the macro-form, the sound picture became clear to me: for the most part this is a homophonic mosaic for two soloists improvising in a clearly extra-European style – they play above a basic organic line of the orchestra (full strings plus harp and three oboes). That is to say, the conventions have been overturned here – the accompaniment came before the solo, within a homophonic texture. And within this homophony, the orchestral accompaniment is very melodic, pitted against the soloists. Their asymmetric playing is very rich and limitlessly imaginative and defies definition: it is neither an attempt at a distancing from, or an approach towards the rules of western music. In each performance a different realization of the solo parts is to be expected.
2. Orchestral part
The texture may be described as follows: A pyramid with, at its base, double-bass + harp; in the middle region, the Line in the whole spectrum of the strings – at times leaping upwards; and at the top level, the obbligati of the two soloists. The Line is the designation for the basic melodic line in the
strings, like a long *cantus firmus* in a single continuity for all 5 sections of the symphony. The basic texture of the strings consists of vertical fourths and fifths doubled at the octave, linked to several oriental scales.
3. **The unit of double-bass and harp**
This unit is somewhere between an *ostinato* and a pedal point, equivalent to a drone; yet it tends to minimalism, as in the following example taken from the consistent appearances of the double-bass + harp (from the first section, measures 39-40):
![Music notation]
The double-bass plays notes that are detached from the *Line* and make for a ‘general bass’ – its tones having a certain heaviness (imparting emphasis or importance) – whether because it is a place in which a melodic initiative begins or a place to which the melodic movement flows in the *Line*. Above each double-bass point, chords of fourths on the harp are structured in flowing eighth-note movement.
4. **The motion of the ‘passing shadow’ of the oboes.**
Masses of three tones separated by seconds which move chromatically in inverted direction to events in the string line (from the first section, measures 12-13):
![Music notation]
**A few instructions concerning performance**
* General instructions and indications in the two solo parts are given in the orchestral score which is in precise western notation.
* In each performance of this symphony we will be witnessing a new version, an experience resulting from the two soloists’ imaginative improvisation and the composer’s legacy – as evidenced both by her score and by this world premiere recording (VMM #3053).
* In the world premiere recording, members of the Prague Philharmonic were first recorded playing the strings, three oboes and harp; then immediately after, the soloists were recorded, improvising above the background of the orchestra and thus creating their *solo* lines, with special amplification of microphones in order to bring out the exotic colors in the sound of the ethnic instruments. This type of amplification should be considered for every live performance.
* Conductor and soloists should be in contact during the performance; while conducting the orchestra, the conductor gives signs to the soloists according to their basic requests.
* Dynamics should be imaginously performed, particularly the quiet ones in the first two sections.
* The *glissandi* in the strings always end freely as regards pitch.
* In the strings there should always be a combination of a light touch and *legato*, while the quality of the *vibrato* is used in aid of the beauty of every single tone. The relative lightness is particularly important in the low cello part which should not sink into heaviness – but should share in the soaring of the *Line* and its doublings.
* The passages of the three oboes should always be played *leggiero*.
* In this score, the parts of the Vla (3 div.) are written non-routinely in the treble clef, because it is much easier to understand their doubling function in this way. The alto clef is used in certain cases when necessary.
**Regarding the parts of the soloists written in the score**
* The wind instruments player is asked to use a lot of motives drawn out of the orchestral part, also he will duplicate sometimes lines of the orchestra. Both soloists will use a lot of ornamentations and they will play when there is a certain break in the orchestral part.
* Whatever is written in the staves of the soloists’ parts is considered as *indications*; these are not actual parts or accurate instructions. These indications are signed at the beginning of each section; a change within the section (e.g. a meaningful stop for a number of measures, a sudden change in dynamics or intonation) is indicated in the place it occurs.
* There is a possibility to choose other instruments than those chosen by the composer and the soloists for the world-premiere recording; according to these, this score was completed and entitled.
My encounter with Ross Daly, the Irish virtuoso performer on the stringed and plucked instruments of the Near East and the Mediterranean Basin, made a profound impact on the compositional process.
The symphony is dedicated to Max Schubel, president of OPUS ONE, whom I met at the beginning of the 1990s. He was most encouraging then, when he decided to produce my first CD under his prestigious label (OPUS ONE #158 – “Tsippi Fleischer – Vocal Music”).
“The Passing Shadow” in the episodes of the three oboes symbolizes both our desire for an end to the dangers (October 2000) and the hope that the sudden sharp deterioration (October – December 2001) is also something that will pass.”
Tsippi Fleischer
December 24, 2001
SYMPHONY No. 4
FOR FOLK WIND- AND PERCUSSION INSTRUMENTS AND CHAMBER ORCHESTRA
(2001)
TSIPPI FLEISCHER
Introduction
ca 8" A = 50-54
Oboe I
Oboe II
Oboe III
Harp
Wind
Soli
Percussion
takes Indian Bansuri
Udu play alone in the introd.
glissandi, play all around the instrument including its two holes and clay surface
misterioso, spacy
p... mp... mf
Introduction
ca 8" A = 50-54
Violin I
II
I
II
Violin II
I
II
Viola II
III
I
II
Violoncello
I
II
Double Bass
© 2001 by Israel Music Institute (IMI), P.O.B. 51197, Tel Aviv, Israel
All Rights Reserved IMI 7265 International Copyright Secured
start playing in this measure
centered on G aeolian (modal) with d as dominant, A aeolian (modal), quite low tessitura
Indian Bansuri *misterioso, spacy*
Wind
Soli
Perc.
B
Vln I
Vln II
Vln III
Vla I
Vla II
Vla III
Vcl. I
Vcl. II
D. B.
IM 7265
| Ob. I | Ob. II | Ob. III |
|-------|--------|---------|
| | | |
| Hp |
|-------|
| |
| Seli |
|-------|
| |
| Vln I | Vln II | Vla I | Vla II | Vla III | Vcl I | Vcl II | D. B. |
|-------|--------|-------|--------|---------|-------|--------|-------|
| | | | | | | | |
| Ob. I | Ob. II | Ob. III |
|-------|--------|---------|
| | | |
| Hp | Solfi |
|-------|--------|
| Vln I | Vln II |
|-------|--------|
| Vla I | Vla II |
|-------|--------|
| Vcl. | D. B. |
|-------|--------|
| Ob. I | Ob. II | Ob. III |
|-------|--------|---------|
| | | |
| Hp |
|-------|
| |
| Soli |
|-------|
| |
| Vin I | Vin II |
|-------|--------|
| | |
| Vla II | Vla III |
|--------|---------|
| | |
| Vcl. I | Vcl. II |
|--------|---------|
| | |
| D. B. |
|--------|
| |
D
Ob. I: \( \frac{4}{4} \) mp
Ob. II: \( \frac{4}{4} \) mp
Ob. III: \( \frac{4}{4} \) mp
Hr:
Soli:
D
Vin I:
II:
I:
Vln II:
III:
II:
I:
Vla II:
III:
II:
I:
Vcl:
II:
D. B.:
| Ob. I | Ob. II | Ob. III |
|-------|--------|---------|
| | | |
| Hp |
|-------|
| |
| Soli |
|-------|
| |
| Vln I | Vln II |
|-------|--------|
| | |
| Vla I | Vla II | Vla III |
|-------|--------|---------|
| | | |
| Vcl. I | Vcl. II | D. B. |
|--------|---------|-------|
| | | |
| Ob. I | Ob. II | Ob. III |
|-------|--------|---------|
| | | |
| Hp |
|-------|
| mp |
| Solfi |
|-------|
| Vln I |
|--------|
| p |
| Vln II |
|--------|
| p |
| Vla III |
|---------|
| p |
| Vcl. |
|--------|
| p |
| D. B. |
|--------|
| mp |
molto rit.
Ob. I
Ob. II
Ob. III
Hp
Soli
molto rit.
Vln I
Vln II
Vla II
Vel.
D. B.
* Arab scale, resembles the major western key including quarter tone on the 3rd and 7th notes.
on Bb:
** more aggressive than before - by stronger asymmetry;
when oboes start (bar 42) - more symmetrical ("calm" a little down rhythmically)
mm. 46-74 (Indian Bansuri) more dense and intense, staccati inserted, impressionistic
Wind
Soli (Udu) play more on surface and less in holes
Perc.
G
Vln I
Vln II
Vla II
III
I
II
Vel.
D. B.
centered again on G-A (both aeolian)
| Ob. I | mf | mp sub | pp |
|-------|----|--------|----|
| Ob. II| mf | mp sub | pp |
| Ob. III| mf | mp sub | pp |
| Hp | mf | mp |
|----|----|----|
Soli
Vln I
Vln II
Vla II
Vcl.
D. B.
66 H
rit.
Ob. I
Ob. II
Ob. III
Hp
Soli
stops, takes Zarb
H
rit.
Vin I
II
I
II
I
II
Vla II
III
Vcl.
II
D. B.
[4+3]
pp Heterophony
less and less tones
solo of both soloists
70 a tempo
Wind
Soli
Perc.
Zarb solo molto tremoli ("riz" in the ethnic music terminology)
III
75 I Indian Bansuri G-rast with mainly d and leading t
Wind
Soli
Perc.
mf -- f
continues in his tremoli, but accompanying the Indian Bansuri, a lot of tremoli ("riz")
mf -- mp
80
Wind
Soli
Perc.
mm. 86-117/118
enter in this measure centered on C-minor (modal) with G (dominant)
takes Turkish Clarinet
Turkish Clarinet
molto espr.
( a long stop until m. 105)
J d = 68
Vln I
Vln II
Vla I
Vla II
III
Vel.
D. B.
| Ob. I | Ob. II | Ob. III | Hp | Soll |
|-------|--------|---------|-----|------|
| | | | | |
| Vln I | Vln II | Vla II | III | I | Vel. | D. B. |
|-------|--------|--------|------|------|------|-------|
| | | | | | | |
| Ob. I | Ob. II | Ob. III |
|-------|--------|---------|
| | | |
| Bp | | |
|-------|--------|---------|
| | | |
| Scll | | |
|-------|--------|---------|
| | | |
| Vln I | Vln II | Vla II |
|-------|--------|--------|
| | | |
| Vcl. | D. B. |
|-------|--------|
| | |
centered from now on G hijaz *
* \( \frac{1}{4} \) \( \frac{1}{4} \) \( \frac{1}{4} \) \( \frac{1}{4} \)
** decresc. after two counted quarters of conducting
~ - according to each player's choice
99
Ob. I
Ob. II
Ob. III
Hp
Soli
takes Muzhar
Vln I
II
Vln II
II
Vla II
III
Vcl.
II
D. B.
Turkish Clarinet enters.
Soli
Vln I
Vln II
Vla II
Vcl.
D. B.
115
Ob. I
Ob. II
Ob. III
Hr
Soli
Vln I
II
Vln II
II
Vla II
III
Vel.
D. B.
stops
stops, takes Pakistani Darbuka
(Will not play anymore until Coda, mm. 163-end)
Pakistani Darbuka
Introduction to [4]
continues playing
armamentated with inserted tremoli and short stops
J1
K
d = 72 - 78
122
Ob. I
Ob. II
Ob. III
Hr
Soli
Vln I
II
Vln II
II
Vla II
III
Vcl.
II
D. B.
| Ob. I | Ob. II | Ob. III |
|-------|--------|---------|
| | | |
| Hp |
|-------|
| |
| Solfi |
|-------|
| |
| Vln I | Vln II | Vln III |
|--------|--------|---------|
| | | |
| Vcl. | D. B. |
|--------|--------|
| | |
133
Ob. I
Ob. II
Ob. III
Hp
Soli
Vln I
II
I
II
I
Vla II
II
III
I
Vcl.
II
D. B.
L
136
Ob. I
Ob. II
Ob. III
Hp
Soli
Vla I
II
Vln II
II
Vla II
III
Vcl.
II
D. B.
| Ob. I | $f$ | $pp$ | $ppp$ |
|-------|-----|------|------|
| Ob. II| $f$ | $pp$ | $ppp$ |
| Ob. III| $f$ | $pp$ | $ppp$ |
| Hp | $pp$ | $pp$ | $pp$ |
| Wind | | | |
| Solf | | | |
| Perc. | $p$ | | |
| Vln I | $f$ | $ff$ | $p.sub.$ | $pp$ | free |
|-------|-----|------|----------|------|------|
| Vln II| $f$ | $ff$ | $p.sub.$ | $pp$ | free |
| Vla I | $f$ | $ff$ | | | |
| Vla II| $f$ | $ff$ | | | |
| Vla III| | | | | |
| Vcl I | $f$ | $ff$ | $p.sub.$ | $pp$ | free |
| Vcl II| $f$ | $ff$ | $p.sub.$ | $pp$ | free |
| D. B. | | | $pp$ | | |
145
Ob. I
Ob. II
Ob. III
Hp
Soli
Vln I
II
Vln II
II
Vla II
III
I
Vel
II
D. B.
147
O
Ob. I
Ob. II
Ob. III
Hp
Soli
Vln I
II
I
II
Vln II
I
II
Vla II
III
I
II
Vcl.
D. B.
| Ob. I | Ob. II | Ob. III |
|-------|--------|---------|
| | | |
| Hp |
|-------|
| |
| Solf |
|-------|
| |
| Vln I |
|-------|
| |
| Vln II |
|--------|
| |
| Vla II |
|--------|
| |
| Vla III |
|---------|
| |
| Vcl I |
|--------|
| |
| Vcl II |
|--------|
| |
| D. B. |
|--------|
| |
| Ob. I | Ob. II | Ob. III |
|-------|--------|---------|
| | | |
| Hp |
|-------|
| |
| Soli |
|-------|
| |
| Vln I | Vln II |
|-------|--------|
| | |
| Vla I | Vla II |
|-------|--------|
| | |
| Vcl. |
|-------|
| |
| D. B. |
|-------|
| |
155 P transmission to Coda
Ob. I
Ob. II
Ob. III
Hn
Soll
be ready with regular Clarinet
be ready with Kahun
Q rit. sempre accel.
CODA
* a little longer than before (bar 159)
163 R a tempo \( d = 60 \) (d' = 180)
Ob. I
\[
\begin{array}{c}
\text{Ob. II} \\
\text{Ob. III} \\
\text{Hr} \\
\end{array}
\]
Wind
Soli
Perc.
\[
\begin{array}{c}
\text{Clarinet in Bb unison with Viola} \\
\text{Kahun unison with Orchestra} \\
\end{array}
\]
1
\[
\begin{array}{c}
\text{Vln I} \\
\text{II} \\
\text{III} \\
\text{Vln II} \\
\text{I} \\
\text{Vla B} \\
\text{III} \\
\text{I} \\
\text{Vel. II} \\
\text{D. B.} \\
\end{array}
\]
175
Ob. I
Ob. II
Ob. III
Hp
Soli
Vln I
Vln II
Vla II
Vla III
Vel. I
Vel. II
D. B.
181
Ob. I
Ob. II
Ob. III
Hr
Soli
Vln I
II
Vln II
II
Vla II
III
Vel.
II
D. B.
187
R1 \( d = 75 \) (d=225)
Ob. I
Ob. II
Ob. III
Hp
Soli
R1 \( d = 75 \) (d=225)
Hn
Vln I
II
I
Vln II
II
I
Vla II
III
I
II
D. B.
194
Ob. I
Ob. II
Ob. III
Hr
Soli
Vln I
II
Vln II
II
Vla II
III
Vcl.
II
D. B.
| Ob. I | Ob. II | Ob. III |
|-------|--------|---------|
| | | |
| Hp |
|-------|
| |
| Soli |
|-------|
| |
| Vln I | Vln II |
|-------|--------|
| | |
| Vla II | Vcl. II | D. B. |
|--------|---------|------|
| | | |
| Ob. I | Ob. II | Ob. III |
|-------|--------|---------|
| | | |
| Hp |
|-------|
| |
| Solfi |
|-------|
| |
| Vln I | Vln II |
|-------|--------|
| | |
| Vla II | Vla III |
|--------|---------|
| | |
| Vcl I | Vcl II |
|--------|---------|
| | |
| D. B. |
|--------|
| |
|
8e0bc9a2-e669-4a88-80ed-e4eaad391681
|
CC-MAIN-2023-50
|
https://tsippifleischer.com/pdf-opus/Op.%2051%20-%20Symphony%204%20-%20A%20Passing%20Shadow%20-%20IMI%207265/Op._51_-_Symphony_4_-_A_Passing_Shadow.pdf
|
2023-12-04T10:10:45+00:00
|
crawl-data/CC-MAIN-2023-50/segments/1700679100527.35/warc/CC-MAIN-20231204083733-20231204113733-00275.warc.gz
| 646,078,365
| 6,308
|
eng_Latn
|
eng_Latn
| 0.47789
|
eng_Latn
| 0.990387
|
[
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"unknown",
"dag_Latn",
"unknown",
"unknown",
"eml_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"sco_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"vls_Latn",
"unknown",
"vls_Latn",
"eng_Latn",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"anp_Deva",
"unknown",
"unknown",
"eng_Latn",
"glg_Latn",
"unknown",
"unknown",
"anp_Deva",
"unknown",
"unknown",
"unknown"
] | true
|
rolmOCR
|
[
155,
2349,
2398,
8035,
12741,
13363,
13622,
13986,
14230,
14600,
14780,
15164,
15476,
15570,
15813,
16015,
16053,
16248,
16421,
16754,
16980,
17278,
17685,
17885,
17990,
18058,
18180,
18360,
18452,
18754,
18839,
18931,
19479,
19573,
19681,
20069,
20397,
20581,
21034,
21118,
21197,
21331,
21410,
21704,
22074
] |
[
1.9375,
0.69140625
] | 1
| 0
|
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