zilongwang/ReadingBank huggingface dataset:
“sorrow simmered, bitter…” alliteration with the personification and assonance emphasizes the intensity of the suffering Lines -Alliteration- “sailed, set their ship…” -Imagery/Simile-“The ship foamed through the sea like a bird…” -he thanks God for safe travel =mix of pagan and Christian beliefs The Geats loaded their armor into a strong boat. They felt ready for whatever might happen. Following their hearts, they set sail, traveling safely past cliffs and through ocean currents. Lines Kenning-“sea-road” Alliteration: “…prince, no permission from my people…” Hrothgar’s lieutenant/watchman patrolling the coastline sees the unloading on his shore. He asks them why they are here and demands them
“The Battle with Grendel’s Mother” Text Key Details/Unknown Words/Analysis Paraphrase Lines 449-465a “Edgetho’s brave son”=kenning for Beowulf “when…warm words we uttered”= alliteration and assonance Epic Hero characteristics: “father and protector of…all I leave behind…my beloved
comrades”= shows him taking responsibility for and care/and concern for his men in case something happens to him in battle of rings”=kenning for Hrothgar “The Last Battle” Text Key Details/Unknown Words/Analysis Paraphrase Lines 623-649 Anglo-Saxon Values- courage expressed is See summary page
“Beowulf rose, still brave, still language “…strode calmly, confidently toward the tower…” alliteration and assonance Lines 714-739 Anglo-Saxon culture – Wiglaf identified by his father “The Wexton’s son”; and the passing down of sword and armor is highly valued Lines 740-760a in comitatus when the men fled and deserted their king=betrayed their king
and their whole value system of the warrior culture Lines 760b-774 Symbolism Dragon-evil Beowulf-good Wiglaf- loyalty; “passing of the torch” “The Spoils” and “The Farewell” Text Key Details/Unknown Paraphrase Lines 775-795 Imagery in the description of the treasure; light imagery See summary page
Protocol/Procedure For Paraformaldehyde CAS#: 30525-89-4 Preparation Paraformaldehyde can be used as a reagent for organic reactions. All work with formaldehyde should be carried out inside a fume hood Know the location of the nearest fire extinguisher, eyewash, and safety shower before beginning work. Lab-specific Information Given its toxicity, carcinogenic and corrosive nature, paraformaldehyde should be kept inside a fume hood at all times to prevent exposure. As a Regulated Carcinogen, paraformaldehyde must be labeled as carcinogenic and stored inside a secondary container, segregated along with other known carcinogens inside an approved flammable cabinet. Paraformaldehyde is a source of formaldehyde and all precautions applying to formaldehyde should be taken when using paraformaldehyde. Procedure/Use Scale Engineering Controls/Equipment PPE (eye, face, gloves, clothing) Procedure Steps and Special Precautions for this Procedure <1 mg up to 500 gm Ave hood face velocity should be 150 fpm and no point less than 125 fpm Eye protection: safety glasses with side shields or tightly fitting safety goggles Face protection: Gloves: Nitrile gloves. For extended or heavy use, recommend double-gloving using nitrile gloves. Clothing: lab coat Notes Any deviation from this SOP requires approval from PI. Initials of individuals using this procedure
No. 0829 Posting Date: 08/29/2018 Expiration Date: 09/12/2018 NOTICE OF PARAPROFESSIONAL VACANCIES Allentown School District, 31 Penn Street, Allentown, PA 18105 Current ASD employees must submit a Notification of Bidding for Paraprofessional Vacancy form to the Human Resource Office no later than the close of the expiration date. The District reserves the to delete any posted position or add other posted positions. Final decisions will consider the District’s budget and its student enrollment. The Allentown School District is an equal rights and equal opportunity agency. It does not discriminate against individuals or groups because of race, color, national origin, religion, age, gender, sex, sexual orientation, marital status or qualified disabilities (as defined by law). For information about the policy, please contact the Title IX, Sec. 504, ADA Coordinator at the ASD Administration Center, 31 S. Penn St., PO Box 328, Allentown, PA 18105.
No. 0829 Posting Date: 08/29/2018 Expiration Date: 09/12/2018 NOTICE OF PARAPROFESSIONAL VACANCIES Allentown School District, 31 South Penn Street, Allentown, PA 18105 Current ASD employees must submit a Notification of Bidding for Paraprofessional Vacancy form to the Human Resource Office no later than the close of the expiration date. The District reserves the right to delete any posted position or add other posted positions. Final decisions will consider the District’s budget and its student enrollment. The Allentown School District is an equal rights and equal opportunity agency. It does not discriminate against individuals or groups because of race, color, national origin, religion, age, gender, sex, sexual orientation, marital status or qualified disabilities (as defined by law). For information about the policy, please contact the Title IX, Sec. 504, ADA Coordinator at the ASD Administration Center, 31 S. Penn St., PO Box 328, Allentown, PA 18105.
17. Ankush Dutta Optimal Power Flow solution using PSO) 1st Jan., 2009 Parag Nijhawan 15th July, 2009 18. Supriya (Hybrid GA optimal power flow solutions) 1st Jan., 2009 Parag Nijhawan 07th July, 2009 19 Sameer Kumar (Designing & fabrication of based 120Hz earth tester) 1st Jan., 2008 Parag Nijhawan 11th Sept., 2008 20. Rajdeep Kaur (Optimal term thermal unit commitment using neural network) 1st Jan., 2008 Parag Nijhawan 05th July, 2008 21. Maninder Kaur (Optimal short term thermal unit commitment using fuzzy logic) 1st Jan., 2008 Nijhawan 05th July, 2008 22. Madhu Garg (GA based optimal power flow solutions) 1st Jan., 2008 Parag Nijhawan 30th June, 2008 23. Gupta (EP based optimal power flow solutions) 1st Jan., 2008 Parag Nijhawan 30th June, 2008 24. Sanju Bala (Optimal allocation of series capacitor) 1st Jan., 2008 Parag Nijhawan 30th June, 2008 12. Publications: Publications in SCI Journal “Comparative performance analysis of cascaded H-bridge multilevel inverters feeding induction furnace load”, Parag Nijhawan, Ravinder Singh Bhatia and Dinesh Kumar Jain, Wulfenia Journal, Vol. 21(3), pp. 356-368, March 2014. (IF – 0.467, Wulfenia Austria)
NSS Programme Thapar University, Patiala May, 2013 Till date Project Co-ordinator for B.Tech. EE Distance Education students Thapar University, Patiala Nov., 2010 June 2012 Co-Chairman, Committee Thapar University, Patiala May, 2011 Till date Media Co-ordinator Thapar University, Patiala Dec. 2013 Till date 14. Hobbies: Music, Watching Movies, Playing Cricket (Parag Nijhawan)
University of Pennsylvania College of Veterinary Medicine, 2004. Web. 25 Apr. 2014. Nolan. "Spirometra mansonoides Homepage." Spirometra mansonoides Homepage. University of Pennsylvania College of Veterinary Medicine, 2004. Web. 25 Apr. 2014. Nolan. "Taenia taeniaeformis Homepage." Taenia taeniaeformis Homepage. University of Pennsylvania College of Veterinary Medicine, 2004. Web. 25 Apr. 2014. Robertson, Ian D., and R. C. Thompson. "Enteric Parasitic Zoonoses of Domesticated Dogs and Cats." Microbes and Infection 4.8 (2002): 867-73. Print. Standard Centrifugation Fecal Examination: A Step-by-Step Guide. Yardley: Veterinary Learning Systems, PA. Gastrointestinal Parasites: The Practice Guide to Accurate Diagnosis and Treatment. Veterinary Learning Systems, Aug. 2006. Web. Toxoplasmosis in Feral Cats: Health Risks to Humans and Wildlife. N.p.: The Wildlife Society, Jan. 2001. PDF.
Removing Boundaries Between Physical and Virtual Environments with Paragon ConnectVD Technology Introduction Virtualization is a current key trend across all IT segments. The benefits of virtualization are well known and widely leveraged since data can now be stored and managed over diverse virtual environments in large data centers - or simple standalone servers. Even the most populous segment – home users, can now virtualize their existing software or make cross-platform configurations. This article highlights how Paragon ConnectVD Technology addresses many data management challenges on diverse virtual and physical machines. ConnectVD allows a myriad of tasks to be performed with ease in a virtual environment - such as partitioning, data transferring, imaging, copying and many other complex tasks. Virtualization Challenges One of the key benefits of virtualization is that you can run as many virtualized environments on one physical computer using currently available hardware. The number of serviceable systems may widely differ when using a single physical computer/single system approach or when leveraging dozens of virtualized systems. However the capabilities of IT personnel and administrators are not unlimited and expanding number of virtualized systems may cause a significant work backlogs. Another thing to consider is that there are many different types of virtualization software. The main vendors are VMware, Microsoft, and Oracle, who offer incompatible solutions with many versions: enterprise or home user; bundled to the OS or independent; copyrighted by license or open-sourced. Managing and transferring data between these environments can be highly complex and nerve-wracking if things go awry. These vendors naturally provide instruments for data management, migration, and conversion on virtual machines, but there are few vendor independent software tools that support all types of virtual machines. Administrators are typically faced with using many different tools simultaneously to perform tasks such as copying files between VM’s or virtual disk conversions. Additionally, a typical VM is a complex environment that completely copies the physical computer’s partitions, file systems, one or several operating systems, software and data. On each level a special type of management is needed, which may or may not be provided by the VM software. If you recently installed all the necessary utilities, tools and management software to one or several physical machines, now you have to repeat this process with many virtualized clones. Having software that provides tools for the external management of data on dozens of VM’s from an original single copy is quite handy.
PR Contact: Gordon Sell 908-625-7635 CEDIA EXPO Booth 2900 For immediate release in conjunction with CEDIA Expo 2016: Parasound® Debuts the First Four-Zone DAC & Crossover at CEDIA SAN FRANCISCO (8/25/16) —Parasound has introduced the ZoneMaster® 4 DAX, the first four-zone DAC with crossovers for the custom installation industry. The 4 DAX was designed in response to custom installers who create multi-zone systems based around the Sonos Connect®, BlueSound Node® or Google Chromecast™ Audio, and are looking to upgrade their clients’ digital sound quality, with unique connectivity for subwoofers, stereo or mono speakers, and system control options. The Parasound ZoneMaster 4 DAX is a single chassis unit that achieves superior DAC performance by using four premium 192kHz ESS Sabre DACs, four Parasound-designed analog crossovers with multiple configuration options, and four 12V outputs, each triggered when analog audio is present in that zone. "This is the industry’s first four zone DAC," said Richard Schram, President and Founder of Parasound. "When working with installers using our ZoneMaster multichannel amplifiers, we'd noticed that the popular wireless systems were frequently upgraded with multiple stereo DACs and separate active crossovers for adding in-wall subwoofers. This complexity and cost has just begged for a multichannel DAC." The 4 DAX's analog audio outputs include full-range stereo, high-pass stereo, full-range mono, high-pass mono and low-pass mono/subwoofer for each of the four zones. Each zone has optical and coax inputs, level adjustments for left and right channels and 12V outputs for turning on additional equipment such as amplifiers and cooling equipment. Parasound's own ZoneMaster line of
Identification of Parathyroid Glands Poor 1 Fair 2 Good 3 Very Good 4 Excellent 5 NA Poor knowledge of anatomy and dissection Satisfactory understanding of anatomy, occasional insufficient and/or aggressive dissection Excellent knowledge of gland, careful, meticulous dissection Substantial Direction 1 2 Some Direction 3 4 Minimal Direction 5 NA Parathyroidectomy – Use of Available Technology Poor 1 Fair 2 Good 3 Very Good 4 Excellent 5 NA Poor knowledge of technology and its appropriate use Aware of most technology and some understanding of its appropriate use Aware of all available technology and its appropriate use Substantial Direction 1 2 Some Direction 3 4 Minimal Direction 5 NA Selection of for Preservation Poor 1 Fair 2 Good 3 Very Good 4 Excellent 5 NA Unaware of criteria to select gland to be preserved Aware of some criteria for gland preservation Excellent understanding of criteria for gland preservation and appropriate size of remnant Substantial Direction 1 2 Some Direction 3 4 Minimal Direction 5 NA General Criteria Instrument Handling
Poor 1 Fair 2 Good 3 Very Good 4 Excellent 5 NA Tentative or awkward movements, often did not visualize tips of instrument or clips poorly placed Competent use of instruments, occasionally appeared awkward or did not visualize instrument tips Fluid movements with instruments consistently using appropriate force, keeping tips in view, and placing clips securely Respect for Tissue Poor 1 Fair 2 Good 3 Very Good 4 Excellent 5 NA Frequent unnecessary tissue force or damage by inappropriate instrument use Careful tissue handling, occasional inadvertent damage Consistently handled tissue carefully (appropriately), minimal tissue damage Time and Motion Poor 1 Fair 2 Good 3 Very Good 4 Excellent 5 NA Many unnecessary moves Efficient time and motion, some unnecessary moves Clear economy of motion, and maximum efficiency Operation Flow Poor 1 Fair 2 Good 3 Very Good 4 Excellent 5 NA Frequent lack of forward progression; frequently stopped operating and seemed unsure of next move Some forward planning, reasonable procedure progression Obviously planned course of operation and anticipation of next Overall Performance (not included in calculation of mean score) Rating of very good or higher indicates technically proficient performance (i.e., resident is ready to perform operation independently, assuming resident consistently performs at this level)
Director by following the information outlined in your eligibility letter. Also see the section in this Ride Guide entitled ‘Eligibility & Service Suspension/Termination Appeal Process.’ To begin the eligibility process, call CAT Paratransit at (912) 354-6900. Who is Eligible for Paratransit Service? The ADA regulations provide that a person may be eligible for Paratransit services one of the following three categories: 1. Unconditional Eligibility The first category of eligibility includes those persons who are unable to use fully accessible fixed route bus services. Included in this category is: “Any individual with a disability who is unable, as a result of a physical or mental impairment (including a vision impairment), and without the assistance of another individual (except the operator of a wheelchair lift or other boarding assistance device), to board, ride, or disembark from any vehicle on the system which is readily accessible to and usable by individuals with disabilities.” [Section 37.123(e) (1) of the ADA regulations] This applies to an individual who cannot independently negotiate the route bus system (board, ride or disembark from a bus or trolley). 2. Conditional Eligibility the fixed route bus system is fully accessible Note: Since all CAT fixed route vehicles are fully accessible, this ADA category does not apply. 3. Conditional Eligibility The third category of eligibility includes: “Any individual with a disability who has a specific impairment-related condition which prevents such individual from traveling to a boarding
Handbook revisions: May 14, 2003, August 18, 2004, August 20, 2008, October 15, 2008, December 23, 2008, February 2, 2009, May 7, 2009, January 15, 2013, September 10, 2014, February 11, 2016, January 2, 2017
letter, email, or telephone within 60 days of the date suspension notification (one day maximum) by contacting the OUTREACH Customer Service Department. OUTREACH may recommend that a customer travel with a PCA to assist the customer control his or her disruptive behaviors. OUTREACH Customer Service Department to Appeal a Seriously Disruptive Behavior Suspension PO Box 640910 San Jose, CA 95164 Phone: (408) 436-2865 Fax: (408) 382-0470 TTY: (408) 436-0155 If needed, OUTREACH staff will assist a customer submit an appeal of a seriously disruptive behavior service suspension. 9. OUTREACH ADA PARATRANSIT CUSTOMER SERVICE A. Service Satisfaction OUTREACH’s goal is complete customer satisfaction. OUTREACH has a formal complaint process for customers to use if they are not satisfied with any service they receive or request. Customer may submit complaint, compliment, or suggestion, regarding any aspect of OUTREACH’s paratransit services by contacting OUTREACH Customer Service at (408) 436-2865, (408) 436-0155 (TTY), , or: Customers may to obtain information about service policies and appeal process rights, provide comments about service problems, and submit complaints about Civil Rights violations at this webpage: Customers may also volunteer to be secret riders to provide feedback on all aspects of the program at this link: B. Compliments about Paratransit Service If any staff paratransit service staff has been particularly helpful, or has gone out of their way to offer assistance, contact OUTREACH so a notice of commendation can be issued.
CLASS DAY(S): INSTRUCTOR: TIME: OFFICE HOURS: ROOM: PHONE NUMBER: E-MAIL: OFFICE LOCATION: Week Content/Activities Objectives Assignments Week 1 Introduction to course, textbook, and objectives Discuss Chapter 1 1-11 January 20, 2014 Martin Luther King Jr. Holiday (College Closed) Week 2 Career Services Presentation Film 1-11 Week 3 Discuss Chapters 2 & 3 1-11 Week 4 Student Presentations Guest Speaker 1-11 Week 5 Discuss Chapter 4 1-11 Week 6 Discuss Chapter 5 (Sources of American Law) 1-11 Selected readings on the civil law system as identified in module. To be followed with in-class discussion or case studies to compare common and civil law systems And/or guest speaker (via skype or in-person) addressing civil law system. Week 7 Discuss Chapter 6 Review Chapter 1-6 1-11 Week 8 Test over Chapters 1-6 (Test could include essay portion comparing civil and common law systems. This could also be assigned as a standalone assignment.) 1-11 March 9-15 Spring Break (No Class)
RESIDUAL PARENTAL RIGHTS AND RESPONSIBILITIES - those rights and responsibilities that remain with the parent after transfer of legal custody of the child, other than adoption, or when a guardianship is established for the child - Residual parent rights and responsibilities, which may be limited or restricted by the court, include, but are not limited to: right of visitation, right to consent to adoption, responsibility of support of and costs of medical care for the child, and the right to determine the religious faith of the child. The responsibility of paying child support survives the termination of parental rights and lasts until the child is adopted or reaches 18 years of age. RESPONDENT - the person charged by the juvenile petition; also, the prevailing in a court case against whom an appeal is taken RESPONSIBLE ADULT - for purposes of release of a child from protective custody, this refers to a stepparent, foster parent, person related to the juvenile in any manner who is 18 years of age or older, or any person having an obligation and authority to care for or safeguard the juvenile in another person's absence who is 18 years of age or older REVIEW - The court shall review at least once every six months the disposition orders regarding each child adjudicated to be deprived to determine whether the conditions which caused the child to be adjudicated have been corrected. RIGHT TO PROVIDE TREATMENT - By virtue of the juvenile court’s parens patriae responsibility, it has a duty to exercise its statutory and inherent power in obtaining effective treatment for adjudicated children. RULED OUT – a report in which a child protective services specialist has determined, after an investigation of a report of child abuse or neglect, that no child abuse or neglect has occurred OF EVIDENCE - the laws that determine what evidence may be used to prove facts - concerned only with the admissibility of the evidence that may be used to prove facts. SANCTION - a consequence imposed upon a juvenile offender as a result of a criminal act and as a result of a violation of a condition of probation or parole
EMPLOYEE LANGUAGE PROFICIENCY Language Name Speak (Yes/No) Read (Yes/No) Write (Yes/No) EMPLOYEE EDUCATION HISTORY (In descending Country Name Qualification (Degree/Certificate) Major Field Subject Grade (A+, A, B+, B, C, D) Division (1st, 2nd, 3rd) Completion Year Institute/ University Name EMPLOYEE DEPENDENTS DETAILS Name Relation (Father/Mother/ Spouse/ Daughter/Son) DOB CNIC/ Form B Work Status (Govt. Job/Private/Student/ Household/ Other) Organization Designation Station EMPLOYEE EXTERNAL JOB HISTORY (Other than PARC) Designation Scale (BPS/SPS) From To Dept Name Dept Location
EMPLOYEE MODE OF APPOINTMENT INFORMATION Mode of Appointment CPS, Regular, DPL, Deputation. Internee, by transfer, Consultant, Contract or Non Devp.) (BPS/ SPS) Center/ Station NTHRI/ PFRS Tarnab/ BARDC Quetta/ PRTS Multan,SSRIs etc… Institute/ Project Section/ Group Joining Date Office Date Office No. Authority EMPLOYEE POSTING INFORMAITON Posted as Scale (BPS/ SPS) Is Add. (Y/N) Center/ Station NTHRI/ PFRS Tarnab/ BARDC Quetta/ PRTS AZRIs etc… Project Section Posting Charge/ by after base/ additional base/ transfer) Date Office Order Date Office Order No. Date Authority EMPLOYEE PROMOTION INFORMATION Promoted / Upgrade as Scale (BPS/SPS) Center/ Station Directorate/ Institute/ Project Section/ Group Date Office No. Office Order Date Approving Authority EMPLOYEE VISIT/TRAINING/SEMINAR etc (Only Abroad Information) Visit/Training/Seminar/Workshop/Study Tour Details Type Title County Name From To Grade/ Purpose of Training Institute Development
RESEARCH INFORMATION Research Details Research Type (Given at Annex-I) Research Center/ Station From To Cost (in million) Role Played Outcome Distinction Scientist Publication Details Research Type (Given at Annex-I) Journal Type (local/ Journal Title year Vol. No. Issue No. Pages Author (s) Editor (s) Publisher EMPLOYEE LEAVE RECORD Leave Type (LFP/Ex-Pak/ Maternity/LHP etc.) From To Remarks EMPLOYEE DISCIPLINARY PROCEEDING DETAILS (IF ANY) Nature of Charges Showcause No. Showcause Date Penalty Imposed Outcome EMPLOYEE HIRING DETAILS House Hiring (Self/Private/Govt allotted) From To Remarks EMPLOYEE LOAN DETAILS Loan Type (Welfare/Motorcar/Bicycle/ House building etc.) Dated Advance Amount (in million) Remarks
Curriculum and Instruction Announces Parent Workshop Series How has Common Core affected learning expectations? What are the changes in the state assessment? What is PARCC? Audience: Parents/Guardians of students in grades 3 through 11 Location: Piscataway High School Dates: Part 1 of 2 – September 30, 2014 Part 2 of 2 – November 12, 2014 Time: 6:30 pm Follow up Information Session: February 10, 2015 Information Session Review and Preview: April 22, 2015 (Grades 2 – 11) www.parcconline.org
Research Simulation Task and Literary Analysis Task Construct Measured Score Point 3 Score Point 2 Score Point 1 Score Point 0 Reading/ Comprehension of Key and Details COMPREHENSION/ EXPLANATION/ REFERENCE TO THE TEXT: Full comprehension Accurate explanation/ References the texts explicitly COMPREHENSION/ EXPLANATION/ REFERENCE TO THE TEXT: Comprehension Mostly accurate explanation/ description/comparison References the text(s) explicitly COMPREHENSION/ EXPLANATION/ REFERENCE TO THE TEXT: Limited comprehension May reference the text(s) explicitly. COMPREHENSION/ EXPLANATION/ REFERENCE TO THE TEXT: Does not demonstrate comprehension of the text(s). Written Expression DEVELOPMENT/ REASONING/ EVIDENCE: Effective development of the topic reasoning Relevant, text- based evidence ORGANIZATION: Consistently demonstrates purposeful and controlled organization USE OF LANGUAGE/ CLARITY: Uses language to express ideas with clarity. DEVELOPMENT/ REASONING/ EVIDENCE: Some development of the topic Some reasoning Relevant, text-based evidence ORGANIZATION: Generally demonstrates purposeful and controlled organization USE OF LANGUAGE/ CLARITY: Uses language to express ideas with some clarity. DEVELOPMENT/ REASONING/ EVIDENCE: Minimal development of the topic Limited reasoning Limited text-based evidence OR:  is a developed, response with little or no awareness of the prompt ORGANIZATION: Demonstrates purposeful organization that sometimes is not controlled USE OF LANGUAGE/ CLARITY: Uses language to express ideas with limited clarity. DEVELOPMENT/ REASONING/ EVIDENCE: Undeveloped ORGANIZATION: Demonstrates little or no organization USE OF LANGUAGE/ CLARITY:\ Does not use language to express ideas with clarity. Writing/ Knowledge of Language and Conventions COMMAND OF CONVENTIONS: Full command of the conventions of standard English MECHANICS/ CLARITY: Few minor errors in mechanics, grammar, and usage Meaning is clear. COMMAND OF CONVENTIONS: Some command of the conventions of standard English MECHANICS/ CLARITY: May have errors in mechanics, grammar, and usage that occasionally impede understanding Meaning is generally clear. COMMAND OF CONVENTIONS: Limited command of the conventions of standard English MECHANICS/ CLARITY: Errors in mechanics, grammar, and often impede understanding. COMMAND OF CONVENTIONS: No command of the conventions of standard English MECHANICS/ CLARITY: Frequent and varied errors in mechanics, grammar, and usage impede understanding. based
3 ELA Item No. Reporting Category Standard Item Type Has Item Been Released? Link to Released Item 1 PARCC Reading 3 EB No 2 PARCC Reading 3 EB No 3 PARCC Reading 5 EB No 4 Reading 2 EB No 5 PARCC Writing 3, 4, 5 WR No Grade 4 ELA Item No. Reporting Category Standard Item Type Has Item Been Released? Link to Released Item 1 PARCC Reading 3 EB No 2 Reading 3 EB No 3 PARCC Reading 2 EB Yes 4 PARCC Reading 2 EB Yes 5 Writing 3, 4, 5 WR Yes Grade 5 ELA Item No. Reporting Category Standard Item Type Has Item Been Released? Link to Released Item 1 PARCC Reading 3 EB No 2 PARCC Reading 4 EB No 3 PARCC Reading 2 EB No 4 PARCC Reading 3 EB No 5 PARCC Writing 3, 4, 5 WR No Grade 6 ELA Item No. Reporting Category Standard Item Type Has Item Been Released? Link to Released Item 1 PARCC Reading 3 EB No 2 PARCC Reading 5 EB No 3 PARCC Reading 3 EB No 4 Reading 2 EB No 5 PARCC Writing 3, 4, 5 WR No
6 PARCC Mathematics NS.1 OR No 8 Mathematics Item No. Reporting Category Standard Item Type Has Item Been Released? Link to Released Item 1 PARCC Mathematics F.5 MS No 2 PARCC Mathematics G.1 MC Yes () 3 PARCC Mathematics EE.8 OR No 4 PARCC Mathematics EE.5 MC No 5 PARCC Mathematics EE.7 MP Yes () 6 PARCC Mathematics EE.5 OR No
R.0120W., NMPM Section 5: NWSW; T.0340N., R.012AW., NMPM Section 4: SWNW; Section 4: Lot 4; Section 6: Lot 6; All lands are subject to Exhibit CO-31 to alert lessee of sensitive species area inventory and mitigation requirements All lands are subject to Exhibit CO-34 to alert lessee of potential habitat for a threatened, endangered, candidate, or other special status plant or animal All are subject to Exhibit CO-39 to protect cultural resources All lands are subject to Exhibit CO-56 to alert lessee of potential supplementary air analysis The following are subject to Exhibit SJ-07 to protect bald eagle winter concentration: T.0340N., R.0120W., NMPM Section 7: Lot 3-6; Section 7: NE,SENW; PVT/BLM;BLM; COS:TRFO PARCEL ID: 6715 T.0400N., R.0130W., NMPM Section 19: Lot 1,2; Section 19: E2W2; Dolores County Colorado 196.440 Acres All lands are subject to Exhibit CO-10 to protect elk calving
Section 9: Lot 3-6; Section 9: N2; Section 10: Lot 2-5; Section 10: N2; La Plata, Montezuma County Colorado 2135.980 Acres The following lands are subject to Exhibit CO-09 to protect big game winter habitat: R.013AW., NMPM Section 2: NWNW; Section 4: S2NE,SWNW,S2; Section 9: NW; Section 9: Lot 5,6; The following lands are subject to Exhibit CO-27 to protect steep slopes: T.0340N., R.013AW., NMPM Section 4: SWNE,NWSE; The following lands are subject to Exhibit CO-28 to protect riparian/wetland vegetation: T.0340N., R.013AW., NMPM Section 2: NE,W2SW,N2SE,SESE; Section 3: S2S2,NESE; Section 4: S2NE,SWNW,N2SE,SWSE; Section 9: NENE,S2NE,N2NW,SWNW; Section 9: Lot 3; Section 10: NW; Section 10: Lot 3,4; All are subject to Exhibit CO-34 to alert lessee of potential habitat for a threatened, endangered, candidate, or other special status plant or animal All lands are subject to Exhibit CO-39 to protect cultural resources All lands are subject to Exhibit CO-56 to alert lessee of potential supplementary air analysis BLM;PVT/BLM; COS:TRFO
Email: soikan.meitiaki@mpido.org; nicksoikan@yahoo.com; mpido@mpido.org Nipol Sri-uangdoi Thung Luang village Email: benjavan@chiangmai.ac.th; kanok@chiangmai.ac.th; brerkasem@yahoo.com 24 Nantawat Tinpalanai Thung Luang village Email: benjavan@chiangmai.ac.th; kanok@chiangmai.ac.th; brerkasem@yahoo.com 25 Prasert Trakansvphakon Regional Director of IKAP Chiang Mai Email: ptrakan@ikap-mmsea.org; ptrakan@cm.ksc.co.th; ptrakan@gmail.com 26 Wang Xiwu Senior Manager for Policy and Incentive Mechanisms UNDP No. 2 LiangMaHe NanLu 100600 Tel. 8610-8532 0734 Fax: 8610-8532 0900 Email : yinfeng.guo@undp.org
Adapted from “Teaching Writing” by Rebekah Martindale. Criteria 4 3 2 1 Main Idea Topic Sentence Strong main idea/ topic sentence is clear, and transitions easily in the closing sentence. Adequate main idea/ topic sentence in the closing sentence. Main Idea/ topic sentence is unclear weakly transitions in the closing sentence. Main Idea/ Topic sentence is unclear and does not transition in the closing sentence. Supporting Details Each paragraph has three or more supporting detail sentences that relate to the main idea. Each paragraph has two supporting detail sentences that relate to the main idea. Each paragraph has one supporting detail sentence that relates to the main idea. Each Paragraph has no supporting detail sentences that relate to the main idea. Observes Basic Writing Conventions Contains few, if any punctuation, capitalization, and spelling errors. Contains several errors in punctuation, spelling or grammar that do not interfere with meaning. Contains many errors in punctuation, spelling and/or grammar that interferes with meaning. Contains many errors in punctuation, spelling and/or grammar that make the illegible.
Neatness Legibly handwritten or typed with no distracting errors. Legibly written, easy to read with 1-2 distracting errors. Several distracting errors that make portions difficult to read. Many distracting errors making it illegible. Name___________________________ Score________ Copyright © 2001-03
AMS 210 A: “American Concepts: Introduction to American Studies.” Vanderbilt University ITA/ENG 241: “Modernity on Wheels. Literature and the Automobile.” AMST 294: “The Italian-American Experience.” FS 240: “Italian American Cinema.” SUNY at Buffalo English, Comparative Literature, and Cinema ENG 221: “Modernity on Wheels. Americans and the Automobile,” (S04). ENG 372: “The American - The Tumultuous Fifties,” (S02). ENG 441: “Contemporary Cinema,” (F01, F02). ENG 299: “Humanities One: Shaping Justice,” (F99). ENG 222: “Survey of American Literature II,” (F03). COL 203: “The Italian-American Experience,” (F02, F01). First Year Composition ENG 101: “Writing The Essay, Making the World,” (F98). ENG 101: “Writing the War,” (F99). ENG 101: “Writing the Enlightenment,” (F04). ENG 102: “Writing the Ethnic Experience,” (F03). Second Year Composition ENG 201: “Writing Essays and Building Bridges,” (S04). INVITED March 2, 2012 “Booker T. Washington in Southern Italy. Observations on Women's Life and Parallels with the American South.” UNC Greensboro Atlantic World Research Network and Black History Month, “Breaking Colored Barriers.”
LECTURES ORGANIZATION May 8, 2013 Prof. Frank Lentricchia, “On The Accidental Pallbearer,” Elon University, Elon, NC April 15, 2013 Prof. Mary Bush BUcci, “On Sweet Hope,” Elon University, Elon, NC 24, 2012. Prof. Frank Lentricchia, “On The Music of the Inferno,” Elon University, Elon, NC. March 4, 2012. Prof. Dino Cervigni, “The Immigrant as the Other: On Thomas H. Ince’s The Italian” Elon University, Elon, NC. December 4, 2011. Prof. Anthony Fragola, Elon University, “Another Corleone,” Elon, NC. April 26, 2010. Prof. Fred L. Gardaphé, “Jersey Shore: Italian-Americans and the Media,” Elon University, Elon, NC. 23, 2010. Prof. Werner Sollors, “Ethnicity and Modernism,” Elon University, Elon, NC. April 7, 2010. Prof. Thomas J. Ferraro, “La Cosa Nostra,” Elon University, Elon, NC. December 27-29, 2006 Co-organizer with Geoffrey Green, “Unacknowledged Influence: Leslie Fiedler and the State of Contemporary Theory and Criticism.” MLA Special Session, Speakers: Prof. Alan Wald, Prof. Michael Moon, Prof. Murray Pomerance. Respondent: Prof. Geoffrey Green, Philadelphia, PA. 30, 2006 Prof. Janet Zandy, “Poetry and the Triangle Factory Fire of March 25, 1911,” Vanderbilt University, Nashville, TN. October 7, 1998 Organizer, Prof. Alessandro Portelli, “Who Ain’t A Slave? Frederick Douglass and Primo Levi,” SUNY at Buffalo, Buffalo, NY. LANGUAGE PROFICIENCY English Italian French Latin Ancient Greek Spanish (reading only) PROFESSIONAL AFFILIATIONS Member of the Modern Language Association
PARENT/GUARDIAN ACTION FORM MIDDLE TRANSITION (14-16 years) MY CHILD’S NAME: _____________________________________________ DOB: _________________ DATE:______________________ DOMAINS/GOALS STRATEGIES TO ACHIEVE GOALS COMPLETED TRANSPLANT KNOWLEDGE My child is able to state why he had a transplant. I have talked to my child about his health history and the reason for transplant. My child has a basic understanding of what rejection means. My child understands why it is important to get his labs routinely. My child and I have discussed what it means to have rejection, how the healthcare provider knows if there is rejection, how it is treated and why his labs are important in monitoring his health. My child understands that he can discuss questions and concerns about transplant with his healthcare providers. MEDICATIONS My child can state the names of all his medications, the reason he takes them, the dose and the times he takes them. My child keeps a list of his medications with him (phone, wallet, other). My child knows the name of our pharmacy and is learning how to contact the pharmacy when he needs medication refills. I am helping my child learn about his medications. I have helped my child make a list of his medications. I have helped my contact the pharmacy to order refills of his medications. ADHERENCE My child independently takes his medications every day and on time. My child knows how often he is supposed to get his labs. I am helping my child understand why it is important to take his medications every day and on time and get labs as requested. I am giving my child increasing responsibility for taking medications with the goal of being independent in taking medications. I am helping my child develop a routine for taking his medications. I am encouraging him to remember on his own and to participate by filling his med container and being aware when he is running low on medications. RISK-TAKING BEHAVIORS My child knows that risk-taking behaviors (smoking, drinking, taking street drugs) are of more concern for him because he had a transplant. My child and I discuss how risk-taking behaviors can be harmful to his health and the health of the transplanted organ.
Parent/child Acceptable Use Policy These rules will keep me safe and help me to be fair to others. As a child, I will respect these rules, with the support and guidance of my parents/carers, and staff at [name of setting here]. I will only use the computers for purposes agreed by [name of organisation] I will only use the internet when a trusted adult supervises me I will keep my logins and passwords secret If I see anything that upsets me or I receive a message I do not like, I will not respond to it and I will show an adult I trust I know I can always speak to an adult I trust if I see something on the internet that I don’t understand or that upsets me I will not attempt to visit internet sites that I know are banned I will not give my home address, phone number, send a photograph or video, or give any other personal information that could be used to identify me, my family or my friends, unless an adult I trust has given permission I will only edit or delete my own files and not look at, or change, other peoples’ files without their permission Child Agreement Name: I understand the agreement for using computers, the internet, email and online tools safely and responsibly I know the adults looking after me will help me to stay safe and check that I am using the computer to help me with my work Signature: Date: Parent/carer Agreement I have read and discussed the agreement with my child and confirm that he/ she has understood what the rules mean I understand that the setting will use appropriate filtering and ensure appropriate supervision when using online and digital technologies I understand that occasionally, inappropriate materials may inadvertently be accessed and accept that the setting will endeavour to deal with any incident that may arise, according to policy I understand that whilst my child is using the internet and other online tools outside of the early years setting, that it is my responsibility to ensure safe and responsible use with the support of the setting Name: Signature: Date:
April 15th End of Third Grading Period April 18th Teacher Professional Development ‐ No school for all students May 30th Memorial Day Holiday June 17th End of Fourth Grading Period June 17th Last Day of School for Students Report Card Schedule Grading Period Interims Report Cards 1st 9 weeks October 9th November 10th 2nd 9 Weeks December 18th February 9th 3rd 9 Weeks March 15th 26th 4th 9 Weeks May 27th Mailed by June 27th Bell Schedule 6th Grade 7th Grade 8th Grade Advisory 8:00-8:09 a.m. Final Tardy Bell 8:10-8:15 a.m. Announcements/Pledge Advisory 8:00-8:09 a.m. Tardy Bell 8:10-8:15 a.m. Announcements/Pledge Advisory 8:00-8:09 a.m. Final Tardy Bell 8:10-8:15 a.m. Announcements/Pledge Block 1 8:15 – 9:11 a.m. 56 minutes Block 1 8:15-9:11 a.m. 56 minutes Block 1 8:15-9:11 a.m. 56 minutes Block 2 9:11 – 10:07 a.m. 56 minutes 2 (ENCORE) 9:11 – 10:41 a.m. 90 minutes Block 2 9:011– 10:07 a.m. 56 minutes Block 3 10:07-11:03 a.m. 56 minutes LUNCH A 10:41 – 11:06 a.m. 25 minutes Block 3C 10:41 – 11:37 a.m. 56 minutes 3 10:07-11:03 a.m. 56 minutes Block 3A 11:06 – 12:02 p.m. 56 minutes LUNCH C 11:37 – 12:02 p.m. 25 minutes LUNCH B 11:03-11:28 a.m. 25 minutes Block4D 11:03-11:59 p.m. 56 minutes Block 4 12:02 – 12:58 p.m. 56 minutes Block 4 (ENCORE) 11:03 – 12:33 p.m. 90 minutes Block 4B 11:28-12:24 p.m. 56 minutes LUNCH D 11:59-12:24 p.m. 25 minutes
Paragraph 4: 8.5 The emperor and the nobles Emperor held – highest status – he – his family – top – class structure. During – shogunate period – emperor – very little – power – but – was – important religious leader – worshipped – descendant – sun goddess. Although – highly respected figure – emperor – not control – distant regions – Japan. Needed – support – daimyo – powerful nobles – gave land in return – their support. During – shogunate – most powerful – daimyo became – shogun – of Japan. As well – leading – army – shogun – took care of – routine matters – governing the country. Each – daimyo – own estates – armies – very powerful. Paragraph 5: 8.5 The samurai Next level – society – warrior class – samurai. Soldiers – paid – daimyo – control their domains – each – samurai warrior – oath of loyalty – own daimyo. As well – fighting – daimyo – during conflicts – other nobles – samurai – ran the estates – collected taxes – kept order – among the peasants. Paragraph 6: 8.5 Shi-no-ko-sho Early shogunate period – Japanese society – two main groups. ‘Good citizens’ – nobles – farmers – free people. Slaves – servants – guards – ‘low citizens’. Late sixteenth century – Japanese society – established – system – Confucian idea – four main ranks. Daimyo – samurai – belonged – warrior class – shi.
Top – protected the nation from invasion – set moral standards – rest of society. Beneath – warriors – farmers – no. Without food – no one could survive – farmers – viewed – essential members – society. Artisans – ko – next in rank. Made items – paper – fine swords – reed mats – people needed. Near – bottom – social structure – merchants – sho. Social status – low – did not make anything. Lived – trading rice – selling items – other people – produced – charging interest – on money – they loaned. Paragraph 7: 8.5 The outcasts Lower – merchants – group of outcasts – eta. Lived – fringes of towns – confined – own communities – under – leadership of a headman. Made a living – handling – ritually – unclean products – animal skins for leather – worked as labourers – carrying out – distasteful work of garbage collection – burial of the dead. Hinin – regarded – non-people – survived – begging. Wandering priests – actors – mime artists – low position – society. Joint Construction – use the notes to write new paragraph to help you guide the class during the Joint Construction phase: Japan was united by the powerful daimyo in the late sixteenth century which led to the establishment of the Tokugawa shogunate in 1603.
If a student is caught walking or playing in the street, disciplinary action will be taken. This measure will be enforced to protect students and drivers from any unnecessary incidents occurring. Skateboards/scooters, etc. are not permitted on school grounds. Our goal is to provide your child with a safe and pleasant learning environment. Important Dates and Information: September 6 & 7, 2018 - Opening days for students - half-day sessions until 1:00 PM September 10, 2018 Student individual pictures 8:30 a.m. (Student ID cards will be generated from these pictures) September 20, 2018 Back to School Night 5:30 – 8:00 p.m. Building Security – PLEASE READ!!: All visitors are required to call the school of time if they are coming to the school. Unless there are special circumstances, visitors will not be permitted inside the building. Visitors should use the intercom located outside the main doors adjacent to our gymnasium. Please just press the button, then release it and someone will respond to you promptly. Proper ID is required under all circumstances. Once you arrive, whomever you are scheduled to see will meet you at the front entrance door. If you are picking up a student, that child will be escorted to the door where proper ID will be needed for you to sign them out. Surveillance cameras monitor and record all guests entering and leaving school grounds and the building. Anyone picking up a student for any reason during regular school must be at least 18 years of age and show identification. items to make note of: New half day schedule Dismissal is now at 1 PM (previous years was 12:31). LUNCH PERIODS WILL BE HELD, AND LUNCHES WILL BE SERVED DURING HALF DAY SESSIONS. Accessing your child’s 18-19 schedule (NEW!): New this year we will open the Parent Portal to allow parents and students to view their 18-19 schedules.
4/30 & 5/1 Math state testing for grade 5 5/2 Terra Nova test for any third grade student who did NOT pass the fall E/LA test 5/4 Grade 5 students will visit the Middle School (1000 - 200) 5/7 & 8 Science state testing for grade 5 5/21 Grade 3 Field Day 5/23 Grade 4 Field Day 5/25 Grade 5 Field Day 5/25 End of Quarter 4 5/28 Memorial Day – no school 5/29 Terra Nova testing for grade 3 students who did NOT pass the fall E/LA test 5/30 NO EARLY RELEASE 6/1 Last day of school (Awards in AM, school wide picnic in PM)
SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SCHOOL STARTS AT 7:55! THE TARDY BELL RINGS AT 8:00 A.M. Counseling Week Mindful Acts of Kindness Month Tuesday Folder 1 2 Parent Workshop 8:30-9:30 a.m. In Spanish 3 4 5 6 8:00 – 10:00am Volunteers Needed – Sign in and meet in the cafeteria. Parent Workshop 7 8:30-9:30 a.m. In English Spelling Bee 1:00 p.m. 8 9 Parent Workshop 8:30-9:30 a.m. In Spanish 10 11 12 13 Common Assessments This Week 8:00 – 10:00am Volunteers Needed – Sign in and meet in the cafeteria. Parent Workshop 14 8:30-9:30 a.m. In English Valentine’s Day 15 Parent Workshop 16 8:30-9:30 a.m. In Spanish Clay University 5-6 p.m. 17 Coffee with the Principal 8:30-9:30 18 19 20 NO SCHOOL Parent Workshop 21 8:30-9:30 a.m. In English Tuesday Folder 22 . Parent Workshop 23 8:30-9:30 a.m. In Spanish PTO- 2nd Grade 4th Six Weeks 24 Ends College Spirit Day 25 26 27 5th 6 Weeks Begins 8:00 – 10:00am Volunteers Needed – Sign in and meet in the cafeteria. 28 Parent Workshop 8:30-9:30 a.m. In English March 7th REPORT CARDS
Psychological & emotional Does the present with any psychological needs that require specialist intervention? Comments: Yes/no Seizures Does the child have regular major seizures that require skilled intervention? Do they have a rescue medication? Comments: Yes/no Other Any other needs? Comments: Yes/no Does Child have Palliative care plan in place? Yes/no
PARENT COACH RELATIONSHIP Both parenting and coaching are extremely difficult vocations. By establishing an understanding of each position, we are better able to accept the actions of the others and provide a greater benefit to students. When your student becomes involved in our program, you have the right to understand what expectations are placed on them. This begins with clear communication from the coach of your student’s program. COMMUNICATIONS YOU SHOULD EXPECT FROM YOUR STUDENT’S COACH Philosophy of the Coach. Expectations and goals the coach has for your students as well as for the team/season. Locations and of all practices and contests. Team requirements, special equipment, strength and conditioning programs. Procedure if your child is injured during participation. Team rules, guidelines and consequences for infractions. Lettering criteria. Team selection process. COMMUNICATION COACHES EXPECT FROM ATHLETES/PARENTS Concerns expressed directly to the coach. Notification of any schedule conflicts in advance. Notification of illness or injury as soon as possible. As your child becomes involved in high school activities, he or she will experience some of the most rewarding moments of their lives. It is important to understand that there may also may be times when things do not go the way you and your student wish. A discussion with the coach is encouraged during these times. It is the first and most integral step to understanding the situation and coming up with a resolution. APPROPRIATE CONCERNS TO DISCUSS WITH COACHES The treatment of your student. Ways to help your student improve. Concerns about your student’s behavior. It is very difficult to accept your student not playing as much as you hope. Coaches are professional. They make decisions based on what they believe to be the best for all student-athletes involved. As you have learned from this handout, certain things can be and should be discussed with your student’s coach. Other things, such as those listed below, must be left to the discretion of the coach. Playing time Team strategy Play calling Other student-athletes There are situations that may require a conference between the coach and player, or coach and parent. These conferences are encouraged. It is important that all parties involved have a clear understanding of the other person’s position.