zilongwang/ReadingBank huggingface dataset:
3.4 30/05/2018 Volunteers needed for the gate/assist with stalls Georgina to email alliance and other contact lists 23/06/2018 Emails sent 4 21/02/2018 Investigate option for Mooving art cow – meeting to be arrange between council and alliance member(s) Paula Joel October for Out in the Open Festival 5. 11/04/2018 Investigate Cultural/diverse competency/responsiveness training for businesses Christina – add as an agenda item for next meeting Trish – to share details of recent training at next meeting. Joel – share details of bystander business FV training 18/07/2018 6. 11/04/2018 Discuss ways to use more inclusive language in client/patient forms. This work may begin as organisational but can be adapted to suit all. Zane, Katie 18/07/2018
Seconded J. Board Katie to update TOR and distribute Item then completed 3. 11/04/2018 Promotion and Organisation of the Pride Cup All alliance members 23/06/2018 3.1 11/04/2018 Write an article for printing in the Footy Record during the Pride Cup round Joel Board – to follow-up process Media working group – to write content 23/06/2018 Waiting on response from Martin Gleeson 3.2 11/04/2018 Promotion of Pride Cup Paula – radio contacts Georgina – to pass on Joy FM contacts Joel – talk to Bonnie about town signs 23/06/2018 Paula has contacted radio stations, and will have content ready for release 1/6 3.3 11/04/2018 Guest Speaker Joel 23/06/2018 Em Rowe is hoping to be at the game, but doesn’t wish to be formally involved. Joel to follow-up with Alison to possibly speak on the day
3.4 21/02/2018 Investigate options for a member of the local LGBTI+ community to sing the national anthem at the Pride Cup All Alliance members to speak with contacts completed Lachie Penna will be singing on day 3.4 30/05/2018 Volunteers needed for the gate/assist with stalls Georgina to email alliance and other contact lists 23/06/2018 Emails sent 4 21/02/2018 Investigate option for Mooving art cow – meeting to be arrange between council and alliance member(s) Paula Joel October for Out in the Open Festival 5. 11/04/2018 Investigate Cultural/diverse competency/responsiveness training for businesses Christina – add as an agenda item for next meeting Trish – to share details of recent training at next meeting. Joel – share details of bystander business FV training 18/07/2018
NO REFUNDS will be made on withdrawals from the event after the CLOSING DATE. All forms must be completed in capitals as per Promoter’s Conditions and sent to:- Phillip Jehu 4 Gwladys Street Pant Merthyr Tydfil CF48 2AU e-mail :- Tel:- 07971207617 Electronic entries to be sent to :- Greatergwent2018@gmail.com Results These will be posted on & web sites as soon as practicable after the event. Results will be issued to SwimWales and the ASA Rankings after the event as per license conditions. Facilities Spectators The spectator area maybe cleared at the end of each session. All personal belongings are to be removed at the end of every session. This is to allow the area to be cleared of all unwanted debris. Entry for spectators will be 15 minutes after start of warm up (sessions 1 and 4). On the second day, weekend pass holders will be called to come through to reduce the congestion in the foyer, which is a prerequisite of the booking conditions. Coaches / Chaperone Passes £12.00 per weekend – No Food £20.00 per weekend – Food Included (both days) NOTE :- Coaches Pass cannot be upgraded on the day and if purchased on the day. Car Parking There is a free car park with ample overflow car parks nearby. Refreshments There is a cafeteria on site which sells snacks. Vending machines are also available for drinks. There is also a local cricket club where food and refreshments are available nearby. NOTE:-The organisers have no control on the opening times for these facilities Meet Contact The Meet Promoter will be in attendance throughout the Meet and may be contacted on:
Information package including brochures to be left at sites when no-one is home that explains intent, purpose of visit and where to get more information. Outcome Three: Meet community expectations of compliance with the program Key Operational Activity Rationale Scope Actions Compliance program The success of the program is dependent on achieving a high level of implementation across the community. An effective compliance program will help achieve that level of implementation. Implementation of compliance measures contained in Council By-laws and market requirements. Identification of non-compliance issues for referral to relevant Local or State Government agencies. Promote consistent and realistic council By-laws regarding the control of QFF across the region. Protocols developed for QFF management for commercial industries. Outcome Four: Build and Maintain Stakeholder confidence Key Operational Activity Rationale Scope Actions Community engagement program Community and industry engagement in the implementation of the Area Wide Management program is critical to its successful delivery. Engage the wider community to support and assist the eradication and other programs. Recruit local grower champions to assist in selling the message. Align objectives and strategies with local government to champion and support the project through the host reduction plan and a peri urban eradication program, whilst promoting consistent messages and branding. Development and maintenance of GS PFA Strategic Communication Plan. Implementation of GS PFA Strategic Communication Plan. Development of “Greater Sunraysia Regional Action Plan for QFF management 2020”.
Building strategic relationships with State and Federal Government to implement legislative and policy change that supports the reinstatement program outcomes and information flow. Outcome Five: Develop a sustainable and effective organisation Key Operational Activity Rationale Scope Actions Organisational Governance Developing efficient and effective systems and processes to deliver high quality service and meet stakeholder expectations. Ensure all project governance and reporting requirements are met. Build risk management strategies into project plans. Develop and implement an effective stakeholder management software system. Maintain project financial and auditing compliance requirements. Maintain adequate administration support for project delivery. Outcome Six: Financial sustainability Key Operational Activity Rationale Scope Actions Financial leverage In addition to the judicial management of funds the opportunity to leverage other investment should be exploited. Secure adequate funding for community, industry and government supported programs. Make relevant applications to funding sources to assist development of the program. Seek in-kind support agreements with regional, State or National partners.
Factors of 15: __________________________ Factors of 12: __________________________ GCF: _____________ GCF: _____________ Write the sum of the numbers as the product of their GCF and another sum. 13. 44 40 14. 15 81 15. 13 52 16. 64 28 Solve. 17. A jewelry maker will use 24 jade beads and 30 teak beads to make necklaces. Each necklace will have the same numbers of jade beads and teak beads. What is the greatest number of necklaces she can make? How many beads of each type are on each necklace? 18. The marine-life store would like to set up fish tanks that contain equal numbers of angel fish, swordtails, and guppies. What is the greatest number of tanks that can be set up if the store has 12 angel fish, 24 swordtails, and 30 guppies?
Some potential American authors to study include: Louisa May Alcott Sherwood Anderson Maya Angelou James Baldwin Toni Cade Bambara Saul Bellow Ambrose Bierce Elizabeth Bishop Ray Bradbury Gwendolyn Brooks Charles Brockden Brown William Cullen Bryant Pearl S. Buck Charles Bukowski William S. Burroughs Truman Capote Raymond Carver Willa Cather John Cheever Kate Chopin Sandra Cisneros James Fenimore Cooper Hart Crane Stephen Crane Countee Cullen E.L. Doctorow Paul Laurence Dunbar Ralph Ellison William Faulkner F. Scott Fitzgerald Robert Frost Allen Ginsberg Nikki Giovanni Lorraine Hansberry Nathaniel Hawthorne Ernest Hemingway O. Henry Langston Hughes Zora Neale Hurston Washington Irving Gish Jen Sarah Orne Jewett Jack Kerouac Ken Kesey Maxine Hong Kingston Nella Larsen Ursula K. LeGuin Henry Wadsworth Longfellow Jack London H.P. Lovecraft Norman Mailer Barnard Malamud Cormac McCarthy Frank McCourt Carson McCullers Herman Melville Edna S. Vincent Millay Arthur Miller Toni Morrison Joyce Carol Oates Tim O'Brien Flannery O'Connor Dorothy Parker Sylvia Plath Edgar Allan Poe Katherine Anne Porter Thomas Pynchon Ayn Rand Philip Roth J.D. Salinger Carl Sandburg Gertrude Stein John Steinbeck Wallace Stevens Harriet Beecher Stowe Amy Tan Hunter S. Thompson Mark Twain Kurt Vonnegut Alice Walker Nathanael West Edith Wharton Walt Whitman Tennessee Williams August Wilson Richard Wright Neil Gaimon
Great American Authors Book Report Novel List Cooper, James Fenimore The Last of the Mohicans Crane, Stephen The Red Bridge of Courage Faulkner, William As I Lay Dying Faulkner, William The Sound and the Fury Fitzgerald, F. Scott The Great Gatsby Hawthorne, Nathaniel The Scarlet Letter Hemingway, Ernest A Farwell to Arms Hemingway, Ernest The Sun Also Rises Melville, Herman Moby Dick Morrison, Toni Beloved Morrison, Toni The Bluest Eye Salinger, J.D. The Catcher in the Rye Steinbeck, John The Grapes of Wrath Stowe, Robert Louis Uncle Tom’s Cabin Walker, Alice The Color Purple Williams, Tennessee The Glass Menagerie Wright, Richard Native Son Wright, Richard Black Boy Sinclair, Upton The Jungle Hurston, Zora Their Eyes Were Watching God Ellison, Ralph Invisible Man Bradbury, Ray Fahrenheit 451 Kesey, Ken One Flew Over the Cuckoo’s Nest Erdrich, Louise Love Medicine Delillo, Don White Noise Alcott, Louisa May Little Women Lewis, Sinclair Main Street O Pioneers! Carther, Willa Sibert Twain, Mark A Connecticut Yankee in King Arthur’s Court Heller, Joseph Catch 22 Stowe, Harriet Beecher Uncle Tom’s Cabin James, Henry The Portrait of a Lady Crane, Stephen The Red Badge of Courage Wharton, Edith The Age of Innocence McKay, Claude Home to Harlem Hemingway, Ernest For Whom the Bell Tolls McBride, James The Color of Water McCarthy, Cormac The Road O’Brien, Tim The Things They Carried Miller, Arthur Death of a Salesman Gaines, Ernest A Lesson Before Dying Capote, Truman In Cold Blood Dumas, Alexandre The Count of Monte Cristo Steinbeck, John East of Eden Warren, Robert All the King’s Men McCarthy, Cormac Blood Meridian Mitchell, Margaret Gone with the Wind Vonnegut, Kurt Slaughterhouse-Five
Recommendation v. GRECO recommended to incriminate more broadly bribery of domestic, foreign and international members of public assemblies, in accordance with Articles 4, 6 and 10 of the Criminal Law Convention (ETS 173), in particular as regards the “giving” and “receipt” of an undue advantage, intermediaries, third party beneficiaries and the scope of the bribe-taker’s actions/omissions. It is recalled that this recommendation was assessed as partly implemented in the Compliance Report and, following further improvements, the recommendation remained partly implemented in the Second Interim Compliance Report; GRECO welcomed the amended Articles 159 and 159A of the Penal Code (PC) and stated the following: “[A]ctive and passive bribery of a member of parliament or local council “in relation to any election or vote” if it impels him/her to refrain from taking part in an election or vote, support a specific issue subject to vote or vote in a certain way falls under the scope of new Articles 159 and 159A PC, whereas cases not related to the performance of legislative functions are covered by the general provision of Article 235 PC. As concerns foreign and international members of public assemblies, active and passive bribery in their regard is criminalised by virtue of new paragraph 2, Article 263A PC, which makes them subject to new Articles 235 (1) and (2) and 236 PC. Despite these noticeable improvements, several gaps can be observed in Article 159, paragraph 2 on passive bribery of members of parliament. Thus, references are only made to the “acceptance of an offer or a promise” or a “request” of an undue advantage, with the element of “receipt” still being omitted. The possibility for the benefit to be received indirectly, through an intermediary, has also been overlooked. GRECO concludes that further steps need to be taken in order to criminalise more broadly bribery of domestic, foreign and international members of public assemblies, particularly as regards the “receipt” of an undue advantage and intermediaries.” The Greek authorities have not submitted new substantial information in respect of this recommendation. GRECO concludes that recommendation v remains partly implemented.
LOS ANGELES MISSION COLLEGE CULINARY ARTS INSTITUTE SUMMER TERM 2017 GREEN TECHNOLOGY OUTLINE WEEK 1 TOPIC ASSIGNMENT Day 1 MON 6/12 CLASS ROLLCALL: Welcome back students! Class Introduction Over view of roster Over view of syllabus Overview of course work & garden Canvas Visit Student Store for necessary materials for class. Study chapter 1 Complete field trip form to USC Day 2 TUE 6/13 CLASS ROLLCALL: Chapter 1 cont. Food cities: Ecology + Urban Agriculture Visit the garden No Chefs uniform! All students will wear jeans, long sleeve shirt, hat, and gloves. No exceptions, Study hand-out 1; Planning your Garden from L.A. Victory Garden Initiatives (UCCE). Chapter 1 cont. Peak resources and their effect on Urban Farming.
students wearing shorts and short sleeve shirts will be sent home, please ware close toe shoes. John Liu: Hope in a Changing Climate Reading on Cuba special period Day 3 WED 6/14 CLASS ROLLCALL: Chapter 1 cont. Slow food movement Overview peak oil in Cuba. Chef Alice waters The Mother of Slow Food Chapter 1 Research project on Slow Food. Cuba and the special period Assignment one Study hand-out 1; Planning your Garden from L.A. Victory Garden Initiatives (UCCE). This material will be used for Quiz 1 on 6/20. WEEK 2 TOPIC ASSIGNMENT Day 4 MON 6/19 CLASS ROLLCALL: Setting the stage for a sustainable food system. Review composting machine. Select seed for planting: Lettuce Corn & Pumpkins Pollinators Chapter 2 Wear comfortable cloth for gardening: Denim, long sleeve shirt, working shoes (boots). Gardening gloves. Complete Field trip form for Underwood Farms in Moorpark (7/18/17) Day 5 TUE 6/20 CLASS ROLLCALL: Chapter 2 Planting strategies for Urban Food System. Traditional vs. Environmental. Urban Agriculture Landscapes. Climate change Presenter: Farmscape – Dan (tentative) Quiz 1 is due at 11.59 Canvas. Chapter 2 cont. Wear comfortable cloth for gardening: Denim, long sleeve shirt, working shoes (boots). Gardening gloves. Day 6 WED 6/21 CLASS ROLLCALL: Chapter 2 cont. Part 2 Urban Agricultural landscapes. What is Permaculture? Slow Food Project is Due at 11:59 Canvas. Chapter 2 cont. Study hand-out 2, Getting Started from L.A. Victory Garden Initiatives (UCCE), this material will be used for Quiz 2 due on 6/27 at 11:59 pm. Wear comfortable cloth for gardening: Denim, long sleeve shirt, working shoes (boots). Gardening gloves. WEEK 3 TOPIC ASSIGNMET Day 7 MON CLASS ROLLCALL: Urban Infrastructure web. Chapter 3
WEEK 8 TOPIC ASSIGNMENT Day 21 MON 7/31 CLASS ROLLCALL: Chapter 6. Understanding harvest distribution. FINAL EXAM review Complete final project and turn it in by the last day of class. Wear comfortable cloth for gardening: Denim, long sleeve shirt, working shoes (boots). Gardening gloves Day 22 TUE 8/1 FINAL EXAM CLASS ROLLCALL: Chapter 6 cont. Final project is due. Wear comfortable cloth for gardening: Denim, long sleeve shirt, working shoes (boots). Gardening gloves Day 23 WED 8/2 CLASS ROLLCALL: Final project is due Turn in final exam hard copy in class and post in Canvas by 11:59 pm. Pot luck! Final day… Have a nice summer!
WEEK 5 TOPIC ASSIGNMET Day 5 3/17 CLASS ROLLCALL: Urban Infrastructure web. System Thinking in a Natural Thinking. Soil testing for microclimates. Hand-out / mason-jar. Chapter 3 QUIZ 2 Wear comfortable cloth for gardening: Denim, long sleeve shirt, working shoes (boots). Gardening gloves. WEEK 6 SPRING BREAK 4/2 TO 4/ 8 Day 6 3/24 CLASS ROLLCALL Chapter 3 Review soil testing & microclimates within the CAI Garden. QUIZ 3 Wear comfortable cloth for gardening: Denim, long sleeve shirt, working shoes (boots). Gardening gloves WEEK 7 3/31 CESAR CHAVEZ BIRTHDAY COLLEGE CLOSED COLLEGEG CLOSED SPRING BREAK APRIL 1 TROUGH 7 WEEK 8 TOPIC ASSIGNMENT Day 7 4/14 CLASS ROLLCALL: Chapter 3 cont. Vision, Synthesis, and Form. Planning Strategies & methodologies. The Vision Sphere & Narrative. Integrated Resource Management Chapter 4 Wear comfortable cloth for gardening: Denim, long sleeve shirt, working shoes (boots). Gardening gloves Study hand-out 3, Pest management from L.A. Victory Garden Initiatives (UCCE) VEGAN SEMINAR WEEK 9 TOPIC ASSIGNMENT Day 8 4/21 CLASS ROLLCALL: Chapter 4 System Integration and Connection. System Approach &designed Order materials to build raised beds. Prepare amendment & soil. QUIZ 4 Wear comfortable cloth for gardening: Denim, long sleeve shirt, working shoes (boots). Gardening gloves Study hand-out 4, Harvesting from L.A. Victory Garden Initiatives (UCCE) WEEK 10 TOPIC ASSIGNMET Day 9 4/28 CLASS ROLLCALL: Chapter 4 cont. Keep project on track. Build raised bed. Grow your own forest Prepare interlocking block beds. Wear comfortable cloth for gardening: Denim, long sleeve shirt, working shoes (boots). Gardening gloves
WEEK 11 TOPIC ASSIGNMENT Day 10 5/5 CLASS ROLLCALL: Chapter 4cont. California Master Gardner Hand-out. Planting Chart for Vegetables. Build raised bed. Install irrigation system The Rain Forest Chapter 5 Prepare interlocking block beds. Wear comfortable cloth for gardening: Denim, long sleeve shirt, working shoes (boots). Gardening gloves WEEK 12 TOPIC ASSIGNMENT Day 11 5/12 CLASS ROLLCALL: Chapter 5 Lifecycle Operations Operations plan components. Prepare beds for planting Defying Diseases Prepare redwood box. Wear comfortable cloth for gardening: Denim, long sleeve shirt, working shoes (boots). Gardening gloves WEEK 13 TOPIC ASSIGNMET Day 12 5/19 CLASS ROLLCALL: Chapter 5 cont. The maintenance plan framework. Plant vegetables and herbs. Adjust irrigation system. Prepare redwood box. Complete final project and turn it in by the last day of class. Wear comfortable cloth for gardening: Denim, long sleeve shirt, working shoes (boots). Gardening gloves WEEK 14 TOPIC ASSIGNMENT Day 13 5/26 FINAL EXAM CLASS ROLLCALL: Chapter 6. Understanding harvest distribution. Final project is due. Complete final project and turn it in by the last day of class. Wear comfortable cloth for gardening: Denim, long sleeve shirt, working shoes (boots). Gardening gloves WEEK 15 TOPIC ASSIGNMENT 6/14 FINAL EXAM CLASS ROLLCALL: Chapter 6 cont. Final project is due. Pot luck! Final day……
Unity and Division – What characteristics unified Greek city-states? What divided them? Persian War, Peloponnesian War – CAUSES, OPPONENTS, OUTCOMES: War Causes Opponents Outcomes Persian Peloponnesian The Golden Age of Athens: What sparked the Golden Age of Athens? Who was Pericles and what were his 3 goals for Athens? What are the characteristics of Greek art and architecture? Alexander the Great and Hellenistic Culture: Macedonia: Where was it? Who was Philip II & what were his primary goals/accomplishments? Alexander the Great: Who was Alexander the Great and what were his primary accomplishments? What was the extent of Alexander’s empire? Hellenistic Culture: Which cultures influenced Hellenistic culture? What was the significance of Alexandria, Egypt?
ADJECTIVE SUFFIXES Directions: The following suffixes are common endings of adjectives. I provide examples of words containing each suffix. On another piece of paper list examples of your own—three of each (for a C), four of each (for a B), or five of each (for an A). –able, -ible: capable, agreeable, edible, visible (definition: capable of, susceptible of, fit for, tending to, given to) –ant, -ent: defiant, relevant, insistent, consistent (definition: characterized by or serving in the capacity of) (Note: make sure your examples are adjectives and not nouns such as assistant and servant) –ful: careful, helpful (definition: full of or characterized by) –ic: metallic, heroic [definitions: having some characteristics of (heroic); in the style of (Byronic); pertaining to a family of peoples or languages (Finnic, Semitic)] –ile: juvenile, infantile [definitions: expresses capability, susceptibility, liability, or aptitude (agile, volatile); “like a” (juvenile, infantile)] –ish: Irish, foolish, greenish (definitions: of, relating to, characteristic of, having a touch or trace of) –ive: abusive, exhaustive (definition: performs or tends toward an indicated action or state): –less: careless, fearless (definition: without or lacking in) –ous: gracious, nervous (definition: full of, abounding in, having, possessing the qualities of) –ward: inward, forward (definition: in a spatial or temporal direction) (Note: Words ending in this suffix are also often adverbs.) –al: magical, final (definition: of the kind of, pertaining to, having the form or character of)
NOUN SUFFIXES Directions: The following suffixes are common endings of nouns. I provide the meaning of each suffix and examples of words containing each suffix. On another piece of paper list examples of your own—three of each (for a C), four of each (for a B), or five of each (for an A). –ance, -ence, -ancy, -ency: defiance, persistence, buoyancy, expediency (definition: action, process, state of) –cian, -sion, -tion: electrician, immersion, institution (definition, -cian: having a specific skill; definition of the others: act of, state of, result of) –dom: freedom, kingdom, wisdom (definition: quality, realm, office) –hood: childhood, manhood (definition: order, quality) –ism: racism, exorcism (definition: system, manner, condition) –ist: racist, exorcist (definition: one who, that which) –ity: captivity, clarity (definition: state of, quality) –ment: government, achievement (definition: act of, result) –ness: carelessness, restlessness (definition: state of) –ship: (definitions: quality, state, condition: as in “scholarship”; rank, status, office as in “professorship”; art, skill, or craft as in “penmanship”; a collective body as in “readership”) –tude: gratitude, multitude (definition: condition, state, quality)
Unit 13 Aberrant Circumvent Congress Convene Covenant Cursory Degrade Egress Errant Erroneous Incursion Precursor Recourse Unit 14 Apolitical Civic Civility Civilize Cosmopolitan Demagogue Demographic Pandemic Politicize Virile Virtue Virtuoso Unit 15 Advocate Benediction Clamorous Colloquial Declaim Dictate Eloquent Equivocate Exclamatory Locution Malediction Unit 16 Acerbic Acrid Acrimonious Crucial Crux Doleful Dolorous Effervescent Exacerbate Excruciating Fervent Fervor Indolent Unit 17 Annotate Connotation Conscientious Denotation Dispute Disreputable Impute Irrational Prescient Rationale Rationalize Unconscionable Unit 18 Aesthetic Anesthetic Antipathy Apathetic Empathy Intact Pathos Presentiment Sentient Sentiment Sentinel Tactile Tangible Unit 19 Abrogate Acquisitive Arrogant Correspond Deprecate Derogatory Despondent Espouse Imprecation Inquisitive Interrogate Precarious Requisition Unit 20 Admonition Cautionary Cautious Conciliatory Counsel Dissuade Persuasion Precaution Premonition Reconcile Unit 21 Avarice Avid Bibulous Glut Glutton Gustatory Gusto Imbibe Insipid Palatable Palate Sapient Unit 22 Fetid Malodorous Odoriferous Olfactory Putrefy Putrid Rancid Rancor Redolent Stagnant Stagnate
Online Course Components (that you will find on the course website) Syllabus including a description of course, requirements, and expectations of participants, posted on course website. Course goals, or Learning Outcomes, linked to each course activity. Calendar, including all due dates. Web links for required, online reading. Narrated presentations. Threaded discussions. Assignments (or learning activities). Assessments in the form of quizzes. Course e-mail to facilitate communication among participants. My Expectations of You Have access to computer equipment necessary to run course delivery platform (Blackboard). Active engagement in all course activities, readings and discussions. Access Blackboard at least every other day if not every day for the duration of the course. Complete all learning activities on time. Provide substantive feedback to peers Develop/refine materials you can use in your classroom. Practice professional ethics. Observe the Rules of Netiquette. Provide feedback- Complete an online evaluation of this course. What You Can Expect From Me Prompt responses to your questions and e-mails. Daily monitoring of course website. Thoughtful discussion facilitation (although I may limit my involvement so you spend more time in discussion with peers). Prompt action on technical problems within my control, such as broken links, file size, discussion settings, etc. Respect for your area of expertise, as well as for your ideas and opinions. What Makes A Good Discussion Post Substantial- thoughtful, original, relevant and contributes to the overall learning of the group Thought-provoking- stimulates thinking and reasoning Timely- post early to give your peers time to respond, this contributes to a rich discussion Logical, concise and grammatical Conveys “your presence”- reinforce your conclusions with real life and professional experiences
Rubric Doesn’t meet expectations [0] Approaching expectations Meets expectations [5-8] Exceeds expectations [9-10] Sketch Sketch not completed Sketch is not understandable Sketch doesn’t relate to 3D model Sketch is understandable Sketch was used while creating 3D model Sketch is clear and well thought out Sketch closely aligns with 3D model 3D monument 3D monument not completed 3D monument uses fewer than five elements 3D monument does not reflect Ancient Greek style 3D monument uses between five and ten elements 3D monument could be seen as using Ancient Greek style 3D monument uses more than ten elements 3D monument is a clear reflection of Ancient Greek style Written explanation Written explanation not completed Written explanation shorter than two full paragraphs Written explanation does not connect chosen topic with monument Written explanation is at least two paragraphs Written explanation makes some attempt to connect chosen topic with monument Written explanation is at least two well-structured paragraphs Written explanation clearly connects chosen topic with monument Creativity and effort Total lack of creativity or effort Some creativity is seen across all elements Some components show signs of effort Creativity is seen across all elements All elements show signs of effort All elements are exceptionally creative and clearly took a great deal of effort Score : _____ / 40
Greek Roots of Democracy Terms Directions: Complete the following terms by completing the required parts. Remember you must include a parenthetical with the page number, and each part must be highlighted a different color. Term Required Parts City-State Definition: Context: Significance: Acropolis 1. Definition: 2. Context: 3. Significance: Monarchy 1. Definition: 2. Context: 3. Significance: Democracy 1. Definition: 2. Context: 3. Significance: Tyrants Definition: Context: Significance: The Council of 500 1. Definition: 2. Context: 3. Significance:
Term Required Parts Legislature 1. Definition: 2. Context: 3. Significance: Jury 1. Definition: 2. Context: 3. Significance: Philosophers 1. Definition: 2. Context: 3. Significance: Socrates 1. Definition: 2. Context: 3. Significance: Plato 1. Definition: 2. Context: 3. Significance: Aristotle 1. Definition: 2. Context: 3. Significance:
2. Provide a 3-4 sentence interpretation that emphasizes a particular factor or set of factors to explain the cause of the Great Depression. 3. Identify and briefly explain 3-4 features of the Great Depression. 4. Assess the impact of the Great Depression on politics and diplomacy, 1929-1939.
Activity 2 – Keyword, Asteroid Materials: Hole Punchers and Lined Paper Give each student a hole punch and a piece of notebook paper. Tell the students to punch at least fifty holes in their paper. Next, students will dump out the punches on their desktops and spread them across their desk. Teacher: “Take a piece of paper and punch fifty holes in it. Dump the punches out on the table-top and spread them out. Just as your desktop is covered with paper punches, just past the earth’s atmosphere, there is a covering of dust and debris, ancient people once thought this was dust and debris was from pieces of stars; some pieces no bigger than these punches we made. There is one fancy word to replace the words ‘pieces of dust believed to be from stars,’ asteroids. The size of these punches could be the same size as some of the asteroid dust around the earth.” Activity 3 – Keyword, Astrology Materials: Lined Paper, Pens/Pencils and Foil Stars Give each student a piece of notebook paper, a pen or pencil and some foil stars. Tell the students to write down a wish or a goal on their paper. Have them place some foil stars over their writing. Encourage some of the students to share their wishes/goals. Teacher: “Take a piece of paper and a pencil and write a goal or a wish on it. Place some foil stars over your wish. Some people consult the stars to see if their goals or wishes will ever come true. There is one word that we can use to replace the common words ‘consult the stars.’ It is a less common word, astrology. People consult astrology to see what will happen to them.”
Written Activity Please copy and complete the following sentence stems on a piece of notebook paper: If I have the job of an astronomer, this means that _____. That flower is called an aster because _____. An astronaut dreams of her next _____. A ship’s captain once needed an astrolabe to _____. The astrologer tries to tell you your future by _____. People once thought that asteroids were _____.
Federal Deposit Insurance Corporation, 1933 Civilian Conservation Corps, 1933 Public Works Administration, 1933 Agricultural Adjustment Act, 1933 Tennessee Valley Authority, 1933 Federal Emergency Relief Administration, 1933 National Recovery Administration, 1933 Securities and Exchange Commission, 1934 Second New Deal (Second Hundred Days), 1935 Works Progress Administration, 1935 National Youth Administration, 1935 Rural Electification Administration, 1935 Wagner Act, 1935 Social Security Act, 1935 Schecter v. United States, 1935 Huey Long assassinated, 1935 Douglas MacArthur John L. Lewis Charles Coughlin Huey Long Francis Townsend Francis Perkins Brain Trust Relief, Recover, Reform Blue Eagle (“We Do Our Part”) New Deal Coalition Share-Our-Wealth Dust Bowl
GREEK ROOT Followed by the definition LATIN Followed by the definition anti: opposite, against en, em: to cause to be/ to put into or onto/ to go into or onto di/dia: two/through across de: reduce down/away from auto: self Trans: across/change/through bio: life in-(il-,im-,ir-): not micro: small/minute mini: small arch: chief, ruler uni: one/single geo: earth, ground, soil -ity: state of, quality of nym/onym: name, word Example: Synonymy, Antonym -al,- ial: related to/characterized by phon: voice, sound -ion, -ation, -sion, -tion: act of/ state of/ result of therm- heat Example: Thermal Shirt -ent, -ant: an action/condition scope: to watch, see aqua: water act: put in motion/process of doing mit: to send anni, annu, enni: year duct, duc: to lead man: hand Example: Manicure tox: poison Example: Toxic BOTH GREEK & LATIN ROOTS: ex: out of/ away from pro: in of
Our Mission The Office of Greek Life will provide and create educational leadership opportunities through common fraternal principles as a way to actively engage and build exemplary Greek men and women for life. Our Goals Promoting academic achievement. Advocating and actively promoting a diverse and inclusive community. Developing and maintaining lasting internal and external relationships between the University, fraternal organizations, alumni, and the local community. Intentionally promoting a strong, values-based and purpose-driven Greek community. *Please Note: This plan does not include all chapter and council educational programming efforts. For a complete review, please visit our all-inclusive Greek Calendar at . Month by Month Programming Educational Efforts August 2013 Panhellenic Gamma Chi Training, August 11-17~ This year, one hundred and eight (180) students were selected to serve in this position. Students will learn how to effectively listen to and counsel PNM’s, handle difficult situations, learn the formal recruitment process, etc. Collaborators include but are not limited to UA Department of Communication, National Panhellenic Conference, and the Walton College of Business. Social Event Registration & Risk Management Training, August 29 and September 11~ To review policies as they relate to social functions, safe risk management practices including UA alcohol and drug policy and restrictive sanctions guidelines. University Police Department also shares their expectations and discusses trends as they relate to risky behaviors. Chapter advisor, presidents, and social chairs are required to attend. September 2013 NPHC Beauty Shop, September ~ This is a forum hosted by NPHC that focus on trends, issues, and the overall development of African American female students. There will be engaging and meaningful conversations regarding their own individual experiences and opinions on relevant issues facing their
Date Day Event Purpose of event/Information to be covered 1 Thursday 2 Friday 3 Saturday 4 Sunday 5 Monday 6 Tuesday 7 Wednesday 8 Thursday 9 Friday 10 Saturday 11 Sunday 12 Monday 13 Tuesday 14 Wednesday 15 Thursday 16 Friday 17 Saturday Thanksgiving Break 18 Sunday Thanksgiving Break 19 Monday Thanksgiving Break 20 Tuesday Thanksgiving Break 21 Wednesday Thanksgiving Break 22 Thursday Thanksgiving Break 23 Friday Thanksgiving Break 24 Saturday Thanksgiving Break 25 Sunday Thanksgiving Break 26 Monday 27 Tuesday 28 Wednesday 29 Thursday 30 Friday
You have two options for this next activity. The first option is to create the Greek amphitheater out of our bodies on stage. The second is to take this quiz (show quiz) on what we learned about the Festival yesterday. All in favor of option 1, raise your hands. All in favor of option 2 raise your hands. Most likely the students will pick the first option. Tell the students that today we are dressed as wizards. This means we have magical powers. With these magical powers, we are going to turn all of the students into stones. We are going to use the stones to build the Greek amphitheater. There is one big difference between humans and stones. STONES DON’T TALK. This is the major rule of option 1. If the teacher has to say “Stones don’t talk” three times, we will automatically go to option 2. Do we have a deal? When I wave my wand, you are all stones. WAVE WAND. Stones, please follow us onto the stage. Move the class into the stage area. STEP 3: Instruction/Modeling Build the following on the stage using the students. Theatron Have all students sit in a semi-circle. Hand three students the signs that say “Theatron.” Info: the semicircular seating area in the amphitheatre; it was usually carved into a hillside; root word for the contemporary word “theatre” Skene Have six of the students come downstage, split into partners, and put their hands up, side by side to create a house-like structure. Give one of them the “Skene” sign. Info: the palace or scene house at the back of the amphitheatre; had up to 3 doors used for entrances and exits and it hid the machine Orchestra Ask four students to lay in a circle center stage. Give one of them a sign that says “Orchestra.” Info: the circular acting area in front of the skene where the chorus danced and the three actors performed. Thymele (altar) Have one student get on their hands and needs in the middle of the orchestra circle to become the altar. Give him/her the “Thymele” sign. Info: in the center of the orchestra; was not used as part of the acting; used for special sacrifices and libations in honor of Dionysus Parados
-no one breaks character or is silly and some are not -1 or 2 actors break character or act silly character or act silly Crying and/or Dying -crying and/or dying is in the scene in an appropriate place -believable -crying and/or dying is included but is not believable -crying and/or dying is not included in the scene Chorus -Chorus performs with the three key elements: -unison -shape/gesture -exaggerated voice -chorus is missing 1 of the three elements -chorus is missing 2 or more of the three elements Festival of Knowledge: The Tragedies Oedipus Rex by Sophocles Main Characters:
Oedipus Jocasta Teiresias, the blind prophet Chorus 3 sentence summary: Media by Euripedes Main Characters: Medea Jason Glauke Creon Chorus 3 sentence summary: Agamemnon by Aeschylus (from The Oresteia) Main Characters: Agamemnon Clytemnestra Cassandra
Answer Key GREEK DERIVATIVES 2014 d d c b d c a c c d c b a a d d c a b c b a b a c a b d c d d b a d b b a b c b d c c d b c a d b a
Implementation Collaboration In order to facilitate the provision and reception of services, new innovative IT services were developed by the Human-Computer Interaction (HCI) laboratory of the Institute of Computer Science – Foundation for Research & Technology (ICS-FORTH). The HCI Laboratory carries out leading research activities focused on developing innovative user interfaces and interaction techniques promoting user experience for both IT applications and intelligent interactive systems. ICS-FORTH and the Region of Crete have signed a Programme Agreement (PA) which sets out the rules and regulations governing the running of the project. Input/resources utilized/allocated to the project Duration The project started on June 2015 and was successfully completed on March 2017. Since then a two year contract for maintenance and technical support is in place, with the option to renew it at the end of this period. Budget The total cost of the contract was 96,000 € + VAT Human Resources HCI Laboratory (ICS-FORTH) The project Development team consisted of the following members with their respective man month (MM) effort allocation: - Scientific Coordinator (1 MM) - Project Manager/Technical Coordinator (3 MM) - Team Leader/Product Architect (2 MM) - Functional Analyst (2 MM) - Developer – Web UIs (4 MM) - Developer – Interactive Systems (3 MM) - Developer – Object Relational Mapping / DB / Deployment (4 MM) - Quality Assurance – Evaluation & Assessment (1 MM) - Graphics Designer (2 MM) The total man month allocation was 24 MM Region of Crete The Region of Crete as the major stakeholder in this effort contributed with valuable input through each step of the product development process (requirement elicitation, design, evaluation and training). A large number of people were involved on this process either on administrative or operational level. The following people had an active role on this project:
Greek Gods Advertising Project 4 3 2 1 Product Name Clearly and effectively represents the product and connects to god Cleary represents the product and mostly connects to god Somewhat represents the product and god Vaguely connects to product and/or god Visual Image Clearly and effectively represents product and connection to god Has a connection to the product but little connection to the god Has connection to the product and none to the god Has little connection to the product and none to the god Slogan Strongly attracts the consumer, represents the product, and effectively connects to the god Attracts the consumer, slightly represents the product, but vaguely connects to the god Slightly effective in attracting the consumer, representing the product, and connecting to the god Has little attraction for consumer, representation for the product, and connection to the god Paragraph Explanation Paragraph strongly proves understanding of the god, his connection to Greek culture, and how the product’s connotation, image, and slogan relate to the god Paragraph basically proves understanding of the god, his connection to Greek culture, and how the product’s connotation, image, and slogan relate to the god Paragraph slightly proves understanding of the god, his connection to Greek culture, and how the product’s connotation, image, and slogan relate to the god Paragraph vaguely proves understanding of the god, his connection to Greek culture, and how the product’s connotation, image, and slogan relate to the god Attractiveness of Poster Poster is complete, attractive, organized, and neat. Poster is complete but full effort was not given to make it attractive, organized, and neat. Poster is incomplete, and little effort was given to make it attractive, organized, and neat. Poster is incomplete and appears disorganized and messy. Professionality of Presentation All group members used excellent speaking norms and body language during presentation. Most group members used strong speaking norms and body language during presentation. Few group members used appropriate speaking norms and body language during presentation. Entire group lacked appropriate speaking norms and body language during presentation. Spelling, Grammar, Punctuation Zero to very few errors in writing Several errors in writing Several errors in writing were distracting to reader Writing was difficult to read due to so many errors Total: _____ / 28 = _____%
Teachers should use the writing-to-learn activity to assess whether students mastered the objectives for the lesson. Student responses will vary as they are asked to make a judgment on the primary cause of the Great Depression. Student mastery is demonstrated on this writing activity if they address secondary causes in their response, while developing their argument about the primary cause. The importance of this lesson is that the students act as historians by developing an argument, and supporting with evidence. The following sample rubric could be used to assess whether students achieved mastery: 3 Exceeds Expectations Developed a well thought out argument, clearly identifying the primary cause of the Great Depression. Uses 4-5 documents to support argument. 2 Met Expectations Developed an argument, identifying the primary cause of the Great Depression. Uses 2-3 documents to support argument 1 Below Expectations Developed an argument, identifying the causes of the Great Depression, but did not identify the primary cause. Uses 0-1 document to support argument 0 No Score No argument present No support References Digital History. Why It Happened. http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3432 Library of Congress. Farm Security Administration/Office of War Information Negatives. http://www.loc.gov/pictures/collection/fsa/ Smiley, Gene. Great Depression. https://www.google.com/calendar/render Library of Economics and Liberty. Document Analysis Resources: National Archives. Document Analysis Worksheets. http://www.archives.gov/education/lessons/worksheets/
THE SCRIPT PLAY FORMAT Typed, correct play format, italics for stage directions, etc. 10 pt Times New Roman ____/10 PLOT POINTS Script hits major plot points from story ____/15 LENGTH Play is 7+ pages for groups up to five members and 9+ pages for groups of 6 ____/15 CHARACTERIZATION Each character has a specific objective, and it is known whether or not the character gets his objective ____/10 CREATIVITY Play expresses artistic and creative vision; dialogue and stage directions play well into chosen time era ____/15 TOTAL POINTS: ______/65 THE PRESENTATION: Between 7-10 minutes PARTICIPATION All group members participate through acting or sound. _____/10 MASKS Each actor has a mask that portrays the character well _____/10 MUSIC Appropriate music cues and sound effects are utilized and enhance the performance _____/10 ACTING TECHNIQUE Eye contact, volume, movement, and emotion _____/20 MEMORIZATION All lines are memorized and delivered spontaneously ____/10 PACING/OVERALL Energy, no dead air, play flows well with no hiccups _____/10 TOTAL POINTS: ____________/70 CALENDAR: Tuesday, September 28th INTRODUCE PROJECT Thursday, Oct. 1st WORK TIME/REVIEW FOR TEST Monday, Oct. 6th OEDIPUS TEST Tuesday, Oct. 7th WORK TIME/MASK MAKING Thursday, Oct. 9th WORK TIME Monday, Oct. 13th WORK TIME Tuesday, Oct. 14th FESTIVAL OF DIONYSUS- Performances and Feast TOTAL PROJECT POINTS: _____/200 POINTS
PRODUCERS LIVESTOCK MARKETING ASSOCIATION GREELEY, CO MARKETING REPORT November 7, 2018 HEAD COUNT: 1068 Young lean cows ranged: $76.00 - $65.00 Lean cows ranged: $61.00 - $56.00 Butcher cows ranged: $54.00 - $45.00 Thin shelly cows ranged: $44.00 - $39.00 Holsteins ranged: $48.00- $36.00 Bulls ranged: $77.50 - $53.50 Heifers ranged: $146.00 - $64.00 Steers ranged: $192.50 - $82.00 Prices below are a representative sample: YOUNG LEAN COWS WEIGHT CWT ORGIN 10 BLK & BWF 985 $ 76.00 ECKERT 1 BLK 1130 $ 71.00 PARSHALL, UT 1 BLK 1270 $ 65.00 KERSEY LEAN COWS WEIGHT CWT ORIGIN 1 BLK 1200 $ 61.00 WALDEN 3 RED 1268 $ 58.50 ALTAMONT, UT 3 BLK & RED 1272 $ 57.00 ALTAMONT, UT BUTCHER COWS WEIGHT CWT ORIGIN 11 BLK & RED 1269 $ 54.00 BLUEBELL, UT 11 BLK & RED 1300 $ 50.50 ALTAMONT, UT 2 BLK & BWF 1325 $ 45.00 PARSHALL, UT THIN SHELLY COWS WEIGHT CWT ORIGIN 16 BLK & RED 1098 $ 44.00 PARSHALL, UT 3 BLK & BWF 1217 $ 41.00 KREMMLING 1 BLK 980 $ 39.00 KERSEY HOL COWS WEIGHT CWT ORGIN 1 HOL 1455 $ 48.00 AULT 14 HOL 1659 $ 43.00 AULT 5 HOL 1264 $ 41.00 JOHNSTOWN
7 JERSEY X 1134 $ 39.50 AULT 1 HOL 1120 $ 36.00 GREELEY BULLS WEIGHT CWT ORGIN 1 BLKBROCKF 1955 $ 77.50 BLUEBELL, UT 1 BLK 2285 $ 75.50 CHEYENNE, WY 1 WF 1670 $ 69.50 BLUEBELL, UT 1 RED 1865 $ 65.50 ALTAMONT, UT 1 BLK 1135 $ 53.50 GREELEY HEIFERS WEIGHT CWT ORGIN 11 BLK & BWF 443 $ 146.00 EVANSTON, WY 22 BLK & RED 783 $ 131.00 WELDONA 6 BLK & BWF 962 $ 82.00 KREMMLING 25 BLK & BWF 1078 $ 71.50 KREMMLING 2 CHAR 955 $ 64.00 EVANSTON STEERS WEIGHT CWT ORGIN 9 BLK & BWF 359 $ 192.50 CHEYENNE, WY 28 BLK 542 $ 147.50 CHEYENNE, WY 14 BLK & BWF 660 $ 139.50 LASALLE 4 BLK 470 $ 122.00 GREELEY 5 BLK & RWF 1171 $ 82.00 ALTAMONT, UT FUTURE FEEDER/SLAUGHTER SALES: COMBINED SALE WED. NOV 14, 2018 @ 10:30 AM COMBINED SALE WED. NOV 21, 2018 @ 10:30 AM FUTURE HAY SALES: SAT. NOV 10TH 10:00 AM SAT. DEC 8TH 10:00 AM WATCH OUR FACEBOOK PAGE FOR SPECIAL ANNOUNCEMENTS
Higher credit ratings In a review of the preceding statistically valid data on added green property value by the university studies, Morningstar acknowledged higher energy efficiency rating credit for green property bonds where validated for each property by underwriting standard 25-100 Green Value Scores (Morningstar, 2014). Primary reliance for this acknowledgement was the UNC Chapel Hill Business School Home Energy Efficiency & Mortgage Risk Report documenting 32% fewer defaults from energy efficient properties (UNC Chapel Hill, 2013). 4. Market Value and Share of Leadership Sustainability Industries for Green Bonds Leadership sustainability standards have been recognized for many years as substantially reducing pollution (Leadership Standards Campaign 2011). Green bonds are supporting industries that have found market traction, and green bond financing could provide the infusion of capital needed for important clean energy transition and climate mitigation projects. The work in developing and updating leadership standards spans some 30 years and includes millions of professionals with environmental groups, government, and industry achieving consensus on these difficult but critically important issues. Given the controversy, complexity, and work needed to develop and approve leadership standards significantly reducing pollution, the green bond market can take advantage of these standards and thus prevent greenwash and maintain the added value of green bonds.
Richey, L.A. and S. Ponte. 2011. ‘Brand Aid,’ Boston Review, New Democracy Forum (Boston), Nov./Dec. Schor, J.B. 2011. ‘Collective Action,’ Boston Review, New Democracy Forum (Boston), Nov./Dec. Smith, A.N. 2010. ‘The Ecofestish: Green Consumerism in Women’s Magazines” Women’s Studies Quarterly, 38(3/4): 66-83. Szasz, A. 2011. ‘The Costs of Ethical Consuming,’ Boston Review, New Democracy Forum (Boston), Nov./Dec. van Heerden, A. 2011. ‘What’s in a Label?,’ Boston Review, New Democracy Forum (Boston), Nov./Dec.