zilongwang/ReadingBank huggingface dataset:
“I Know Why the Caged Bird Cannot Read” FRANCINE PROSE Questions on Rhetoric and Style Discuss three appeals to ethos in this essay. What different roles or personae does Prose use to establish her ethos? Prose’s opening paragraph includes such words as appalled, dismal, and dreariness – all with negative connotations. Why does she start out with such strong language? Does she risk putting off readers who do not share her views? Why or why not? What other examples of strongly emotional language do you find in the essay? Prose makes several key assumptions about the role and impact of reading literary works in high school. What are they? What appeals does she make to logos? Prose cites many different novels and plays. Does she assume her audience is familiar with some of them? All of them? Explain why it matters whether the audience knows the works. According to Prose, “To hold up [I Know Why the Caged Bird Sings] as a paradigm of memoir, of thought – of literature – is akin to inviting doctors convicted of malpractice to instruct our medical students” (para. 13). Do you agree with this analogy? Explain your answer. What other examples of figurative language can you find in this essay? Toward the end of the essay (paras. 35, 39, and 43), Prose uses a series of rhetorical questions. What is her purpose in piling one rhetorical question on top of another? Would Prose have strengthened her argument by including interviews with a few high school students or teachers? Why or why not? According to Prose, why are American high school students learning to loathe literature? Try to find at least four or five reasons. Does she propose a solution or recommendations to change this situation? If she does not offer a solution, is her argument weakened? Explain your answer.
Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 Day 6 Awards Assembly 9:15 am Pizaa Day 2 Day 7 Kindergarten Concert 1:00 pm 3 Day 8 Spring Picture Day 4 Day 9 Gr. 5s to Crawford Lake 5 Day 10 Dinosaur Club Gr 1 – 6 6 7 8 Day 1 Pizza Day Spring Book Fair 9 Day 2 Spring Book Fair Gr. 2 Trip to Mountsberg Conservation Area 10 Day 3 Spring Book Fair School Council 6:30 pm 11 Day 4 Spring Book Fair 12 Day 5 Dinosaur Club Gr 1 – 6 Spring Book Fair 13 14 15 Day 6 Pizza Day 16 Day 7 17 Day 8 Black History French & English Arts Presentations 18 Day 9 Forest of Reading Trip to Powerade Centre 19 Day 10 Dinosaur Club Gr 1 – 6 FI Gr. 6s Visit Homelands Sr. 10:00 – 1:00 Homelands FI Info Night 6:30 pm 20 21 22 Day 0 Victoria Day (No School) 23 Day 1 24 Day 2 EQAO Testing Grade 3 25 Day 3 EQAO Testing Grade 3 26 Day 4 Dinosaur Club Gr 1 – 6 EQAO Testing Grade 3 27 Ramadan 28 29 Day 5 EQAO Testing Grade 6 Pizza Day 30 Day 6 EQAO Testing Grade 6 Shavuot Begins 31 Day 7 EQAO Testing Grade 6 Be a Reader-a-saurus! Read for 15 to 20 min. EVERY night!
Part 2: Inferencing/Show Don’t Tell: What can you infer from the following text? The first one is done for you. Page Text Schema (What I know) Inference 1 The monster storm had come out of nowhere, a massive black cloud moving faster than a train. I know trains are really fast. The black cloud must be moving really fast. 5 John sped up, looking all around. It was hard to see through the grass, which rose up so high it tickled his neck. A unicorn could be prancing by, and John wouldn’t have noticed. 12 The school was barely big enough to fit all fifteen students. 36 Suddenly the guys all started talking at once, their voices getting louder and louder, their words all swarming together. Show not tell: Using pages 62-63, write 2 examples from the text that show us just how cold it is outside. ________________________________________________ ________________________________________________
i thank You God for most this amazing by ee cummings i thank You God for most this amazing day:for the leaping greenly spirits of trees and a blue true dream of sky;and for everything which is natural which is infinite which is yes (i who have died am alive again today, and this is the sun's birthday;this is the birth day of life and love and wings:and of the gay great happening illimitably earth) how should tasting touching hearing seeing breathing any-lifted from the no of all nothing-human merely being doubt unimaginable You? (now the ears of my ears awake and now the eyes of my eyes are opened) Stanza 1 Thanks God for: Trees, ___, Leaping greenly spirits: ancient ______ that spirits reside in _____. "a blue true dream of sky": the ___ is very ____. Word order: Line 1 - most is ______ before amazing, yes is placed at the end of line 4 It shows he cannot find _____ to describe the beauty of ______. Stanza 2 Brackets: shows this ______ is an aside He was in a _________ state but has been ______ that is why he notices the beautiful day. It is as if the sun has just been ____, therefore he feels "life", "love", and "_____". Wings: suggests true _______ The world is described as a _________ place, it is gay(happy) a _____ happening. Stanza 3 If you experienced such ______ you cannot _____ God. God is ____________ _____ beings have been ______ from the no/nothing. Life only gains _______ once you have been _____. "merely" and "illimitably" are __________, shows higher status of God in comparison with man's mere _________. Human merely being = "a mere human being" Stanza 4
Feedback guide The writing workshop is an opportunity for you to share your creative writing in progress with the group, but also an opportunity for you to aid in the development of others’ work. There are a few guidelines for giving and receiving feedback which will make the sessions as productive and useful as possible, so please bear them in mind. Refer to this list if you get stuck when giving feedback. Giving Feedback: Give an overall response at the end that is positive and supportive and balances criticism with praise. Think ‘critical sandwich’ – a positive comment, followed by a more critical, questioning comment, followed by another positive comment. Everyone is expected to contribute in class, bear in mind the above when making comments in class. Avoid psycho-analysing the writer, assuming their work is biographical, or giving comments that are personal in any way. It is useful to write comments or mark/underline your copy, then give this copy to the person presenting Things to consider when giving feedback: Initial impressions: What’s your ‘gut feeling’ about the piece, what first impressions do you have? When you have read it, what remains, are there certain images or ideas that linger in your consciousness? What are the most significant aspects of the piece? What were the strongest images or ideas? Did it feel fresh, original or distinctive? Was it hard to put down? What are its strong points? Its weaker areas? Does it feel complete? Are you left with a sense of satisfying mystery, or confusion? What do you think the piece is about? Did the piece provoke thought? Does the piece feel complete, rounded, or like a fragment? After the initial impressions, you need to focus on more technical areas: Does the piece locate the reader? Do you know whose point of view the piece is written from? Is this the right choice for the story?
Course Outline * Week Topic Indicative Reading 1 Aug 13 Fiction as Dream 2 Aug 20 Autobiography Hariharan 3 Aug 27 Gedankenexperiment Logan, Kafka 4 Sept 3 Character I Workshop Chekhov 5 Sept 10 Character II Workshop Nabokov 6 Sept 17 Narrative Voice Workshop Carter, Carver, Calvino, Twain 7 Sept 24 Structure: Five-part and Epiphany Workshop Updike, Saleh, Mishima 8 Oct 1 Recess Week 9 Oct 8 Dialogue The Short Story: Origins Workshop Hemingway, Flaubert Calvino 10 Oct 15 Style The Short Story: Evolution Workshop Carver, Borges O Henry, Poe, Maupassant 11 Oct 22 Suspense Workshop Salinger, Ishiguro 12 Oct 29 Setting Workshop Murakami, Callaghan 13 Nov 5 Metafiction Workshop Lee, Matthews, Barth 14 Nov 12 Last Class: Final Assessment Due *NB. Topics and readings are subject to change depending on the depth of our interests and the speed of our progress.
Writing 1:20-2:10 CC: W.3 Objective: I can understand and identify the features of a poem: cinquain. Activity: read an example of a cinquain poem, discuss key points Assessment: exit slip CC: W.3 Objective: I can define rhythm in poetry. Activity: read another example, discuss and identify rhythm in poems Assessment: exit slip CC: W.3 Objective: I can understand the criteria for writing a diamante poem. Activity: read example of poem, discuss key features, and figurative language Assessment: exit slip CC: W.5 Objective: I can write a first draft of a poem. Activity: students write their first draft of a poem about penguins, their choice on the type of poem Assessment: observation of students working on first draft CC: W.4 Objective: I can edit my rough draft of a poem. Activity: students paying close attention to key features of poem Assessment: observation Supplemental Math 2:10-2:40 CC: 3.NBT.2 Objective: I can identify the communicative property of addition. Activity: brain pop video, coach lesson Assessment: exit slip FAST MATH CC: NBT.2 Objective: I can identify the associative property of addition. Activity: brain pop, coach Assessment: exit slip CC: NBT.2 Objective: I can use identify the zero property of addition. Activity: brain pop, look at examples Assessment: exit slip CC: RL.3.8 Objective: I can answer an extended response. Activity: model extended response Assessment: extended response Pack up at 3:00 Dismissal at 3:15 Dismissal at 3:15 Dismissal at 3:15 Dismissal at 3:15 Dismissal at 3:15
What do you understand to be your spiritual gifts and passions? How are you expressing your spiritual gifts in your spheres of influence (e.g., family, friends, church, work/school, community)? How are you connected, growing, and serving in the TMP community (e.g., volunteering, in a life group, mentoring someone, etc.)? How can TMP practically support your ongoing spiritual growth as a follower of Christ? How can you contribute to TMP’s mission (of being a biblically functioning community leading people to become fully devoted followers of Jesus Christ) and vision (of becoming a people reordering our lives for the compassionate cause of Jesus in our friendships, our city, and our world)? Have you ‘said goodbye’ to your former church home to either express thanks and/or to address any unresolved issues or conflicts? Have you requested a transfer of membership (if applicable)? Who have you talked with (e.g., baptism mentor, pastor, or another Community Covenant member) about what it means to join and participate in TMP’s Covenant Community? What questions or concerns about Covenant Community or TMP do you have before proceeding?
I saw Dean step forward with a big grin on his face. “You have no idea how many times I’ve wanted to do this to you Claire. Aren’t I the lucky one to be the first one to fuck you this evening?” As I watched Dean un-zip his jeans I realised that I was automatically raising and spreading my legs. “Such a slut,” Dean said, “you even spreading them without being told.” Dean moved between my legs and rammed his cock straight into my pussy. I gasped at the speed and depth. In and out Dean went; his hands reaching forward and squeezing my tits. This wasn’t love making; it was sheer animal lust on Dean’s part. He was fucking me hard and fast. Fortunately he didn’t last long and I soon felt the warm gush as he stopped deep inside me and shot his load. His hands squeezed my nipples so hard that it hurt. When he was done he pulled out and wiped his cock on my thigh. “Slut!” He said as he put his cock away and turned and walked away. “Claire,” Tony said, “next number.” “Five.” I quietly said. “What was that Claire?” “FIVE!” I shouted. Another youth stepped forward. As he walked up to me he said, “Claire, when Jason told me about what you did last Friday I didn’t believe him; not you; but I really do owe Jason an apology. This is amazing. I always said that you had a really fuckable body.” Henry had been quite pleasant at college but his desire to fuck me had turned him into an animal. He too fucked me hard until he shot his load deep inside me. “Claire,” Tony said, “next number.” “Seven and nine.” I quietly said. “What was that Claire?” “SEVEN and NINE!” I shouted.
HZ9203 Creative Writing: Creative Non-Fiction Division of English, Nanyang Technological University Semester 1, AY 2018/19 Day and Time: Mondays, 2:30-5:30 PM Location: HSS-TR+2 Seminar Leader: Assistant Professor Barrie Sherwood Contact Details: Office: HSS 03-64 Office Hours: TBA Pre-requisite: HZ9101 What is non-fiction? What are its forms? This course comprises: 1) the generation of new writing via exercises designed to help the student recognize the world as the potential of non-fiction; 2) the study of published work with a view to recognizing and utilizing technique; and 3) the critiquing of original work by students in a workshop setting. Each student will be responsible for presenting work to the class in a workshop setting during the course; a schedule will be drawn up early in the semester. These works in progress will be distributed in hard copy to all other students and to me the week before the piece is due to be discussed. Generally pieces should be between three and seven double-spaced pages. Each student in the class will critique each presented piece and return this to the writer at the end of the discussion. Discussion will centre on the writerly aspects of essays, lyric essays, sketches, reviews, biographies and other forms of non-fiction, but there will also be some emphasis on what it feels like to engage with an idea and to bring it through a process towards some realization. In addition to the reading required in the course I would like each student to write a short critical self-commentary about their own writing context, models and/or process. This can be a reflective essay, a critical essay, a manifesto, some form of reading journal or a statement of aesthetics. We will be together for three hours each week and I would like these classes to have the feel of a discussion. I know that everyone has varying levels of willingness to talk in class, but I hope we can create the right atmosphere in which everyone can feel like participating in whatever we are discussing.
Course Outline* Week Topic* Reading* 1 Aug 13 Introduction to the Course Keeping a journal Sei Shonagon, Kenko 2 Aug 20 On Narrative Doerr 3 Aug 27 Family Simic, Cowan 4 Sept 3 The Essay and Lyric Essay Workshop Montaigne, Miller 5 Sept 10 Technology, The Modern World Workshop Baker 6 Sept 17 Travel I Workshop De Botton 7 Sept 24 Travel II (Defamiliarization) Workshop Eliot 8 Oct 1 Recess Week 9 Oct 8 Food Workshop Bourdain, Sedaris 10 Oct 15 Photo and Text Workshop Sebald, Sontag 11 Oct 22 Objects Workshop MacGregor, Baker 12 Oct 29 Home Workshop Boey 13 Nov 5 History Workshop Borges 14 Nov 12 Final Class Final Assessment Due * Please note that the outline is indicative. Topics and readings covered from week to week will vary in order and emphasis depending on the direction provided by the course participants.
Concept of Operations (ConOps) Document identifying the stakeholders and user needs for the proposed pilot ICM system, and describing how the proposed concept may improve freeway, arterial, and transport operations within the I-210 corridor. Stand-alone document PATH, with assistance from system stakeholders All system stakeholders Analysis, Modeling, and Simulation (AMS) Plan Document describing how analytical, modeling, and/or simulation tools will be used to assess existing corridor operations, evaluate operational alternatives, and determine optimum set of improvements. Stand-alone document PATH Caltrans
Caltrans ATMS Parsons Planned Caltrans ATMS Parsons Planned Caltrans ATMS Parsons Planned Not yet identified Planned TSMSS Transcore Planned 1 Vendor Iteris Unknown 2 County TMC Unknown Cal Poly Unknown Cal Poly No RIITS Unknown via RIITS Unknown LCS Planned State HSR system State of CA Planned County TMC Kimley Horn Planned CAD manual input by operator Caltrans ATMS Parsons Planned NextBus NextBus No
DSS, CMS, and data hub systems shall encapsulate all access to internal components through their specific gateways and interfaces either in public (externally facing communications) or shared (internal communications). No other access shall be granted. AWS IAM groups, users, and roles shall be configured in accordance with principle of least privilege. Access to Graylog, database, and message broker administration shall be granted only to system administrators for each specific service. NOTE: CMS security is dependent upon specific implementation of each CMS system and configuration of security within the CMS system. While automated security and process monitoring is not likely to be configured fully upon the initial launch, it is intended that this will be implemented during production operations in close cooperation with Caltrans IT. This shall include the use of CloudTrail and CloudWatch to accomplish the following: Kill all failed or non-responding processes Verify configuration of all launched processes Monitor system and process access and access violations Quarantine or kill and relaunch any suspected compromised systems or operations Conduct regular automated AWS inspections of the system configuration To ensure consistent system launch, delivery of system services, and secure system configurations, all system launch processes will be automated using CloudFormation or, in the case of some modeling components, use of the EC2 APIs and programmatic launch of components from controlled system images. This will include the automation of system upgrades and patches. This will minimize the possibility of the introduction of inconsistent and incorrect security and system configurations, and provide the ability to more easily monitor for and correct system deficiencies. To prevent denial of system services or security issues, as well as ensure proper operation of the system, all data received by the data hub shall be validated to ensure that is well-formed and within reasonable tolerances for system processing (volume, content, timing, etc.)
05714 – Executive Recruitment Consulting Services Bid Information, Contract & Amendments for I-3 Global, Inc. Bidder Information NTE Hourly Rate NTE Commission Rate Contract & Amendments Address: 3180 W. Clearwater Ave Suite G Kennewick, WA 98336 Contact Person: Kris Lapp Phone: (509) 591-4970 Fax: (509) 591-4970 Email: Kris.Lapp@i-3global.com Website: http://i-3global.com/ MWBE: No Small: Yes Veteran Owned: No Credit Cards Accepted: Visa, MC, AmEx Prompt Payment Discount: No Online Payments Accepted: Yes $90 28% Base Contract Amd #1 – Extend to Max Term (attachment incorrectly states Amd #2) First-Year, Post-Hire Retention Rate >90% Description of Specialty Services/Areas of Expertise Degree(s) Obtained Recruiting Staff Augmentation IT/IS Project Management Security Services Equipment/Machinery Logistics Bachelors Degree Bid Information Provide a description of your entity and its history. Do not provide a link to your website. Vendor must have a demonstrated history of sourcing and placement success. Provide a list of 5 clients that have been serviced by your consultants within the last 6 years. Describe your success in attracting and recruiting diverse executive talent. Provide an example of your outreach and relationships with diverse communities, organizations and professional associates. Consultant Resumes/CVs Organizational Policies Regarding Compliance with EEOC/ADA Sample Grading Scale/Scoring Criteria Updates Date Change Completed by
EXHIBIT A SOQ SUBMITTAL OUTLINE SOQ Component Form (if any) RFQ Section VOLUME 1 − Submit 1 original and 5 copies of Volume 1 1. General (a) Transmittal Letter Form A Part B, General, (a) (b) Executive Summary (not to exceed 5 pages) -- Part B, General, (b) (c) Confidential Contents Index -- Part B, General, (c) 2. Proposer and Team Structure and Experience (a) Proposer -- Part B, Section 2.1 (b) Major Participants and Other Team Members -- Part B, Section 2.2 (c) Proposer and Team Structure -- Part B, Section 2.3 (d) Relevant Experience -- Part B, Section 2.4 (e) Form B-1 and Organizational Charts Form B-1 Part B, Section 2.5 (l) Legal Information (i) Legal Issues -- Part B, Section 2.6.1 (ii) Legal Liabilities -- Part B, Section 2.6.2
EXHIBIT A SOQ SUBMITTAL OUTLINE SOQ Component Form (if any) RFQ Section VOLUME 1 − Submit 1 original and 5 copies of Volume 1 1. General (a) Transmittal Letter Form A Part B, General, (a) (b) Executive Summary (not to exceed 5 pages) -- Part B, General, (b) (c) Confidential Contents Index -- Part B, General, (c) 2. Proposer and Team Structure and Experience (a) Proposer -- Part B, Section 2.1 (b) Major Participants and Other Team Members -- Part B, Section 2.2 (c) Proposer and Team Structure -- Part B, Section 2.3 (d) Relevant Experience -- Part B, Section 2.4 (e) Form B-1 and Organizational Charts Form B-1 Part B, Section 2.5 (l) Legal Information (i) Legal Issues -- Part B, Section 2.6.1 (ii) Legal Liabilities -- Part B, Section 2.6.2
(iii) Legal Proceedings -- Part B, Section 2.6.3 Approach to Project -- Part B, Section 3 Additional Materials (a) Information Regarding Proposer and Major Participants Form B-2 and Form C Part B, Section 4.1 (b) Surety Letter -- Part B, Section 4.2 (c) INDOT Certificate of Qualification Materials -- Part B, Section 4.3 (d) Form D Form D Part B, Section 4.4
Michigan. Respondent certifies that it is duly authorized to sign this Form A on behalf of itself and each of the Major Participants. Respondent's business address: (No.) (Street) (Floor or Suite) (City) (State or Province) (ZIP or Postal Code) (Country) State or Country of Incorporation/Formation/Organization: [Insert appropriate signature block from following pages] Sample signature block for corporation or limited liability company: [Insert Respondent’s name] By: Print Name: Title: Sample signature block for partnership or joint venture: [Insert Respondent’s name] By: [Insert general partner’s or member’s name] By:
FORM H2 – EQUITY MEMBERS’ TRACK RECORD* NORTH AMERICAN PROCUREMENTS IN PAST 5 YEARS GLOBAL PORTFOLIO OF INVESTMENTS IN PROJECTS WITH PUBLIC OWNERS IN PAST 5 YEARS IDENTIFICATION & EXPLANATION OF CHANGES IN EQUITY PARTICIPATION (i) How many times was the Equity Member short-listed in a public-sector procurement involving private financing, or otherwise invited to submit a proposal (individually or as a member of a team), for a North American project involving more than $250 million of capital works? (ii) With respect to those procurements cited in (i): How many have not yet required final proposals to be submitted? How many times has the Equity Member (individually or as a member of a team) submitted a compliant, final proposal as an Equity Member? (iii) How many times the Equity Member was an equity investor in projects at the time of financial close? Please only include projects with public sector owners and that involved than $250 million of capital works. (iv) Identify the project name and owner of those procurements cited in (i) but not in (ii). Provide a brief, explanation for not submitting a compliant final proposal or for not remaining as an equity investor in a team that submitted a compliant final proposal (as applicable). Explanations may be attached in a separate sheet if necessary. Equity Member 1 (1) (2) Equity Member 2 (1) (2) *List the track record for all Equity Members (adjust the number of rows as applicable). If the Equity Member is an investment fund, please include the track record of affiliated funds (those under common management. Please include projects for which Proposals were submitted within the past 5 years, even if short-listing occurred longer than 5 years ago.
Unit Price Information Site name: SSD System Installation for – (Insert Site Name) Site ID: Company providing quote: Unit price information for additions/deductions by change order. Unit prices should be consistent with your contract pricing schedule with any discounts applied (see below for discount details.) [Expand or reduce the following table as necessary to match the building specific requirements for your building(s)] Discounts from Current Contract Prices Contractors may offer additional discounts from their current State Contract for installation of Sub-Slab Depressurization Systems prices for the line items requested by this quote. Discounts may result from temporary price reductions or waiver of cost for an existing line-item on the current State Contract. Waivers of cost may include, but are not limited to, waiving the mobilization charge. Price Schedule Reference* Description Quantity Unit Unit price (as listed in your contract) Discount Unit price (contract price minus discount. If no discount, use contract unit price here) Total Price (Quantity x unit price including discount, if any) 1 – Building Mitigation Activities 1 Per Mobilization 3X Pre-mitigation Diagnostic Testing for building footprint up to XXXX ft2 (Building footprint will determine which pricing line from section 3) 1 Per Building 4 X SSD System Installation for residential building with a footprint up to XXXX ft2 (Building foundation size will determine which pricing line from section 4) 1 Per Building 6 Additional Suction Points (Quote on a per suction point basis) X (as needed) Each
I didn’t really have a clue as to how this banner would work out but as I quietly sat sewing thoughts came to me. The muted colours represented us and our lives. We are all different but with out Jesus our life does not shine as brightly as it could. The uneven seams represented our lives. Often our life runs along smoothly, hence the matching seams. At times things become more discordant and during times of struggle parts of our life may need complete patching over. I was very unhappy with the path. Later that day, I saw on face book an image of a path, showing our idea of our path to Jesus as a straight line. No obstacles. Direct. Easy. Then it showed God’s path, lots of ups and downs, storms, floods, many obstacles. His path strengthens us. That was my answer. My uneven path would stay. The path was to lead to Jesus and His light. The path sweeps over the squares depicting Jesus’ arms enfolding us. They also look like wings protecting us. This happened more by mistake than by design. Even when we are not aware of God in our life, he has threaded gold threads through it. These ran on to the path becoming the cross. The cross embellished with crystals. These crystals are us, the people that we become when Jesus is in our hearts and we are filled with the Holy Spirit. No longer muted but shinning with His love and starting to move out to others. The cross part of the banner I had to un- pick and redo three times as the white material soaked up any grease from my hands, marking the fabric. In the end, I had to sew the entire cross part wearing plastic gloves. Very difficult as I kept sewing through the gloves, finding a finger attached to the fabric. Somehow this banner became the largest. As I use the same measurements I could not understand why it was so large. This banner was very challenging due to all the mistakes and unpicking that was done. Jesus was always with me. I had written in my notes receiving a message whilst I sewed. Jesus saying to me, “ I AM here with you, hold on to me” This I did through music. Sometimes singing along
I am forgiven. All my sin is washed in the Blood….. Eph.1:7 I am a new creature….. 2 Cor. 5 :17 I am the Temple of the Holy Spirit….. 1 Cor. 5:17 I am redeemed from the curse of the law….. Gal. 3:13 I am holy and without blame before Him….. Eph. 1:4 I am accepted in Christ….. Eph. 1:6 I am blessed….. Deut. 28:1-14 I am a saint….. Rom. 1:7 I am qualified to share in His inheritance….. Col. 1:12 I am elect….. Col. 3:12 I am loved with everlasting love…. Jer. 31:3 I am established to the end….. 1 Cor. 1:8 I am raised up with Christ and seated in Heavenly Places….. Col. 2:12 I am His faithful Follower….. Eph. 5:1 I am brought near by the Blood of Christ….. Eph. 2:13 I am in Christ Jesus by HIS doing..... 1 Cor. 1:30 I am beloved of God….. 1 Thess. 1:4 I am the first fruits among His creation….. James 1:18 I am a joint heir with Christ….. Rom. 8:17 I am reconciled to God….. 2 Cor. 5:18 I am overtaken with blessings. Deut. 28:2 I am sealed with the promise of the Holy Spirit….. Eph.1:13 I am complete in Christ….. Col. 2 :10 I am the apple of my Father’s eye….Ps. 17:8 I am free from condemnation….. Rom. 8:1 I am the righteousness of God through Christ Jesus….. 2 Cor. 5:1 I am chosen….. 1 Thess. 1:4 I am a partaker of His divine nature….2 Pet.1:4
Explanation terminology You use terms associated with explanations skillfully to clarify the process, provide transition and engage the reader. You have navigated a balance between steps – by –step and interesting reading. You use terms associated with explanations accurately to clarify the process and provide transition. You have used some terms of explanation accurately. Continue to explore examples of explanations to learn some new terms that can make your writing wither clearer or more interesting. You are having trouble using terms of explanation. How do writers go from one step to the next? Look at examples. Try speaking the process out loud and listen to what you do orally. Can you use this in your writing? COMMENTS: GRADE:
communal extinction emigration immigration commending (pg. 23) dialect (pg. 39) graven (pg. 40) eclectic (pg. 54) idyllic (pg. 58) façade (pg. 58) contemplate (pg. 74) excommunicated (pg. 112) condoned (pg. 114) vindication (pg. 145) Dariusleut (5) Schmiedeleut (5) Lehrerleut (5) eccentricity (157) THINK MARK: BONUS THINKMARK Text Connections Name:____________________ Title: ______________________ Author: ____________________ Text to text (t-t) connection: Page _______ The author says: THINKMARK Text Connections Name:____________________ Title: ______________________ Author: ____________________ Text to text (t-t) connection: Page _______ The author says: ___________________________ This reminds me of:
Alan Hoekstra Annette Greely Becky Waddell Bob Halagan Brad Blazek Bradley DeWolf Brandon Waters Brenda Linzbach Brian Johanneck Carl Bowman Carly West Holler Chase Mastel Chelsie Schmid Christine Husom Christopher Stone Craig Boysen Cynthia Larson Dale Lawrence Dale Olson David Wilson David Zumbusch Diane Erkens Dirk Foster Doug Schroeppel Douglas Hanson Douglas Nevinski
Ellie Ortmann Emily Benjamin Gary Trogstad Gregory Dunn Jacqueline Wurm Jason Chalupnik Jason Nelson Jennifer Myster John Halvorson John Sundman Jolyn Halvorson Judie Rose Kailee Mastel Karla Heeter Kenneth Ogden Kim Carlson Kris Dirks Kristin Kruger Laura Barta Lindquist Les Huikko Lila Brown Mark Boyd Mark Olson Patrick Michalicek Rachel Yenko Martinka Rainer Pensky
Randy Haskins Ray Przekurat Rita Rodney Melgard Rodney Pederson Ron Enter Sally Stevens Scott Goodmanson Scott Thielman Shaun Corbin Stephen Halsey Sue Olmscheid Suzanne O’Dell Ted Schroeppel Thomas Hanson Thomas Screeden Tyler Reiss Warren Stoltman
I can . . . define Manifest Destiny and explain its impact on westward expansion. 8.59 Describe American settlements in Texas after 1821 and the causes for the Texas War of Independence. I can . . . describe American settlements in Texas between 1821 and 1836. I can . . . analyze the causes for the Texas War of Independence. I can . . . describe the roles of David Crockett and Sam Houston in the Texas War of Independence and the legacy of the Alamo. 8.60 Analyze the reasons, outcome and legacy of groups moving west. I can . . . explain the causes and effects of the westward migration mountain men and John C. Fremont. I can . . . explain the causes and effects of the settlers of the Oregon Trail I can . . .explain the causes and effects of the Mormons and missionaries 8.61 Describe the major events and impact of the presidency of James K. Polk. I can . . . describe the major events and their impacts of James K. Polk’s presidency. 8.62 Describe the causes, course, and consequences of the Mexican War. I can . . . analyze the causes and effects of the Mexican War, including the Rio Grande boundary controversy. I can . . .explain the results of the Mexican Cession. I can . . . explain the purpose of the Wilmot Proviso. I can . . . explain the roles of Zachary Taylor and Winfield Scott in the Mexican War. 8.63 Trace the major figures and events in the discovery of gold in California and its impact on the economy of the United States. I can . . . describe the major events and people in the California Gold Rush.
Session 1: Decision making Session 2: Making time for friends and family Session 3: Managing activities of daily living Session 4: Maintaining a healthy lifestyle Session 5: Coping with stress Session 6: Engaging in recreational activities Session 7: Managing physical health Session 8: Communication-letting others know what I need Session 9: Talking to a doctor Session 10: Managing medication information and record keeping Facilitator Practice Considerations
4 5 6 7 8 9 10 11 12 Current Medications List Name: _________________________________ Emergency Contact Name/Phone: ______________________ Date Last Updated: _________________ _________________ _________________ _________________ Prescription Medications:
Flea Markets Sightseeing Parades Video Games Collecting (stamps, rocks, etc.) Religious Services Auto Racing Boxing/Wrestling Spectator Sports (specify) Movies Television Visit/Entertain Friends/Family Other (specify) Other (specify) Social Clubs/Organization Cultural/Ethnic Cooking Card Playing Couponing Religious Other (specify) Literacy/Continuing Education Reading (books, magazines) Computer Letter Writing Adult Education Classes Computer Education Other (specify) Other (specify) Volunteer Work Political Campaign Homeless Shelter Activity Have done in the past Currently do Interested in doing Food Co-Op/Food Bank Special Olympics Nursing Homes Recycling Other (specify) Other (specify) Activities of Daily Living Checklist Directions: Read through the list below. Place a check mark in the column that best describes how much help you need in each area. Once complete, add up all the columns and tally the
FRIDAY Flight Departs Arrives Departs Arrives 1700 Calgary 0600 Edmonton 0645 Edmonton 0715 Horizon 0815 1701 Horizon 0845 Edmonton 0945 Edmonton 1015 Calgary 1100 1722 Calgary 1500 Horizon 1630 1724 Edmonton 1530 Horizon 1630 1723 Horizon 1700 Calgary 1820 1747 Horizon 1700 Edmonton 1800 **Please note, CNRL Horizon Flight schedule subject to change based on Horizon site operational needs** SATURDAY Flight Departs Arrives Departs Arrives 1700 Calgary 0600 Edmonton 0700 Edmonton 0730 Horizon 0850 1701 Horizon 0920 Edmonton 1040 Edmonton 1100 Calgary 1200 1760 Calgary 1625 Edmonton 1715 Edmonton 1755 Horizon 1855 1761 Horizon 2000 Edmonton 2100 Edmonton 2145 Calgary 2230 **Please note, CNRL Horizon Flight schedule subject to change based on Horizon site operational needs** SUNDAY Flight Departs Arrives Departs Arrives 1700 Calgary 0600 Edmonton 0645 Edmonton 0715 Horizon 0815 1701 Horizon 0845 Edmonton 0945 Edmonton 1015 Calgary 1100 1752 Calgary 1715 Edmonton 18:00 Edmonton 18:30 Horizon 19:30 1753 Horizon 20:00 Edmonton 21:00 Edmonton 21:30 Calgary 22:15 **Please note, CNRL Horizon Flight schedule subject to change based on Horizon site operational needs**
Claims data/encounter data Diabetes Care for People with Serious Mental Illness: Hemoglobin A1c (HbA1c) Poor Control (>9.0%) 2607 Claims data/encounter data Metabolic Monitoring for Children and Adolescents on Antipsychotics No Claims data/encounter data Cardiovascular health screening for people with schizophrenia or bipolar disorder who are prescribed antipsychotic medications 1927 Claims data/encounter data Cardiovascular health monitoring for people with cardiovascular disease and schizophrenia 1933 Claims data/encounter data Adherence to Mood Stabilizers for Individuals with Bipolar I Disorder 1880 Claims data/encounter data Adherence to Antipsychotic Medications for Individuals with Schizophrenia (see Medicaid Adult Core Set) No Claims data/encounter data Follow-Up After Hospitalization for Mental Illness, ages 21+ (adult) (see Medicaid Adult Core Set) 0576 Claims data/encounter data Follow-Up After Hospitalization for Mental Illness, ages 6 to 21 (child/adolescent) (see Medicaid Child Core Set) 0576 Claims data/encounter data Follow-up care for children prescribed ADHD medication (see Medicaid Child Core Set) 0108 Claims data/encounter data Antidepressant Medication Management (see Medicaid Adult Core Set) 0105 Table 3. Quality Bonus Payment Medicaid Adult and Core Set Measures For the state to make QBP, the CCBHC must demonstrate that it has achieved all of the required quality measures shown in Table 3. The state can make QBP using the additional measures provided in this guidance, but only after the certified clinic has met performance goals for the required set of measures. States may propose quality measures for QBP; however, CMS approval is required. The QBP measures included in this guidance are derived primarily from the Medicaid adult and child core set measures. In applying to participate in this demonstration the state must demonstrate how it plans to implement QBP if it plans to make such payments. Measure Measure Steward2 QBP Eligible Measures Required QBP Measures Included in Table 1 or 2 above FUH-AD Follow-Up After Hospitalization for Mental Illness (adult age groups) NCQA/HEDIS Yes Yes Yes FUH-CH Follow-Up After Hospitalization for Mental Illness (child/adolescents) NCQA/HEDIS Yes Yes Yes
outgrowths serve as points of attachments for connective tissue. Tubercle د → Small, rounded projection. Tuberosity → Large, rounded projection. Facet → Smooth flat surface. Spine → Thornlike process. Process → Projection on bone. Trochanter → Large blunt projection. Protuberance → Bone projection. Crest → Elongated ridge of bone. Line → long, narrow ridge of bone. Condyle → large, round protuberance at the end of a bone. Epicondyle → prominence above condyle. Malleolus → Rounded process. Fall 2015 ِ 12 Dr. Maher Hadidi, University of Jordan
Grooves and openings, which allow the passage of soft tissues as blood vessels and nerves. Foramen → Opening through a bone. Fossa → Shallow depression (trench). Fissure → Narrow slit between adjacent bones. Notch → Nick (cut) at edge of a bone. Sulcus → Groove along a bone surface. Meatus → Tubelike opening (passageway). Spring 2016 Dr. Maher Hadidi, University of Jordan 13
Executive Summary Candidate “I-Corps @ ARPA-E” Teams Project Title: Lead Organization: Principal Investigator: Entrepreneurial Lead: Mentor: Target NSF Cohort Date: Instructions: Please complete the following questions on page 2 expressing your interest in the . Answers should not exceed the space provided, and each question should answer the following: ARPA-E Lineage and Involvement Briefly explain the timeframe in which your project has been involved with an ARPA-E grant, and the progress your project has made thus far. Proposed I-Corps Team Briefly explain the proposed team that would be involved in the NSF I-Corps program – specifically, the interests and background of all three team members (Principal Investigator, Entrepreneurial Lead, and Mentor). If your team has not identified a mentor at this point, please follow this link for guidance: . Commercialization Potential From your team’s current perspective, describe the anticipated commercialization potential of the technology your team is developing. Commercialization Impact Describe in what timeframe and which markets the team expects the commercial impact of the technology your team is developing will be the greatest.
Music Entertainment. 7:10PM: 16 Contestants return in Evening Gown 7:30PM: Dinner to be served (NO MUSIC) 1 comedy show (5’) 8:10PM: Result of Final 10 – Performance of Contestants 8:30PM: Dancing – Part I 9:15PM: Result of Final 5 – Performance of Contestants 9:30PM: Time for all of Guests to vote 9:45PM: Dancing – Part II – All of the Judges to count votes 10:45PM: Announce the results *FIRST PRIZE: CROWN & $1,000/Cash *SECOND PRIZE: Crown & $500/Cash *3 THIRD PRIZES ($50/Cash & $50/Coupon of 7 Palace Restaurant) *1 SPECIAL PRIZE for Contestants who are 60 years old *11Gifts for other Contestants 11:00PM: Adjourn/Good Bye Song: Happy Day Went Fast ./. ******* This is what my arm looked like when I contacted Cellitlius
Interventions Led by School-wide Teams (red) Tiers 1 & 2 focus on motivational, attendance, and behavior issues Tier 3 focuses on intensive remedial support of universal skills: reading, writing, number sense, English language, attendance, and behavior ▪ SCHOOL LEADERSHIP TEAM (or School Improvement Team) A guiding coalition including representatives from each teacher team. It unites and coordinates the collective effort to ensure high levels of learning for all students Principal, Assistant Principal, Counselor, RTI Coach, librarian, grade-level team leaders, SPED representatives, parents, grandparents ▪ SCHOOL BUILDING INTERVENTION TEAM (SBIT) Efficient and appropriate for this team to also serve as SBIT, comprised of experts in specific areas, responsible for assigning school resources to the most at-risk students (tier 3) Principal, Counselor, RTI Coach, Nurse, Librarian, SPED teacher, PAS representative, homeroom teacher, parent / caregiver RTI 2.0 PLAN STEP 2 Determine which skill(s) will be screened and the process for identifying students in need of Tier 3 intensive remediation See chapter 5 Universal Skill At-Risk Criteria What criteria will be used to determine whether a child is in need of intensive support? Screening Process What assessment and/or process will be used to identify students in need of intensive support? When When will the screening process take place? Who Who will administer the screening? Intensive Support Available What intervention(s) will be used to accelerate student learning and support the identified students?
1107 Main Street (hwy. 190), Elton, LA Hours: Thursday & Friday – 9am to noon 1st Saturday of each month – 9 am to noon F.D.T. Mission Service: Gently used clothing/school uniforms 4772 Powell Road, Elton, LA (Past Elton Elementary School) Hours: Wednesday – 9:00 to 3:30 Saturday – 9:00 to 3:00 Second Harvest Food Distribution. Service: Federal program that distributes food to people who qualify. Located at First Baptist Church on Cary Ave. in Jennings. They distribute food on Mondays from 3-5pm, at the Life Center building at the church. The distribution is broken down in alphabetical order, so the families get a distribution once a month. Participants will need to register and have proof of income. 824-3271 Caring Hands. Service: Thrift Store and other living assistance (ex. utilities) Hours: Monday – Thursday 1-4 for Thrift Store and 1-3 for assistance. 337-616-3081 327 N. Main Street, Jennings, LA 70546 Goodwill Service: Thrift Store Hours: Monday – Saturday 9am to 6pm and Sunday 1pm to 5pm 616-0667 1222 Elton Rd. Jennings, LA 70546 CARC Treasure Chest Service: Thrift Store Hours: Monday – Friday 9am to 4:30pm Saturday 9am to 4:00pm 824-6699 102 S. Main Street, Jennings, LA 70546 Welsh Ministry Food Pantry Service: Food Pantry Open the 4th Thursday of each month from 1:30 to 3:00. Must bring ID and proof of income. Location: Our Lady of Seven Dolors Catholic Church 209 N. Adams Street, Welsh, LA 70591
Table . Future cumulative instream concentrations at accumulation points and required reductions Accumulation Point Predicted Future Parameters Exceeding TCEQ Standard/Screening Level, Stakeholder Target A (2025) and/or Stakeholder Target B (2035) & Concentration Reductions Required See Table 1 for water quality criteria and targets TDS mg/L TDS Reduction Required mg/L TSS mg/L TSS Reduction Required mg/L Nitrate- Nitrogen mg/L N Reduction Required mg/L Total Phosphorus mg/L TP Reduction Required mg/L E. coli (Geomean) #/100 ml E. coli Reduction Required (Geomean) #/100 ml 1. Dam 1 - Upper Sink Creek -- -- 13 TCEQ=8 Target A=8.5 Target B=9 -- -- -- -- 1,612 (a) 2. Dam 2 - Tributary to Sink Creek -- -- 18.8 TCEQ=13.8 Target A=14.3 Target B=14.8 -- -- -- -- 1,916 (a) 3. Dam 3 - Lower Sink Creek -- -- 10.8 TCEQ=5.8 Target A=6.3 Target B=6.8 -- -- -- -- 1,930 (a) 4. Dam 4 - Upper Purgatory Creek -- -- 13.6 TCEQ=8.6 Target A=9.1 Target B=9.6 -- -- -- -- 1,272 (a) 5. Dam 5 - Lower Purgatory Creek -- -- 15.3 TCEQ=10.3 Target A=10.8 Target B=10.8 -- -- -- -- 3,359 (a) 6. Purgatory Creek at confluence -- -- 28.2 TCEQ=23.2 Target A=23.7 Target B=24.2 -- -- -- -- 7,085 (a) 7. Spring Lake 386 Target A=6 Target B=26 -- -- -- -- -- -- -- --
OPERATIONAL FUNCTIONS We specialize in the repair- and rebuilding of all models of diesel and petrol engines in the following makes: Deutz Mercedes Benz Atlantis Diesel Engines (ADE) UD Trucks South Africa Perkins Mitsubishi John Deere MAN Capabilities Our capabilities include Dyno testing with the most recent technology as well as automotive machining functions, which include: Cylinder head recon Rebore Regrind & Polish Flywheel skimming Conrod Resizing Straightening and balancing Sub-assemblies Line Bore Pressure testing Crack Testing Added to these capabilities is our sister company Makwena PTA a Bosch accredited dealer, under the same roof, Makwena PTA have the following capabilities: Diesel pump testing & repair Injector testing & repair Testing & rebuilding of alternators, starters and auto electrical systems Testing and rebuilding of turbo chargers Testing & rebuilding of compressors, air brake boosters and valves Air systems
LEA Implementation Plan Framework (Sample) Note: This sample is for adaptation to reference sections of your own LEA and priorities. LEA Reference/ Responsibility/Activity LEA Section (referencing sample LEA) Responsible Leads School Board/District: First Nation: Doc Req’d Timing Notes Aboriginal Education Council Appointments 5.1(q) 5.2(g) Communications Communication of LEA To school district personnel To First Nation parents and community 5.1(t) Curriculum Development of First Nations curriculum 6.0 Offer and promote EFP 10, 11, and 12 and First Nations Studies 12 5.3(f) Promote understanding of First Nations history, language and culture 5.3(f) First Nation Involvement Funding Uses 5.1(p) 5.2(k) Policy, Programs & Plan development 5.1(u) Process for First Nation involvement in development of key accountability mechanisms: Achievement Contract Aboriginal Education Enhancement Agreement 5.1(m)(n) 5.2(i)(j) 5.3(p) Parent Involvement Opportunities for parental involvement 5.3(j)(k)(p) Process for Parental Informed Consent: Assessment & Placement Information Release 5.3(n)
School Calendar Course selection dates Parent‐teacher interviews Report cards Events & activities 5.3(k)(j) 15.3 15.2 Promoting First Nation culture Promote and Support First Nation cultural activities, including National Aboriginal Day 5.1(c) 5.1(g) Promote and support professional development focused on First Nations history, language and culture 5.1(k) 5.3(l) First Nation protocols & community events 5.2(c)(d) Promote Cultural Awareness & Hiring 12.0 Reporting Annual Meetings 14.0 Quarterly Meetings 5.1(t) 5.2(m) 5.3(x)(y) 13.0 Schedule of Meetings Quarterly Meetings Schedule Agenda setting (e.g. special education report, code of conduct, Student progress, Attendance Protocol) 14.0 Annual Meetings Schedule Agenda setting 14.0 Aboriginal Education Council Schedule Agenda setting 14.0 School‐Based Teams 8.0 School Safety Code of Conduct 11.3 11.4 11.8 Policies (anti‐bullying) 11.2 Communications 11.5
Parent Involvement110.6 11.7 Special Education Regularly review categories of special education 8.0 Regularly review Individual Education Plans and supports provided to Students 8.0 Develop Handbook for Parents on Assessment & Placement 8.9 Supporting First Nation Student Success Attendance Protocol 5.3(e) Children in Care 10.0 Early Leaver Prevention Plan 7.10 First Nation involvement in development of key accountability mechanisms: Achievement Contract Aboriginal Education Enhancement Agreement 5.1(m), 5.1(n) 5.2(i)(j) 5.3(p) Ensure First Nation students are enrolled in programs to proceed to post‐secondary education and training (and not placed into modified or adapted programs without parental awareness and consent) 5.1(l) Obtain list of all First Nation students enrolled in grade 10‐12 and contact information for parents. First Nation to send notices to Parents, offer support and assistance, liaise with counselor. Promotion of First Nation students in extracurricular activities 5.1(h) 5.2(l) 5.3(i) Special Education/Individual Education Plan Processes/Checklist 8.0