zilongwang/ReadingBank huggingface dataset:
Sources Gaius Sallus)us Crispus “Sallust” BC) Gaius Julius Caesar “Caesar” BC ) Marcus Tullius Cicero “Cicero” BC) Titus Livius “Livy” (59 AD) Lucius Mestrius Plutarchus “Plutarch” AD) Gaius Suetonius Tranquillus “Suetonius” AD) Lucius Annaeus Florus “Florus” AD) • Appian AD?) Lucius Cassius Dio “Dio” AD)
Sulla’s First March on Rome King Mithridates VI orders the murder of all Roman and Italian citizens in Asia during the spring of 88 BC elected Consul Sulla, appointed commander of Roman forces arrayed against Mithridates Marius petitioned tribune Publius Sulpicius Rufus (121-88 BC) for the nomination to command the campaign against Mithridates. Marius is sixty-eight years old when he makes this request. Sulpicius uses his bodyguards called, the “anti-Senate” to coerce the Senate and the populous to support his nomination of Marius as the commander of Roman forces flees the Senate chambers when Sulpicius henchmen threaten the Senate and force a vote for Marius Sulla arrives at Nola and joins his forces there before the arrival of military tribunes appointed by Marius Sulla pleads his case to the men (many of them his veterans from the Social War) and the legionnaires rally to his cause and stone the tribunes sent by Marius Sulla marches on Rome with his forces and kill Sulpicius. Marius escapes but Sulla is the first Consul to use his forces against Rome. After consolidating his victory, Sulla introduced legislation that prohibited any laws that did not pass through the Senate first, increased the Senate with three hundred new members, rescinded the last legislation that Sulpicius enacted, and he forbade tribunes from ever holding any higher office than a tribune position. Sulla appointed Gnaeus Octavius and Lucius Cornelius Cinna as Consuls, appointed his former coconsul Quintus as the proconsul of the forces remaining in and departed for Asia to battle Mithridates
NAME___________________________________ She was  1st (first)  2nd (second)  3rd (third)  4th (fourth)  5th (fifth)  6th (sixth) queen Age_______________________________________ Problem Find a sentence in the text that defines the picture above ________________________________________________________________________________ The marriage lasted__________________(time) Henry ____________ in love with______________________ (fall) He decided to____________________________ Anne  accepted the King’s decision  refused the King’s decision Henry’s feeling when the marriage ended : He __________  sad  excited  relieved  heartbroken (feel) Finally, Anne of Cleves  divorced  was beheaded  died
The Twelve Olympians By Vickie Chao 1 The ancient Greeks worshipped many gods and goddesses. According to their legends, there were twelve major deities. Together, they were called the twelve Olympians. The twelve Olympians did not rule the world from the very beginning. They had a falling-out with the Titans. The two sides went into war that lasted for nearly ten years. When the fight was finally over, the Olympians had won. They threw the Titans to the underworld. Then they moved to live atop Mount Olympus. They ruled the world from there. 2 Of the twelve Olympians, Zeus was the most powerful. He was the leader of the entire band. His word was final. No deity would ever dare to cross him! Zeus had many wives. One of them, Hera, was actually his sister. She was also among the twelve Olympians. Zeus and Hera had several children together. Some of them wound up in this elite group, too. 3 So, besides Zeus and Hera, who else made up the twelve Olympians? The ancient Greeks, apparently, could not answer the question definitively. They had ten specific gods and goddesses that were always on the list. Then, they had four alternate ones for the two remaining spots. Here are the fourteen deities: 4 Later in history, the Romans learned of the Greek deities. They adopted them as their own. They even gave them Roman names. Apollo was the only one in the pack who kept his original name. 5 The ancient Greeks wrote many tales about their deities. In those stories, they would never die, for the gods and goddesses were immortals. But aside from that, they were no different from us, the mortals. Atop Mount Olympus, there were sibling rivalries and family crises all the time. The Greek deities fought among themselves endlessly. Their love and hatred toward each other could surpass the most lurid television show's plot! Copyright © 2014 edHelper Name _____________________________ Date ___________________ The Twelve Olympians
Name _____________________________ Date ___________________ The Twelve Olympians
Article 30. Right to take part in sports and leisure. Credits - This booklet has been adapted and produced for North East Citizen Advocacy using the Equality and Human Rights Commission Easy Read copy of the United Nations Convention on the Rights of People with Disabilities by the EasyRead service at Inspired Services Publishing Ltd Ref ISL078/10. June 2010, along with information from the Australian Human Rights Commission, and Disability Services Commissioner. Made with Photos using Bing Image Search from various sources. Cover Image Gary Radler Photography Contact Us North East Citizen Advocacy Inc. 56 Gabonia Avenue PO Box 251 Watsonia Sth, Victoria, 3087 Ph: 03) 8407 3684 Program Manager: Natasha Schickerling Coordinator: Carol Herman Email: Website:
The Universe Next Door Terms Chp. 1-6, 10: Contemporary Culture and Worldview Chapter 1: Introduction Worldview Worldview as Commitment Worldview as Story Understand the 8 basic Questions Prime Reality External Reality Chapter 2: Christian Theism Infinite Personal Transcendent and Immanent Omniscient Sovereign Good, Love Relational Ex nihilo Open system Freedom Self-transcendence Self-determination Self-transcendence Intelligence Morality Social interaction Personality Intelligence Morality Gregariousness or Social Capacity Creativity General revelation Special revelation Chapter 3: Deism Determined Self-conciousness Self-determination Human intelligence Morality Autonomous God as Architect Human intuition General revelation No Orthodox Deism Pluralistic Chapter 4: Naturalism Cosmos Matter Determinism Free Will/Determinism Reason Natural History Human History Chapter 5: Nihilism Perception as illusion Epistemology Darwin and Logic Reason and Paradoxical Is and Ought Chapter 6: Existentialism The Absurd world Humans as self-conscious Humans as Self-determinate Existence precedes essence Chapter 10: Islamic Theism Allah Shrik Qur’an (Koran) Closed System Satan or Shayton Divine Revelation Muhammad Hadiths Five Pillars
*spell known words using letter names * isolate and the initial, medial and final sound of a word *exchange one letter in a written word with a different letter to make a new word *use double consonants where appropriate, eg 'hopping'- ‘ed’ words from the text *begin to use a dictionary for spelling activities and word meaning *recognise when a word is incorrectly *use morphemic and phonological knowledge when spelling THINKING CREATIVELY AND IMAGINATIVELY Stage One EN1-10C Objective C Think in ways that are imaginative, creative, interpretive and critical Outcome: Thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts Key Concept CARING/FRIENDSHIP Engage personally with texts • engage in wide reading of self-selected and teacher-selected texts, including digital texts, for enjoyment, and share responses • recognise the way that different texts create different personal responses • respond to a wide range of texts through discussing, writing and representing Develop and apply contextual knowledge • recognise and begin to understand how composers use creative features to engage their audience • identify and compare the imaginative language used by composers Understand and apply knowledge of language forms and features • identify that different texts have different organisational patterns and features for a variety of audiences (eg a letter/email) • identify creative language features in imaginative texts that enhance enjoyment, eg illustrations, repetition Respond to and compose texts • recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT 1586) • predict and discuss drawn from picture books and digital stories
Traitor Rats scuttle, maggots crawl as my wrinkled hands tremble as I hold my sword. Hair and furrowed eyebrows blend into one in the strong gusts of wind. Fighting and roaring overhead fills my ears, as I sit hidden from sight, full of sorrow and despair. Guilt and fear rush through my veins as I contemplate the appalling crime I have committed. What will be the consequence of my unforgivable actions? I think back to that moment. Traitor– the word echoed in my head. The word makes my hairs stand on end, and throat dry with anxiety. It was a bleak, cloudy night, broken only by the screeching of the beasts in the distance. I could remember the smell of burning flesh, which was heavy in the air, as if I was reliving that night again. Trembling, I had begun my duty of protecting the little food we had (the dragons had starved us of food for days) and my empty stomach was a monster as it growled painfully. Before I could help myself, I ate and ate until I could consume nothing else! As I gulped, the taste slid over my tongue and a cold night breeze brushed my cheeks. It was the piercing gaze I felt first. Then the hot, putrid breath licked the
back of my neck. It was then I spun around to find myself reflected in golden, glassy, cat-like eyes, just inches from my own. My pale lips dry, crinkled, slowly lost the last of their colour as I was petrified and rooted to the spot; (inside however I felt an odd sense of understanding). I reached for the largest leg of ham from our supplies and slowly, gingerly offered it to the sleek, inky black creature. Its scales, which looked slick and wet, shimmered in the light of the fire torch as the beast devoured the ham with a hunger I knew only too well. It was over before it began, I let the enemy go without so much as a scratch. Although it went against everything my clan believed in, deep down I felt a peace that was not there before that night. Coming back to the present, the now eerie silence of dawn allowed those guilty memories to wash over me, creating a fear far greater than that of being burned alive. What started off as a hungry mistake, now leaves me with feelings of confusion and betrayal. How could I have done this to my clan’s people? What would my Dad think if he found out I let the creature go? How could I explain to others that my feelings about dragons have changed?
What I read Page # Connections This reminds me … I remember … My connection helps me understand the text because … 145 Picture I do This reminds me of the beach on a nice summer day. I think the poem will take place on the beach. This helps me understand the setting. I see a Walrus dressed up and standing next to a man. A dressed up Walrus would mean that this story/poem is made up or not real. (Fiction) 144 Lines 1-14 We Do This reminds me of the sun shining on the sea. At the same time it says the moon is shining as well. I remember a time late in the evening when I see the sunset and the moon at the same time. It helps me understand the time of day and what the weather conditions are like. No clouds, the sun and moon are out at the same time. 146 Lines 19-30 We Do This reminds me of going for a walk with my friends. This helps me understand that the Walrus and the Carpenter must be friends, walking together on the beach, looking for something to do. 146 Lines 31-48 We Do This reminds me of being invited to go somewhere, but an older adult tells me that it’s not a good idea. I think the older oyster may know that something is wrong, because he chooses not to leave the oyster bed. The young oysters are excited about leaving. It helps me understand that there may be a problem developing, like when I created my plot diagram of fiction stories. 147 Lines 49-60
good name of all their people in such an effective manner that no person be allowed, either in the name of religion or of unbelief, to offer any indignity, violence, abuse, or injury to any other person whatever. They should also take care that all religious and ecclesiastical assemblies be held without interference or disturbance. 4. It is the duty of people to pray for in authority, to honor them, to pay them taxes or other revenue, to obey their lawful commands, and to be subject to their authority for the sake of conscience. Neither unbelief nor difference in religion makes void the just and legal authority of officeholders nor frees the authorities included—from their due obedience to them. Much less does the Pope have any power or jurisdiction over civil authorities in their domains or over any of their people, nor can he deprive them of their domains or lives if he shall judge them to be heretics or on any other pretense whatever. Chapter 24 Marriage and Divorce 1. Marriage is to be between one man and one woman. It is not lawful for any man to have more than one wife, or for any woman to have more than one husband, at the same time. 2. Marriage was ordained for the mutual help of husband and wife, for the increase of mankind with legitimate offspring and of the church with godly children, and for the prevention of sexual immorality. 3. It is lawful for all sorts of people to marry who are able to give their intelligent consent. Yet it is the duty of Christians to marry only in the Lord. Therefore, those who profess the true reformed religion should not marry unbelievers, Roman Catholics, or other idolaters; nor should Christians be unequally yoked by marrying those who are notoriously wicked in their way of living or hold to damnable heresies. 4. Marriage ought not to take place between persons who are within the degrees of close relationship by blood or by marriage forbidden by the Word. Such incestuous marriages can never be
port folio magazine Constitution of “The Westfield Campus Newspaper” Revised – September 8, 2014 Ratified – September 8, 2014 Referred to Rules and Regulations – September 8, 2014 Reviewed by Rules and Regulations – October 7, 2014 Revised – October 13, 2014 Referred back to Rules and Regulations – October 13, 2014 Adopted – October 14, 2014 Article I – Name This organization shall be known as “The Westfield Voice Campus Newspaper.” Henceforth it shall be referred to as “The Westfield Voice” in this document and in all official references to the name. Article II – Purpose The purpose of The Westfield Voice shall be to publish news and commentary on items of interest and importance to the university campus community, with primary emphasis on news, which most directly and immediately concerns students.
8. Using the context on pages 80 & 81 which of these is a good definition for the word cynical? A. always happy and positive about what is happening B. someone who often has negative thoughts about people, things or events C. someone who hates everyone D. someone who never leaves their house 9. Compare Nora’s grades to the score she makes on the test Dr. Trindler gives her. Why does Nora start to get nervous once Mrs. Byrne tells her the results? 10. What did Nora do to try to seem “normal” on the IQ test? A. she purposely missed every other question B. She refused to take the test C. She missed 3 out of 10 questions D. she just took the whole test and didn’t try to miss any questions 11. What was Nora’s response when her language arts teacher asked the class to skim a story? A. Nora summarized the story B. Nora not complete the assignment C. Nora read part but didn’t like it so she stopped reading D. Nora asked another student to complete the assignment for her 12. What happened because of the boys teasing Stephen at the lunch table? 13. What did Mr. McAdams from Chelborn Academy think Nora could join if she went to his school? A. 6th B.10th C. 7th D. 8th 14. What plan did Nora and Stephen come up with to show parents and school officials that grade are not the only thing that matters? A. students would walk out of their classroom when it was test time B. students all make zero’s on their tests
In February 1899, British novelist and poet Rudyard Kipling wrote a poem entitled “The White Man’s Burden: The United States and The Philippine Islands.” In this poem, Kipling urged the U.S. to take up the “burden” of empire, as had Britain and other European nations. Published in the February, 1899 issue of McClure’s Magazine, the poem coincided with the beginning of the Philippine-American War and U.S. Senate ratification of the treaty that placed Puerto Rico, Guam, Cuba, and the Philippines under American control. Theodore Roosevelt, soon to become vice-president and then president, copied the poem and sent it to his friend, Senator Henry Cabot Lodge, commenting that it was “rather poor poetry, but good sense from the expansion point of view.” Not everyone was as favorably impressed as Roosevelt. The racialized notion of the “White Man’s burden” became a euphemism for imperialism, and many anti-imperialists couched their opposition in reaction to the phrase. Take up the White Man’s burden— Send forth the best ye breed— Go send your sons to exile To serve your captives' need To wait in heavy harness On fluttered folk and wild— Your new-caught, sullen peoples, Half devil and half child Take up the White Man’s burden In patience to abide To veil the threat of terror And check the show of pride; By open speech and simple An hundred times made plain To seek another’s profit And work another’s gain Take up the White Man’s burden— And reap his old reward: The blame of those ye better The hate of those ye guard— The cry of hosts ye humour (Ah slowly) to the light: "Why brought ye us from bondage, “Our loved Egyptian night?” Take up the White Man’s burden- Have done with childish days- The lightly proffered laurel, The easy, ungrudged praise. Comes now, to search your manhood Through all the thankless years, Cold-edged with dear-bought wisdom, The judgment of your peers! Source: Rudyard Kipling, “The White Man’s Burden: The United States & The Philippine Islands, 1899.” Rudyard Kipling’s Verse: Definitive Edition (Garden City, New York: Doubleday, 1929). “White Man’s Burden” Worksheet
‘marriage group’, a discussion about the subject which moves through various tales and is resolved in The Franklin’s Tale. readers have doubted whether we can be so certain that Chaucer planned such a group, but there is no doubt that several of the tales close together deal with marriage. It is always a battle for dominance – in Chaucer’s terms maistrie and soveraynetee. In The Merchant’s Tale an old man marries a young wife and is cuckolded; The Clerk tells a story in which a husband subjects his wife to terrible cruelties which she suffers patiently; The Wife of Bath describes her dominance in marriage over five husbands, the last involving a terrible battle against a misogynist. For her, soveraynetee is what women most desire. Marriage in these tales is thus always about the assertion of power. One problem with this is that a power relationship seems to be incompatible with love. As Chaucer writes in The Franklin’s Tale: Love wol nat been constreyned by maistrye comth, the God of Love his wynges, and farewell, he is gon! The Franklin’s Tale, with its depiction of a marriage between equals, could certainly be read as Chaucer’s resolution of this problem. While we cannot be sure that he meant the tales to be read against each other in this way, the unified nature of The Canterbury Tales certainly allows for such readings. It is well worth reading the tales of the Merchant, Clerk and Franklin as an immediate context for the Wife. Malcolm Hebron teaches English at Winchester College. Sources Gerald Morgan, Introduction to The Franklin’s Tale (Dublin: Irish Academic Press, 1980), Blamires, ed., Woman Defamed and Woman Defended (Oxford: Clarendon, 1992). Anthology of relevant texts, including a translation of Against Jovinian. This article first published in emagplus 48 (April 2010)
The Wind Coalition Request for Adjustment of the ETT Outages A group of owners of wind power projects behind the Panhandle GTC discussed possible changes to the ETT schedule of line outages. The group's recommendation is discussed below. The group agreed, at this time, to focus on rescheduling the outages without assuming they could be shortened. It appears that at least two of the most significant outages will occur during the windiest season in the Panhandle. Based upon the input from the group it seems prudent for The Wind Coalition to recommend changes to the current ETT outage schedule in order to optimize the Panhandle region export capability during these outages. Optimizing the outage schedule minimizes the costs of these ETT outages to ERCOT consumers. As a result of analysis of publicly available data, a more optimum schedule can be achieved if the Tesla – Riley outage is moved to July, Aug, and Sept of 2018 and the Tesla – Edith Clark is moved to Oct, Nov, and Dec of 2018. These are considered the most critical to adjust and will sequence the outages after completion of the Sharyland upgrades, which are currently under construction and expect to be completed before the Summer of 2018. The above schedule adjustment is considered the most critical/important but ideally would also like to request that, when ETT is rescheduling the other outages, the Clear Crossing – Dermott and Clear Crossing – West Shackelford outages be moved to the four month period between March and June 2018. These outages are the least impactful to the export limit and will cause the least impact to consumers during this high wind period. The changes to the ETT schedule are based upon analysis of publicly available NASA MERRA 80m median wind speed data for the region, provided below, and the ERCOT Texas Panhandle Stability Study Report for the GTC which is posted on the MIS.
Outline: J2. Verses about the conduct of “contemplating” Commentary: When this son of the Buddha, the Bodhisattva, speaks the Dharma, he is ever gentle, agreeable and patient, donning the Tathagata’s robe, compassionate towards all living beings, entering the Tathagata’s Room and never slack in his efforts. The great Bodhisattvas of the ten directions take pity on the multitudes and so practice the Bodhisattva Way. He should bring forth a heart of reverence towards the Bodhisattvas Mahasattvas of the ten directions, thinking, “These are my great teachers.” What kind of contemplation does he make? He thinks of these Bodhisattvas as the very best teachers he can have. What about the Buddhas? With regard to all the Buddhas, World Honored Ones, he should think of them as his supreme fathers, his greatly compassionate fathers. He should break through all thoughts of arrogance and pride. And then speak the Dharma without obstacle. When he speaks any kind of Dharma, he should be free of obstructions. Sutra: Such is the dharma Which the wise ones should always guard. With the single-minded happily-dwelling conduct, One is revered by limitless multitudes. Outline: I2. Verses about how the conduct is accomplished Commentary: Such is the third dharma—the happily-dwelling conduct of the mind. It is a Dharma which the wise ones should always guard. Those with wisdom rely on these methods in their practice and protect the conduct. With the single-minded cultivation of the happily-dwelling conduct, one is revered by limitless multitudes. Limitless living beings will revere and respect this Bodhisattva who cultivates the Bodhisattva Way. End of Happily-dwelling Conduct of the Mind. Sutra: “Further, Manjushri, in the future Ending Age, when the Dharma is about to become extinct, the Bodhisattva Mahasattva who upholds the Dharma Flower Sutra, should give rise to thoughts of great kindness for those at home and those who have left home. He should give rise to thoughts of great compassion for those who are not Bodhisattvas.” Outline:
What can I call you? How old are you? What’s your number? What is the weather today? What are you like? What do you like? Why are you sad? Why are you doing bad? How much does it cost? Where am I? Who is he? Who is she? Where are you from? Where do you live? Which do you want? Can I go to the Lyrics Chorus: ¿Dónde? Where? ¿Cuándo? When? ¿Por qué? Why? ¿Quién? Who? ¿Cómo? How? ¿Cuánto? How much?
Part A Chorus: ¿Dónde? ¿Cuándo? ¿Por qué? ¿Quién? ¿Cómo? ¿Cuánto? The word qué means what! Verse ¿Cómo estás? ¿Dónde estás? ¿A dónde vas? ¿Qué haces tú? ¿Cómo te llamas? ¿Cuantos años tienes? ¿Cuál es tu número? ¿Qué tiempo hace? ¿Cómo eres? ¿Qué te gusta? ¿Por qué estás triste? ¿Por qué estás mal? ¿Cuánto cuesta? ¿Dónde estoy? ¿Quién es él? ¿Quién es ella? Part B Chorus: Where? When? Why? Who? How? How much? The word qué means what! Verse How are you? are you? Where are ya goin? What ya doin? What can I call you? How old are you? What’s your number? Is there thunder? What are you like? What do you like? Why are you sad? Why you doin bad? How much does it cost? I am lost. Who is he? Who is she?
Name____________________________ Per._______ Map Introduction The World Directions: each of these seventeen things on the map below and color them as indicated. Continents Major Oceans Major Lines of Latitude Africa - orange Europe - red Antarctica - grey North America – purple Asia - green South America – yellow Australia - brown Atlantic Ocean Indian Ocean Pacific Ocean Southern Ocean Arctic Ocean all oceans blue Antarctic Circle – red Equator – yellow Arctic Circle – blue Tropic of Cancer – green Tropic of Capricorn - orange
As for staff applications, all research student applications should be directed for the attention of Emma Sandon-Hesketh, Head of Research Development and Support, Research and Innovation Office (RIO) Appendices for further information: 1 Flow Diagram for Application process Further information relating to the NHS Passport can be found at
Time Place Idea Extending elaboration by comparing Extending elaboration by contrasting Extending elaboration by emphasis or clarification Extending elaboration by adding another example after, afterward, at first, as before, finally, immediately, later, next, now, previously, soon, then above, ahead, among, beyond, down, elsewhere, farther, here, in front of, in the background, near, nearby, next to, there first, second, third, similarly, as, in the same way, for instance, likewise, however as, at the same time, by comparison, equally, in the same manner, likewise, similarly although, and yet, as, as though, at the same time, but, in contrast, conversely, even so, unlike, even though, however, in spite of, instead of, neither, nevertheless, on the one hand, on the other hand, provided that, though, unfortunately,whereas, yet especially, for instance, in fact, indeed, that is, in other words moreover, most important, now, so , additionally, also, especially, in addition, in fact, last, again, also, besides, equally important, furthermore, similarly, in contrast Transition list from Crafting Expository Argument by Michael Degen THEME VOCABULARY Brendan Kenny’s List of Abstract Ideas for Forming Theme Statements: alienation ambition appearance v. reality betrayal bureaucracy chance/fate/luck children courage/cowardice cruelty/violence custom/tradition defeat/failure despair/discontent/disillusionment domination/suppression dreams/fantasies duty education escape exile faith/loss of faith falsity/pretence family/parenthood free will/willpower game/contests/sports greed guilt heart v. reason heaven/paradise/Utopia home identity illusion/innocence initiation instinct journey (literal or psychological) law/justice loneliness/solitude loyalty/disloyalty materialism memory/the past mob psychology music/dance patriotism persistence/perseverance poverty prejudice prophecy repentance revenge/retribution ritual/ceremony scapegoat/victim social status (class) the supernatural time/eternity war women/feminism
Narrative Text Pattern Activity – The Zarg Tyranny – Pages 93-102 Using the diagram and the numbered lines below list the five parts of a narrative text pattern and provide an example of each from “The Zarg Tyranny”. ________________________________________________________________________
We will have coaches (and hockey parents) available to assist in getting the kids dressed and onto the ice. Parents are welcome to help on the ice but you must have your own skates and helmet. This is an introductory program, not a formal course of instruction. There will be “instructors” on the ice who will lend a hand, but they are primarily for safety. For more information contact Coach Leo Mullin at coachleo43@gmail.com
Site clearance and excavation; after choosing the right location for the future house, the site might need some clearance of all obstacles, trees, rocks, etc. After clearance, the excavator will dig for the future foundation and tranches for utilities. Foundation; depending of the type of soil, the foundation will be pour according to the initial design. Further there is a section explaining about different types of foundation and what is necessary to protect it. Framing; now that the foundation is in place the house framing can starts. The platform frame structure consist to start with the first floor framing, after the wall and the second floor, wall, until the desired number of stories. The last part of the framing will be obviously the roof. After the whole structure is completed, the next step is sheathing. After the main framing is done, the interior framing will follow. Plumbing, electricity and ventilation; before closing this inside wall plumbing electricity and ventilation pipes have to be installed all around the house. This technical part is not covered in this book. Insulation; after all the utilities are installed around the house it is time to insulate it. Exterior walls; depending of what type of exterior wall is used, the construction of the exterior wall might starts at different time of the construction but the framing and sheathing have to be finished before the installation. Finishing works; this part includes the flooring, drywalls, painting, housing appliances, painting, etc. Section 1 exercises For all the exercises you can find the answers in the annex at the end of this book. Exercise 1 For all this tell what type of load are they associated with, death, live or environmental. Second floor framing
Introduction The business decisions are taken by management with the use of the gathered information. In order to gather information research has to be performed. Research is processed with the help of the survey and for data collection questionnaire is utilised. There are various aspects also get utilised such as tools and techniques of calculating average such as mean, median and mode. For better and influencing decision making management make use of percentile as well as correlation. To present the data in front of management information get represented in the form
The Respiratory System Use previous learning to explain the components of the Respiratory System as discussed in class. In addition to the anatomical names, make sure you know what each part's function is, and what effect it would have if it was not working properly. Additional Notes:
clean up spills could result in a slip hazard. Inappropriate placement of objects (e.g. materials, electrical cords, school bags etc.) in the immediate vicinity of the plant equipment may result in a trip hazard. Poor housekeeping, e.g. spillage in the vicinity? Y N Minor Possible Medium Obstacles being placed in the vicinity of the plant? Y N Minor Possible Medium Inappropriate or poorly maintained floor or walking surfaces (i.e. lack of a surface, unprotected holes, penetrations or gaps?) Y N If operating or maintaining plant at height can anyone slip, trip or fall due to: Use of work platforms, stairs or ladders? Y N Lack of guardrails or other suitable edge protection? Y N Y N Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level
FIRE AND EXPLOSION Can anyone be injured by fire? Y N Can anyone be injured by explosion of vapours, liquids, dusts, or other substances? Y N TEMPERATURE/MOISTURE Can anyone come into contact with objects at high or low temperatures? Y N Can anyone suffer ill-health due to exposure to high or low temperatures? Y N Can anyone be injured or suffer ill-health due to exposure to moisture? Y N OTHER Can anyone be injured or suffer ill-health from exposure to: Dust generated from the work process may be hazardous to health. Ensure appropriate control measures are implemented (e.g. local exhaust system, face masks, good housekeeping practices etc.). Chemicals? Y N Toxic gases or vapours? Y N Fumes/Dusts? Y N Moderate Unlikely Medium Other? (please specify) Y N 4. Risk Assessment Signoff Authorised By: Signature: Date:
Week 4 (Jan 27 & 29) Due Jan 26: research journal entry on MacDonald or North Due Jan 29: draft of field report—each student brings 2 printed copies to class Tue. Group presentations on field reports Thu. Thomas Huckin, “Content Analysis” Week 5 (Feb 3 & 5) Due Feb 2: field report Tue. Susan Conrad, “Investigating Academic Texts with Corpus-Based Techniques” Thu. Ken Hyland & Polly Tse, “Hooking the Reader” Planning your research project Week 6 (Feb 10 & 12) Due Feb 9: research journal entry on Conrad or Hyland & Tse Tue. Ken Hyland, “Academic Attribution” Richard Holmes, “Genre Analysis and the Social Sciences” On the literature review Thu. Nigel Harwood, “An Interview-Based Study of the Functions of Citations” On the literature review Midterm Break Designing a Research Project / Writing in Activity Systems Week 7 (Feb 24 & 26) Due: draft of the literature review—each student brings 2 print copies to class Tue. presentations on the literature review Thu. Charles Bazerman, “Speech Acts, Genres, and Activity Systems” Week 8 (Mar 3 & 5) Due Mar 2: literature review Tue. Anthony Paré, “Writing as a Way into Social Work” Working with your corpus Thu. Christine “A Genre System View of the Funding of Academic Research” Working with your corpus Writing against Disciplinary Convention Week 9 (Mar 10 & 12) Due Mar 10: of proposal—bring 2 print copies to class Due Mar 12: proposal Tue. Jane Tompkins, “Me and My Shadow” Thu. Laurel Richardson, “Skirting a Pleated Text” Chris Thaiss & Terry Myers Zawacki, “Faculty Talk about Their Writing, Disciplines, and Alternatives” Week 10 (Mar 17 & 19)
___________________ White __________________________ Personality- Face- Clothes- Voice- Posture- Thoughts- Personality- Face- Clothes- Voice- Posture- Thoughts- Draw a picture of each: Potential Tests:
Our members wrapped up the year with their annual Awards Banquet and Potluck. Courtney and our Seniors did an amazing job organizing games and decorating. The favourite seemed to be the photo booth. We recognized, and awarded, our skaters and volunteers for their hard work this season. Most Improved CanSkate – Ty Longshaw Canada CanSkater of the Year – Olivia Vardy CanSkate Certificate – Victoria Hoffman Most Improved Star 1 – Stephanie Watts Most Improved StarSkate – Frederick Prinsloo Honorable Mention – Zoe Greze Kozuki Most Improved Intermediate – Johanna Panas Most Improved Senior – Mia Rosa Most Improved Adult/Teen – Rene Prinsloo Program Assistant of the Year – Heather Mudie Senior Interpretative – Sierra Petrovcic Junior Skills – Johanna Panas Senior Skills – Celeste Gale Jr Personal Success Achievement – Laure Minfray Honorable Mention – Olivia Samuel Intermediate Personal Success Achievement – Shanti Kellerhals Senior Personal Success Achievement – Larissa Gedlaman Sportsmanship – Heidi Schulte Service Award – Marie Minfray, Registrar Fundraising Award – Cara Latrace, Fundraising Director StarSkate 2/3 Friendship – Emily Deering Intermediate/Senior Friendship – Heidi Schulte and Johanna Panas Graduating Skaters – Heather Mudie, Julia Bowles, Megan Weber Special recognition is given to Andrea Beattie who was awarded the BC/YT StarSkater of the Year. Congratulations!!!
Analysis for Thin Lenses Table 1: One Lens Object Distance p(mm) Image Distance q(mm) Image Height h’(mm) Object Distance p(mm) Image Distance q(mm) Height h’(mm) 500 250 475 200 450 150 400 125 350 120 300 110 Using Excel, or some other graphing program, make a graph of Image Distance vs. Object Distance (q vs. p), then answer the following question about this graph. What value does the image distance approach as the object distance becomes larger? What value does the object distance approach as the image distance becomes larger? How does the value of the answers to questions 1, and 2 relate to the lens used in part 1?
is the theme of fate or destiny illustrated through the actions of the characters? is pervasive throughout the novel. How does fear affect the actions of Okonkwo? Of Nwoye? How does fear influence Okonkwo's relationship with others? is the concept of change and the response to change presented in the novel? What is the significance of the song sung at the end of Chapter Twelve? How does this new song convey the theme of change?
- Dec.1 –Dec. 2 the town is decked in Christmas lights and candles. Caramel corn and hot chocolate are also available on the streets. Recreation: – scenic parkway makes for a great drive, and hiking is found all along the Jackson county part of the Parkway – One of the most visited and enjoyed National Parks! - 19 Waterfalls and 9 Hiking trails Skiing and Snowboarding and Zip-lining in Maggie Valley offers zip-line canopy tours There are 4 Whitewater Rivers: Tuskaseigee, Chattooga, Oconaluftee and nearby Nantahala Canoes and boat rentals are available on Lake Glenville, near Cashiers Local Hotspots: – Local ice cream shop with a variety of flavors and student discount for catamounts. – Local Movie Theater that also has a student discount for catamounts. – Half café and half book that throws several events throughout the year, and there are two black cats roaming the store. (Feel free to pet!) – Local pet store that is popular with college students because you can physical pick up the animals.
The Revolutionary War Tic-Tac-Toe Board Choose a famous Revolutionary War battle. Draw a comic strip of the event. Design a set of colorful flashcards with important people, events, and vocabulary. Write a paragraph biography of one of the people in the Watagua Settlement. Explain why this person was important to the Cumberland Settlement. Write a journal entry as if you are one of the people living in the Watagua Settlement. Explain what life is like there. Make sure to reference the things listed in our key terms and people below. Create a timeline of the Battles of the Revolutionary War listed below. Make sure to include the dates of the events and explain at the bottom importance of the event in one sentence. Using a map of the 13 colonies (get from Mrs. Hobson), locate and label all of the battles. Make sure to show who won the battles. Design an advertisement for a new piece of technology that was Write a paragraph biography for one of the people listed in our unit. Write identifications of important people, events, and things related
Additional on the Human Heart Model: R & L pulmonary arteries L common carotid artery L subclavian artery R & L pulmonary veins fossa ovalis R & L coronary Artery Marginal artery Circumflex artery Anterior and posterior interventricular arteries Small, middle, anterior, posterior cardiac veins Coronary sinus Lab Exercise 3 Cat Vessels Cranial to the Diaphragm or Models: Diaphragm lungs R & L pleural cavities mediastinum aorta esophagus pericardial sac parietal layer of the serous pericardium epicardium (visceral layer of the serous pericardium) pericardial cavity heart R & L atria R & L ventricles interventricular sulci Arteries: pulmonary trunk R & L pulmonary arteries aortic arch thoracic aorta brachiocephalic artery R & L subclavian arteries R & L common carotid internal mammary artery axillary artery brachial artery Veins: inferior and superior vena cava axillary R & L brachiocephalic veins brachial subclavian veins external jugular anterior facial posterior facial
What Choice you have made . . .? Do you agree with the actions . . . ? What is your opinion . . . ? Why did the character choose . . .? How would you determine . . .? What judgment would you make about . . .? Based on what you know, how would you explain . . .? What information would you use to support the view . . .? Why was it better that . . .? How would you compare the ideas . . .? the people . . .? Defend the characters choices. What Choice would you have made . . .? Do you agree with the actions . . . ? What is your opinion . . . ? Why did the character choose . . .? How would you determine . . .? What judgment would you make about . . .? Based on what you know, how you explain . . .? What information you use to support the view . . .? Why was it better that . . .? How would you compare the ideas . . .? the people . . .? Defend the characters choices. What Choice would you have made . . .? What Choice would you have made . . .?
Project will be due on . You will turn in: The decorated Pythagorean Spiral The calculations for the length of each side of each triangle (on a separate sheet of paper and also on the spiral) This page with your name on it Name: Block: Grading Rubric for Pythagorean Spiral Project Number of Points Constructions Calculations for each hypotenuse Creativity 10 Evidence of each construction shown and there are 17 triangles. All work is using the Pythagorean Theorem and each answer is simplified. The spiral is creatively colored and decorated. 7 Evidence of each construction is shown but there are not 17 triangles. All work is shown using the Pythagorean Theorem but some answers are not properly simplified. The spiral is colored but the results are not neat and it is clear that little effort was given. 5 Partial or incorrect constructions shown. All work is shown but with errors in calculations and/or simplifications. The spiral is partially colored or incomplete. 2 Construction markings are not visible. Only partial work is shown and/or no evidence of the Pythagorean Theorem. The spiral is not colored or decorated. Your Score: Your grade on the Pythagorean Spiral Project is:
Thinking Matters 2012 School of Social Work MSW Program - Posters Professor Tara Mentor Friday, April 27, 2012 Authors Title Lauren Allen & Penny Collins Maine Children’s Home for Little Wanderers’ Teen Parent School Program: A Program Evaluation Molly Stewart An Evaluation of Services For Amistad Members Diane Gallagher & Karen Brown Safe Voices program evaluation Bethany Duemmling & Heather Martel Transformative Mediation Program Evaluation Jeffrey Duquette Client Satisfaction With HCT Services Oral Sessions – Thinking Matters 2012 - School of Social Work Professor Tara Healy, Mentor Friday, April 27, 2012 Place Time Session Moderator Presenters Project Titles Payson Smith 200 12:15 – 1:30 PM Social Work: Studies Based on MIYHS – Tara Healy Jennifer Rose and Emily Hebb Influence of Risky Behaviors of Maine High School Youth Kristen Morin and Bullying and Depression
Thinking Mathematically from Minute One Marissa Walczak @viemath laviemathematique.wordpress.com walczakmarissa@gmail.com Implementation: Daily Warm Up Sheet (or white boards and Google Forms) Plickers – formative assessment system – free app and free cards to print out! Random name picker to call on students Instant Classroom - Examples: Estimation 180 – - @mr_stadel Visual Patterns/Number Talks – – – @fawnpnguyen 101 Questions – - @ddmeyer Which One Doesn’t Belong – - @MaryBourassa Would You Rather – - @Jstevens009 Set – - @mjfenton Resources:
Kindergarten Year 1 Year 2 Year 3 Year 4 Odd Years Even Years Term 1 Brainstorm ALPHACHART Y CHART W CHART (Senses) Y CHART With positive & Negative GLOBAL CAFE The RAKE Touch, Smell, Taste, Look, Listen, Think ARC Action, Reaction, Consequences Concept/Mind Maps LEADER Listen, Explain, Argue, Debate, Elaborate, Reflect Concept/Mind Maps REDMAST Read, Estimate, Draw, Make, Arrange, Simplify, Think About Term 2 Know/Learnt POSITIVE/NEGATIVE KWL PMI KWHL A & R Action and Reaction SCRAM Substitute, Classify, Rate, Argue, Modify SCRAM Substitute, Classify, Rate, Argue, Modify GUTSOAP Get the skin of another person. Term 3 STORY WEBS T CHARTS VENN DIAGRAM TPS Think/Pair/Share SIMPLE CONCEPT MAP TPSS Think/Pair/ CONCEPT MAPS BROW Brainstorm, Read, Organise, Write 3: 2: 1 RIQ 3 Recalls, 2 Insights, 1 Question BROW Brainstorm, Read, Organise, Write SOWC Analysis Strengths, Opportunities, Weaknesses and Consequences Term 4 Y CHART Looks Like Sounds Like Feels Like TOURNAMENT PRIORITISE x 8 WHAT IF? SILENT CARD SHUFFLE TOURNAMENT PRIORITISE with Explanation x 16 REVERSE LDC Like, Dislike, Challenges, Changes WINCE Want, Identify, Need, Create, Evaluate ITPE Identify, Pair, Explain TREC Think, Read, Estimate, Calculate Thinking Tools SCOPE & SEQUENCE
Think-Reflect-Pair-Share Table Think about Shelley’s story and what you learned from the reading and slide presentation about families and routines. How would you support Shelley and her family with ideas or information? Pair with a family who has a child with special needs via phone, email, Facebook, or text. Share that you are learning about the importance of routines. Ask them to share an important family routine that includes the family member with a disability. Share any insights that you learned from this exercise about family routines and ways to include people with disabilities.
Identifying Text Structures Choose five of the Text Structure Task Cards. Read the passages and answer the questions presented on each. Text Structure Practice Complete the Text Structures Worksheet. Be sure to underline the signal words and clues that helped you determine each structure. Sorting Activity Use the in the envelope to sort and paste to create an informational poster of the different text structures. Use the construction paper provided by the teacher as your workmat. Graphic Artist Create a graphic organizer for each of the text structures. Your graphic organizer should provide: Definition for each Graphic organizer for each Summary questions OR a paragraph frame for each The Flipbook Create the TEXT STRUCTURES flipbook. Complete the activities included for each of the following: Description Problem & Solution Order & Sequence Compare & Contrast & Effect Text Features Scavenger Hunt Create a graphic organizer/foldable that presents the twelve tyepes of nonfiction features used in informational writing. You must also find at least six examples in the resources in the classroom to include on your Text Features Flipbook.
What is Red Ribbon Week? Create a trifold brochure that includes information to inform others about Red Ribbon Week. Your brochure should include at least six of the Text Features. What is Bullying Awareness Month? Create a trifold brochure that includes information to inform others about Bullying Awareness Month. Your brochure should include at least six of the Text Features. How is Informational Writing Used in the Real Create a trifold brochure that includes information to inform others about the ways Informational Writing is used in the world. Your brochure should include at least six of the Text Features. Directions: Complete the activities described in either one vertical or one diagonal row.
Connor Sweeny – Eastside Ladson Ellis – Shannon Forest Sumat Rao – Hammond Lee Aiken – Spartanburg Day School Connor Jevens – J.L. Mann House Megan Palash – St. Joseph’s Sydney Hyer – St. Joseph’s Lukas McClamrock – A.C. Flora Zachary Lutz – Porter Gaud Kiersten Rainwater – South Florence Mikaela Towler – Christ Church Alexander Freedman – Spartanburg Day Sam Spencer – Spartanburg Day Senate Ian Rodgers – Eastside Ben Rodgers – Southside Carson Hodge – Mauldin Sabrina Curran – A.C. Flora CONA 2015 Delegation: Christopher Baumgarten – St. Joseph’s Jesus Sosa Castaneda – Bluffton Elsey – Riverside Rachel Franzreb – Mauldin Matthew Jennings – Greenville Tech Charter Jonathan Micheala – Eastside Max Parsons – J.L. Mann Will Randall – Mauldin Chirag Jain – Southside Paige Yanity – Mauldin Hannah Hunley – Bluffton Kristen Kaufman – St. Joseph’s Will Logan – Eastside Matt Martin – Academic Magnet Lukas McClamrock – A.C. Flora Anjali Patel – Southside Decker Paulmeier – Bluffton Keval Rama – Christ Church Luddy Grantland – Hammond Sam Spencer – Spartanburg Day School Mikaela Towler – Christ Church Alexis Wright – Greenville Nora Duesterhaus – Spartanburg Day School Maggie McConnell – Academic Magnet Prateek Shah- Southside High School Alternates: 16. Liz Shrieve – Bluffton Trial