zilongwang/ReadingBank huggingface dataset:
Challenges to Accepted Theory The studies included in this section have resulted in findings that challenge long-held assumptions and theories. Taylor et al (1985) found that nonresidential land use was significantly correlated with crime and was a significant predictor of perceived physical decay. In a later study, Taylor et al (1995) concluded that nonresidential land use in a neighborhood has a statistically significant effect on physical deterioration. Although parks well-used by families may tend to deter crime, in general most nonresidential land uses act as magnets for neighborhood deterioration and subsequent loss of social control, and ultimately (either directly through routine travel patterns of offenders or indirectly through increased disorder) for crime. This conclusion directly refutes Jane Jacobs’ (1961) argument that businesses have positive impacts on the neighborhoods in which they are located. The authors did note that Jacobs wrote in a context in which neighborhoods and neighborhood businesses were typically more closely aligned ethnically. Further, in that context, longer hours kept by business owners may have discouraged loitering in the evening hours. Taylor et al suggested that policy focus on preventing or slowing physical deterioration and loss of social control. All of the recommended policies begin with acknowledgement of the relationship between nonresidential land uses and disorder. Sampson and Raudenbush (2004) directly challenged the broken windows and incivilities theories. In their study of Chicago neighborhoods, the authors employed SEM to examine the effects of structural characteristics—such as race, ethnicity, and class—on physical and social disorder. Observed disorder was a moderate correlate of predatory crime (e.g. robbery, aggravated assault, rape, and homicide) and varied with neighborhood demographic composition. When the demographic characteristics were taken into account, the connections between
The Minister’s Black Veil Literary Guide (1st Paragraph – p. 299) Drawing Inferences What is the mood in Milford? What is the villagers’ attitude toward going to service? (1st Paragraph – p. 299) Historical Connections: Puritan Meetinghouse In Puritan times church was held in a building called the meetinghouse, which had high boxed pews and seating around the outside walls. Dominating the pews was the parson’s, or minister’s, pulpit where he stood to preach. This pulpit was reached by a small flight of stairs. (4th Paragraph – p. 300) Understanding Archaisms How would we say “of a certainty” today? (5th Paragraph – p. 300) Symbol The black veil is the central symbol of the story. In itself it is nothing more than “two folds of crape.” To find its significance, however, you must ask two questions as you read: (1) How does the veil affect the congregation’s view of Mr. Hooper? And (2) How does it affect his view of the world? (5th Paragraph – p. 300) Identifying the Main Idea How does the veil physically affect Mr. Hooper’s view of the world? As you read, see what evidence in the text you can find to confirm or refute the idea that Mr. Hooper’s attitude toward the world is also darkened by the veil. (Paragraph’s 6-11 – p. 300) Interpreting How does the congregation react to Mr. Hooper’s appearance in the veil? Remember that the wearing of a veil can signify both the mourning and the shame of the wearer. Given this, why might the veil make the congregation so uncomfortable? (Paragraph 9 – p. 300) Drawing Inferences Why might Mr. Hooper have put on the black veil?
Press) and the United States (Sapientia Press). Pearce's most recent book is . He is also editor of the , a tradition-oriented alternative to popular textbook series such as the Norton Critical Editions or Oxford World Classics, designed to concentrate on traditional readings of the Classics of world literature. and read the latest posts and comments by IgnatiusInsight.com staff and readers about current events, controversies, and news in the Church!
How much water needs to be added to 15.9 g of potassium nitrate to make a solution that is 1.25 m? What is the molality of a 17.87% aluminum sulfate solution? 123g of sucrose is dissolved in 568g of water. The solution has a density of 1.34g/ mL. Determine the molarity, molality, and percent by mass of the solution. Review: Determine the mass of: 3.00x1020 N2O molecules 0.00300 mol N2O molecules 1.32 mol N2O N2O that contains 0.00326 g of nitrogen atoms 1.32 L N2O at STP
Table Granger 1: Granger 2: VAR Granger Causality/Block Exogeneity Wald Tests Sample: 1999Q1 2009Q2 Included observations: 41 Dependent variable: Excluded Chi-sq df Prob. DLDEFL 3.089083 1 0.0788 DLCMDTY 2.655725 1 0.1032 ECBRATE 3.881121 1 0.0488 All 10.80447 3 0.0128 Dependent variable: DLDEFL Excluded Chi-sq df Prob. 6.084005 1 0.0136 DLCMDTY 0.175480 1 0.6753 ECBRATE 7.623185 1 0.0058 All 21.84628 3 0.0001 Dependent variable: DLCMDTY Excluded Chi-sq df Prob. 0.568317 1 0.4509 DLDEFL 0.581734 1 0.4456 ECBRATE 4.873824 1 0.0273 All 4.925909 3 0.1773 Dependent variable: ECBRATE Excluded Chi-sq df Prob. DLGDP 6.576587 1 0.0103 DLDEFL 2.424562 1 0.1194 DLCMDTY 1.534459 1 0.2154 All 30.13719 3 0.0000 Vector Autoregression Estimates
Name: ___________________________________________________________________ Date: __________ Pg. #: ___ The Barbarians – The Mongols Directions: Answer the questions based on the movie. The questions are listed in the order they appear on the film. What two empires set the standard for human civilization at the end of the 12th century? What lies in between these two empires and who fills this land? What role did the Jin Empire in China play in the war between the Mongols and the Tatars and why did they do this? What famous Mongol is born during this era of warfare? What does Temujin’s mother tell him when his father is killed? How long does it take Temujin to unite the Mongols and gain the title of Khan? How did the Mongols win battles when they were almost always outnumbered? What did the Mongols do to the Tatars under Genghis Khan? Who did Genghis Khan firmly believe to be in control of all battles and everything that happens on earth? How did he see his role on leading the Mongols? What were the homes that the Mongols lived in called? How does this help Mongol warriors? Who does Genghis Khan attack in 1211 the Tatars have been subdued? How were the Mongols able to capture walled cities? What was the yam system used by the Mongols? What news did they bring Genghis Khan in 1218 as he was on the verge of taking over China? Where does Genghis Khan chase of rebels lead him in his conquests? What does he realize about trade as he moves this way? What did the Sultan Mohammed of the Islamic Empire of Korazim do to the two trade envoys? What did this cause? Why did Genghis Khan divide his forces when he attacks the city of Samarkand? What did the Mongols do to the governor who stole his trade goods when they conquered his city?
Click on “Kubilai Khan” on the side bar. Who is Kubilai Khan? What did Kubilai Khan achieve that Genghis was unable to? Click on “The Mongols in China: Kubilai Khan in China.” How did Kubilai Khan feel towards the Chinese way of life? back to the main page for Kubilai Khan. Click on “The Mongols in China: Military Successes and Failures.” What does “kamikaze” mean? How did it put an end to Kubilai Khan’s ambitions? Part IV: The Pax Mongolica Go to The Mongols in World History. mongols/ Click the “The Mongols’ Mark on Global History,” then on “Pax Mongolica” in the side bar menu. was the “Pax Mongolica”? did the Pax Mongolica benefit the spread of goods and ideas through trade? Go to The Legacy of Genghis Khan List at least 4 ways Genghis Khan shaped his empire. a. b. c. d.
Laurence Talairach-Vielmus, Wilkie Collins, Medicine and the Gothic (University of Wales Press, 2009) Patrick Brantlinger, ‘What is “Sensational” About the “Sensation Novel”?’, Nineteenth-Century Fiction, 37:1 (1982), 1-28 Caroline Reitz, Detecting the Nation: Fictions of Detection and the Imperial Venture (Ohio State UP, 2004)
p. 5 – To orbit means one object makes a path around another. Pick a partner next to you. Stand up. The one on my right is the moon. The one on my left is Earth. Moons orbit around the Earth. Allow time for students to write the term and definition in their Moon Fact Book after the teacher adds it to the classroom chart. 7. p. 5- Collided hit with force while moving. What picture helps us to know the meaning of this word? How does it help us know the meaning of this word? 8. p. 6-7 – The word ancient belonging to the very distant past and no longer in existence. Listen as I give you some phrases. You need to say “that is ancient” or “that is not ancient.” 9. p. 7- What did ancient people believe about the moon? 10. p. 7 – What does imprisoned mean? 11. p. 7- Why is the “man in the moon” not a fact the moon? 6. Students should have a chance to orbit each other or an object in the classroom. Ask them what they are doing, they should answer that they are orbiting. 7. The picture on the bottom left. It shows lines that mean movement and the pieces are close to the Earth. 8. My favorite toy I got for my birthday. “That is not ancient.” My mom and dad. “They are not ancient.” My teacher. “He/she is not ancient.” Dinosaur bones. “They are ancient.” and legends from the Romans. “They are ancient.” 9. It was a powerful god or goddess. The moon and sun were brother and sister gods. The moon showed a man’s face. The “man in the moon” was imprisoned there for stealing. Demons lived there. 10. Kept in prison. Captive. 11. Because it is a story that is not true. A fact gives us real information about a topic and this is not real information.
7. Stand up. Let’s act like the tides. Put your hands up like we’re the wave. Reread p. 20-21 8. Name some ways that night-sky gazers and astronomers can view the moon. 9. With what is the surface of the moon covered? 7. Students should be able to demonstrate that go slowly. 8. binoculars, telescopes, at observatories 9. With craters, mountains and valleys. FIFTH READING (Quickly review what students have learned throughout the reading of this text.) A TRIP TO THE MOON Pair this final reading with a favorite fictional text about astronauts, e.g. Jimmy Zangwow’s Out-of-this-World Moon Pie Adventure by Tony DiTerlizzi, The Moon Over Star by Dianna Hutts Aston, If You Decide to Go to the Moon by Faith McNulty FINAL DAY WITH THE BOOK - Culminating Task Students will put pictures of the moon phases in order on a chart that has the phases printed on the page. They will then respond in writing to the given prompts. The prompts: Why does the moon seem to shine? Why does it seem to change shapes in the sky? Sample answer: The moon seems to shine because it reflects the light from the sun. It changes shapes because it is revolving around the Earth.
The Highfield School Hertfordshire The King's Church of England School Wolverhampton The King's School Specialising in Mathematics and Computing Wakefield The Steiner Academy Hereford Herefordshire Torpoint Community College Cornwall Walton Girls' High School & Sixth Form Lincolnshire Westhoughton High School Bolton William Ellis School Camden Primary schools Local authority Bosvigo School Cornwall Garden Suburb Junior School Barnet Meadowside Primary School Northampton Old Buckenham Community Primary School Norfolk Parc School Cornwall Selby Community Primary School Yorkshire South Stoke Primary School Oxfordshire St Michael's CofE Primary School Cumbria Stilton CofE VC Primary School Cambridge Wheelers Lane Primary School Birmingham
Important Vocabulary Word: Definition: Real world example: Palpable: Indolent: Scruples: Grotesque: Futile: Part IV: Conflicts Use the chart below to find and describe each type of conflict in the story. Type of Conflict Example with page # Internal or External? Man vs. Man Man vs. Nature Man vs. Self Character Analysis: Choose a character from the story and complete the chart below. Physical Description: Character: Character’s Own Words and Actions: Narrator’s Comments: Other Character’s Words and Thoughts about the Character:
The MUSEUM Box Project SYMBOL: A concrete object that stands for an abstract idea. RATIONALE: Throughout Catcher in the Rye, many symbols come to light: THE HUNTING HAT: escapism, isolationism, and individuality THE CENTRAL PARK LAGOON: curiosity and innocence MUSEUM OF NATURAL HISTORY: Holden’s fantasy where there’s secirtu in the fact that nothing ever changes ALLIE’S GLOVE: the memory of Allie YOUR TASK: You will create your own shadowbox or museum exhibit containing four symbols from your life. For each of the four items you choose, you must write an explanation 3-5 sentences and tie it to one of Holden’s symbols or moment’s described in the book. You may include actual physical objects or pictures of the things you hold dear to you heart. You will be evaluated not on your choice of objects but on the connection you can draw between the world of the literature and your personal world. Please see a sample explanation paragraph and the rubric from which you will be evaluated. 2 points 5 points 5 points 3 points SYMBOL 1 Object or picture included Thorough explanation of object and its significance Tied to quote from book; accurately explained and cited Neat and professional SYMBOL 2 Object or picture included Thorough explanation of object and its significance Tied to quote from book; accurately explained and cited Neat and professional SYMBOL 3 Objective or picture included Thorough explanation of object and its significance Tied to quote from book; accurately explained and cited Neat and professional SYMBOL 4 Object or picture included Thorough explanation of object and its significance Tied to quote from book; accurately explained and cited Neat and professional TOTAL POINTS VALUE: 60 POINTS DIRECTIONS: Put your objects and explanations inside a shoe box with a lid or secure inside a box to look like a shadownbox. Extra points will be awarded if you decorate the outside of your box.
At the present time, there are absolutely no freedom and no democracy of any kinds in Vietnam. Human rights are seriously abused by the Vietnamese communist regime. During the course of fighting for freedom, democracy, and human rights of the people in Vietnam, we must have our whole-hearted support to maintain and wave high this National Flag of Free Vietnam until the freedom, democracy, and human rights are finally realized in Vietnam. That is why, each time seeing the Free Vietnam National Flag, the majority of freedom-democracy-loving Vietnamese, in Vietnam as well as around the world, feel as if they saw the nation's savior. A great majority of the anti-communist Vietnamese organizations recognize the National Flag of Free Vietnam and consider this flag to be the soul of the unity and the struggle for just cause. The National Flag of Free Vietnam continues to be the official emblem of Free Vietnam for the freedom-loving Vietnamese people in Vietnam and abroad. We - rights-loving Vietnamese - should always preserve the National Flag of Free Vietnam and together unite under this flag to fight for freedom, democracy, human rights, well-fed and well-clothed condition, happiness, peace, and prosperity of Vietnamese people in Vietnam. The year of 1998 was also the year that the people around the world celebrate the 50th Anniversary of the UN Universal Declaration of Human Rights. This is one of the most important documents of this century. The Declaration contains 30 articles that set out fundamental rights that all humanity should be entitled to. The National Flag of Free Vietnam and The UN Universal Declaration of Human Rights were officially adopted in the same year, 1948. This is the significant coincidence of destiny, the perfect harmony for Vietnamese people. This is why the National Flag of Free Vietnam also means human rights for Vietnamese people too. With the glorious history of almost 2 thousand years of the National Flag of Free Vietnam, we hope, in the near future, the National Flag of Free Vietnam - yellow background with three red bands - will be fluttering so numerous as to cover the whole Vietnamese sky.
The following table provides an indication of services against the Framework’s nine priority areas that may be provided by the Commonwealth Government, State and Territory Governments and Local Governments. Education and Training English language and literacy programmes for adults, the elderly, youth and children Early childhood, youth, and adult education and training English as an Additional Language (EAL) programmes in schools and a variety of complementary programmes Early childhood services such as Maternal and Child Health and Kindergarten Lifelong learning and partnering and supporting local community Local libraries as knowledge and learning hubs Employment Education and training programmes for the workforce Workplace and job assistance programmes State-funded employment and training programmes Economic development initiatives Local economic development initiatives Community based volunteer programmes Health and Well-being Targeted community care programmes Specialised settlement support programmes Assistance for Asylum Seekers Specialised health/medical/disability assistance programmes Range of mainstream/targeted health services and interventions Preventative health programmes, community gardens, walking groups, community recreational activities Housing Housing assistance and homelessness prevention programmes. Public housing programmes including social housing, affordable housing and homelessness programmes Local community housing and affordable housing programmes Language Services Translating and interpreting services Targeted access and equity policies facilitating communication in languages other than English Interpreting and translating services Community language service programmes Resident information kits in multiple languages Transport Projects under settlement grants Public transport Driver education and mentoring Community transport services Civic Participation A range of settlement and multicultural services and community engagement Australian Citizenship Range of programmes and initiatives Welcome to the Community Kits, community festivals, events, ceremonies, Australia Citizenship ceremonies
What African American astronomer and surveyor helped design ? Benjamin Banneker What brought about the development of political parties? Disagreements between Hamilton and Jefferson over the proper role of the national government What President purchased the ? From whom did he buy it? Jefferson purchased the from . what President did the two-party system emerge? John Adams Who explored the land west of the ? Lewis and Clark
“The Necklace” Name: _________________________________ Cause and Effect Events in a plot are sometimes linked casually. One event causes another, which causes another, and so on until the end of the story. A series of events linked in this way is called a chain of cause and effect. Use the diagram to connect the major events of “The Necklace” in an unbroken chain of cause and effect. Add links to the diagram if necessary. Madame Loisel desperately want a better social life. Monsieur Loisel gets his wife an invitation to a party. “The Necklace”
Tel: 0344 2254524 (extension Direct line: 0115 9627057 Mobile: 07585 401 508 Nottingham UA Nottinghamshire Rutland UA Tel: 0121 232 9267 Mobile: 07770 646 758 West Midlands Centre Director: Sue Ibbotson Email: Tel: Direct Dial - Main Centre - Mobile 538375 Birmingham Coventry Dudley Herefordshire Sandwell Shropshire UA Solihull Staffordshire Stoke-on-Trent UA Telford and Wrekin UA Walsall Warwickshire Wolverhampton Worcestershire East of England Interim arrangements: Please contact Giri Rajaratnam () Direct Line: 0121 232 9266 Mobile: 07833 435027 Please contact Catherine Goodall Direct line: 0303 444 6691 Mobile: 07827 825 213 Bedford Central Bedfordshire UA Hertfordshire Luton UA Milton Keynes UA Cambridgeshire Norfolk Peterborough UA Southend-on-Sea UA Suffolk Thurrock UA South East Centre Director: Diana Grice Email: Tel: 0345 2799879 Mobile: 346974 Bracknell Forest Brighton and Hove Buckinghamshire County Council East Sussex Hampshire Isle of Wight UA Kent Medway UA Oxfordshire Portsmouth UA Reading UA Slough UA Southampton UA Surrey West Berkshire UA West Sussex Windsor and Maidenhead UA Wokingham UA South of England Regional Director: Jenny Harries Email: Tel: 0345 504 8668 (option 3) South West Centre Director: Debra Lapthorne Email: Bath and North East Somerset Bournemouth City of Bristol Cornwall UA Devon County Council
The Pre-formal Curriculum: Sample R4L Front Cover Sheets The Pre-formal Curriculum: R4L Evidence Observations & Learning Steps COGNITION & COMMUNICATION EVIDENCE OBSERVATIONS & LEARNING STEPS Evidence for island_______ CofL A DF C G Photo Evidence Evidence Name of Child: Signed: Date:
1 2 3 4 5 6 Pre-formal Semi-formal Formal curriculum Early Development Solitary Parallel Associative Cooperative Unoccupied play Sensorimotor play May engage in parallel play near others. Engages in separate activities, but shares toys/materials Successfully enters into play with other children. Observant play: notices →briefly → with interest May play with similar toys/materials. May play together in loosely structured activities. Play has an organised structure. Usually plays alone for brief periods → sustained periods Does not play with other child. Will ‘talk’ with each other and comment on each other’s play. Will communicate with others. Plays with one stimulus/’toy’ …. → range of stimuli/’toys’ Does not influence other child’s play/behaviour. Will express for activities. Engages in play briefly →to sustained periods May be observant of other child’s play. Acknowledges actions and May copy how others are playing. Negotiates and sets up events. Will respect other children’s property. More willing to share and ask to share. Response to Interventions: facilitated, spontaneous & interactional Pre-formal towards the formal play curriculum
THE PRE-FORMAL CURRICULUM PLAY ROUTE-MAP EVIDENCE OBSERVATIONS & LEARNING STEPS (FA2P scale) 1 2 3 4 5 6 7 8 9 10 Full facilitated Requires some support Independent Evidence for island_______ CofL A DF C G Evidence Video Evidence Name of Child: Date: Signed:
1 2 3 4 5 6 Pre-formal Semi-formal Formal curriculum Development Solitary Parallel Associative Cooperative Unoccupied play Sensorimotor play May engage in parallel play near others. Engages in separate activities, but shares toys/materials Successfully enters into play with children. Observant play: notices →briefly → with interest May play with similar toys/materials. May play together in loosely structured activities. Play has an organised structure. Usually plays alone for brief periods → sustained periods Does not play with other child. Will ‘talk’ with each other and comment on each other’s play. Will communicate with others. Plays with one stimulus/’toy’ …. → range of stimuli/’toys’ Does not influence other child’s play/behaviour. Will express ideas for activities. Engages in play briefly →to sustained periods May be observant of other child’s play. Acknowledges actions and May copy how others are playing. Negotiates roles and sets up events. Will respect other children’s property. More willing to share and ask to share. Response to Interventions: facilitated, spontaneous & interactional Pre-formal towards the formal play curriculum
TtW providers have experience working with disengaged and disadvantaged people, and strong links with employers, community services and schools in their local community. Contracting Only one TtW provider delivers services in a location within an Employment Region. There may be multiple TtW providers in an Employment Region. Providers are allocated annual funded places receiving upfront payments per place, reflecting the number of participants they are expected to service. Providers are also eligible to receive outcome payments if participants achieve employment or education outcomes, and will attract bonus outcome payments when they achieve a quarterly outcome benchmark. Work for the Dole Work for the Dole is a work experience program which places job seekers in work-like activities where they can gain skills, experience and confidence to move from welfare to work, while giving back to their community. Work for the Dole activities can be hosted by not-for-profit organisations and government agencies. The program gives organisations an extra set of hands to help to undertake activities that would not normally be done. jobactive providers work with host organisations to identify suitable activities. A job seeker’s jobactive provider will let them know when they need to take part in Work for the Dole. Job seekers who have mutual obligation requirements must participate in Work for the Dole or another approved activity for six months of each year after their first year on payment to keep receiving their income support. There are different hourly requirements based on a job seeker’s age, caring responsibilities and work capacity. Job seekers who do not have mutual obligation requirements can volunteer to participate in Work for the Dole. Job seekers on income support who are participating in Work for the Dole can receive an income support supplement of $20.80 per fortnight. Youth Jobs PaTH Youth Jobs PaTH supports young people (aged 15-24 years) to gain employability skills and work experience. It supports employers to host internship placements and provides them with incentives when they take on a young person. There are three elements of Youth Jobs PaTH—Prepare, and Hire: Prepare — employability skills training helps young people understand the expectations of employers in the recruitment process and in the workplace. — gives young people a chance to demonstrate their skills to businesses through an internship. Hire — supports employers with the of recruitment through a wage subsidy up to $10,000.
Student Name: ________________________________________________
07.10.2015 The Nordic Built Cities Challenge is open Six Nordic cities have launched a competition to solve their urban challenges. Are you a frontrunner within technology, construction, ICT, urban planning, architecture, transportation, housing, smart city, energy or social entrepreneurship – or are you just passionate about urban development? As a part of the Nordic Built Cities Challenge, six Nordic cities are looking for your innovative solutions to their urban challenges: • The Kera Challenge by S Group – circular economy solutions supporting Kera’s transformation from an industrial area to a 20-minute neighbourhood (Espoo, Finland) • Karsnes harbour – sustainable lifeline (Kopavogur, Iceland) • Sege park – sharing for affordable and climate smart living (Malmö, Sweden) • Cloudburst and culture – renewal of Hans Tavsens Park and Korsgade (Copenhagen, Denmark) • Smart, green and urban – revitalising the transport hub at Trygve Lies plass (Oslo, Norway) • The vertical challenge – how to build innovative and sustainable family homes on a steep terrain (Runavík, Faroe Islands) These six urban development projects are looking for multidisciplinary teams that can bring innovative solutions to their urban space. Up to 4 finalists from each competition will receive 300.000 NOK and the possibility to develop their solution further in collaboration with the project owner. The Nordic Built Cities Challenge Awards Nordic Innovation will invite the finalists to register for the Nordic Built Cities Challenge Awards (NBCCA), where a total prize sum of 1.200.000 NOK will be awarded.
“Oh.” Lorelei grinned. “Then hey, maybe someday I’ll stop by for a visit. Maybe.” “Okay,” Zachariah smiled. “See you around.” “Goodbye!” Lorelei kicked her horse gently and they galloped away, disappearing into the trees. Zachariah turned towards the village. He took a deep breath and entered, to begin his new life. THE END
TABLE OF CONTENTS Mission and Core Values 4 Vision of the Graduate 4 Board of Education 4 Principal’s Letter 5 Central Administration 6 Business & Operations 6 Program Administration 6 SCHOOL FACULTY AND STAFF 7 ADMINISTRATIVE INFORMATION 8 Office 8 Visitors (GPS procedure Eo80.2) 8 School Volunteer (GPS procedure E080.6) 8 Early Dismissal 8 Emergency Closures 8 Student Profile Information 8 Fire Drills and Emergency Preparedness (GPS procedure E051.16) 9 Notice of Connecticut Sex Offender Registry (GPS procedure E051.16) 9 Health Education 9 Abuse (GPS procedure E051.30) 9 *School Records and Directory Information (GPS procedures E080.10, E040.29, E040.28, and E051.9) 9 *Drugs, Tobacco, & Alcohol (GPS procedure E001.19) 10 Admission/Placement (GPS procedure E040.16) 11 *Homeless Students 11 *Migrant Students 11 *Pesticide Application (GPS procedure E051.17) 11 ATTENDANCE INFORMATION 11 Residency Verification and Registration 11 *Attendance (GPS procedure E040.3) 11 Attendance Law 12 Tardiness 12 *Truancy 12 Religious Holidays 12 Family Vacations 12 Court Ordered Custodial Restrictions 13 BEHAVIOR GUIDELINES (GPS procedure E002.1) 13 *Harassment/Threatening Behavior 13 *Non-discrmination 13 *Sexual Harassment/Equal Opportunity (GPS Procedure L 020.2) 13 Fighting 13 *Dangerous Weapons and Instruments 13 *Bullying 14 Detention 14 *Philosophy of Discipline 14 Suspension 14 Expulsion 15 School Health Program 15 Health Assessments and Immunizations 15 Administering Medications (GPS procedure E001.12) 16 In the event of a severe allergic reaction: 16 Self-Administration of Medication 16 *Psychotropic Drug Use (GPS procedure E001.18) 16 School Health Screenings 16 Asbestos 16 Communicable/Infectious Diseases (GPS Procedure E001.17) 16 Illness 17 Guidelines for Childhood Illness 17 Hospitalizations and Injuries 17 Special Health Care Needs (GPS procedure E001.20) 17 Bed Bugs 17 Nurse’s Office 17 Student Insurance 18 EDUCATIONAL POLICIES AND SERVICES 18 Personnel Services 18 Homebound Instruction 18 Special Education 18 Planning and Placement Team (PPT) 18 Individualized Education Plan (IEP) 18 Equal Opportunity for Students with Disabilities 19
refresh some of the language and content 29.12.17 Staffing and qualifications 29.12.17 C. Kartal 10.1.18 Staffing and qualifications plus community meetings used in place of house meetings. 10.1.18 C. Kartal 19.2.18 CCTV outside new staff added and qualifications. Previous staff removed. PCP added and replaced IEP in regards to Education. Titles changed of Head of Care and people on safeguarding panel 19.2.18 C. Kartal
What admirable quality does Odysseus show by dividing his sheep among the men (lines 506-509)? What does the Cyclops ask for in his prayer to Poseidon? Part 1: The Adventures of Odysseus: The Land of the Dead pp. 776-781 What details here suggest that the source of the wind was mysterious to ancient Greeks What does Circe say that Odysseus must do in order to reach home? Study the picture on page 778. Which lines in Homer’s Odyssey are illustrated by this picture? Do you think the artist portrayed Odysseus as Homer pictured him at this moment? Do you think that Wyeth has portrayed the dead accurately? What ancient Greek values and beliefs are suggested by Elpenor’s requests (lines 598-608)? What does Elpenor’s spirit ask of Odysseus? What ancient Greek value is reflected in the “narrow strait” that Tiresias describes (lines 637-638)?
Vivacious Dole Augury Steeped Character List Alcinous – king of the Phaeacians Odysseus – king of Ithaca Calypso – sea goddess who loves Odysseus Circe – enchantress who helped Odysseus Zeus – king of the Gods Apollo- god of music, poetry, and medicine Poseidon – god of the sea and earthquakes Athena – goddess of wisdom and warfare Polyphemus – the Cyclops who imprisoned Odysseus Perimedes – crew member Eurylochus – another member of the crew Tiresias – prophet Telemachus – Odysseus and Penelope’s son Sirens- creatures whose songs lure sailors to their deaths Scylla – sea monster of gray rock Charybdis – enormous dangerous whirlpool Hermes – herald messenger of the gods Eumaeus- old swineherd friend Odysseus
Ontario Public Health Collaboration on Cannabis – Contact List Public Health Units Manager Contact Staff Contact Algoma Public Health Ashley Juby Allison Toni Brant County Health Unit Laura Jenkins Bureau de santé Porcupine Health Unit Joelle Aubin Christine Daigneault-Hache Jennifer Bisson Chatham- Kent Public Health Jordynne Lindsay Durham Region Health Department Melissa Hutchinson Chris Arnott Chris.Arnott@Durham.ca Eastern Ontario Health Unit Nikolas Hotte Elgin St. Thomas Public Health Carolyn Kuntz Jacky Allan
Grey Bruce Health Unit Jason Weppler Jody Kroeplin Mercey Paige Mackie Haldimond-Norfolk Health Unit Richardson Haliburton, Kawartha, Pine Ridge District (HKPR) Health Unit Rachel Moon-Kelly Lorna McCleary Halton Region Health Department Lynne Hanna Diana Kealey, BScN, RN. Kathy Miller Kaitlyn Visser (until June) Cynthia Lindsay Hamilton Public Health Services Elissa Press Andrea Rosenrot Huron County Health Unit Barbara Leavitt Laura Armstrong
KFL&A Public Health Janine Monahan Daphne Mayer Emma Nagy Darlene Johnson Connie Wowk Rhonda Lovell Suzanne Biro Johnson Lambton Public Health Terry Easterby Grenville and Lanark District Health Unit Rebecca Kavanaugh Middlesex- London Health Unit Rhonda Brittan Melissa Knowler Niagara Region Public Health Ryan VanMeer Amy Fishleigh Northwestern Health Unit Shannon Robinson Stephanie Charles North Bay Parry Sound District Health Unit Hilary Cutler
Region of Waterloo Public Health Jonathan Mall Carol Perkins Simcoe Muskoka District Health Unit Janice Greco Leah Simon Sudbury District Health Unit Shannon Dowdall-Smiths Brenda Stankiewicz (on March 2018) Karrie-Ann Jones Thunder Bay District Health Unit Janice Piper Tara Kurihara Nancy Hernandez-Basurto Timiskaming Health Unit Janet Smale Toronto Public Health Adrienne Chin Vincenza Pietropaolo Shaila Krishna Sudha Sabanadesan Jennifer Burges Wellington- Dufferin – Guelph Public Health Unit Jennifer McCorriston Kyley Alderson
Windsor-Essex County Health Unit Eric Nadalin Keerthy Ganeshamoorthy York Region Public Health Loretta Bernard Elena Hasheminejad Other Organizations TCAN (Tobacco Control Area Network) rep (include on list serv) Cindy Baker-Barill PHO Contact rep (include on list serv) Pamela Leece CAMH (include on list serv) Tamar Meyer Sane Dube Canadian Public Health Association (CPHA) Greg Penney
Officiant God sent his angels from glory to bring to shepherds the good news of our Saviour’s birth. People Amen. Officiant You have seen his glory, the glory of the Father’s only Son. People Amen. Officiant May God fill you with joy and send you out from his glory to bring this good news to others today. People Amen. Officiant And the blessing of God Almighty, the Father, the Son and the Holy Spirit, be upon you and remain with you always. People Amen. If there is no priest present to say the Blessing, the following sentence may be used to conclude the service. Officiant The grace of our Lord Jesus Christ, and the love of God, and the fellowship of the Holy Spirit, be with us all evermore. People Amen. DISMISSAL Officiant Lord Jesus, Light of light, you have come among us. People Help us who live by your light, to shine as lights in your world. Officiant Glory to God in the highest. People Amen. Alleluia! The officiating party will recede from the hall accompanied by instrumental music.
The Origins of American Slavery by Philip D. Morgan Princeton University Princeton, New Jersey Antecedents and Models Slavery is often termed "the peculiar institution," but it was hardly peculiar to the United States. Almost every society in the history of the world has experienced slavery at one time or another. The aborigines of Australia are about the only group that has so far not revealed a past mired in slavery -- and perhaps the omission has more to do with the paucity of the evidence than anything else. To explore American slavery in its full international context, then, is essentially to tell the history of the globe. That task is not possible in the available space, so this essay will explore some key antecedents of slavery in North America and attempt to show what is distinctive or unusual about its development. The aim is to strike a balance between identifying continuities in the institution of slavery over time while also locating significant changes. The trick is to suggest preconditions, anticipations, and
Critical Thinking Recognizing Changing Interpretations What changed the long-held theory that Aryan invaders drove out the Harappan people? (HI 5) 7. Drawing Conclusions from Sources What values of a warrior culture does the passage from the Bhagavad Gita express? (
First Line of the Book: “Sophie had only ever stolen one dream.” What to Read Next: by Joseph Marshall by Kristin Bailey by Chris Grabenstein by Lindsay Eagar by Tracy Edward Wymer by Sarah Beth Durst by Natasha Lowe by Joan Bauer Books by this Author: Roar and Sparkles Go to School Additional Resources: Poetry: activity: Storyboard of dream sequence or comic strip, paper mache pet monster, draw and label your pet monster making a dream catcher DYI- Interview with the author: Book Study: Name that Book: “She’d spotted it on the top shelf after her parents left (one to the greocery store and one to tend to a customer).” pg. 1PB ”I don’t believe in the birthday fairy, “ Sophie called back.” pg. 21PB “As soon as she was home, she’d ask her parents-there must be a simple, explanation for both the card and the missing dreamcatchers.” pg. 65PB
My Focus Character: Reading Guide Tuesday, 9/19 Chapter 1: Guided Tour with Mrs. Simmons Understanding Character Analysis Wednesday, 9/20 Chapter 2: Independent Reading Tracking Character Analysis Thursday, 9/21 Chapter 3: Independent Reading Tracking Character Analysis Friday, 9/22 Chapter 4: Independent Reading Tracking Character Analysis Monday, 9/25 Chapters 5: Independent Reading Tracking Character Analysis Tuesday, 9/26 Chapter 6: Independent Reading Tracking Character Analysis Wednesday, 9/27 Chapters 7 and 8: Independent Reading Tracking Character Analysis Thursday, 9/28 Chapter 9 and 10: Independent Reading Tracking Character Analysis Friday, 9/29 Chapter 11 and 12: Independent Reading Tracking Character Analysis 10/2-3 WORK DAYS – Tableaux planning, final project, and process paper Major Project Components and Deadlines Wednesday, 10/4 Completed Story Boards, Wrap Up Project, and Process Paper due Wednesday, 10/4 Tableaux Presentations – Outsiders Day (dress up) As I am reading and viewing, I need to pay attention to how STORY ELEMENTS INTERACT.
Where is the story taking place? What is the time period? What impact the setting (time and place) have on the characters? What are some conflicts we see arising in the first chapter? ____________________________ vs. ______________________________ ____________________________ vs. ______________________________ ____________________________vs. ______________________________ ____________________________ vs. ______________________________ ____________________________vs. ______________________________ OVERVIEW OF CHARACTERS GREASERS SOCS
Lunch will be served afterwards at the Bethlehem Primitive Baptist Church in Purcell, Oklahoma. The Bethlehem Primitive Baptist Church address is listed below: 16958 Horse Ave. Purcell, Oklahoma 73080 From I-35 take highway 74 west / south. Turn left on Horse Avenue and continue south until you see the Church on the left. It is just past 170th Street.
4. Are there any exceptions to these trends? If so, which elements break the trend? Why did you arrange these elements the way you did? 5. Are there any holes or gaps in your arrangement? Where are they? What do you think these gaps might mean? 6. Is there a repeatable pattern that might allow you to predict the properties of “undiscovered” elements? Part 2 Here is a quote by Friedrich Beilstein, a colleague of Mendeleev (who didn’t like the Russian very much): “Mendeleev . . . has prophesied the existence of all sorts of new elements and believes that he needs only to conceive of them in order to have them immediately in the bag. . . . He is in general an odd chap.” (This was a tremendous insult back in the day) Perhaps Mendeleev came back with Перейти к дьяволу (pere iti k’dyavoloo)! Or more informally К Чорту (k’chortu)! However, such evidence came in 1875. The French chemist Paul-Emile Lecoq de Boisbaudran discovered a new element he named gallium. Later, in 1886 a German chemist named Clemens Winkler discovered an element he called germanium. Obtain the second set of cards and see where they fit into your table. Be able to defend your decision. Record your decision in your lab notebook. Add these new elements to your diagram. Part 3 Obtain the third set of cards and determine where they should fit into your table. Be able to defend your position. Record your decision in your lab notebook. Add these new elements to your diagram. Part 3 Analysis Questions 1. After you prepared your periodic tables, you received additional sets of cards to fit into your tables. How did your table change each time you added new elements to your table? 2. How is your table similar to a modern periodic table? How is yours different? 3. How do we explain today the fact that tellurium comes before iodine in the periodic table, even though tellurium has a higher atomic mass than iodine? 4. Mendeleev predicted the existence of gallium and germanium because of the holes in his periodic table. Why do you think Mendeleev did not predict the existence of the noble
Social criticism is when someone points out parts of a society which are not good or need to change. What in our own society is the author criticizing when she describes Jonas’s friends playing war, “grinning” and “suppressing giggles” (166-167)? Chapter 18 What is significant about Rosemary’s name? Chapter 19 How does Jonas’s father behave during the procedure? Why do you think he acts this way? What is the horrible secret Jonas discovers about the meaning of “release”? How does Jonas react when he learns this? Why?
Transdisciplinary Theme WHO WE ARE HOW THE WORLD WORKS SHARING THE PLANET HOW WE ORGANIZE OURSELVES HOW WE EXPRESS OURSELVES WHERE WE ARE IN PLACE AND TIME Concept Change Connection Causation Reflection Responsibility Perspective. Causation Change Central Idea We are individuals and throughout life we grow and change. Living Things have certain requirements in order to grow and stay healthy. Endangered creatures have needs which must be met if they are to survive Safety the responsibility of everybody. We express ourselves in many ways. The food people eat is produced in many places. Lines of Inquiry How we to new and changing environments. How relationships may change over time. Our personal experiences, characteristics and feelings that make us special. How the PYP learner profile influences how we work together. The lifecycle of plants and insects The needs of plants – connection of light, water and growth How do insects and plants need each other to survive? Endangered species Animal adaptation ( camouflage, webbed feet, coverings) The evidence that living creatures have needs which must be met for their survival e.g. (food, water, habitat) How do we know that we have to help and how can we help? Our family to keep us safe. We are safe at school. Community helpers keep us safe. We are responsible for our health and safety. Through different forms of self expression we learn to appreciate others. We will explore and our interests through various arts media, such as singing, drama, dance and visual art, Where different foods come from (geographical and physical influences) How foods are produced around the world. How does culture influence what we eat. Through the six organising themes, the curriculum incorporates five essential elements: Concepts, Knowledge, Skills, Attitudes and Action. What will my child be understanding? 1. Concepts broad concepts and powerful ideas propel the research units, called Units of Inquiry Form: What is it like? Function: How does it work?
reform, while the “good” professionalism is a precondition of that reform. Professions and Professional Mystique The “profession” and “professionalism” have a wide and vague range of meanings, to the despair of sociology, the discipline that has studied the
[her heroes] could ‘do’ law very well . . . they were tongue-tied when it came to explaining and defending their ingrained habitual doings” (p. 231). Can one really “do” law well without being aware of what one is doing? Many intellectuals, including legal intellectuals, including Glendon, have a outlook. They see the present as a degeneration from a golden past rather than as an evolution from a simpler past. They are thus prone to the fallacy of comparing the best of the old with the average of the new.So James Madison, Abraham Lincoln, Elihu Root, and the cousins Hand are taken to be your typical American lawyers before the Fall and are contrasted with the plaintiff’s lawyer in the amputation case. The clock cannot be turned back, especially to a time that exists only in the imagination. It would be refreshing if leading legal thinkers, rather than pining for a lost yesterday, would think about tomorrow. Glendon is fearful of the “swelling ranks of innovators, iconoclasts, and adversarial advocates” in the profession (p. 102). But it is innovators and iconoclasts, rather than nostalgists and stand-patters, who will adapt the law of today to the challenge of tomorrow. She juxtaposes approving references to Burke’s praise of incrementalism and to the American Founders; but the latter were revolutionaries. She quotes with approval Paul Freunds praise of law as the discipline that “teaches us to look through the great antinomies,” such as liberty and authority, “in order to discover the precise issue in controversy, the precise consequences of one decision or another, and the possibility of an accommodation by deflating the isms and narrowing the schisms” (p. 103).16 This is law conceived pragmatically—and also, one might think, innovatively and even iconoclastically—rather than nostalgically.
Nida-Rümelin, N. 2007 “Grasping Phenomenal Properties” in Alter, T., and S. Walter eds Phenomenal Concepts and Phenomenal Knowledge Oxford: Oxford University Press Oppenheim, P. and Putnam, H. 1958 "Unity of Science as a Working Hypothesis" in Feigl, H., Scriven, M. and Maxwell, G. eds Minnesota Studies in the Philosophy of Science vol II Minneapolis: University of Minnesota Press Papineau, D. 1993 “Physicalism, Consciousness, and the Antipathetic Fallacy” Australasian Journal of Philosophy 71:169-83 Papineau, D. 2002 Thinking Consciousness Oxford: Oxford University Press Papineau, D. 2007 '”Kripke's Argument is Ad Hominem Not Two-Dimensional” in Philosophical Perspectives 21: 475-494 Papineau, D. 2010 "What Exactly is the Explanatory Gap?" Philosophia 39: 5-19 Place, U. 1956 “Is Consciousness a Brain Process?” British Journal of Psychology 47: 44–50 Robinson, W. 2015 “Epiphenomenalism” Stanford Encyclopedia of Philosophy Russell, B. 1927 The Analysis of Matter London: Kegan Paul Shea, N. and Bayne, T. 2010 “The Vegetative State and the Science of Consciousness” British Journal for the Philosophy of Science 61: 459-84 Smart, J. 1959 "Sensations and Brain Processes" Philosophical Review 68: 141-56 Stoljar, D. 2006 Ignorance and Imagination: The Epistemic Origin of the Problem of Consciousness Oxfird: Oxford University Press Strawson, G. 2003 “Real Materialism” in Strawson, G. ed Real Materialism and Other Essays Oxford: Oxford University Press Tye, M. 2009 Consciousness Revisited Cambridge, Mass: MIT Woodward, J. 2005, Making Things Happen Oxford: Oxford University Press
I. Huygens-Fresnel principle I.1 Wavefront: It is the leading surface of a wave disturbance Wavefront will be distorted after passing the piece of glass. How to determine the new wavefront ? I.2 Huygens Principle Ref: Hecht, “Optics”, Section 4.4.2 I.3 Huygens-Fresnel Principle Ref: Hecht, “Optics”, Section 10.1