zilongwang/ReadingBank huggingface dataset:
11) Why inflation have occurred at the end of the GUT era? A) Gravity was an extremely weak force at this period in time. B) Large amounts of matter and antimatter annihilated at this time. C) There wasn't enough matter present to slow down the expansion at that time. D) The universe was too small and needed to grow quickly. E) An enormous amount of energy was released when the strong force froze out from the GUT force. Answer: E 12) What direct evidence do we have that the weak and electromagnetic forces were once unified as a single electroweak A) The most advanced telescopes are able to see back to this era in the universe. B) Detectors on have received photons and high-energy particles from this era. C) Temperatures in the center of the Sun can reproduce the conditions during this era. D) Particle accelerators on can reach energies equivalent to the high temperatures of this era and have produced particles predicted by the electroweak theory. E) We have no direct evidence of the electroweak force. Answer: D 13) What happened to the quarks that existed freely during the particle era? A) They combined in groups to make protons, neutrons, and their antiparticles. B) They froze out of the soup of particles at the end of the era. C) They evaporated. D) They combined in groups to make electrons and neutrinos. E) They combined in groups to make W and Z bosons. Answer: A 14) Approximately how long did the era of nucleosynthesis last? A) 10-10 second B) 0.001 second C) 5 seconds D) 5 minutes E) 5 years Answer: D 15) What kinds of atomic nuclei formed during the era of nucleosynthesis? A) only hydrogen B) only helium C) hydrogen and helium and trace amounts of deuterium and lithium D) roughly equal amounts of each of the following: hydrogen, helium, deuterium and lithium E) nuclei of all the chemical elements Answer: C 16) Why is the era of nucleosynthesis so important in determining the chemical composition of the universe? A) All the elements except hydrogen were produced after the era of nucleosynthesis. B) We can observe spectra from this era to determine what the primordial mix of the elements was at the beginning of the universe.
An electron in hydrogen in an energy level, makes a transition down to the second orbit. If the photon emitted has a wavelength of 4.86 x 10 2 nm, calculate the energy level where the electron was initially. In the diagram of a hydrogen atom shown below, draw an arrow to show the jump of an electron that would produce the longest wavelength of visible light? ________________________________ n = 6 ________________________________ n = 5 ________________________________ n = 4 ________________________________ n = 3 _________________________________ n = 2 _________________________________ n = 1 In the diagram of a hydrogen atom shown below, draw an arrow to show the jump of an electron that would produce the shortest wavelength of visible light? ________________________________ n = 6 ________________________________ n = 5 ________________________________ n = 4 ________________________________ n = 3
Turkey Story Self-Evaluation Rate your story in each category below. Be fair and truthful! ☺ • My story is fun to read! It makes the reader laugh or smile or anxious to know what is going to happen. I use suspense in the right places. Excellent (5) Good (4) Average (3) • I have sentence variety. Excellent (5) Good (4) Average (3) Poor (2) Very Poor (1) Poor (2) Very Poor (1) • When the reader reads my story, he/she almost feels like he/she is there because I describe sights, sounds, smells, etc. Excellent (5) Good (4) Average (3) Poor (2) Very Poor (1) • You can tell that this story is told from the point of view of the turkey, and I never switch the point of view. Excellent (5) Good (4) Average (3) • The ending of my story is “clever”. Excellent (5) Good (4) Average (3) Poor (2) Very Poor (1) Poor (2) Very Poor (1) • I took time on the word choice in this story (strong verbs, similes/metaphors, adjectives, imagery). Excellent (5) Good (4) Average (3) Poor (2) Very Poor (1)
Information from previous school / phases Information from parents Information on progress and behaviour Students own perceptions of difficulties Information from Health / social services Information from other agencies such as Connexions Service, Educational Psychologist, Learning Support Services, Community Paediatrician, School Doctor and Social Services Teaching SEND students is a responsibility. The core of the teachers’ work involves a continuous cycle of planning, teaching, and assessing, taking into account the differences in students’ abilities, aptitudes, and interest. Some students may need increased levels of provision and support this information is available to all staff on the Inclusion Website. The Code of Practice advocates a graduated response to meeting students’ needs. When they are identified as having SEND, the Academy will intervene through SEN Support as described below. SEND CODE OF PRACTICE SEN SUPPORT SEN Support is characterised by a sustained of support and, where appropriate, the involvement of external services. Placement of a student at this level will be made by the SENDCo / Head of House after full consultation with parents. External support services will advise on targets for a new IEP and provide specialist inputs to the support process. The SENDCO or Head of House will be the key worker. SEN Support intervention will usually be triggered through continued concern, supplemented by evidence that, despite receiving differentiated teaching and a sustained level of support, a student: Still makes little or no progress in specific areas over a long period Continues to work at National Curriculum levels considerably lower than expected for a child of similar age Continues to experience difficulty in developing literacy / Numeracy skills Has emotional / mental problems that often substantially impede own learning or that of the group, and this may be despite having an individualised behaviour management programme Has sensory or physical needs requiring additional specialist equipment or visits / advice from specialists Has communication or interaction problems that impede the development of social relationships, thus presenting barriers to learning External support services will require access to students’ records in order to understand the strategies employed to date, and the targets set and achieved. The specialist may be asked to provide further assessments and advice, and possibly work directly with the student. Parent/carer consent will be sought for any additional information required. The resulting SEN Plan will incorporate specialist strategies. These may be implemented by the subject
Prompts: Fast food is a favorite among teens. Think about your favorite fast food restaurant. Write to explain why it is your favorite fast food restaurant. We all get angry at times, but different people react in different ways. Some people show their anger openly, and some hide it within themselves. Explain and describe what you do when you get mad. Everyone has to make choices in life. Think about an important decision you have made in life. How did the consequences of your decision affect you, others, and your life overall. Use details and examples to explain the event and its effects. Setting Idea Sensory Details (include sight and sound and try for one of taste, touch, or smell) Introduction with Setting as a Hook Directions: Describing the setting of an event can be a powerful way to write an interesting hook or lead in both fiction and nonfiction. Choose a prompt for which setting would make an effective lead and brainstorm sensory details for your description. You may choose from the prompts below or you may create your own. Draft an introductory paragraph with a lead that incorporates a description of the setting and entices readers to read on. Prompts Every year there are some students who drop of out of school. Explain what you believe the main reasons are that students drop out of school. We spend a great deal of time at school. The learning environment in the school can make a great impact on our success as students. Suggest one improvement your school could make to its learning environment and give reasons to support the improvement. Settings Idea Sensory Details (include sight and sound and try for one of taste, touch, or smell) Introduction with Setting as a Hook
Please check your child’s bag each Thursday for information and flyers. This is another very important form of communication with parents. SCHOOL INSTAGRAM A picture is worth a thousand words. We have an Instagram account at Bethany Elementary. Follow us at “bethanybroncho” to receive picture updates of the great things our students are doing. ATTENDANCE LINE If your child is absent from school, please make sure to call the attendance line to let us know why they are absent so we can update their attendance. For the PreK and Kindergarten call the Early Childhood Center (ECC) at 499-4645. The number for 1st-5th grade is 405-499-4623. It may be helpful to create a contact in your phone with this number. BRONCHO BRANDS We give Broncho Brands to students their Broncho best. This is a system of rewarding students for being “Ready, Responsible and Respectful”. Each day we will announce the students who were caught being their Broncho Best from the previous day. Those students will be featured in a PowerPoint that day. All recipients will also have an opportunity to win a special reward with the Principal. Be sure to congratulate your child for receiving a Broncho Brand! Bennett Holdeman Jax Slaton Emelia Johnstonbaugh Neely Huntington Paula Navarro Owen Fine Blake Hull Elliott Thatcher Molly Varnell Cylas Morrow Morgan McNutt Justin McDaniels Brayleigh Walker Roxie Lamb Cambria Morris Kaiden Sigler Hudson Manning Gaby Baxter Caroy Smith Ellie Hungerford Taleigh Leo Serna Brooklyn England Campbell Buck Coleton McCann Sam Esteban Ramos Emma Williams Marcico Petties Ashley Menjivar Kye Hunter Kaleb Wire Connelly Copeland Reese Brobston CALM WATERS GROUPS
8- Exceeds 7- Meets 6- Improving Incomplete/ No Progress Bucket List & List of Action Steps Bucket List exceeds minimums in quantity, in the action steps, or in the narrative explanation of items chosen; action list may also include researched facts. List of at three “Bucket items” is made thoughtfully; list of action steps clearly informs a reader how accomplish the task in a realistic, detailed, and complete manner. 1 criterion to meet the standard is not fully or consistently met at grade level. or more criteria to meet the standard are not met or are below grade level. Research Question(s) and Notes Student developed a focused research question (or set of questions), which could result in valuable information about the Bucket List task chosen. Student took detailed notes in Noodle Tools in an organized and effective way. Student developed a research question (or set of questions), could result in information about the Bucket List task chosen. Student took notes in Noodle Tools in an organized and effective way. Student developed a research question (or set of questions), which could result in limited information about the Bucket List task chosen. Student took limited notes in Noodle Tools and/or the notes were not organized. Student did not develop a quality research question (or set of questions. Student did not take notes in Noodle Tools in an organized and effective way. Credible Sources & Plagiarism Student exceeds minimums in quantity of sources, MLA citation styles, or incorporation of facts into the infographic and/or Bucket List. Student uses at least one credible source to confirm action steps, and URL is included; paraphrasing or direct quoting is used to avoid plagiarism as needed. 1 criterion to meet the standard is not fully or consistently met at grade level. 2 or more criteria to meet the standard are not met or are below grade level. See additional rubric – up to 27 points Infographic Rubric
Turn-In Guidelines Effort Considerations Self-Assessment Rubric Bucket List NoodleTools Notes and Citations Documents are printed and ready on time Docs shared with teacher Formatting guidelines met Minimum length met Proofreading evident What did you do well? What should/could you still revise? What have you learned? Teacher Comments:
The Business of Social Work Opportunities and Challenges for Self-Employed Social Workers 25-26 August 2017 Day one: Friday August 25th 0830 - Registration 0900 - Welcome and Workshop Opening – Doug (Qld), Lynne Harrold (NSW) and David Hunnerup (Tas) - “The current state of play in self-employed social work” - Social Workers in Private Practice (SWiPP) National Forum 0920 – Friday Keynote speaker – Dr Mark Glazebrook (Vic) - is everyone? A tale of a lone social worker who got lost and then found in the business world” 1000 – Issues Panel – Opportunities for Self-employed Social Workers – hosted by David Hunnerup; panel includes private practitioners working in Mental Health, EAP sector; Disability; Aged Care, supervision, various consultancies. 1040 - Morning tea 1100 -12.00 Concurrent Workshops Workshop 1 11.-11.30 – Lynne Harrold- Presenting an innovative model for service delivery to the Aged in the community - 11.30-1200-- Cheryl Lasarow (Group Links National) in-reach to residential aged care facility residents Workshop 2 – 11-11.30 -Michelle Trudgen: My model of working with EAP; 11.30-12.00 -Working with the Chinese Community – Amy Yuen (Vic) Serenity Life Balance) – 12.00-12.30-Jane Wexler: The philosophy of your business and why it matters 12.00 Medicare matters: AASW to confirm 1230 - Catered Lunch 1310 – Marketing Social Work – Suzanne Doorakkers (Vic) – Marketing Ourselves – a challenge for social workers. 1330 - Concurrent Workshops Workshop 1 - Brooke Kooymans (Qld) NDIS Part 1 – Opportunities within the NDIS system for Social Workers Workshop 2 – Julie Cave (Qld) Digital Marketing – Hands on approach to digital marketing through the eyes of a marketing consultant 1500 – Afternoon Tea 1530 – Resume Concurrent Workshops Workshop 1 - Brooke Kooymans NDIS Part 1 – opportunities within the NDIS system for Social Workers Workshop 2 – Marketing – hands on approach to digital marketing 1630 - of Day 1 Day Two: Saturday August 26th
The answer from the division problem was , which is an improper fraction. To convert from an improper fraction to a mixed number use the SHIFT SD button to access the function. Input 26 21 right arrow SHIFT SD Your screen should look like: To convert back to an improper fraction just press SHIFT SD again. To input a mixed number, you just need to press SHIFT and the fraction key to access the mixed number option. is input by pressing 3 SHIFT 3 down arrow 4 To work with mixed numbers and proper fractions, you just need to input each using the appropriate buttons. Let’s work Input 2 SHIFT 1 down arrow 4 right arrow 2 5 right arrow = Your screen should look like: SHIFT SD yields 5 Decimal/Fraction Conversions These are the buttons we will be using to work with decimal conversions. There are times the decimal rather than the fractional value is needed. To convert a fraction to a decimal or back the = button must be pressed before pressing SD To change 5 to a decimal, input the mixed number as above: 5 SHIFT 5 down arrow 8 right arrow and then press = which changes the fraction to improper form. Now press SD and the answer will change to a decimal. Your screen should look like: If you press SD again the answer reverts to the improper fraction . Suppose the fraction does not represent a terminating decimal?
The red haired boy’s eyes widened with admiration. “I think this will be just as tough,” he said, without conviction. “I doubt it,” Jerry scoffed. “But it’ll probably help build your confidence.” The thrill seekers were led to their places by the Whirl-Away attendance, and strapped into the spokes of the machine in upright standing positions. Again, there was an announcement over the public address system. It was the usual drivel that Jerry hardly heard. was relaxed: a calm smile played over his lips. He settled back, ready to enjoy this new experience to the fullest. The Whirl-Away began to vibrate, its engines whooshing like a great wind storm. The structure throbbed and gained speed until the passengers near the rim were moving at about two hundred miles an hour. Answer the following constructed response question: What does the story foreshadow? Give two details from the story. Jerry was thinking of the stories he’d tell his classmates at school tomorrow. How he took on the Thunder Clapper and the Whirl-Away, straight off. “You take the meanest ones first,” he would tell them. The Whirl-Away, spinning at an ever-increasing, rose three hundred feet off the ground. Jerry became aware of a dizzy sensation. The then sense of motion ceased, and suddenly he was free of movement and sound. He was in the air, hurtling headlong downward. “It isn’t fair!” he tried to shout. “They said one in eight—one in eight!” Men from the pit moved into position with their black plastic bags. But Jerry did not see them; nor was he conscious when he ceased to the earth, meeting it face to face at almost the speed of sound.
Court TV: “The Cask of Amontillado” by Edgar Allan Poe Name_____________ This week’s episode: The Trial of Montresor. In this week’s episode of Court TV, Montresor is on trial for the murder of Fortunato. Part I. The Evidence. Prosecution: Imagine that you are the prosecuting attorney assigned to prosecute Montresor for the murder of Fortunato. You are seeking the death penalty because you are trying to prove that Montresor committed “premeditated murder.” A premeditated crime is: “characterized by fully conscious willful intent and a measure of forethought and planning” meaning that Montresor was fully aware of what he was doing and planned the murder beforehand. Outline the evidence that you will present to prove your case that Montresor knowingly planned to kill Fortunato. Defense: Imagine that you are Montresor’s high-priced defense attorney to defend him against the charges presented by the state of premeditated murder. The only catch is, is that you only get paid the big bucks if you can get Montresor off the hook with a verdict of innocent. Respond to the evidence presented by the prosecution and then outline the evidence you will present that will prove Montresor innocent of all charges. Part II. Closing Arguments. Next, write a paragraph on a separate sheet of notebook paper that will be your closing argument to the jury. Remember that your closing argument should review the evidence and indicate either Montresor’s guilt or innocence. Select at least three pieces of evidence to discuss in your paragraph. The purpose of your paragraph is to persuade the jury to vote either guilty or innocent.
Leadership Group member assumed leadership in an appropriate way when necessary by helping the group stay on track, encouraging group participation, posing solutions to problems, and having a positive attitude. Group member sometimes assumed leadership in an appropriate way. Group member usually allowed others to assume leadership or often dominated the group. Group member did not assume leadership or assumed it in a nonproductive manner. Listening Group member listened carefully to others’ ideas. Group member usually listened to others’ ideas. member sometimes did not listen to others’ ideas. Group member did not listen to others and often interrupted them. Feedback member offered detailed, constructive feedback when appropriate. Group member offered constructive feedback when appropriate. Group member occasionally offered constructive feedback, but sometimes the comments were inappropriate or not useful. Group member did not offer constructive or useful feedback. Cooperation member treated others respectfully and shared the workload fairly. member usually treated others respectfully and shared the workload fairly. member sometimes treated others disrespectfully or did not share the workload fairly. Group member often treated others disrespectfully or did not share the workload fairly. Time Management member completed assigned tasks on time. Group member usually completed assigned tasks on time and did not hold up progress on the projects because of incomplete work. Group member often did not complete assigned tasks on time, and held up completion of project work. Group member did not complete most of the assigned tasks on time and often forced the group to make adjustments and changes to accommodate missing work. Catapult Project Rubric & Grading Sheet Deductions Catapult (30 points) Ready to go on time (4) Sized appropriate (2) Quality of Construction (10) ______ ______ ______
War about to erupt. 10. 1855 – Bloody Kansas The Kansas-Nebraska Act set off bitter violence in the Kansas territory. More than 200 people died over the issue of slavery. The area became known as _______________ Kansas. Anti-and pro-slavery forces set up governments. The town of Lawrence was destroyed by pro-slavery forces. Effect: Little room left for __________________. Both sides willing to __________ for their beliefs. 11. 1857 – Dred Scott Supreme Court Case Dred Scott was a _________ who claimed that because his master had taken him to the free territories of Illinois and Wisconsin, he should be ___________. The Supreme Court ruled that because Scott was not considered a ___________, but property, he had nor rights and could not file a __________. The Court also ruled that ____________ had no power to decide the issue of slavery in the territories. This meant that slavery was legal in all the territories and the Missouri Compromise was __________________________. Effect: The issue of slavery reaches a boiling point. Becomes a ____________ issue in north and ___________________ issue in the south –NO MORE ROOM FOR COMPROMISE! 12. 1859 – Harper’s Ferry and John Brown John Brown and a group of _________________ organized a raid on Harpers Ferry, Virginia, a federal _____________ (a place where weapons and military equipment is stored or made.)
Music Licensing/copyright It is usual to print just the words of hymns/songs in a service sheet, indicating the name of the composer on the bottom left & the name of the lyricist on the right hand side. Places of worship – The singing/playing of songs/ hymns is often covered under the CCL (Christian Copyright Licencing) Ltd. Speak with the administrator at the place of worship about this. At the back of the service sheet you should write the following: The hymns and songs in this service are covered by CCL (Christian Copyright Licencing) Ltd and are reproduced under CCL No 1040271 & MRL No.1040288. Community buildings Anyone organising a Thanksgiving service in a community building must check that the premises they are using for the service have a PPL & PRS licence before undertaking any musical or performance activities – see below: Copyright law exists to protect music, and affects all premises, including those owned or used by Girlguiding. Owners of premises including community buildings church halls and village halls etc.; must register and pay for a licence to enable users to play any kind of music, show television programmes or films. A joint licensing scheme; applicable to community buildings; is in place covering both the Performing Rights Society (PRS) licence – the copyright fee for composers and publishers when their music is played live or played as a recording at events and the Phonographic Performance Ltd (PPL) licence covering the copyright fee for record producers when recorded music is played at a public event. For further information about copyright see: The girlguiding website: .
Instruction Modeling and explaining the featured grammar skill Students should, in grades 6-8, learn about sentence structure, diction, semicolons, punctuation and how the use of specific language and punctuation can convey specific meanings. Students may not have explored using punctuation in terms of purposeful inclusion in order to impact meaning. Students may not have an understanding of the choices they have in punctuation and syntax and how those choices ultimately create meaning. In this particular lesson, the teacher will not model the featured skill. Students will engage in a close reading of “The Censors” by Luiza Valenzuela in order to determine the usage and impact of the grammatical conventions. This lesson guides students to discover the impact of usage in a piece of writing. For students to become well acquainted with the text, multiple opportunities to read the selection will be necessary.
Reich, Gary and Jay Barth. 2012. "Immigration Restriction in the States: Contesting the Boundaries of Federalism?" The Journal of Federalism 422-448. Reimers, 1996. Natives and Strangers: A Multiculture History of Americans. New York: Oxford. Richard, Lamn. 2006. Two Wands, One Nation: An Essay on Race and Community. New York: Fulcrum Publishing. Rose, Peter. 1997. They and We: Racial Ethnic Relations in the United States. New York: McGraw-Hill. Ruscher, Janet. 2001. Prejudiced Communication. New York: The Guilford Press. Shore, Boris. 2014. "How U.S. State Legislatures are Polarized and getting more Polarized." The Washington Post, January 14: www.washingtonpost.com,/blogs. Sorens, Jason, Fait Muedini and William Ruger. 2008. "U.S. State and Local Public Policies in 2006: A New Database." State Politics and Policy Quarterly 309-26. Squire, Peverill. 1992. "Legislative Professionalization and membership Diversity in State Legislatures." Legislative Studies Quarterly 69-79. State, Colorado Secretary of. 2006. Colorado Title Board Initiatives. Denver: Colorado State Government. Stewart, Julie. 2012. "Fiction Over Facts: How Competing Narrative Forms Explain Policy in a New Immigration Destination." Sociological Forum 591-616. Suro, Robert. 2006. 2006 National Survey of Latinos. Washington, C.C.: Pew Research Center . Tancredo, Tom. 2004. "Immigration Presentation." Colorado University-Pueblo. Tichenor, Daniel. 2002. Dividing The Politics of Immigration Control in America. Princeton: Princeton University Press. Vestal, Christine. 2006. Strictest Immigvration Laws Put To Test. Washington, D.C.: Pew Charitable Trusts. Vock, Daniel. 2013. After Years of Defeats, Immigrants Win Big State Victories. Washington, D.C.: Pew Charitable Trusts. Washington, April. 2006. "Immigration Law Under Security: Public Benefits Rules are Overzealously Enforced, Senators Say." The Rocky Mountain News, December 8.
Afansy Ivanovitch Svidrigaïlov (also called Arkady) Svidrigaïlov is a Lithuanian prince from medieval Russian history, Dounia’s former employer Marfa Petrovna Svidrigaïlov Svidrigaïlov’s wife Alyona Ivanovna (no family name stated) A pawnbroker Lizaveta Ivanovna (no family name stated) The pawnbroker’s sister Porfiry Petrovitch (no family name stated) Chief of the criminal investigation department Andrey Semyonovitch Lebezaitnikov A government clerk Alexandr Grigorievitch Zametov Zametit’ means to notice Head clerk at the police station and a friend of Razumihin Nikodim Fomitch District superintendent of police Zossimov A doctor Ilya Petrovitch A superintendent of police Amalia Fyodorovna Lippevechsel The Marmeladov’s landlady Praskovya Pavlovna (affectionate, Pashenka) Raskolnikov’s landlady Nastasya Petrovna A servant and cook
The Charge Of The Brigade by Alfred, Lord Tennyson Memorializing Events in the Battle of Balaclava, October 25, 1854 Written 1854 Half a league half a league, Half a league onward, All in the valley of Death Rode the six hundred: 'Forward, the Light Brigade! Charge for the guns' he said: Into the valley of Death Rode the six hundred. 'Forward, the Light Brigade!' Was there a man dismay'd ? Not tho' the soldier knew Some one had blunder'd: Theirs not to make reply, Theirs not to reason why, Theirs but to do & die, Into the valley of Death Rode the six hundred. Cannon to right of them, Cannon to left of them, Cannon in front of them Volley'd & thunder'd; Storm'd at with shot and shell, Boldly they rode and well, Into the jaws of Death, Into the mouth of Hell Rode the six hundred. Flash'd all their sabres bare, Flash'd as they turn'd in air Sabring the gunners Charging an army while All the world wonder'd: Plunged in the battery-smoke Right thro' the line they broke; Cossack & Russian Reel'd from the sabre-stroke, Shatter'd & sunder'd. Then they rode back, but not Not the six hundred. Cannon to right of them, Cannon to left of them, Cannon behind them Volley'd and thunder'd; Storm'd at with shot and shell, While horse & hero fell, They that had fought so well Came thro' the jaws of Death, Back from the mouth of Hell, All that was left of them, Left of six hundred. When can their glory fade? O the wild charge they made! All the wonder'd. Honour the charge they made! Honour the Light Brigade, Noble six hundred!
Period__________________________ Date__________________________ The Chemical Basis of Life Keystone Questions of the Day, Day 4 In which of the following are lipids found? in biological membranes in some vitamins and steroids in saturated and unsaturated fats all of these _____ Nucleic acids, proteins, and other large biological molecules are known as polymers because they contain many small, repeating subunits bonded together. they all contain only ionic bonds. they are the base units used in the formation of plastics. they all have the capability of functioning as enzymes. Name__________________________
strength of our analysis and assessments come from the interactions and interviews we were able to conduct. We were able to view the culture of the Chicago Bulls as an organization firsthand and see how “many people” within the franchise with “one attitude,” allow for near-perfect execution of their mission to “dazzle our fans and sponsors,” (Chicago Bulls Mission Statement, 2012). Work Cited Chicago Bulls charities. (2012). Retrieved from http://www.nba.com/bulls/community/chicagobullscharities.html Chicago franchise index. (2012). Basketball-Reference. Retrieved November 21, 2012, from http://www.basketball-reference.com/teams/CHI/ Chicago Bulls mission statement. (2012). The Official Site of the Chicago Bulls. Retrieved October 15, 2012, from http://www.nba.com/bulls/news/mission_statement.html Chicago Bulls team directory. (2012). The Official Site of the Chicago Bulls. Retrieved October 15, 2012, from http://www.nba.com/bulls/chicago-bulls-staff-directory.html Colquitt, J., Lepine, J., Wesson, M. (2013). Organizational Behavior: Improving Performance and Commitment in the Workplace. NY, NY: The McGraw-Hill Companies, Inc. Isaacson, M. (2012). A Reinsdorf for the next generation. ESPN Chicago. Retrieved November 20, 2012, from Michael Jordan. (2001). NBA.com. Retrieved November 21, 2012, from http://www.nba.com/jordan/ Phelan, A. (2012, Nov. 13). Leadership: Power and Politics. [PowerPoint slides]. Retrieved from ctools.umich.edu Year-by-year history of the Chicago Bulls. (2012). The Official Site of the Chicago Bulls. Retrieved November 21, 2012, from Appendix A: Interview Protocol What is your job title? Give an explanation of what your job entails. How long have you been with the Bulls?
Read carefully Passage B – The City, Our Stepmother in the reading booklet insert. Then answer Question 3(a) and (b) on this Question Paper. Question 3 Answer the questions in the order set. Notes What are the things that are unpleasant about Parvati’s journey to and from work, as described in Passage B? Write your answer using short notes. You do not need to use your own words. (b) Summary Now use your notes to write a summary of the things that are unpleasant about Parvati’s journey to and from work, as described in Passage B.
adversity Americans can join together regardless of stereotypes and bigotry to create a more just and democratic society. Sources: McAdoo Cultural Center. Green McAdoo Cultural Organization, n.d. Web. 18, July 2014.< http://www.greenmcadoo.org/index.html> “Clinton High School.” TN4me.org. Tennessee State Museum, n.d. Web. 18 July 2014. < http://www.tn4me.org/article.cfm/a_id/111/minor_id/26/major_id/11/era_id/8> “The Clinton 12.” NEAABS You.Tube site. National Education Association, n.d. Web. 18 July 2014. <http://www.youtube.com/watch?v=tvOJRQPKmE4> “Clinton Desegregation Crisis.” Tennessee Encyclopedia of History and Culture. 1st edition 1998. Print. The Clinton 12 and the Integration of Clinton High School Refer back to the text to inform your responses to the following questions. Are you surprised that the students were willing to be the first African American students to integrate into Clinton High School? Why would integration have been a difficult process for the Clinton 12?
THANKS~GIVING POETRY from Service on Nov. 18th I am grateful for: Mom & Dad Sharing Family Sharing Pizza Eating Strawberries Loving Lincoln Loving Louisville Singing Our Home Sleeping The Ocean Swimming Church Singing School Sharing Music Singing Wind Blowing Home Loving Friends Sharing Food Cooking Neighbor Helping Family Laughing Job Talking Butterfly Seeing Animals Laughing Trees Loving Grass Searching Space Dancing Water Praying God Praising Family, home Speaking, talking Community Encouraging Books Laughing Power Rangers Helping Music Joining Ancestors Appreciating Sun Working Together Family Calling Writing Hugging Unity Listening SMUUF Laughing Quilts Donating Hometown Donating Home Cooking Books Sharing People Sharing Family Laughing Friends Playing Family Hugging Husband Laughing Boyfriend Paying Attention Son Thinking Sister Loving Friends Kayaking Teachers Creating Cats Meditating Dogs Singing Trees Caring Church Giving Food Thanking Home Cooking Food Sharing Wine Cooking Blankets Reading Earth Playing Daddy Hugging Our Home Cleaning Baseball Baseballing Family Hugging Home Thanking Family Appreciating Leon Playing Money Eliing Vacation Arranging Friends Building School Eating Gardner Loving Vacation Starting We Are Grateful Sun Laughing Pets Singing Friends Hugging Good Food Caring Family Baking Good Health Traveling Art Sharing Shopping Parties Family Giving Rainbows Playing Food Caring Kittens Laughing
Some advisers though that the Western powers have to give way because the 2 million people in West Berlin would starve as long as the roads out of Berlin remained blocked. Another view was that tanks should blast a way through the blockade. General Clay, the leading military American expert was keen to send his troops down the autobahn towards Berlin. This could easily lead to a full scale war with the USSR. So they decided on a middle course: to keep the city supplied by aircraft. To people in the West Stalin seemed to be acting with great aggression and the attack on Berlin looked like the first step towards a communist march westwards. To President Truman it was a test of the new policy of containment: the USSR would not be allowed to take over West Berlin. In May 1949 the Soviet authorities called off the blockade. The airlift was a triumph for the American and British air forces. During the airlift British and US planes flew nearly 200,000 missions to Berlin. Over 1.5 million tons of food, fuel and equipment was sent to Berlin. By the spring 1949, aircraft were landing in West Berlin every 3 minutes and 8000 tonnes of supplies were being flown in a day. 79 British and American pilots were killed in accidents – costly to the allies in financial and human terms. Ended the ill feeling between USA and Germany. West had shown how determined it was to resist communism. GO CONTAINMENT! A divided Germany: Western zones, including West Berlin = Federal Republic of Germany (formed in May 1949) USSR zone with a communist government = German Democratic Republic (formed in October 1949) NATO! The blockade accelerated moves towards a powerful, pro-Western in most of Germany. West Germany held its elections in august 1949, where the Christian Democrats won the majority. Its leader Konrad Adenauer hated communism and believed very strongly in linking West Germany to the USA and Western Europe. This was the last think Stalin wanted – the idea of a powerful capitalist German state made him feel très insecure. The Western allies formed the Atlantic Treaty Organisation in April 1949. NATO
9) You will then be directed to the “Family” page. In order to fill this information out you must specify: information about both of your parents and all of your siblings including marital status, educational background, and occupation. Once you have completed this information click the “Save & Next” button to continue. 10) You will then be directed to the “Academics” page. In order to fill this information out you must specify: name and location of the school you currently attend, school counselor or advisor’s contact information, and current year courses. You must look up your school’s specific CEEB/ACT code by clicking the “Look up” link below the box that requires you to input the code. If you cannot find your school’s CEEB/ACT code, contact your school counselor directly and ask them for the code. (Sometimes new schools cannot be found in the system, so it is crucial that you ask a counselor). Once you have completed this information click the “Save & Next” button to continue. 11) You will then be directed to the “Tests” page. In order to fill this information out you must specify, self-report your scores from the following tests (if you took them): ACT, SAT Reasoning, SAT Subject, AP/IB, TOEFL/IELTS/MELAB. Be sure to note the tests required for each institution to which you are applying; some institutions do not require official scores until the application is accepted. However, the official scores from the appropriate testing agency should be submitted to each institution as soon as possible. Once you have completed this information click the “Save & Next” button to continue. 12) You will then be directed to the “Activities” page. You will be asked to “list your principal extracurricular, community, volunteer and family activities and hobbies in the order of their interest to you. Include specific events and/or major accomplishments such as musical instrument played, Varsity letters earned, etc. To allow [admissions directors] to focus on the highlights of your activities, please complete this section even if you plan to attach a resume. You can use the ‘Add activity’ button
In “The Company Man,” Ellen Goodman attacks, through an ironic and impersonal tone, the inhuman nature of the business world, and stresses that family is much more important than working hard for a company. First Body Paragraph: Throughout the piece, Goodman maintains a sardonic tone through her impersonal, repeated description of Phil, placing emphasis on ideas that help satirize his lifestyle. Second Body Paragraph: Similarly, throughout the piece, Goodman incorporates varying syntax as she reveals a lack of passion for Phil’s legacy. Conclusion: In “The Company Man,” Ellen Goodman employs an impersonal, sardonic tone that, along with repeated descriptions of Phil and varying syntax, demonstrates her disdain for the American business world as a work-obsessed, unfeeling society. “The Company Man” Blurb: In “The Company Man,” Ellen Goodman satirically examines the life of Phil, a workaholic who prioritized work and thus developed an impersonal relationship with his family. Body Paragraph 1: One way Goodman conveys her attitude toward Phil is through the diction that presents a dark and harsh image of Phil. Body Paragraph 2: Not only does she present a dark tone, Goodman also uses punctuation and syntax to emphasize her sarcasm and irony. Body Paragraph 3: In addition to the syntax, Goodman also includes many details to invoke pity for Phil’s family and thus presents a colder image of Phil. Bhoomi, Robin, Alexa, and Kim Introduction: In her essay The Company Man, Ellen Goodman evokes pity for the workaholic, Phil, but also demonstrates her disdain for what the “Important People” or corporate America has turned him into.
120 4/03 Making Medieval Mead, or Mead Before Digby Includes 22 recipes from sources dating to before 1600, and 22 more from the early 17th century 121 10/03 European Woodworking 600-1600 C.E. 122 1/04 Falconry 123 4/04 Lo Spozalizio del Mare: "The Wedding with the Sea" 124 7/04 Elle S'Habille en Bliaut: Haute Couture of the 12th Century 125 10/04 Greyhounds and Coursing in the SCA 126 1/05 Good Jakkes of Defense The Historical Development and Construction of a Jack of Plate 127 4/05 Techniques of Medieval and Renaissance Painting 128 7/05 A Polish Miscellany
The Complete Deacon Blue, Ricky Ross and McIntoshRoss Discography Dignity Format Catalog Country Details 7" DEAC 1 UK copies shrink wrapped with free cassette XPC 4011 7" N/A UK Mayking Records Ltd, double A side test pressing 7" 650507 7 HOLLAND 7" ARIC 2116 SPAIN Live recording, one sided promo, custom CBS Sleeve 7" 650507 7 SPAIN One sided promo 7” 650507 7 PORTUGAL 7” 650507 7 AUSSIE 7" 38-07755 USA USA Demo, custom CBS sleeve 7” SSC 6021 SOUTH AFRICAN 7” 650507 7 New Zealand 12" DEAC T1 UK 12” 654648 7 HOLLAND 12” 650507 6 AUSSIE Sample record 12" DEAC T1 UK White label test pressing, custom white sleeve CASS N/A UK 4 track promo which convinced Gordon Charlton to sign the band CASS N/A UK 2 track promo in 'Sound Basement' sleeve CD CSK 1047 USA CD blue and silver coloured available
Whatever You Say, Say Nothing Format Catalog Country Details LP 473527 1 UK CASS 473527 4 UK CASS Hit Factory UK Full promo, with different running order CASS UK 5 promo CASS ADC 53755 USA Full album promo in unique colour picture sleeve with different running order CD 473527 2 UK CD XPCD 252 UK Full album promo digipack CD CHAOS 53755 USA Different sleeve CD ESCA-5696 JAPAN With lyric insert, in Japanese and English!! Minidisc 473527 3 UK Whatever You Say, Say Nothing (Deluxe 2 CD + DVD Edition) Format Catalog Country Details DBL CD/DVD EDSG 8022 UK Our Town - The Greatest Hits Format Catalog Country Details DBL LP 476642 1 UK CASS 476642 4 UK CD 476642 2 UK CD 476642 6 UK Limited gold edition with slipcase CD 88697071752 UK Slider pack CD ESCA-5957 JAPAN Also available as a promo CD 476642 2 TAIWAN With obi strip
Radio Shows Format Catalog Country Details DBL LP #88-13 USA Westwood One - Glasgow 2.4.88 LP CN 5375/S UK BBC Transcription disc - Hammersmith 25.5.89 LP CN 5607/S UK BBC Transcription disc - Glastonbury 24.6.90 ACETATE N/A UK CEC management Braendam gig CD mastered by Jim Prime Official Live Albums Format Catalog Country Details CD TCDM 9418 UK The Mix – 4 2 CD TPL CD N/A UK Tsunami Relief Scotland CD N/A UK Concert Live Glasgow 11 track Promo 30CD N/A UK 2006 Concert live 15 album set 8CD N/A UK 2007 Concert live 4 album set DVD/CD P3MCD022 UK 2007 Edinburgh live DBL CD CDLHN90 UK Cornbury festival 2011 Bootlegs Live In London Format Catalog Country Details LP Renegade Records BIBL028 UK 12 track - Hammersmith Odeon 25/5/89 At Closing Time Format Catalog Country Details CD RPCD 1062 ITALY 16 track - Paris 21.9.91
Criteria 4 3 2 1 Exemplary Proficient Needs Improvement Unacceptable Evidence Cited There are 3 sounds reasons from the text that work to support the argument. There are at least 2 pieces of evidence from the text that work to support the argument. There is only one piece of evidence from the text that works to support the argument. There is no clear evidence from the text that works to support the argument. Well-written Argument (cohesiveness, transitions, free of grammatical errors, etc…) The argument flows well and has transitions when needed. The argument is free on grammatical errors. The argument is easy to follow and has appropriate transitions. There are few grammatical errors. The argument has few transitions and grammatical errors are kind of distracting. The argument is hard to follow and grammatical errors distract from the reading of the text. Following of writing prompt and directions (length, letter format, etc…) The argument meets the required length and follows the topic exactly. The argument is close to/meets the required length and most points follow the topic. The argument has at least two full paragraphs and sort of follows the topic. The argument is short of the required length and does not closely follow the topic. Presentation of argument The speaker presents a sound argument and evidence is relevant to the claim. The speaker presents a clear argument and most evidence is relevant to the claim. The speaker’s argument is a little hard to follow and some of the evidence is relevant to the claim. The speaker’s argument is incomprehensible and none of the evidence is relevant to the claim. Assignment Rubric: Defending or Prosecuting
During the sentencing phase in his courtroom, Judge Jones gives a little speech to all the defendants who are found guilty of a crime. He does this to explain to the defendants the goals and the philosophy of punishment. 36. Jane is being sentenced for the crime of vehicular manslaughter. She got into a car accident one morning while she was texting her boyfriend and driving on her way to work. The judge wants to use Jane as an example that texting while driving is very dangerous. He sentences her to five years in prison hoping that others will be discouraged from also texting while driving. The goal of Jane’s punishment is: a. deterrence b. incapacitation c. rehabilitation d. restoration ANS: A REF: 7 37. Jerry was found guilty of armed robbery. This is his fourth conviction for the same crime and he appears to be getting more violent in his attempts. Judge Jones tells Jerry that he is too dangerous to remain free in society and he must be sentenced to prison to restrain him. Judge Jones’ reason for his 25 year prison sentence is: a. deterrence b. incapacitation c. rehabilitation d. restoration ANS: B REF: 8 38. Janice plead guilty to grand theft and forgery. She has an addiction to prescription painkillers and stole money from her employer to support her addiction. Judge Jones believes that Janice should be helped and treated rather than condemned and punished. He sentences her to a residential drug treatment program under the supervision of a probation officer. This sentence is based on the goal of sentencing of: a. deterrence b. incapacitation c. rehabilitation d. restoration ANS: C REF: 9 39. Sam is a twenty year old college student. He was out one night with some friends. He succumbed to the peer pressure of his new friends and they decided to vandalize vehicles by smashing in the windows and slicing the tires. Sam has never been in trouble before. His friends with him that night all had lengthy criminal records. The judge decides not to cast out Sam from society. He wants to give Sam the opportunity to remain in good standing and continue with college. Sam is sentenced to community service and is required to pay for the damage of the vehicles. This sentence is based on the goal of: a. deterrence b. incapacitation c. rehabilitation d. restoration ANS: D REF: 10 40. Judge Jones invites juveniles into his courtroom during sentencing hearings so they will
_____________________ DAMASEB DCJ _____________________ FRANK AJA APPEARANCES APPELLANTS: D Khama Instructed by Government Attorney RESPONDENTS: P Barnard Instructed by Du Pisani Legal Practitioners
We’re still looking for an editor to assist and soon replace Joe Schuler, Jr. Please toss your hat into the ring by emailing . Keep the Courier, a meaty Knights news and fraternal affirmation source, alive! Montgomery Council 2323 Calendar March ▪ March 15, Social Meeting & Admissions Degree (1st), 8 p.m. ▪ March 18, Lenten Fish Fry, 5:30-8 p.m. ▪ March 20, Palm Sunday ▪ March 25, Good Friday ▪ March 27, Easter Sunday ▪ March 29, KofC Founder’s Day April ▪ April 5, Business Meeting, 8 p.m. ▪ April 19, Social Meeting, 8 p.m. Upcoming ▪ Highlights *** Parish Recruiting: April 9-10, St. Mary’s (tentative); April 10, St. Martin’s; April 23-24: St. Francis *** Exemplifications: 1st Degree: March 15, 7:30 p.m., District 30/2323 Montgomery Council 2323 June 21, 7:30 p.m., District 30/Montgomery Council 2323 2nd Degree: April 27, 7 p.m., District 30/Fr. Peter Paul Maher Council 6793, Olney, Md. 3rd Degree: April 29, 7 p.m., District 1/11024 McKenna GTN Council, Mother Seton Parish, Germantown, Md. *Note: Dates/locations change. Visit http://www.kofc-md.org/ for latest information. All meetings at Fr. Cuddy Hall, 17001 Overhill Rd., Derwood, Md. 20855 – unless indicated. Nancy: In type, about this size, put this below the address label, which you need to add. Thank you!: March-April 2016