zilongwang/ReadingBank huggingface dataset:
Operations and Algebraic Thinking Students OA.D.8. Solve two-step word problems using +, and x. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 21 OA.D.8. Solve two-step word problems using four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 21 OA.D.8. Solve two-step word problems using four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 21 Assignment Date 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. -
Measurement and Data Students MD.D.8. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. 26 MD.D.8. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. 26 MD.A.1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. 27 MD.A.1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. 28 Assignment Date 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.
THIRD GRADERS ROCK! The Reading Fair projects are awesome! Thanks for working so hard to complete them! ANNOUNCEMENTS/IMPORTANT DATES: 10/24 PTA Meeting/Reading Fair & Book Fair 10/26 Literacy Reading Project winners will be announced! 10/27 PTA Glow Party 10/30 Crazy dress and/or hair day 10/31 Book Character Parade day 11/1 Favorite Team Jersey day 11/2 Wear red day 11/3 Pajama Day GRADE TEAM CONTACT INFORMATION Reading We are exploring the guiding question, “What strategies help us with complex text?” We will continue reading My Rows and Piles of Coins and Money From Long Ago. In addition, we will watch a video and take notes in order to synthesize information. We will continue discussing our “Amazing Words” each week in order to broaden our use of vivid vocabulary. Ask your child what new words he/she has learned! Writing We will be reading and discussing different mentor texts in order to learn about how writers work, author’s craft, and generating ideas. We will soon choose one of our ideas from our writing journals and begin turning it into a published piece. We will analyze characters from our reading selections and about them, using evidence from the text. We will also continue with daily routine writing in order to strengthen writing skills. It is expected that ALL third graders’ follow the basic writing rules when writing in any class: Complete sentences that begin with capital letters, have ending punctuation, and make sense. Mathematics We will continue using different math strategies, such as repeated addition, arrays, and number lines to solve multiplication and division word problems up to 100. We will use all four operations to solve word problems. We will continue to review finding area. Science The students are very excited to attend STEAM class every week with Mrs. Grove. They will be completing activities in the areas of Science, Technology, Engineering, Art, & Math each week in the STEAM lab. Ask your child what the latest project is! Social Studies We are continuing our unit on government. Students will read, discuss, and complete activities related to how government was formed in our country, and why it is important to have a government.
overweight, and someone who is not, to create a potential foundation for how the mind may need to be influenced to change the size of the body. It also shows how dieting is affecting women who are struggling with their weight and why another theory truly needs to be developed. Taking women who are in emotional distress and offering them a temporary solution that often makes them feel the same or worse at the end, does not seem like an effective way to help this population. This research can become the foundation to test new theories towards weight loss from a complete different perspective than before Limitations of the Study Although we do the best as researchers to minimize limitations, my research certainly has its limits. For one, part of the sample was drawn from my own personal connections. I posted my research proposition on social media, emailed all my contacts, and personally asked people to participate. This always creates a slight bias, as these participants are part of a connection to me. However, the majority of the participants came from a website for researchers and were, therefore, not a connection to me. Another limitation in my research is also linked to the sample. The sample size consists of 42 people. This is not a massive sample, although for grounded theory it’s quite normal. It is, however, always nice to have a large sample in which to draw theories from. Lastly, a limitation in my research comes from the interpretation of the data. I chose to interview participants and then code the data using numbers and letters. During the coding process, I read the responses, and when an answer was similar, I would assign the appropriate code. Being that the responses were not multiple choice, I was required to interpret the responses and choose the appropriate code. While I feel that I did this accurately, there is always the
explanations for presidential success or failure. . .” (Nichols, op.cit., p., 5) Has Obama repudiated Reagan's significant policies and ideology? Reagan developed his presidency by repudiating New Deal policies, most significantly, ending entitlement and welfare. Obama reversed Reagan’s challenge to welfare by revolutionizing healthcare through the Affordable Care Act. This policy allowed delivery of health care to individuals who previously for various reasons were unable to afford health care. This Affordable Care Act revolutionized health care entitlements. In addition, Obama has repudiated increases in military spending through changing military spending in relation to social spending. As evidenced by the creation of the -9- Tea Reagan's legacy continues. The Tea Party has together with Republicans controlling the House after 2010 and now dominant in the Senate have blocked Obama's policy initiatives and continue during the 2010, 2012 and 2014 elections to propose reducing taxes and protesting the growth of governme What is the basis of defining a legacy? The definition follows from presidential scholars who agree that there have been transformative presidentwho reconstruct through party building by bringing in new groups and rearranging new alliances.
achievement of a cooperative and productive workplace as envisaged by the object of the Act. This would require – an employer (or employers if all parties agree to an expanded bargaining framework) to recognise for all engagement purposes the duly chosen representatives of its employees (which may be one or more unions, one or more unions and other elected employee representatives employee, or in the case of ununionised workplaces, elected employee representatives whose standing is sourced in a charter that ensures their independence); any party trade unions (or other employee representatives) to commit themselves to building the business while retaining the right to protect members’ interest as appropriate; the parties to agree to engage with one another on all matters of mutual interest between them, expansively viewed; the parties to reach agreement on a level of engagement optimum to their circumstances, with enterprise-level engagement being merely one such option; the parties to agree on the form and workings of their engagement channels; the parties to commit to capacity building in respect of business education and continuous process improvement; the parties to undergo training if indicated in appropriate negotiation, consultation, problem-solving, dispute prevention and dispute resolution skills; the parties to to draw on independent resources (FWA with an expanded brief or some other agreed and independent agency) wherever indicated; the parties to agree on the options and mechanisms for the settling and final resolution of any disputes that may arise between them, whether disputes of right or disputes of interest (the parties may elect to have some or all types of disputes submitted to binding arbitration by FWA or some other independent arbitrator; they may elect to preserve their respective rights to use economic power in some or all dispute situations); the parties to agree on appropriate ways in which to monitor, review, adjust and, if indicated, terminate their bespoke arrangements.
the river near the inlet and outlet. There is a large rock bar near the inlet which assists the water to pool and flow into the tunnel. The place is located in a steep, well vegetated river valley. The entry and exits of the tunnel contribute to the significance as the most visible elements of the water diversion scheme.’ Original Gazettal The was gazetted on 11 July 2002 and included in the Victorian Heritage Register (‘the Register’) under the Heritage Act 1995 (‘the Act’). The Proposed Amendment On 15 June 2016 the Executive Director accepted an application to amend the registration of the Thomson River Diversion Tunnel in the Register by adding part of the Thomson River, known as ‘Horseshoe Bend’, to the extent of registration. Recommendation of the Executive Director On 16 September 2016, the Executive Director recommended that the existing registration of the Place be amended in accordance with s 54 of the Act. The Executive Director recommended the inclusion of additional land in the registration; removal of the heritage category ‘Archaeological Place’; updating the Statement of Significance; the inclusion of new permit exemptions; and changing the name of the Place to reflect the proposed new extent. In the Recommendation, the Executive Director gave the following reason for the recommendation: ‘This amendment proposes to add part of the Thomson River known as Horseshoe Bend to the registration of the Thomson River Diversion Tunnel System to provide a better understanding of the water diversion process.’ Section 38 Submissions Under s 38(1) of the Act, any person may make a submission to the Heritage Council in relation to a recommendation of the Executive Director to include (or amend) a place in the Victorian Heritage Register. The Heritage Council received 12 submissions under s 38(1) of the Act in response to the Recommendation from: Acting Regional Director, Gippsland; and West Gippsland Catchment Management Authority (‘WGCMA’); and Victorian Environmental Water Holder (‘VEWH’); and Integrated Water and Catchments; and Jon Crosbie; and Norman Longmuir; and Ross Scott; and Nillumbik Historical Society; and Gweneth Myers; and Michael Hannaford; and Brett Quine; and
Lesson 3 Student Learning Objective: Write an informative research essay to examine and convey complex ideas, concepts, and information presented in current scientific research and the novel Brave new world clearly and accurately through the effective selection, organization, and analysis of content by answering one of five prompts given at the beginning of the unit using self generated and instructor selected research to answer the questions with at least 80% accuracy in a 4-5 page MLA format research paper. Acceptable Evidence: 4-5 page research with a minimum of 3 sources beyond brave new world referred to in the essay and referenced in the MLA format bibliography page Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction Lesson Activities: Unit Resources: Brave New World- text Teacher Selected Science articles and worksheet template (annotation and response) “The Island” – DVD- alternative artistic impression of similar themes Useful Websites: full text online online unit at my teacher website for English – science articles will be uploaded here, as well as a forum where students can share their research on the five topics under an “brave new world essential questions” subpage introduction prezi with video
REMINDERS/ANNOUNCEMENTS Congratulations Students of the Emily Abarca;Aaliyah Featherstone;David Malone;Mabel Nweke;Jason White 3/12/18 STEM projects are due 3/19/18 STEM project judging 3/22/18 Northview STEM Fair THIRD GRADE TEAM CONTACT INFORMATION Reading Culture Students will continue to investigate the essential question What happens when two ways of life come together? Students will: Learn the elements of poetry Analyze a novel Analyze key meaning and structure Compare and Contrast Analyze characters, settings, & plots Writing AUTHOR Patricia Polacco As students the writing craft of Patricia Polacco, they will attempt to write their own pieces, similarly fashioned after hers. We will continue with daily routine writing in order to strengthen writing skills. It is expected that ALL graders’ follow the basic writing rules when writing in any class: Complete sentences that begin with capital letters, have ending punctuation, and make sense. Mathematics Students will practice fluency in multiplication & division solve 2-step word problems identify arithmetic patterns relate area to the operations of multiplication & division Science STEM PROJECTS are due March 12th In class students will: Study and discuss inherited plant and animal traits share their STEM projects Social Studies GEOGRAPHY Students will: Review Northwest and Midwest states Begin studying Western states
REMINDERS/ANNOUNCEMENTS Congratulations Students of the Month! Usain Boalt;Javen Cunningham; Jaylyn Kelly; Farrah Nurdeen; Evan Thomas UPCOMING EVENTS 4/23 Picture Day 4/26 Third Grade Trip: Annapolis Walking & Water Tour 5/3 Roll Assembly 9a.m. 5/11 Third Grade “In-House Trip: “Charlotte’s Web Play” 5/24 Third Grade Trip: Baysox STEM Day Reading READING PARCC ASSESSMENT April 24, 25, 27,30 Please be sure your child gets a good night’s sleep, has a healthy breakfast, and arrives to school on time. Writing We will continue with daily routine writing in order to strengthen writing skills. It is expected that ALL graders’ follow the basic writing rules when writing in any class: Complete sentences that begin with capital letters, have ending punctuation, and make sense. Mathematics MATH PARCC ASSESSMENT May 1, 2. 4, 7 Please be sure your child gets a good night’s sleep, has a healthy breakfast, and arrives to school on time. Science CONGRATULATIONS STEM FAIR WINNERS! 1st Place: Tyson Powell 2nd Anthony Cole 3rd Logan Jean Social Studies GEOGRAPHY Students will: Learn all states in all four regions
REMINDERS/ANNOUNCEMENTS Congratulations Students of the Month! Genti Hyseni;Jaleah Lawhorne;Mariah Metayer;Daniel Nixon;Alanah Pryor UPCOMING EVENTS 5/11 Grade “In-House Trip: “Charlotte’s Web Play” 5/23 Third Grade Trip: Baysox STEM Day Reading Students will investigate the essential question, “Is new always better?” The focus is on learning about how pioneers traveled to the west in covered wagons, the trials they faced, their motivations for traveling, and what they found when they arrived. Writing We will continue with daily routine writing in order to strengthen writing skills. It is expected that ALL third graders’ follow the basic writing rules when writing in any class: Complete sentences that with capital letters, have ending punctuation, and make sense. Mathematics MATH PARCC ASSESSMENT May 7th Please be sure your child gets a good night’s sleep, has a healthy breakfast, and arrives to school on time. In students will: develop an understanding of fractions as numbers develop an understanding of equivalent fractions 2-step word problems using the 4 operations Science Students will use evidence to support the explanation that traits can be influenced by the environment. Social Studies Students will learn and explain that people must make choices because resources are limited relative to unlimited wants for goods and services.
Edit Switches the user from “View” mode to “Edit” mode on the current object, and allows for updates to be made. Once in “Edit” mode, “Save” to save the changes and go back to “View” mode or click “Cancel” to return to “View” mode without saving the changes. Delete Deletes the current object. There is no confirmation prompt because the object can be immediately undeleted by clicking the “Restore” link. Deleted items can also be recovered by clicking “View Deleted Items” from a folder. Import Objects may upload bulk data in .CSV format. See the Data Entry section for more instructions on using this feature. Filter List This feature allows you to display only the list of objects that you are interested in, based on criteria you enter into an entry form for that object. Click on “Apply Filter” in the Actions menu, and only those records matching the criteria you entered will display. The “Filter List” link be display as bold if the current list is currently filtered. To remove the filter, click “Filter List” again, then click “Remove Filter”. Move to Folder Moves the current object to another folder. View History Displays a history of changes on the current object or folder, including the date of the change, the person who made the change, and the name of the object. Changes between versions are highlighted in red. There is also a Rollback feature in the View History view that allows users to revert back to a previous version of the object. NOTE: Rolling back to a previous version is permanent and cannot be undone. View Deleted Items Displays a list of objects that have been previously deleted from this folder. Objects can be restored by clicking on the object link, then clicking “Restore” on the Actions menu. Note that this option is only available from a “Folder”. Print Preview Displays a list of all objects in a printable HTML table. Copy to New Copies the values of the current record to a new record for editing. Delete all Children Deletes all of the items in the current folder. This is normally done before performing an import.
08.00-9.30 GROUP ONE TO ARRIVE FOR ROBOTIC SESSION 09.15-09.30 Refreshments on arrival 09.30-09.45 Multi Specialty Robotic Surgery Programme Professor Naeem Soomro NSTC Lecture Theatre 09.45-10.30 Minimum Database Criteria Dr Franca Melfi NSTC Lecture Theatre 10.30-11.15 Anaesthetic Considerations Dr Hening Pauli NSTC Lecture Theatre 11.15-11.45 Title to confirm Mr Giuliano Veronesi NSTC Lecture Theatre 11.45-12.15 RATS Thymectomy Mr Sasha Stamenkovic NSTC Lecture Theatre 12.15-1.00 Lunch 1.00-1.30 Tips and Tricks Mr Giuliano Veronesi NSTC Lecture Theatre 1.30-2.00 Robotic Surgery: Business case and Expenses Mr Russell Watkins NSTC Lecture Theatre 2.00-2.30 Scrub Nurse Considerations Mr Anthony Garbutt NSTC Lecture Theatre 2.30-2.45 Refreshments 2.45-3.30 The Future of Robots Mr Michael Ghattas NSTC Lecture Theatre 3.30-4.00 Panel Discussion All Faculty 4.00 Summary and Close
Name______________________________________________________________________ Henry David Thoreau pp. 230-231 Vocabulary : - You will need to know this for a test later! pertinent – adj. to the point, applying to the situation , encumbrance – n. burden, hindrance impervious –adj. resistant, impenetrable temporal –adj. worldly superfluous – adj. unnecessary effiete – adj. sterile, un productive incessantly – adv. without stopping derision –n. ridicule, contempt tumultuous- adj. stormy, turbulent ethereal – adj. not earthly, spiritual List three reasons why Thoreau was considered a failure a. b. c Why did he attend chapel at Harvard in a green coat? Why did Thoreau choose to live at Walden Pond? Why is Walden considered one of the most well produced book in America? Why was Thoreau jailed? How did he die?
Thoreau “Civil Disobedience” Socratic Seminar Explain what Thoreau means when he says, “That government is best which governs least” then corrects himself adding, “That government is best which governs not at all” What does Thoreau mean when he says, “A corporation has no conscience; but a corporation of conscientious men is a corporation with a conscience” that can still be “daily made the agents of injustice.” Under what circumstances does Thoreau argue that public servants are “as likely to serve the devil, without intending it, as God” What is his point? What does Thoreau argue is the cost of men who “sit down with their hands in their pockets, and say that they know not what to do, and do nothing”? Under what conditions can we realize a “free and enlightened State”?
Announcements and Reminders Welcome to grade! We have had a great start to the new school year! Thank you to all the families that have sent in the necessary school supplies thus far. For those of you who haven’t, please check our school website for the official list of supplies and send them in as soon as possible. We look forward to a great partnership this year! Reading/Language Arts Essential Question: How do we grow as readers and writers? Skills/Strategies: Monitor Meaning of words Routine Writing Stories: When Charlie McButton Lost Power; How a Kite Changed the World; What About Me?; How the Desert Tortoise Got It’s Shell Homework Homework is usually given Monday through Thursday. Occasionally we might send home assignments or projects over the weekend. Please check your child’s agenda book and homework folder daily. A standing daily homework assignment for all third graders is to read for at least 30 minutes per night, as well as practice math facts nightly. Reading logs are sent home every Monday and should be returned on Friday. Mathematics Essential Question: What is multiplication? What strategies can be used to solve multiplication problems? Students will: demonstrate an understanding of multiplication using strategies and concrete models to solve one step word problems use manipulatives, number lines, arrays & area models to model multiplication Science The students will explore “Weather & Patterns”. Students will: use graphical displays to organize data by season identify & describe patterns of weather gather information to provide evidence about climate patterns Social Studies Essential Question: What makes a good community? As we study chapter 1, students will demonstrate the following understandings: People establish different types of communities Communities have unifying characteristics There are similarities and differences between various communities
Literacy and Numeracy– % of students to meet the DECD SEA, PAT and NAPLAN achievement standards Reading – achieve SEA levels or above R-2 students 65% Yr 3 students 80% Yr 5 students 90% Yr 7 students 65% 40% yrs 3-7 achieving upper 2 bands in Reading Numeracy Yr 3 students 70% Yr 5 students 65% Yr 7 students 65% 20% yrs 3-7 achieving upper 2 bands in Numeracy Teacher leaders and PLC teams implement Literacy/Numeracy Agreements and lessons with 3 wave interventions; formative/summative assessment and feedback from lesson observations Staff use high impact strategies: Literacy: Big 6, Jolly Phonics Grammar, Running Records, Literacy Pro, Reading Comprehension –focus on inference R-7 EALD levelling and writing interventions – text types: persuasive, information report, narrative, poetry Numeracy: Back to Front Maths and Numicon, Best Advice Maths Papers, Quicksmart; Yrs 3-7 intensive intervention support, Thinking Maths Student Review Team, Reading Support, EALD teachers and outside agencies provide support with student learning plans, intervention and extension strategies Staff Performance and Development goals are aligned with school priorities and supported by relevant professional development to strengthen teacher/leader capacity, pedagogy and intervention for improvement Each teacher strategically tracks, monitors and provides evidence of individual’s (1 yr) growth improvement/ progress in higher bands SMART learning goals are achieved and updated within time frames Students show evidence of using a range of relevant strategies to improve reading comprehension, writing results and solving mathematical problems with increased levels of achievement Students show increased confidence and engagement to achieve their SMART goals .
THORNE TOWN CENTRE “SPRING CLEAN” Thorne-Moorends Town Councillors are undertaking a voluntary “Spring Clean” in Thorne Town Centre on 21st March. Armed with brushes and litterpickers Councillors will be doing what they can to spruce up the centre. Council Leader Mark Houlbrook said “This is an opportunity for Councillors to take a hands on approach to issues in the Town Centre. The Town Centre is a key aspect to the long-term economic health of the town, and has been agreed as a priority by the Council. It will also be an opportunity for Councillors to talk to businesses and shoppers, and gain a greater understanding of some of their issues.” “The Town Centre will be a major issue in the Neighbourhood Plan which the Council is starting to work on. The Spring Clean event will give an opportunity to get a close up view of the issues that this plan will need to address.” The Spring Clean will be carried out between 2pm and 4pm – photographers would be welcome. For additional information please contact the Town Clerk, Jeremy Sherlock on 01405 818015 (Jeremy@thorne-moorends.gov.uk).
service-focussed view of the person. Their primary disadvantage is their invariance – some people get along very well in life without friends, or a partner, or a job. However, individual goals differ from person to person – no standardized measure will have items such as “swim with dolphins” or any of the other idiosyncratic goals individuals set and attain on their recovery journey. Any attempt to squeeze personal identity into predefined boxes can be justifiably criticized for its loss of meaning. This does not of course mean that personal goals should not be included in outcome evaluation – they remain central, despite the difficulties in assessing individual goal attainment. Rather, as McNamara (42) put it, “The challenge is to make the important measurable, not the measurable important”. So, an overall outcome evaluation strategy might measure two things. First, objective quality of life indicators, such as adequacy of housing, friendship, safety, employment and close relationships. Second, progress towards personal goals. Decision 6: Whose perspective? Assuming that the outcome for the patient is the main focus, the question remains of whose perspective is used. Two perspectives have primarily been used to evaluate outcome. First, and in our view most central, is the patient perspective. An emerging distinction in relation to patient-rated measures is between assessment oriented towards the experience of using mental health services and systems – patient rated experience measures (PREMs) – and assessment capturing direct health gain – patient rated outcome measures (PROMs), especially using patient-generated PROMs (PG-PROMs) (). A range of PROMs exist, spanning both clinical and recovery outcomes (). The development of PREMs is earlier stage, and has primarily focussed on satisfaction and experience of care. The main limitation of PREMs is that they may reduce the focus on a “life beyond illness”. People who use mental health services long-term can live in a “virtual institution”, in which key aspects of identity (social network, sense of self, housing, etc.) are all indexed on the mental illness (). PREMs such as satisfaction are a normative judgment influenced by the person’s reference group, so in people using mental health services positive ratings may be obtained because of an atypical reference group. This vulnerability of PREMs to being rated positively because of lowered expectations means that mental health systems should as far as possible evaluate success using outcome rather than experience measures.
List of Characters (in of appearance) (* See notes in Appendix) Gabriel The Voice appears on stage – may be recorded) Elizabeth Zacharias (Only one line – one appearance) Mary The Shepherd Shepherds (Non-speaking. A group of assorted ages: Zeb is old; Jacob has a crooked arm; Dan is newly married; Ben is very young; and others) Angel Voices (A group of voices – may speak or sing and may be pre-recorded) The Magus
August 2013 Monday Tuesday Wednesday Thursday Friday Benchmarks 1 2 5 6 7 8 9 12 13 14 15 16 19 First Day of School 20 21 22 23 26 27 28 29 30 SC.3.N.1.1: Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. September 2013
Monday Tuesday Wednesday Thursday Friday Benchmarks 2 Labor Day 3 4 5 6 SC.3.N.1.2: Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups. 9 10 11 12 13 SC.3.N.1.3: Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted. SC.3.N.1.4: Recognize the importance of communication scientists. SC.3.N.1.5: Recognize that scientists question, discuss, and check each others' evidence and explanations. 16 17 18 19 20 SC.3.N.1.6: based on observation. SC.3.N.1.7: Explain that empirical evidence is information, such as observations or measurements that is used to help validate explanations of natural phenomena. 23 24 25 26 27Teacher Workday SC.3.N.3.1: Recognize that words in science can have different or more specific meanings than their use in everyday language, for example, energy, cell, heat/cold, and evidence. SC.3.N.3.2: Recognize that scientists use models to help understand and explain how things work. SC.3.N.3.3: Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account for all observations. 30 October 2013
Monday Tuesday Wednesday Thursday Friday Benchmarks 1 2 3 4 SC.3.L.15.1: Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors. 7 8 9 10 11 SC.3.L.15.2: Classify flowering and plants into major groups such as those that produce seeds, or those like ferns and mosses that produce spores, according to their physical characteristics. 14 15 16 17 18 Teacher/ Student Holiday 21 22 23 24 25 28 29 30 May 2014 Monday Tuesday Wednesday Thursday Friday Benchmarks 1 2
THOSE WHO SERVE December 2018 December 2 Advent One December 9 Advent Two December 16 Advent Three December 23 Advent Four December 30 One Service 8:00 Ministers 10:45 Elaine Gleason Brian Foster Francine Archer Whitney Booth Elaine Gleason Dave Nielsen Cindy Covert Whitney Booth Elaine Gleason Candles will be lit During the prelude By the Assistant Minister 8:00 Lay Readers 10:45 Francine Archer Adrienne Foster Covert Dave Christiansen Keith Nickoloff Whitney Booth Deb Sitzman Brian Foster TBA 8:00 Communion Assistants 10:45 Cindy Covert Whitney Elaine Gleason Adrienne Foster Kristine Mattison Cathy Booth Francine Archer Foster Dave Nielsen Bread Provider (1 loaf) Phyllis Christensen Gale Jensen Wanda Wood Barb Pinneo Elaine Gleason Altar Guild 10:45 Flora Nielsen Clem Nielsen Charlene Nielsen Gale Jensen Wanda Wood Sheila Disbrow Becky Vaughan Clem Nielsen Charlene Nielsen Elaine Gleason 8:00 Ushers 10:45 Dan and Karen Malte Les Wood Alan Jensen Larry and Deb Sitzman and Ryan Fitzpatrick and Kristine Mattison Brian and Adrienne Foster Julie Goodsell Nelleen Brauer Terry Jensen Dave Christiansen Sallie Jensen Amy Stewart Counters Dave Nielsen Alan Jensen Arlene Stillwell Adrienne Foster Clem Nielsen Dorothy Oswald Wanda Wood Alan Jensen Dave Nielsen Les Wood Coffee Hour Please check this schedule. If you cannot help wherever you find your name PLEASE change with someone and let the office know. Thank you Lectionary for December 2: Habakkuk 1:1-4; 2:1-4; 3:3b-19 9: Esther 4:1-17 16: Isaiah 42:1-9 23: Matthew 1:18-25 30: Mathew 1:1-17
Then, there is another class that undertakes to undermine other for advantage; and they always meet the fate marked out for those of that class. The proverb is true that Whoso diggeth a pit shall fall therein: and he that rolleth a stone, it will return upon him. This was true with Haman; it was true with Absalom; it has been true with thousands. Haman built a gallows upon which to hang Mordecai, but was finally hang upon it himself. Absalom undertook to usurp the throne from his father David, and met his fate swinging to a limb in the woods. It is true that the fires of retribution always fall upon their victim sooner or later. Such people may go along a while, but sooner or later the vengeance of an offended God will fall upon them. A verse of Scripture may be given here as a warning. And I would rather warn before the calamity falls. Now read from Paul: Be not deceived; God is not mocked: for whatsoever a man soweth, that she he also reap." Galatians 6:7 I feel exceedingly sorry for some who have gone away from us. They may sail along smoothly for a
differences were between the responses to the heterosexual and scenarios. Same-sex infidelity was frequently portrayed as ‘worse’ than heterosexual infidelity (see also Confer & Cloud, 2011; Kitzinger & Powell, 1995; Wiederman & LaMar, 1998). Sex between men was portrayed as ‘dirtier’ and ‘riskier’ than sex between men and women, invoking feelings of shame (for both John and Sarah) and the associated social stigma, and reinforcing a heterosexual=safe/homosexual=risky binary construction of sex (Holland, Ramazanoglu, Sharpe & Thomson, 1998). However, this was counterbalanced by a narrative of John’s realisation and enactment of his ‘true’ (gay) self, and therefore his legitimate search for love with a man. Thus, in the same-sex scenarios, John’s sexuality was framed in terms of an essential gay discourse (Kitzinger, 1995). Only a few of the stories entertained the possibility of flux and fluidity in sexuality; however, this was limited to John experiencing ‘confusion’ about his sexuality. Such portrayals were underpinned by an assumption that John would eventually realise he was gay (or straight). Overwhelmingly, sexuality was “assumed to be an inner state or ‘essence’, which the individual ‘represses’ or ‘discovers’, ‘denies’ or ‘acknowledges’” (Kitzinger, Wilkinson, Coyle & Milton, 1998: 531). Overall, the portrayal of sexuality was underpinned by dominant (heteronormative) understandings: a homosexual/heterosexual binary (Hegarty, 1997), the cultural silencing of bisexuality (Gurevich et al., 2007), and an assumption of mononormativity (Barker, 2005).
Mullah Faizullah Jalil Mariam Nana Zalmai Rasheed Tariq Laila Mariam’s teacher and mentor Mariam's father Child of Tariq and Laila Protagonist, First character introduced, suffers tragedy Mariam's mother Child of Laila and Rasheed Mariam and Laila's husband. Laila’s long lost lover Mariam's sister wife He is the hope for Mariam, she has no real guidance. Jalil represents how Mariam has never been accepted and has been an outlier since birth. is the joy of Laila’s life. Aziza is also the child of Tariq, who Laila believes is dead, so it is essential to her relationship with him as well. Mariam suffers loss and pain her whole life, yet she is the one who demonstrates great sacrifice for others. Nana is the mentally unstable mother who fueled Mariam’s mistrust of others. This made her very independent. Laila loves her child Zalmai, but she worries he will turn into his father for the worst. Rasheed signifies the deep mistrust and abuse of men. Tariq is the only trustworthy man in the novel, and he is the hope for Laila. Laila is the younger, more hopeful fighter who would sacrifice anything for those she loved to be better off. Compassionate, loving, considerate Greedy, selfish, unsure Bright, optimistic, innocent Caring, Independent, determined Inconsiderate, unstable, selfish Happy, naive, loud Violent, Rude, Abusive Kind, loving, defensive Courageous, compassionate
GRADE SUPPLIES FOR MARILLA PRIMARY Dear Grader, We are so excited to meet you in September! One step toward a good school year is having the proper supplies. The following list is provided so that you can be prepared on the first day of school. It is expected that these supplies will be maintained throughout the school year and replenished promptly when necessary. Thank you ! All students will need: 2 Red pens 12 sharpened pencils 2 LOW ODOR black dry erase markers and eraser or old sock Crayons (24) Colored Pencils 1 highlighter 1 pair sharp scissors 12” ruler (centimeters & inches) Glue bottle and wide glue stick 1 package of Wide-Lined notebook paper Pencil box (approx. 8”x6” only) 1 large pink eraser 6 composition notebooks 2 large boxes of tissues An art smock labeled with child’s name One fine tip black sharpie for art. Multiplication/division flashcards Water bottle
Multiple and compounding factors of social exclusion Street homeless Isolated First language not English Subject to discrimination, stigma and hate crime from those purchasing sex and the local community LGB and transgender (particular risk factors for trans clients include recent surgery/ change in physical appearance) Physical/ learning disability Offending Changing to higher risk offending patterns such as larger scale acquisitive crime/ violent crime No contact or limited contact with children Children resident in same household Pregnancy
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of IEC materials regarding Swachatha and importance of water conservation and workplace management method. All bulbs are replaced with energy efficient bulbs. As part of this program we can able to make a very well awareness among staffs /patients and Bystanders about the importance of personal hygiene and environmental hygiene. Our patients and bystanders are also participated in our Mission in keeping our hospital clean. Hospital has well scheduled cleaning policy and effective supervision which promises and promotes cleanliness in the hospital. In this hospital children’s ward adorned with toys and colorful decoration which gives vivifying experience and serene atmosphere. In ward we have Geriatric friendly toilets with hand rails and antiskid tiles. We have a well established token system in the OP to reduce the long queue system. The hospital consist of nine wards with bed strength of 219, all the wards are clean and well maintained. Patients above 65 years can see doctor without waiting in the queue. Waiting area with chairs for the patient and the bystanders Hospital has a gorgeous landscaping with herbal garden and also trimmed trees which gives a very well ambience to our Hospital. The hospital is a biological park with hundred species of plants and all are identified and labeled. The hospital has a very good vegetable garden and also Biogas plant. Solar panels are also installed in wards to provide hot water. Our engaging stakeholders are HMC, NHM, BLOCK PANCHAYATH AND GRAMA PANCHAYATH AND VARIOUS NGO”S. We have a very good support from the HMC and also from LSG people. They frequently visit our hospital and give their suggestions for improvement. The outcome of the intervention is that the hospital service quality improves and all the patients were well satisfied with our services and there is a huge increase in our OP with almost 1500 OP per day. Patients and by standers are also participating in keeping our Hospital neat and clean.
Thursday 10 December 7pm to 9pm Harlow Museum Christmas Social Saturday 9th January 7pm to 9pm Harlow Museum Spinning Workshop with emphasis on carding and blending – Bring your wheel (or other work in progress) to spin and chat. Bring-and-Buy sale Saturday 13th February 10am to 4pm Widford Village Hall, Bell Lane, Widford Inkle Loom Workshop with Rob Dunster Saturday 14th March 10am to 4pm Harlow Museum Beaded Jewellery from Cords with Lesley Ottewell. We look forward to seeing you soon
Thiourea dioxide can be bought from – George Weil as ‘Spectralite’ PM Woolcraft as Dr Backmann as ‘Colour Run Remover powder’ It is a toxic, inflammable chemical. Avoid inhaling and keep it away from naked flames. Keep in a dark place away from children and pets. Always wear rubber gloves during this process. Coldharbour Mill, Devon As part of a 1000 mile road trip across the of England, I recently visited Coldharbour Mill in South Devon. It is where John Arbon trained and is now a museum that still produces yarns and local Devon tartan. Coldharbour Mill has been spinning worsted and woollen for 200 years. Built by Thomas Fox in 1799, the mill was an important centre for employment and played an integral part in establishing Fox Brothers & Co. as renowned global exporters of high quality worsted yarn and cloth. When closure came in 1981, a result of a national recession and the popularity of man-made fibres, the mill was already a museum piece - a time capsule of techniques and rare machinery dating from the reign of Queen Victoria. In 1982 the Coldharbour Mill Trust bought and reopened the factory as a textile museum, so preserving a unique piece of social and industrial history.
Initiate Fact Finding: Information be obtained from any or all of the below listed sources: Victim(s) Witnesses Family members including intimate partners and spouses Friends/Co-workers Law enforcement personnel Instigator Records – restricted/private/public Examination of forensic evidence Contact information – direct (verbal or physical contact) or indirect (mail, e-mail, IM messages, etc.) Wiretap and surveillance Money transfers informants Behavioral information of interest could include information from direct or indirect sources Process Variables Approach behavior Evidence of escalation – threats, etc. Fantasy rehearsal Evidence of deterioration – deteriorating mental state, psychosis Actively violent state of mind – suicidal or homicidal thoughts Command hallucinations, thought insertion/withdrawal, paranoia of imminent threat Diminishing inhibitions Diminishing or impaired coping Inability or limited view or ability to pursue other options Evaporating protective inhibitors Sense of inevitability (tunnel vision, foregone conclusion) Pre-attack or ritualistic preparatory actions (writing suicide note, suicide video, religious rituals, purchase of camouflage clothing) Recent acquisition of/ preparation of weapons, escalation of practice with no sanctioned reason Subject’s response to assessment and inquiries Risk Factors Weapons – use connected to emotional release, fascination with destructive Motivational factors – what is driving the individual – delusion, fanatical beliefs, revenge, entitlement, grandiosity, need to closure Drug use – meth, cocaine, alcohol, steroids Head trauma History of criminal, violent, homicidal, stalking, threats, assaultive behavior, violation of conditional release Prior involuntary or voluntary mental health commitments Documented homicidal or suicidal thoughts, psychotic violent thoughts Past suicide attempts Ordinary response to authority and limit setting Reference groups, heroes, affiliations, and community attachments Perception of injustice or insoluble problems History of mental problems that compromise coping or enhance appeal of violence. Inhibitors/Stabilizers Consideration of available inhibitors and the person’s access and utilization of them Treatment availability, utilization, and past receptivity Family Other social support Spiritual beliefs opposing violence Connectedness and healthy affectional bonds.
Mode: In Person Phone Text Email Letter Social Media Internet Other Multiple Target(s) injured: Yes No Unknown Target(s) require medical attention? Yes No Unknown Weapon involved: Yes No Unknown Type of Weapon: Firearm[Rifle/Shotgun Pistol] Edged Bomb Other: Details of the incident or threat. Where threats were communicated, quote where possible, use quotation marks to indicated direct quotes. Attach original communications if available. PART II. PERSONS INVOLVED SUBJECT (1) Engaging in threatening, aberrant or concerning behavior: Name: Unknown ID #: Affiliation: Administrator Teacher Staff Student Parent/Guardian Contractor Other:_______________________________ None/Unknown Status: Current Former Prospective Grade:_______________(if student) School: Emergency Contact Relationship: Home Address: Phone: SUBJECT (2) Engaging in threatening, aberrant or concerning behavior: Name: Unknown ID #: Affiliation: Administrator Teacher Student Parent/Guardian Contractor Other:_______________________________ None/Unknown Status: Current Former Prospective student) School: Emergency Contact Relationship:
9 tvescon.com 1.61% 10 twitter.com 1.54% 3 German 1.61% 4 French 1.54% 5 Chinese 1.40% Top Countries of Spam Senders Q1 2011 Top ISP’s in Spam Messages Q1 2011 This table presents top Internet Service providers that are used to spread Spam 1 Comite Gestor da Internet no Brasil 9.01% 2 Microsoft Corp 7.45% 3 3dgwebhosting.com Inc 3.79% 4 Postini Inc 3.52% 5 SingleHop 3.45% This table shows top Spam source countries 1 United States 40.72% 2 United Kingdom 5.87% 3 Brazil 4.11% 4 Germany 3.50% 5 3.25% 6 Russian Federation 3.04% 7 France 2.11% 8 Ukraine 1.89% 9 China 1.89% 10 1.82%