zilongwang/ReadingBank huggingface dataset:
Present – 21st Century With a larger part of the population taking up bicycle transportation dedicated roads lanes were developed to accommodate the demands of cyclists for a smoother and safe ride. Today in the 21st century, a vast range of different designs and materials had led to bicycles being used for more specific purposes. They are now being as a form of utility and racing purposes. Utility bicycles are used for Bicycle touring Mountain biking BMX Physical fitness Transportation Recreation The range of materials used for recreational bikes are not as significant as the improvements in materials present on transportation or racing purposes. These bikes use aluminum alloys, because it is cheaper than other materials, rider comfort is high & outperforms in strength, bending and corrosion resistance. Aerodynamics was not a big factor compared to the RMIT superbike. Racing bikes such as the RMIT superbike uses unique material which allow it to be very light weight with high strength. It had to achieve goals of: Optimizing weight Frame stiffness Aerodynamics The bicycle was designed to have a carbon fibre – polymer hollow monocoque which was shaped to reduce aerodynamic drag. This was done so the bike had lower weight and greater stiffness. Compared to modern day bicycles which
weigh around 12kg, the superbike is 7kg lighter; weighing at 5kg. This was the advantage of using carbon fibre. Its properties mean that it has a very low weight and a very high bending resistance. It was the ultimate material as the track is not bumpy (absorbs minimal shock) and there are no obstacles (could easily snap). Carbon was the chosen material because it had: No fatigue or rust Was extremely Easily molded into intricate shapes Good strength and shock absorption which can be controlled However, it was not implemented into recreational bicycles because: It was extremely expensive If the material failed it would fail catastrophically It is a waste of material if designed poorly because it is not recyclable
California State University, 1997–2011 eFunda [website] : engineering fundamentals Sunnyvale, Calif.: eFunda, 1999 Electronics parts supply Wiltronics Research Pty Ltd: Victoria, 2011 Electronics parts supply Altronics Pty Ltd: Perth WA, 1976–2011 Engineering Toolbox Complete range of information and sources of knowledge in all fields of engineering Electronics, systems and control teaching and learning resources UK Technology Education Centre Manufacturing Technologies – online series of product manufacturing Stanford University, 2010 Metals – non-ferrous types, sections and supply Austral Wright Metals Pty Ltd: 2000–2006 Metals Testing – explanations of hardness and other materials testing University of Maryland: 2011 Steel types, sections and supply Midalia Steel: Perth, 2008 Standards for manufacturing and construction – Australian Standards Standards Australia: Sydney NSW, 2010 Technology educational resources Intellecta Technologies Pty Ltd: Australia 2011 engineering [website]: resources for K-12 Boulder, Colo.: Teach Engineering Technology in Australia 1788–1988 [website]: a condensed history of Australian technological invention.
Module code Module Title Successfully Completed? ECTS Credit Value Awarded Total: Host university – departmental coordinator Responsible person’s signature: Date: II. HOME UNIVERSITY’S TRANSCRIPT OF RECORDS Module code Module title at home university ECTS Credit Value Grade Awarded N/A N/A N/A N/A Total: The University of Cambridge does not offer a credit system, and therefore does not allocate credits to the different units followed by the students abroad in their final classification. Instead, the University allows the faculty/department to record this information locally. The University will record the mobility in the student’s transcript of records. Any requests for further recognition should be directed to the International Student Team.
Undergraduate Research Opportunity Program Award OVERVIEW & APPLICATION GUIDELINES The College of Engineering Office of Academic Affairs offers undergraduate research opportunity program (UROP) awards to eligible students. This experience enhances undergraduate education by providing a funded co-curricular learning opportunity. Student Eligibility Requirements: All applicants must be enrolled and in good academic standing, in a College of Engineering major. Students must be enrolled full-time during the semester(s) in which they receive the award funding. Renewal requests must be accompanied by a progress report on project accomplishments to-date, including a list of public presentations at College and University research events. New proposals from previous recipients must be accompanied by a final report from the previous project, including a list of public presentations at College and University research events. Student/Faculty Matching Students are encouraged to seek out faculty members in their disciplines or related areas of interest. Faculty are also encouraged to reach out to students through in-class announcements, student organization meetings and general announcements via resources such as the College of Engineering web site and social media outlets. The Office of Academic Affairs () can assist students in meeting faculty in their interest areas, and can assist faculty with outreach to students. Student award mechanism and Faculty Co-sponsor: The Engineering UROP is a stipend-funded position. As such, students will need to complete WSU employment paperwork available via the Dean’s Office. The department or faculty mentor may co-sponsor the award with matching funding, but the maximum College funding will be for a $1000 per 16-week semester – contact the Associate Dean for details. Awards are made on a semester-by-semester basis and may be prorated down for partial terms. Submission Faculty sponsors must submit a digital copy of the application form to the Associate Dean for Academic Affairs () as an attachment from their WSU AccessID email. Paper copies will not be reviewed. Students are allowed to apply for one project per semester. Faculty may supervise up to two (2) Engineering UROPs per semester, and should rank the applications. Completed applications will be accepted on a rolling Students must submit a five page (max) report at the end of their award term (the end of Winter term at the latest) to . Appendix materials, powerpoint presentations, etc. are welcome but the submission should all be send as a single PDF. URA students are expected to publicly present their work at College and University events, including but not limited to the College of Engineering Capstone and Student Research Expo and WSU Conference. UNDERGRADUATE RESEARCH OPPORTUNITY PROGRAM
Held, further that failure to inform the accused properly of his right to consult there and then with a legal representative violates a fundamental right of the accused. Held, further that in as much as is no hard and fast rules possible in regard to adequacy of warnings related to legal representation, the least that the justice of the peace should have done is to record the appellant’s reaction to the warning. Held, further that the statement of the confession speaks for itself, the justice of the peace failed to meaningfully advise the appellant of his right to legal representation. Held, further that the admission of the confession relied on by the trial court to convict the appellant infringed the appellant’s right to a fair trial granted by Art 12(1) of the Constitution. Held, further therefore that the admission of the confession had to be excluded. Held accordingly that the appeal by the appellant against his conviction had to succeed and both the conviction and sentence had to be set _________________________________________________________________ APPEAL JUDGMENT _________________________________________________________________ MAINGA JA (SHIVUTE CJ concurring): This appeal was heard by a full bench of this court (Shivute CJ presiding) on 01 November 2012. The Chief Justice allocated the writing of the judgment to
Payment of claims this Assurance Plan is limited to the labor time necessary to make repairs or to replace any irreparably damaged parts as allocated by Motor or Mitchell Flat Rate Guide or other industry accepted flat rate guide, multiplied by the commercial repair shop’s posted hourly labor rate, plus the reasonable cost of replaced parts of like kind and quality at the administrator’s discretion. D. Conditions and Exclusions of This Assurance Plan If the vehicle odometer has been changed or altered, or if odometer has ceased to function, coverage under the terms of this Assurance Plan are not in effect. This Assurance Plan covers only legally registered passenger cars, vans, SUVs and pick-up trucks with a GVW of 9,500 pounds/4,300 kg or less. Motorcycles, RVs, and vehicles with more than two axles are excluded. Vehicles used for competitive purposes are excluded. This Plan excludes in-house maintenance/repair facilities, with the sole exception of vehicles titled to the dealership with the intention of being sold to a consumer. In the case of a leased vehicle, the lessee must be primarily obligated for repairs and maintenance. If covered vehicle is used for towing a trailer or other vehicle or object, this Plan is not in effect unless covered vehicle is equipped with factory-installed tow package. Any claim resulting from collision, fire, theft, vandalism, contamination of fluids, acts of God, misuse, abuse, negligence, damage caused by operation during component failure, lack of normal maintenance required by vehicle manufacturer renders this Plan null and void. Pre-existing conditions, damage to system components prior to the service are excluded and may be verified through independent parts analysis at the discretion of BG Products, Inc. Also excluded are "Washed", "Branded", Salvage or Junk titled vehicles and services performed as a demonstration or complimentary services. Failure to furnish all necessary records will render this Assurance Plan null and void. This is a retail service customer retention program.
- FOUR MILE X X X X NO CURRENT CRRF AGREEMENT - PLATTE VALLEY X X X PENDING NFRWFC APPROVAL - LYON FIRE X X X X X PENDING NFRWFC APPROVAL - COAL PENDING NFRWFC APPROVAL - GREELEY X X X PENDING NFRWFC APPROVAL - STERLING x PENDING NFRWFC APPROVAL
Additional information and updates will be provided via the News feature in the Online Classroom. Other than the Online Classroom, e-mail is our primary communication tool. with questions, concerns, etc. as you have them. When e-mailing, cc yourself so that you have proof that an e-mail was sent. If the instructor does not respond to an e-mail within 36 hours, assume that the was not received and resend. When e-mailing, cc yourself so that you have proof that an e-mail was sent. Comp II Online Rules No Wikipedia! When peer critiquing, fill out both the peer critique sheet and, where applicable, mark on the essay. When peer critiquing, post your essay by the end of the first day and peer critique by the end of the given time frame (unless otherwise posted). This process must be completed BEFORE the instructor will ‘view’ the rough drafts. If using the student coupon, notify the instructor of your plans to do so. Plagiarism of one’s own work is not acceptable – we will abide by the 50% rule. Save in Rich Text Format. Forbidden topics: abortion, the death penalty, euthanasia, marijuana, and gun control. Essays (papers) written over a forbidden topic will NOT be graded unless approved prior to rough draft due date. All assignments, unless otherwise noted, must be Dropboxed or the assignment in question will not be graded. Please check your grades regularly. Notify your instructor of any concerns or questions. When uploading to the Dropbox, after uploading make sure the file will open.
Materials: Flash drive, paper, pens/pencils, access to a computer equipped with Microsoft Word, Microsoft PowerPoint, and Internet. Estimated Cost for Materials: Approximately $100.00 Upon completion of the course, students should: Course Objectives Assessment of Objectives Compose written documents, using processes that combine critical thinking and rhetoric.* Write essays that demonstrate an effective writing process. Participation activities/study questions will hone specific concepts. Construct written documents using Standard American English, standard grammar, punctuation, spelling, and a variety of sentence types.* Write essays which reflect correct usage of grammar, punctuation, and spelling. Write essays which employ a variety of sentence types and structures in clear, concise, and forceful sentences. Participation activities/study questions will hone specific concepts. Create written documents with clear, well-defined topics that apply cause & effect, comparison & Write essays which demonstrate a clear purpose and sense of audience. Participation activities/study
The following are campus student support services that students may find useful for this course: The Writing Center: Rocketing to Success Workshops: UT Carlson Library: Learning Ventures: UT Counseling Center: COURSE SCHEDULE (REQUIRED) (Insert a detailed course schedule/calendar that (1) includes weekly topics; (2) aligns the topic to be covered with the student learning outcome; and (3) describes in detail how you will assess student learning.) Example: Week Topics/Readings SLO Deliverables 1 Read Course Syllabus Read Analysis of Literacy Event Assignment Sheet Read pp. 2-17 in CTW 1,2, 5 Welcome Discussion Board Submit Reading Response #1 2 Read pp. 18-34 Read Analysis of Literacy Event samples 1,2, 5 In-Class and Online Discussion on Literacy Events Submit Reading Response #2 3 Read pp. 102-115 7, 8 Post draft of Analysis of Literacy Event Assignment to Discussion board by Thursday September 11 Peer Review of Analysis of Literacy Event Assignment 4 Read Profile Assignment Sheet 1, 2, 5 Submit Reading Response #3
Read: Chapter 28, Argumentation. Read: The High Cost of Learning, by Erika Shaker: Continue Paragraphs; discuss ways to improve essays High Cost of Learning Learner’s Log 6 Week Nine July 4 Discussion Spark: What is your conversational style? Where have you encountered a different style? Read: Chapter 22, Revising and Editing Chapters 25-31, Argumentation, Narration and Description, Comparison and/or Contrast; Classification; Cause and Effect, Process Read: Conversational Ballgames And Now… A Brief Moment for Sociolinguistics Discuss organizational strategies for revision in class Work on development and organizational strategies for revising paragraphs and essay Due: Sixth Reader’s Response: Choose one of Conversational Ballgames or And Now… A Brief Moment for Sociolinguistics Choose 4 paragraphs to revise for Bring paragraphs to class for revision Learner’s Log 7 July 8: last day to drop with ‘W’ Week Ten July 12 Discussion spark: Can/should sports be kept ‘pure’? Read: All Sports is Political: The Dave Zirin Interview, by Christian Avard: (also see video at Dave Zirin, Not Just a Game ) In class: Continue Organizational Strategies Begin revising paragraphs for Writer’s Portfolio Due: Seventh Reader’s Response: All Sports is Political Bring paragraphs to class for revision Learner’s Log 8 Week Eleven July 18 Polish paragraphs for Writer’s Portfolio Review common punctuation and issues Laptops are ok in class this week for entering changes and bring revised paragraphs to class for polishing and proofreading Learner’s Log 9 At home: organize and prepare your Writer’s Portfolio
Chapter 8: Connecting the Parts Chapter 9: Academic Writing Doesn’t Always Mean Setting Aside Your Own Voice Chapter 10: The Art of Metacommentary Chapter 11: Using the Templates to Revise Short Writing exercise: recognizing logical fallacies (start in class & get it initialed; finish at home if needed) Second half of class: Peer Edit of short essay draft completion on time, and save it to staple to the back of your essay. Get writing exercise initialed in class & include it in your portfolio. Week Seven Oct 17 First half of class: Strategies for Reading Challenging Texts Read rest of Chapter 14, Reading for the Conversation, starting at Reading Particularly Challenging Texts (179) Chapter 15: Entering Conversations About Literature Chapter 16: Writing in the Sciences Chapter 17: Writing in the Social Sciences Read excerpt from Giltrow, Academic Writing Workshop: Practice Reading Challenging Text in Class Second half of class: (TBC) Library Research Skills workshop (at library ELF) Oct 16: Midsemester Due: Short Argument Essay. Hand in rough draft and peer edit sheets stapled to the back of your essay. Read instructions for Proposed Thesis Statement/Annotated Bibliography, and begin researching your Bibliography Week Eight Oct 24 Case 4 – Gender Reading Challenging Text in class: McDermott and Hatemi: “Distinguishing Sex and Gender” Reading Challenging Text in Class: Preface to 2nd Edition of Judith Butler’s Gender Trouble Fourth Reading Log On Case 4 – get initialed and include in Portfolio Week Nine Oct 31 Case 5 – Tar Sands Reading Log Nov 5 last day to drop with ‘W’ Week Ten Nov 7 Case 6 – Sports and Nationalism Reading Challenging Text in class: Scherer and Koch, Living With War: Sport, Citizenship, and the Cultural Politics of Post-9/11 Canadian Identity Workshop: Review Strengthening Thesis Statements Reading Log Week Eleven Nov 14 Workshop: Tips on structuring your research essay Organizational strategies, paragraphing, planes of generality In addition to your bibliography, bring an extra hard copy of your thesis statement to class for the thesis statement workshop. Due: Proposed Thesis Statement & Annotated Bibliography Bring a separate hard copy of your thesis statement/outline/ draft
Turn in analysis/evaluation of web site. WEEK 5 Feb. 13 Read WA pp. 52-65 “The Core of an Argument: A Claim with Reasons.” Feb. 15 Read WA pp. 67-86 “The Logical Structure of Arguments.” WEEK 6 Feb. 20 Read WA pp. 359-374 “Incorporating Sources into Your Own Argument.” Fredrik deBoer, “.” Joseph Teller, “” Doug Hesse, “.” Feb. 22 DRAFT of the RHET. Analysis due. Discuss the three articles for the Rhet. Analysis. WEEK 7 Feb. 27 Read WA pp. 88-103 “Using Evidence Effectively.” Mar. 1 Turn in rhetorical analysis draft Handouts for next (?) WEEK 8 Mar. 6 Read Sunstein’s “Breaking Up the Echo” (handout); & “Denying Problems When We Don’t Like the Solutions.” Read WA pp. 121-145 “Responding to Objections and Alternative Views.” Chapter 7. Mar. 8 Turn in rhetorical analysis Read WA pp. 375-397 “Citing and Documenting Sources.” (Skim for familiarity.) Mar. 13-Mar. 19: Spring Break – No Classes WEEK 9 Mar. 20 Read WA pp. 209-219 “An Introduction to the Types of Claims.” Mar. 22 TBA WEEK 10 Mar. 27
89-80% = B 89-87 = B+ 86-83 = B 82-80 = B- 79-70% = C 79-76 = C+ 75-70 = C 69-60% = D 59-0% = F Categories Weight Essays Essay #1 Essay #2 Essay #3 60% 15% 20% 25% Homework 15% Supplemental Instruction 10% Participation 10% Course Test 5% Some Resources to Help!
Story One: “Our Secret” In summary, this story is about a girl and a boy who have met one day in the city and find themselves in a room making love. The story focuses on the inner dilemma between the boy who isn’t interested in the girl who he sees as just an innocent friend, while the girl, who is lonely and needs to “make love without complications”, is vying for him to pay attention to her and love her the way she needs. In the end, a more profound aspect of the story is revealed as a sort of underlying theme: civil war and its effects like torture. Because this story is about love and the issues of civil war, the word choice is contrasted with “hard” and “soft” words. Words like “caressed, sugar, kissed and love” are contrasted with words like “thorns, whips, tortured, straps and bogged”. Although the word choice reflects the contrasting nature of good and bad things, taken in context they paint a different picture. The tone of the piece is of forged love. Phrases like “he tried to make love to her”, “he retreated”, “two vulnerable people” and “he laughed, almost with a sob” show that they are trying in vain to be in love. The characterization of both the girl and the boy are shown through these phrases, as they are the inner dispositions of the characters. The boy is struggling to like the girl because he is dealing with this inner turmoil and so the fact that he is trying to make love to her shows that he’s dealing with something greater. A sense of place is also created from this diction and word choice. A peaceful room, where the story takes place, changes from a place of love-making to a place of turmoil as the characters evolve emotionally. The point of view in this story switches from the boy to the girl without paragraph changes or any other notification. One sentence will contain the boy’s perspective and then the
100-90% = A 100-97 = A+ 96-93 = A 92-90 = A- 89-80% = B 89-87 = B+ 86-83 = B 82-80 = B- 79-70% = C 79-77 = C+ 76-70 = C 69-60% = D 59-0% = F Categories Weight Essays Essay #1 #2 Essay #3 Essay #4 70% 10% 15% 20% 25% Homework 10% Suppl. Instr. 10% Participation 5% Final Exam 5% Some Resources to Help you succeed at chaffey college:
100-90% = A 100-97 = A+ 96-93 = A 92-90 = A- 89-80% = B 89-87 = B+ 86-83 = B 82-80 = B- 79-70% = C 79-77 = C+ 76-70 = C 69-60% = D 59-0% = F Categories Weight Essays Essay #1 Essay #2 Essay #3 Essay #4 70% 10% 15% 20% 25% Homework 10% Suppl. Instr. 10% Participation 5% Final Exam 5% KEY Resources to Help you succeed at chaffey college:
Law, B. & Eckes, M. (1998). Assessment and ESL: A Handbook for K-12 Teachers. Winnipeg, Manitoba: Peguis Publishers. Maryland English Language Proficiency State Curriculum: Moss, C. & Brookhart, S. (2012). Learning Targets: Helping Students Aim for Understanding in Today’s Lesson. Alexandria, VA: ASCD. O’Malley, M. J. & Valdez Pierce, L. (1998). Authentic Assessment for English Language Learners: Practical Approaches for Teachers. White Plains, NY: Addison Wesley Longman Inc. Practical Assessment, Research & Evaluation @ . PARE is an on-line journal supported entirely by volunteer efforts. Its purpose is to provide access to refereed articles that can have a positive impact on assessment, research, evaluation, and teaching practice. Purpura, J. E. (2004). Assessing Grammar. Cambridge University Press. Reeves, D. (2011). Elements of Grading. Bloomington, IN: Solution Tree Press. Silva, T. & Matsuda, P.K. (Eds.). (2001). Landmark Essays on ESL Writing. Hermagoras Press/ Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. Silva, T. & Matsuda, P.K. (Eds.). (2001). On Second Language Writing. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. Stoynoff, S. & Chapelle, C. A. (2005). ESOL Tests and Testing. Alexandria, VA: TESOL, Inc. Strickland, K. & Strickland, J. (2000). Making Assessment Elementary. Portsmouth, New Hampshire: Heinemann. Suskie, L. (2004). Assessing Student Learning: a common sense guide. Bolton, MA: Anker, Inc. Teachers of English to Speakers of Other Languages, Inc. (2001). Scenarios for ESL Standards- Based Assessment. Alexandria, VA: TESOL, Inc. TESOL @ Standards @ TESOL ESL Standards for Pre-K-12 Students@ The No Child Left Behind Act @ Tomlinson, C. & Moon, T. (2013). Assessment and Student Success in a Differentiated Classroom. Alexandria, VA: ASCD. WIDA’s English Language Proficiency Standards:
Understand the role of cognitive, contextual, and affective factors that influence listening development. Develop a compendium of professional practices and procedures, supported by national standards and the professional literature, that foster optimal listening development for ESOL learners. Identify strategies for involving parents/guardians in fostering listening development. Become acquainted with technology that supports ESOL and listening skills. Become familiar with the WIDA Performance Definitions for Listening and Reading Grades K-12. Books and Resources: Primary Texts: Field, J. 2008. Listening in the language classroom. Cambridge: Cambridge University Press. Lynch, T. 2009. Teaching second language listening. New York: Oxford University Press. Rost, M. 2005. L2 listening. In E. Hinkel (ed), Handbook of Research in Second Language Teaching and Learning. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Internet Resources: This is a collection of (General listening quizzes, easy to difficult)
What does the corporal mean by… ‘I bet it was something unchaste...?’ (2marks) ‘Fine linen!’ Explain the implication of this statement. (2marks) Explain two aspects of Grusha’s character that save the child. (4marks) Identify and explain the dominant stylistic device employed by the author in this extract. (3marks) How does the statement ‘The helpless girl adopted the helpless highlight Grusha’s plight? (2marks) In what way does Grusha’s statement ‘He’s mine! He’s mine!’ foreshadow the events that occur later in the play? (5marks) ___________________________________________________________________________________
Visual Communication 170: Engineering Drafting and Design (3) GEOG 200: Introduction to Research Methods for Geographers (3) JOUR 305: Media Design (3) a MAE 172: Engineering Design Graphics (3) Area IV: Practical Writing Complete at least ONE UNIT from the following course with a grade of “C” or better (1+ unit total):
September 2018 Sun Mon Tue Wed Thu Fri Sat Attendance Awareness Month #SHOW UP!! 1 2 Morning Announcements 5B Attendance Awareness Week 1: Show Up-Team Up Sports Shirts on Friday 3 Day Holiday 4 PRE-K Independence Day Happy Birthday Ms. Jordan TX-KEA (Kindergarten) begins 5 6 7 Wear Sport Shirts and Jeans Grandparent’s Day 8 9 Morning Announcements 5C Education Go Get It Week (9/10-9/14) Attendance Awareness Week 2: Show Up Step Up! Boots on Friday 10 Education Go Get It Week 11 Education Go Get It Week 12 Education Go Get It Week 13 Education Go Get It Week 14 Education Go Get It Week All Pro Dads and Boy Scouts Rally for Grades 1-5 @ 2:30pm Wear and Jeans 15 16 Morning Announcements 5D Attendance Awareness 17 18 19 20 21 Dress Like a Twin 22
Week 3: Show Up-Dress Up Dress Like a Twin Friday 23 Morning Announcements 4A Attendance Awareness Week 4: Show Up Stand Up! Superhero Shirt Friday 24 Common Assessments TAG Testing begins 25 Common Assessments 26 Lesson Plans due Common Assessments 27 Common Assessments 28 Field Trip - 2nd Grade (tentative date) Student Kick Off - Kindle Assembly for students Last day for TX-KEA (Kindergarten) Last Day of 1st 6 weeks Superhero Shirt and Jeans 29 30 Morning Announcements 4B
Research for Essay 3 Wednesday Drafting day for Essay 4 Go over counter-arguments ONLINE Peer Review of Essay 4 in-class (Thursday at 11:59 PM – Saturday at 5:00 PM) ONLINE: Essay 4 – Arguing a Position due (Saturday, July 5 by 11:59 PM on Canvas) WEEK 5 (Aug. 7 – Aug. 11) Monday In-class Revision Day. MLA Day, Full MLA Review ONLINE MLA Study and Revision Wednesday MLA FINAL EXAM – in-class ONLINE FINAL PORTFOLIO – Due by 11:59 PM on Aug. 11 (via Canvas) Journals Due by 11:59 PM on Aug. 11 (via Canvas)
Assignment Due Date (FIRM) Points toward Final Grade Quiz 1 Sat., Nov. 18 @ 11:55 P.M. CST 100 Discussion 1 for Unit 1 (Note that this includes a draft for your paper to be posted, but it will not need to be posted until Wed. Nov. 22). All other questions need to be answered at this time though. Copy of completed draft of Short Comparative Essay 1 to be posted under correct question thread in Discussion 1 Sat., Dec. 2 @ 11:55 P.M. CST Wed., Nov. 22 @ 11:55 P.M. CST 40 Part of Discussion 1 for Unit 1 Final Version of Short Comparative Essay 1 to be submitted in correct submission spot in Unit 1, where it says “Submit Essay 1 Here.” Sat., Dec. 2 @ 11:55 P. M. CST 100 Unit 2: The Literature of the 18th Century (Dec. 4 – Dec. 16) Assignment Due Date (FIRM) Points toward Final Grade Quiz 2 Sat., Dec. 9 @ 11:55 P.M. CST 100 Discussion 2 for Unit 2 (Note that this includes a draft for your paper to be posted, but it will not need to be posted until Wed., Dec. 6). Copy of completed draft of Short Comparative Essay 2 to be posted under correct Sat., Dec. 9 @ 11:55 P.M. CST Wed., Dec. 6 @ 11:55 P.M. CST 40 Part of Discussion 2 for Unit 2
question thread in Discussion 2 Final Version of Short Comparative Essay 2 to be submitted in correct submission spot in Unit 2, where it says “Submit Essay 2 Here.” Sat., Dec. 16 @ 11:55 CST 100 Unit 3: The Literature of the 19th Century (Jan. 2 – Jan. 6) Assignment Due Date (FIRM) Points toward Final Grade Quiz 3 Sat., Jan. 6 @ 11:55 P.M. CST 100 Discussion 3 for Unit 3 Sat., Jan. 6 @ 11:55 P.M. CST 40 Unit 4: The Literature of the 20th Century to Present (Jan. 8 – Jan. 13) Assignment Due Date (FIRM) Points toward Final Grade Quiz 4 Sat., Jan. 13 @ 11:55 P.M. CST 100 Discussion 4 for Unit 4 Sat., Jan. 13 @ 11:55 P.M. CST 40 Unit 5: Final Research Paper (Jan. 15 – Feb. 10): Note: You will have three weeks to work on this final paper. There are assignments due within that time frame, but you can always work ahead. For instance, the draft and peer review are not due until Saturday, Feb. 3, but you can post those documents much earlier than that, if you choose. Assignment Due Date Point Value
4 12/10 – 12/16 Introduction to Proposals Reading: Chapter 12 Grammar Topic: Verbs Memoir due at 11:59 p.m. on December 13. 5 12/17 – 12/19 & 1/3 – 1/6 Proposals, Cont./Style/Revising & Editing Reading: Chapters 17 & 19 Grammar Topic: Pronouns Christmas Break: 12/20 – 1/2 (No Course Assignments Due) 6 1/7 – 1/13 Introduction to Rhetorical Analysis Reading: Chapters 9 & 4 Grammar Topic: Style Proposal due by 11:59 p.m. on January 10. 7 1/14 – 1/20 Rhetorical Analysis, Cont. Reading: Chapters 21 & 22 Grammar Topic: Punctuation and Mechanics 8 1/21 – 1/27 Introduction to Research and Annotated Bibliographies Reading: Chapters 14 & 24 Grammar Topic: Punctuation and Mechanics, Cont. Rhetorical Analysis due by 11:59 p.m. on January 24 9 1/28 – 2/3 Research, Cont. Reading: Chapters 25-27 Grammar Punctuation and Mechanics, Cont. 10 2/4 – 2/10 Research, Cont. Annotated Bibliography Peer Review 11 2/11 – 2/16 Course Wrap-Up Annotated Bibliography due by 11:59 p.m. on Thursday, February 14. FINAL EXAM due by 11:59 p.m. on Saturday, February 16.
WEEK 8: T 10/9 **ESSAY #2—ROUGH DRAFT DUE** Peer Review Workshop HW: Revised Draft, Essay #2 TH 10/11 **ESSAY #2—REVISED DRAFT DUE** Revision Activities Integrating Visual Components Writing Process, Essay #2 HW: Final Draft, Essay #1 ACTIVELY READ: from “Social Impact of Rock n’ Roll” [website] HW #8: SQCD response to “Social Impact of Rock n’ Roll” [typed] WEEK 9: T 10/16 **ESSAY #2—FINAL DRAFT DUE** Writing Reflection Discussion: The Social Influence of Music Lyrical Analysis ACTIVELY READ: “The N-Word is Flourishing…” p90-95 HW #9: SQCD response to “The N-Word is Flourishing…” TH 10/18 Discuss Reading/Immortal Technique Lyrics Assign Essay #3 Prewriting Activities ACTIVELY READ: “‘Elevate My Mind’…” p201-213 HW #10: SQCD response to “‘Elevate My Mind’…” ACTIVELY READ: “Country Openness to Experience…” p214-219 HW #11: SQCD response to “Country Music, Openness to Experience…” F 10/19 **SL DEADLINE #2** WEEK 10: T 10/23 Bring SL Verification Sheet Discuss Readings Thesis Workshop HW: Locate, Print, and Actively Read TWO Secondary Sources from the Chaffey College Database HW: Secondary Source Worksheet for EACH Source TH 10/25 Building an Introduction & Conclusion Sample Prewriting Charts HW: Prewriting Charts, Essay #3 [typed] [website]
measure of a man? Why do you think that? Do you agree or disagree and why? What does society say about the measure of a man? How do we know? Jan 25 W Jan 27 F Jan 30 M The Element of Characterization Read textbook pp 77-79. Read Meloy’s “Travis, B.” (New Yorker Stories Spring 2017). READER RESPONSE PROMPT: What does Meloy seem to be saying about love and loneliness and why do you think so? Do you agree with her? Why or why not? Feb 1 W Feb 3 F Dirty Dozen 1: “Brokeback Mountain” vs. “Travis, B.” Feb 6 M The Element of Plot Read textbook pp 13-16; 22-24 Read William Faulkner’s, “A Rose for Emily,” textbook pp 29-35 READER RESPONSE PROMPT: Faulkner calls Emily “a fallen monument” and “a tradition.” What do you think that means? Why? What use are monuments or traditions to individuals or society? Feb 8 W Feb 10 F Feb 13 M First, read “Brownies” by ZZ Packer (New Yorker Stories Spring 2017). Then, watch the video: https://goo.gl/WkKJHp READER RESPONSE PROMPT: Explore how your understanding or experience of the story changed after having seen the author read the work. Feb 15 W Dirty Dozen 2: “A Rose for Emily” vs. “Brownies” Feb 17 F Review for Exam one Feb 20 M Exam One Feb 22 W Round Two, Match One Feb 24 F Magical Realism Read textbook, pp 341-44 Read “The Very Old Man with Enormous Wings” by Gabriel Garcia Marquez, pp 352-57 READER RESPONSE PROMPT: How does García Márquez make the reader believe in his angel? Be specific. Feb 27 M The Element of Symbolism Read textbook pp 223-25 Read Ursela K. Le Guin’s, “The Ones Who Walk Away from Omelas” pp 242-46.
More research is needed due to the small sample, but under my survey that included twenty students who had taken a business finance course, there does appear to be a difference in how well prepared students feel to manage their personal finances in the four different areas. However, in the knowledge based section of the survey, students who have taken a business finance course was inconclusive. For example, only 30 percent of students who had taken a business finance course were able to realize that the interest was higher than the minimum payment in the last question, which meant that the card credit debt would never fully be repaid. However, there were clear differences between the Business students and the students. For example, 89 percent of students who had taken a business finance course were able to identify the definition of a stock dividend, compared to 58 percent of students who had not taken a business finance course. Recommendations: The general lack of knowledge that Americans, and more specifically University of Maryland students, have of personal finance prevents them from living the most comfortable lifestyle within their means. Financial literacy allows people to make the best financial decisions with the income that they possess, and prevents them from unnecessarily finding themselves without money in emergency situation or inadequately prepared for retirement. Therefore, it is imperative that the University require students to enroll in a personal finance course. The FMSC 341 course already offered serves a valuable for the new course that I am proposing should be required. Dr. Mokhtari’s syllabus can be used as a template for the modified personal finance course. Dr. Mokhtari sets forth the key topics taught each week in the course. I suggest that the University transition into making a personal finance course a requirement by
Wednesday 2/8 HW: Read Vershawn Young’s “Should Writers Use They Own English” Need to have read Chapter 3 in WVA. Preparing for Peer Review! “Should Writers Use They Own English” discussion; HW#3, 1-2 paragraph response to reading & discussion Week Four Monday 2/13 Wednesday 2/15 Draft workshop for Resume/Cover Letter HW: Read Simon Stephen’s Sea Wall (posted through ELMS) Resume/Cover Letter Due Sea Wall Discussion Watch Simon Stephen’s Sea Wall (in class) HW #4 due: Written response to Sea Wall Week Five Monday 2/20 Wednesday 2/22 Chapter 2 in WVA. HW #5: Find Program “Inserts” and Post Through ELMS w/ response Week Six Monday 2/27 Wednesday 3/1 Chapter 7 in WVA Starting the Grant Proposal and Press Releases Due: Initial arts organization research (for Grant Proposal) Week Monday 3/6 Wednesday 3/8 Draft workshop for Program Inserts Program Inserts due Week Eight Monday 3/13 Wednesday 3/15 workshop for Press Releases HW: Read Pauline Kael’s Review of Last Tango in Paris (posted through ELMS) Press Release due Class discussion/review workshop Week Nine Monday 3/20 Wednesday 3/22 SPRING BREAK!!! SPRING BREAK!!!
Week Ten Monday 3/27 Wednesday 3/29 Draft workshop for Reviews Draft workshop for Reviews HW: Read Truman Captoe’s “The Duke in his Domain” Week Eleven Monday 4/3 Wednesday 4/5 Watch Dick Cavett/Marlon Brando interview NO CLASS!!! Reviews due HW: read Truman Captoe’s “The Duke in his Domain” Week Twelve Monday 4/10 Wednesday 4/12 Need to have read Truman Captoe’s “The Duke in his Domain” for in-class discussion. Need to have read Chapter 8 in WVA. Week Thirteen Monday 4/17 Wednesday 4/19 Need to have read Chapter 1 in WVA. Draft workshop for Grant Proposals. Week Fourteen Monday 4/24 Wednesday 4/26 Draft workshop for Grant Proposals (Day 2) Interviews Week Fifteen Monday 5/1 Wednesday 5/3 Interviews Interviews Week Sixteen Monday 5/8 Wednesday 5/10 Interviews Course Wrap Up! and Phone Numbers/Email Addresses of Classmates
Plainview Campus School of Languages and Literature Wayland Baptist University Mission Statement: Wayland Baptist University exists to educate students in an academically challenging, learning-focused, and distinctively Christian environment for professional success, lifelong learning, and service to God and humankind. Course Name: ENGL 5309 – Young Adult Literature (YAL) Term and Year: Winter 2017 (VC schedule) Full Name of Instructor: Dr. Erin Heath Office Phone and Email: 806-291-1110 (Feel free to leave a voicemail.) Office Building, and Location: Online, various times and by appointment Blackboard IM: erin.heath Meeting Time and Location: WBU’s Virtual Campus: Catalog Description: is literature for middle and high school students. Emphasis is placed on contemporary literary and non-literary selections. Prerequisite: None, other than graduate-level status. Required Textbook and Resources: Latrobe’s and Critical Approaches to Young Adult Literature (2009) ISBN: 1555705642 Mark Haddon The Curious Incident of the Dog in the Nighttime (2014) ISBN: 1400032717 Sandra Cisneros’ The House on Mango Street (1983) ISBN-10: 0679734775 Suzanne Collins’ The Hunger Games (2008) ISBN-10: 0545425115 Toni Morrison The Bluest Eye (1970) ISBN-10: 0307278441 Laurie Halse Anderson Fever 1793 (2002) ISBN-10: 0689848919 Yann Martel The Life of Pi (2003) 0156027321 ISBN-10: 0156027321 G. Willow Wilson Ms. Marvel ISBN 9780785198284
Discussion Boards Due Feb 4th 2.Lecture on BB 3. Latrobe’s Ch. 11 “Popular Culture and Literacy” Week 10 February 5-11 None Final Paper Due: Febrary 11th Week 11 February 12-18 1. Read Instructions for Final Exam Final Exam Due February 17th
Tentative Schedule: The schedule below is a tentative outline for the term. As such, it is subject to change, with notification of course. All readings ought to be completed prior to doing any posts in the discussion forum. Tentative Schedule Topic Reading/Viewing Weekly Assignment Week 1 Nov 12-18 Short stories: "Murders in the Rue Morge," "The Mystery of Marie Roget" and "The Purloined Letter" by Edgar Allan Poe and Lecture 1. Introductions 2. Discussion Board Due: Nov 18 Nov 19-25 No reading Thanksgiving Break No assignments due Week 2 Nov 26-Dec 2 Last Coyote by Michael Connolly and Lecture 1. Discussion Boards Due: Dec 2 Week 3 Dec 3-9 Maltese Falcon 1941 directed by John Huston, online reading, and Lecture 1. Proposals for Final Paper due: Dec 9 2. Discussion Boards Due: Dec 9 Week 4 Dec 10-16 The Curious Incident of the Dog in the Nighttime by Mark Haddon, and Lecture 1. Discussion Boards Due: Dec 16 Christmas Break: December 20- Jan 2 (Week 5 of class is split up. It technically starts before the Christmas break and ends after it.) Week 5 Dec 17-Dec 19 and Jan 2-Jan 6 Origin by Diana and Lecture 1. Annotated Bibliography due: Jan 6 2. Discussion Boards Due: Jan 6 Week 6 Jan 7-13 Minority Report directed by Steven Spielberg, online reading, and Lecture 1. Discussion Boards Due Jan 13 Week 7 Jan 14-20 The Intuitionist by Colson Whitehead, and Lecture 1. Draft of final paper for Peer Critique Due: Jan 20 2. Discussion Boards Due Jan 20 Week 8 Jan 21-27 Silence of the Lambs directed by Jonathan Demme, online reading, and Lecture 1. Peer Critique: Due Jan 27 2. Discussion Boards Due Jan 27
Boxers and coaches should be at the venue in good time to be weighed in and to carry out their medicals. Please ensure you bring your medical cards and gumshields with you (no red or partially red). Please note that due to the number of boxers entered in the event only one coach from any one club will allowed to enter the weigh in room with their boxer(s). Coaches are to make sure that their EB lanyards are in date and they bring them to the event. Please be advised that any boxer who does not weigh-in and medical on the day they are required to do so will be withdrawn from the Championships. Notification of any withdrawals will be given to affected clubs as soon as possible and posted online to try to assist in travel plans and save clubs unnecessary travel and expenditure. Programme The programme/bout list will be communicated by October 23rd. Two rings will be in place on both days at the final. Boxing to commence at 1pm. Session break 3pm-3.30pm. Please note that the programme will be dependent on all boxers making the weight and passing the doctors examination. Box Office Tickets can be purchased at the Ticket Desk in Banbury Spiceball on the day of competition only. Prices are £15 per adult and £5 per concession. Please note it is cash only and no £50.00 notes will be accepted. Parking There is pay and display parking available across the bridge, adjacent to the venue. (please see map provided for this and other car parks available). Please note parking at the is not prohibited for event attendees. Enquiries If you have any questions regarding the information contained in this document please do not hesitate to contact the England Boxing Office on 0114 223 5654. Good luck to all competitors
ONLINE Much “English” and film are accessible on You Tube. Wikipedia: “English People”; “English National Identity”; ”Culture of England”; “The Flag of England”; “St George’s Cross”; “Saint George”. English Heritage; The English Music Festival; Welcome to Icons of England; Redress of Past: Historical Pageants in Britain; The Children’s Poly-Olbion Project; This England; Queen’s English Society; The Monarchist League; College of Arms; Pictures of England; Campaign to Protect Rural England; Countryside Restoration Trust; English Hedgerow Trust “All our past acclaims our future: Shakespeare’s voice and Nelson’s hand, Milton’s faith and Wordsworth’s trust in this our chosen and chainless land. Bear us witness: come the world against her, England yet shall stand.” --- Swinburne
The following provides an excellent case study of a patient transferring from children’s services to adult’s services in Liverpool and the role played by the ECLO: “Miss X says that meeting with the ECLO has taken a lot of stress out of her everyday life and if she is anxious she is confident that I am at the end of the phone. If she has any concerns I am more than happy to accompany Miss X to hospital appointments.” ECLO, Royal Liverpool Hospital Habilitation and rehabilitation available on a free and timely basis for as long as needed to learn or relearn key life skills including mobility; Rehabilitation Lead organisation: RNIB In July 2016, RNIB launched ’10 principles of good practice in vision rehabilitation’. These principles were co-produced with over 130 blind and partially sighted people and sight loss professionals. The principles set out what blind and partially sighted people should receive when accessing vision rehabilitation. RNIB’s See, Plan, Provide campaign was launched in 2016. Part of the campaign calls on local authorities to ensure adequate funding for vision rehabilitation as part of their budget setting process. The campaign calls for: See: everyone with a visual impairment must receive a specialist face to face assessment. Plan: everyone must have a plan in place, identifying the outcome of their assessment. The first two steps must take place within 28 days of first contact with the local authority. Provide: any agreed vision rehabilitation support must start within 12 weeks of the person’s initial contact with the local authority. A Trailblazer Apprenticeship Standard has been in development in 2016/17. RNIB, Birmingham City University and VISION 2020 UK have worked with 10 sight loss and eye health sector employers to shape the rehabilitation apprenticeship standard. The Standard could be a key factor in increasing the
4.1.5 England Hockey regards discrimination, harassment, bullying or victimisation, as described as serious misconduct. All complaints against Stakeholders will be taken seriously and appropriate measures, which may including disciplinary action being brought against any Stakeholder who unlawfully discriminates against, harasses, bullies or victimises any other person. Reasonable Adjustments When any decision regarding reasonable adjustments is made about an individual, the only personal characteristics that may be taken into account are those that are consistent with any relevant legislation and are relevant to the substance of the decision being made. England Hockey recognises that it has a duty to make reasonable adjustments for disabled persons. England Hockey will consider all requests for adjustments and possible will accommodate reasonable requests and will work with disabled Stakeholders to implement any adjustments that will enable them to participate more fully in hockey related activities. In addition, when acting as a service provider, England Hockey has an obligation to think ahead and address any barriers that may impede disabled people from accessing its services. Transgender Athletes England Hockey considers that hockey is a gender affected under the Equality Act 2010 and refers any transgender athletes to its policy relating to participation by transgender persons. Responsibility, Implementation and Communication 7.1. The following responsibilities will apply: 7.1.1. The Board of England Hockey is responsible for ensuring that this Equality Policy is implemented, followed and reviewed when appropriate. The England Hockey board is also responsible for ensuring that this Equality Policy is enforced and any breaches are dealt with appropriately. The Chief Executive has the overall responsibility for the implementation of the Equality Policy although this will be managed by the Finance and Administration Director. 7.1.2. A member of the Board will be appointed as the "Equality Champion" and will ensure that equality is included as an agenda item at Board meetings when appropriate and that the Board takes equality issues into consideration when making decisions. 7.1.4. The Ethics and Compliance Manager, reporting to the Finance and Administration Director, will have the overall day-to-day responsibility for the implementation of this Equality Policy and for achieving any equality related actions resulting from it. The Ethics and Compliance Manager’s