zilongwang/ReadingBank huggingface dataset:
Measurable Course Performance Objectives (MPOs) (continued): 2. Apply critical and analytical analysis techniques to literary works: 2.1 discuss the implications of literary criticism of African American texts; 2.2 write several short critical and analytical essays about selected works studied; 2.3 write a longer critical literary research essay about a work relevant to the course; 2.4 use the library, Internet, and other resources to find relevant, scholarly source material in support of the thesis in the critical literary research essay; 2.5 write in one’s own voice in the essays while properly incorporating primary and secondary material; and 2.6 use appropriate citations from the source to support the development of the thesis idea following Modern Language Association (MLA) format in the critical essay and in the critical literary research essay Methods of Instruction: Instruction will consist of lectures, discussions, and the development of critical and analytical essays, one of which is a critical literary research essay. Outcomes Assessment: Quiz questions are blueprinted to course objectives. Checklist rubrics will be used to evaluate critical and analytical essays for MLA documentation and the various elements of African American literary thought for the presence of course objectives. Rubrics will be used to evaluate recognition of literary terms and concepts specific to African American literature in sampled writing assignments. Data is collected and analyzed to determine the level of student performance on these assessment instruments in regards to meeting course objectives. The results of this data analysis are used to guide necessary pedagogical and/or curricular revisions. Course Requirements: All students are required to: 1. Complete the reading and analysis of selected texts. 2. Write three multi-page critical and analytical essays using MLA style format. 3. Write one multi-page critical literary research essay with documentation in MLA style format. 4. Take at least three quizzes as scheduled. Methods of Evaluation: Final course grades will be computed as follows:
WEEK / DAY MONDAY I H: 5 - 9 / 11 G: 31 / 8 – 4 / 9 Registration Week II H: 12 – 16 / 11 G: 7 - 11 / 9 Introduction: purpose, types of tests/testing III H: 19 – 23 / 11 G: 14 - 18 / 9 Reliability / validity+ backwash Effect IV H: 26 /11 – 1 / 12 G: 21 - 25 / 9 Common testing techniques+ Stages of test construction H: 4 – 8 / 12 G: 28 / 9 – 2 / 10 Hajj Break H: 11 – 15 / 12 G: 5 – 9 / 10 V H: 18 – 22 / 12 G: 12 – 16 / 10 Quiz 1 Testing grammar VI H: 25 – 29 / 12 G: 19 - 23 / 10 Deadline for submitting ASSIGNMENT 1 Testing vocabulary – part one- VII H: 2 – 6 / 1 G: 26 – 30 / 10 1st midterm VIII H: 9 – 13 / 1 G: 2 – 6 / 11 Testing vocabulary - part two- IX H: 16 – 20 / 1 G: 9 – 13 / 11 Deadline for submitting ASSIGNMENT 2 Testing reading X H: 23 – 27 / 1 G: 16 – 20 / 11 Quiz 2 Testing writing XI H: 1 - 5/2 G: 23 – 27 / 11 Testing oral ability XII H: 8 – 12 / 2 G: 30 / 11 – 4 / 12 2nd midterm XIII H: 15 – 19 / 2 G: 7 - 11 / 12 Classroom Assessment Techniques XIV H: 22 – 26 / 2 G: 14 – 18 / 12 Quiz 3 Deadline for submitting the PROJECT XV H: 29 / 2 – 3 / 3 G: 21 - 25 / 12 Review Week H: 6 – 10 / 3 G: 28 / 12 – 1 / 1 GENERAL REQUIREMENTS EXAMS H: 13 – 17 / 3 G: 4 – 8 / 1 DEPARTMENT EXAMS H: 20 – 24 / 3 G: 11 - 15 / 1
It’s a Boy! Purpose: The purpose of this personal narrative essay is to show that having a “Think-It- Over” baby for my high school child-development class taught me to be less judgmental of people. Audience: people who tend to judge others by appearances All essays submitted to me and graded in your portfolio must include a cover sheet that is formatted exactly like what you see above. You must have the required 4-line heading(see the “How to Format a Word Doc” on JetNet). Additionally, you must include your essay’s title, a Purpose statement, and a target audience. The Purpose statement is a one-sentence “trailer” of your essay. Here is the equation: Purpose: The purpose of this (name the genre of the essay assignment) is to show that (the subject of your essay)(your thesis). The Audience statement names a specific group of readers who might benefit from reading your essay for some reason. This becomes the cover page for each essay, so it’s stapled to the top. This cover does not count toward essay length; however, the quality of it will be graded in the Final Portfolio, so carefully follow directions. Guidelines and Requirements for English 090 Portfolios Jackson College’s Department of Language, Literature and Arts has implemented the portfolio as an assessment tool for all English 090, 091,131, and 132 courses. Please read the following information about the English 090 portfolio for this class:
Potential Deductions Fewer than 3 essays included = automatic 0.0 for the Final Portfolio — _____ Missing Portfolio Reflection essay = deduction of 1.0 — _____ Fewer than 10 pages*** = 0.5 deduction — _____ Fewer than 8 pages*** = 1.0 deduction — _____ ***Essays less than two pages will NOT add to the page count. They equal 0. Deductions from Overall Quality — ________ PORTFOLIO GRADE (after standard deductions) _________ Additional comments: English 090 Portfolio Grading Rubric Each essay in the Portfolio will be assessed for the following categories and then averaged for a Portfolio grade. The Final Portfolio =50% of your Final Grade. Categories 4.0 = Masterful 3.0 = Skilled 2.0 = Competent 1.0 = Unsatisfactory 0.0 = Poor Controlling Idea: Focus, Purpose, and Thesis Engaging, full development of a clear thesis, appropriate to assignment genre and purpose. Revision is clear with obvious consideration of written reviews. Competent thesis represents adequate understanding of the assignment genre. Revision shows some attention written reviews. Thesis is too broad or only indirectly supported; needs more development. More attention to revision is needed. Thesis is unclear or vague; focus shows signs of misunderstanding of assignment genre or criteria. Minimal attention shown to revision. Thesis is absent; confusion assignment criteria or lack of care in essay development. Almost no attention to revision.
CONTROL NUMBER DATE COMPLETED COMPLETED BY REVIEWED BY YYYY-LLL-## dd-mmm-yyyy Name Surname First Name Surname MAINTENANCE FACILITY TO BE ADDED LINE MAINTENANCE FACILITY OCCASIONAL (Max. 10 days) TEMPORARY (Max. 6 months) PERMANENT AD-HOC BASE MAINTENANCE FACILITY SUB-CONTRACTED LINE MAINTENANCE FACILITY TEMPORARY PERMANENT EASA Part 145.A.75(c) – MOE 1.8.2 EASA Part 145.A.75 – MOE 1.8.1 EASA Part 145.A.75(b) – MOE 2.1 – CQPH 3.2 SUMMARY Organisation TUI Airways Limited CAA Approval Number Bilateral Approval Numbers FAA BNY140F TCCA 807-28 Location(s) (IATA Code) LLL Certificates held at location Scope of Work 48HR Line A Re-weigh Weekly Engine Change Other: Details: Product(s) Type(s) Model(s) Registration(s) Aircraft Engine APU… B787 PW2500 GTCP 131-9 B787-800 GTCP131-9B G-XXXX Limitations Levels of maintenance. Movements/Inputs Total Frequency per Week Overnight Operator(s) Supported Duration From dd-mmm-yyyy To dd-mmm-yyyy Resources Certifying Staff A B1 B2 B1/B2 SS C Total Subcontracted Manpower
To view lesson objectives from entire unit, click on the “yellow backpack” and open the Course Guide. **Note: in English 10 are “randomized”. If you open the test and then X out, the questions will be different when you reopen the test. Grammar: Make sure to review the grammar practice in each lesson. Sentence patterns S-V (subject-verb) S-V-O (subject-verb-object) S-V-I-O (subject-verb-indirect object-direct object) S-V-N (subject-verb-predicate nominative) S-V-A (subject-verb- predicate adjective) Sentence Fragment vs. Complete Sentence Simple & Complete Subject Simple & Complete Predicate Literary Terms/Concepts: Be able to: Define, explain, give examples, and identify examples Theme Tone Symbolism Irony and types of irony (verbal, dramatic, situational) Characterization Paradox Personification Mood Speaker's Tone Literature: “Love After Love” & the other poems Be able to identify the speaker’s tone Be able to identify symbolism “The Censors” Be able to identify characterization Be able to identify irony – verbal, situational, dramatic “Third Bank of the River” Be able to identify the speaker’s tone
Examining literature template You can use this template to analyse literature, essays and articles. See the Examining literature – Drink drive worksheet and answers as examples. STRUCTURE TEXT LANGUAGE Intertextuality and references to other texts Title Introduction – what is the purpose? Identify it. Vocabulary, register and tone Repetition Tense and point-of-view Length of sentences Metaphors, similes and clichés References to books, TV, news, religious texts, popular sayings, statistics Body 1 What does this paragraph do? How does it lead on from the first paragraph? Vocabulary, register and tone Repetition Tense and point-of-view Length of sentences Metaphors, similes and clichés References to books, TV, news, religious texts, popular sayings, statistics
Pocket Style Manual, 2-22 (browse this section, called “Clarity,” looking for one rule you either don’t understand or disagree with; write it down and be prepared to explain why) Paper 1 due in class and on classesV2 Conference Sign-Up (in class) Th Sept. 12 Writing Workshop: Paper 1 (in-class) Craft of Research, Ch. 11 Pocket Style Manual, 24-62 (browse this section, called “Grammar,” looking for one rule with which you were unfamiliar, and be prepared to explain it to your peers) UNIT TWO: Controlled Research Week 4 T Sept. 17 Timothy Hickman, “Mania Americana: Narcotic Addiction and Modernity in the United States, 1870-1920” Th Sept. 19 Craft of Research, Ch. 12 1 revised due in class and on classesV2 Week 5 T Sept. 24 A Scanner Darkly, dir. Richard Linklater Pocket Style Manual, 64-86 (browse this section, called “Punctuation,” looking for one rule you would define as especially logical, and be prepared to demonstrate logic to your peers Th Sept. 26 Craft of Research, Ch. 13 2 due in class and on classesV2 Family Weekend, F Sept 27 – S September 29 Week 6 T Oct. 1 Bring hard copy of completed peer review to class for workshop Craft of Research, Ch. 14 and 17 Th Oct. 3 Ethan Nadelmann, “Commonsense Drug Policy” Craft of Research, Ch. 16 “Choosing a Research Topic” HW due UNIT THREE: Researching a Problem Week 7 T Oct. 8 Library Research Session: Meet in Bass
“Finding Sources” HW due Craft of Research, Ch. 3 & 4 Conference #2 Sign-Up (in class) Th Oct. 10 B. Sessa, “Is it Time to Revisit the Role of Psychedelic Drugs in Enhancing Human Creativity?” Craft of Research, Ch. 5 Paper 2 revised due in class and on classesV2 Week 8 T Oct. 15 Caroline Acker, “How Crack Found a Niche in the American Ghetto: The Historical Epidemiology of Drug-Related Harm” Craft of Research, Ch. 6 Th Oct. 17 Craft of Research, “Afterword: Ethics of Research” Yale College Writing Center, Understanding and Avoiding Plagiarism and Academic Integrity Survey Research proposal and annotated bibliography due in class Week 9 T Oct. 22 Michelle Alexander, “The New Jim Crow” October Recess, W October 23 – Sunday, October 27 Week 10 Th Oct. 29 Erik Van Ree, “Drugs as a Human Right” Review Craft of Research, Ch. 7-11 Th Oct. 31 Partial Paper 3 draft due in class and on classes V2 Week 11 T Nov. 5 Writing Workshop: Paper 3 Bring completed “Research Peer Review” to class Review of Research, Ch. 12-14, 16-17 Th Nov. 7 “Security, Migration, and the Economy in the Border Region: The ‘Real’ Effects of Mexico’s Drug War” “Kinds of Claims” HW due Week 12
Activity Location Price Transport Staff Surfing various $3 car Mrs Greenwood Iceskating/ 10 pin bowling Coffs $27.50 bus Mrs Bowen/ Mrs McKinnon Movies Nambucca $22 foot Mrs Dedman Snorkelling V Wall $0 foot Ms Patu Rock Art V Wall $2 foot Mrs Thomas Choir School $0 Ms Ryde Kayaking Various $2 car Mr Steward Raleigh Raceway $30 bus Waterslides Raleigh $15 bus Mr Richardson Computers School $5 Mr Hazelwood Horse Riding Valery Trails $28 bus Mr Webster Bus prices will be determined after participant numbers are gathered....assume around $12 Top Approximately 55 Year 10 students from NHHS together with 10 students from BCS attended the finale of the WRALS/Work Experience Program for Year 10 at the Golf Club. A range of exhibitors and guests attended the event, - TAFE, Southern Cross Uni, UNE, Centrelink, Group Training organisations - Key Employment, Directions Group Training, North Coast Group Training, and local Job Service Providers - ETC and Tursa employment services. The VRA also demonstrated their role as a voluntary group in the community who provide assistance at industrial and vehicle accidents. Students came to the Session prepared with a Job Application and Resume and were interviewed by personnel from the various organisations. Students were also able to obtain information about courses, Apprenticeships, Traineeships and Tertiary study from Southern Cross, UNE, TAFE, the Group Training Organisations and Employment Services. Mr. Ogilvy, Careers Adviser said that the day was very successful and thanked all the guests for their contribution and participation in providing a valuable experience for students. Photos & story - Helen Mower, Youth Directions
The Toolkit is equipped with tools and information to help workers identify signs, offer knowledge-based support, and connect women to the most appropriate services. Developed in consultation with experts and funded by the Department of Social Services, the 1800RESPECT online toolkit has key information on good practice, educational videos with specialists, webinars, tools and resources, and apps. The toolkit can be downloaded at 1800respect.org.au/toolkit. The campaign coincides with the 16 Days of Action campaign – a global campaign to end violence against women that runs from 25 November to 10 December 2016. To find out how you can get involved in the campaign please contact Kelli Browne on or Catherine Watt on Our Watch Awards 2016 On 14 September the second Our Watch Awards were held to celebrate media excellence in reporting on violence against women. Lauren Novak and Sheradyn Holderhead won the 2016 Our Watch Gold Award for their campaign in the Sunday Mail and The Advertiser, “Knowing what we’re up against”. Our Watch judges said: “The ‘Knowing what we’re up against’ campaign demonstrated a clear objective - to know the extent of the issue of family violence so as to stop it." Columnist and broadcaster about how high quality reporting can contribute to a deeper understanding of violence against women including its drivers and prevention. The event, was hosted by Julia Zemiro, and saw more than 200 journalists, industry, media identities and survivor advocates gathered at Sydney’s Doltone House, Hyde Park. The Awards were delivered in partnership with The Walkley Foundation, and funded by the Department of Social Services. You can view all the winning entries . Beginning a Life in Australia is now online The newly-updated Beginning a Life in Australia booklet (BaLIA) – a settlement guide to services available in Australia – is now available from the . The booklet contains detailed national and specific information about education, employment, health, housing, money and transport for migrants and the community. Families escaping violence, for instance, will find emergency services contact numbers and crisis accommodation information useful. BaLIA also provides information on topics such as domestic violence and offers support for new arrivals who may be unfamiliar with Australian laws and way of life. contains over 1500 links, so it is best viewed online.
Utopia and Dystopia Utopia: definition, characteristics The Republic (~380 BCE) by Plato The City of God (413-426 AD) by Augustine of Hippo Utopia (1516) by Thomas More Christianopolis (1619) by Johann Valentin Andreae The City of the Sun (1623) by Tommaso Campanella (Italian philosopher) New Atlantis (1627) by Francis Bacon Erewhon (1872) by Samuel Butler News from Nowhere (1892) by William Morris Looking Backward (1888) by Edward Bellamy Gloriana, or the Revolution of 1900 (1890) by Lady Florence Dixie Herland (1915) by Charlotte Perkins Gilman A Modern Utopia (1905) by H. G. Wells Walden Two (1948) by B. F. Skinner Island (1962) by Aldous Huxley The Lathe of Heaven (1971) and The Dispossessed (1974) , by Ursula K. Le Guin Ecotopia (1975) by Ernest Callenbach Always Coming Home (1985) , by Ursula K. Le Guin Dystopia: definition, characteristics
A Sojourn in the City of Amalgamation, in the Year of Our Lord, 19-- (1835) Jerome B. Holgate The Republic of the Future (1887) novella by Anna Bowman Dodd The Time Machine (1895) novella and When the Sleeper Wakes (1899) by H. G. Wells The Iron Heel (1908) by Jack London The Machine Stops (1909) short story by E. M. Forster We (1921) by Yevgeny Zamyatin Brave New World (1932) by Aldous Huxley It Can't Happen Here (1935) by Sinclair Lewis If This Goes On- (1940) short story by Robert A. Heinlein Nineteen Eighty-Four (1949) by George Orwell Player Piano (aka Utopia 14) (1952) by Kurt Vonnegut Fahrenheit 451 (1953) by Ray Bradbury Bring the Jubilee (1953) by Ward Moore Love Among the Ruins (1953) short story by Evelyn Waugh Harrison Bergeron (1961) short story by Kurt Vonnegut A Clockwork Orange (1962) by the English author Anthony Burgess Make Room! Make Room! (1966) by Harry Harrison. This Perfect Day (1970) by Ira Levin The Running Man (1982) by Stephen King The Handmaid's Tale (1985) by Margaret Atwood The Children of Men (1992) by P.D. James
Announcements (and Apology) Questions Schedule Response Papers Quiz Discussion Schedule Day & Evening classes meet on a Thursday schedule Reading: Alderman, Naomi. “.” 25 Mar. 2017. Mead, Rebecca. “.” 17 Apr. 2017. Atwood’s . Read at least Introduction and Parts I–V (xiii–xix, 1–75) Viewing: Schlöndorff’s The Handmaid's Tale (1990) *See also: Mujib Mashal, “.” 31 July 2017. Web. Thu., 23 Nov. Thanksgiving - College Holiday Thu., 30 Nov. Due: A clear, well-written, properly documented () argumentative essay of at least seven to twelve pages (1500-2500 words minimum), with a and page ( and do not count toward the seven-page requirement). The paper must be argumentative (persuasive), with a clear, explicit, and assertive thesis statement, and must use a minimum of five to seven sources, including three to five secondary sources; secondary sources must be scholarly criticism or analysis, not summaries, reviews, or “analysis” from sites such as e-Notes, SparkNotes, Wikipedia, 123HelpMe, or Gradesaver.com. You must include at least one short quotation, one long—block—quotation, and one paraphrase, and these sources must be properly documented (utilizing ), and integrated into your writing smoothly and correctly. Reading: Atwood’s . Read at through Part X (77–187) Viewing: Schlöndorff’s The Handmaid's Tale (1990) Thu., 7 Dec. Reading: Atwood’s . Read through Part XV and “Historical Notes” (189–311) Viewing: Schlöndorff’s The Handmaid's Tale (1990) returned Thu., 14 Dec. Due Thu., 21 Dec. Final Conferences; Day & Distance Education classes end
Week 4 (6/18) — Narratives and Emancipation DUE: Read pp 448-543. Complete Reading Journal 2 Week 5 (6/25) — Romanticism DUE: Read pp 553-728 Complete Reading Journal 3 Week 6 (7/2) —Watch and discuss “Bartleby the Scrivener” DUE: Read pp 799-802, 822-823, 864-929. Complete Reading Journal 4 Week 7 (7/9) — Society and its Discontents DUE: Read pp 983-1047. Complete Reading Journal 5 Week 8 (7/16) — Emancipation of DUE: Read pp 1058-1153. Complete Reading Journal 6 Week 9 (7/23) — Modernism DUE: Read pp 1365-1432, 1445-1449. Complete Reading Journal 7 Week 10 (7/30) — War, Conflict, Resistance DUE: Read pp 1450-1517. Complete Reading Journal 8 Week 11 (8/6) — Race and Post-Colonialism DUE: Read pp 1597-1704. Complete Reading Journal 9 Week 12 (8/13)– Exam DUE: Final Journal-Reflection on the course materials and your learning experience.
Fifth Judicial District Social and Financial Neutral Evaluation Qualified Neutral Members NAME QUALIFICATIONS LOCATION Bickford, Glen Mediator, Parenting Time Expeditor, Parenting Consultant, Child Custody Evaluator, ENE Rochester Joseph P. Attorney, ENE, Mediator Mankato Referee Chambers, Susan Only do ENE outside of Blue Earth County Referee, Mediator, Custody Evaluator, Parenting Time Expeditor, ENE (Social & Financial ENE) Rule 114 Qualified Mankato Clark, Tracy Mediator, ENE Rule 114 Qualified New Ulm Christopherson, Bruce Retired Judge, ENE (Social & Financial ENE) Marshall NAME QUALIFICATIONS LOCATION
Finley, Gail Guardian ad Litem, ENE, Parenting Time Expeditor, Parenting Consultant Mankato Frago, Brad Attorney, Mediator, ENE (Social & Financial ENE) Rule 114 Qualified Northfield Gislason, Daniel Mediator, Arbitrator, Attorney, ENE (Social & Financial ENE) New Ulm Harrleson, George Retired Judge, ENE Marshall Heine, Linda Attorney, Mediator, ENE Rule 114 Qualified New Ulm Horrisberger, Paul Retired Guardian ad ENE Mankato Kircher, Michael Attorney, ENE St. James Kramer, Thomas Attorney, Mediator, ENE (Social & Financial ENE) Rule 114 Qualified Granite Falls Larson, Sara Guardian ad Litem, Mediator, Custody Evaluator, Parenting Time Expeditor, ENE Balaton
Lucht, Larry Attorney, Mediator, ENE Worthington Manahan, Attorney, Mediator, ENE (Social & Financial ENE) Mankato Michelle Millenacker, Psy.D., LP Psychologist, Mediator, Inclusive Mediation, Custody & Parenting Time Evaluator, Attachment Assessments, Parenting Consultant, Parenting Time Expeditor, Social ENE, Rule 114 Qualified. Northfield Panowitsch, Henry Retired Psychologist, ENE Mankato Runchey, Barb Attorney, Mediator, ENE Contract Child Support Magistrate-8th Judicial District (Social & Financial ENE) Marshall Wacker, Jody Guardian ad Litem, Custody Evaluator, Child Care Support Specialist, ENE Pipestone Webster, Ruth Ann Attorney, Mediator, ENE Rule 114 Qualified New Ulm
There is a list of tropes that you should understand and learn to recognise and explain in your study guide. This is the list: ? Metaphor ? Simile ? Personification ? Metonymy ? Hyperbole ? Irony ? Oxymoron ? Understatement (If you would like to get some useful definitions of the types of figurative speech listed above, try going to You can also find some useful examples on this site.) For example: If you say ‘the cat sat on the mat’, you are using normal language to convey a straightforward idea: that a furry four-legged animal is sitting on the carpet. BUT if you say ‘you let the cat out of the bag’, you are using figurative language (in this case, a metaphor) to convey an idea which is not straightforwardly evident in what you have said. You might have mentioned a cat and a bag, but what you mean is that someone has told a secret. Think about why someone would say ‘you let the cat out of the bag’ instead of ‘you told a secret’. What does the metaphor involving the cat convey that the simple phrase ‘you told a secret’ does not? If you imagine a cat being let out of a bag, you probably imagine the cat being quite angry. Cats do not like being forced into bags, so the cat would probably be hissing, biting and scratching. Thus, the idea of a cat getting out of a bag conveys how telling a secret that should not be told might lead to people becoming angry and fighting, much like furious cats would do. Understanding this and explaining it is part of the process of analysing figurative language which you need to learn.
TITLE Exploring the title WORTHLESS EVERY RELATIONSHIP IS DIFFERENT AND PEOPLE LEAVE FOR DIFFERENT REASONS. THE ENDING OF THE RELATIONSHIP HAD A NEGATIVE EFFECT ON THE READER. SEEN THROUGH THE CONTINUED USE OF NEGATIVE WORDS ‘BROKEN’ ‘DAMAGE’ RIPPED’ TORN’ DEAD’ ‘ANGER’ HATE’ IS HOW HER PARTNER FELT TOWARDS HER. THE TITLE OF THE POEM IS REFLECTED THROUGHOUT THE POEM WITH THE WORDS DAMAGED, BROKEN, RIPPED. SO THE THEME IS CONTINUED THROUGH OUT. I ALSO THINK THAT THE TITLE IS NOT MISLEADING. LIKE THE TITLE IS WORTHLESS AND THAT IS EXACTLY HOW THE SPEAKER FEELS. Actually a very realistic poem I'M sure we all can relate to feeling like this once in our lives THOUGH TO EACH ONE A LESSER DEGREE OR MORE. SHE IS DISTRAUGHT BY THIS ORDEAL. Worthless-the person feels he/she is worth nothing, the mean nothing to no one or feel less important Associating the title positive or negative- the title are associating as negative. I associate it with low self-esteem. The feeling of having no value or useless Not appreciated Used, hurt and damaged, emotionally THE TITLE CONVEYS A NEGATIVE MESSAGE. WHEN SOMETHING IS WORTHLESS IT IS OF NO VALUE TO ANYONE. THIS PORTRAYS HOW THE SPEAKER FEELS. DEFINITION: adjective 1. without ; of no use, importance, or value; good-for-nothing: a worthless person; a worthless contract. . VIEWED 28.8.2017
they first fell in love, but that their youth did not negate the depth of their love. Instead, as Poe writes, “we loved with a love that was more than love,” which is later paralleled by “with a love that the winged seraphs of Heaven….” The parallelism in this stanza creates rhythm and gives deeper meaning to the love that he and Annabel Lee shared. however, in addition, and on the other hand
“You’re Ugly, Too,” Lorrie Moore “Awaiting Orders,” Tobias Wolff 3/6 Plot and Structure Surprise and Suspense Beginnings and Endings Essays “Incremental Perturbation: How to Know Whether You’ve Got a Plot or Not” John Barth “The Lingerie Theory of Literature,” Julie Chekoway Stories Edward P. Jones “Sea Oak,” George Saunders 3/13 of View: First Person Essays “Casting Shadows, Hearing Voices: The Basics of Point of View” Valerie Miner “A Container of Multitudes, or When ‘I’ Isn’t ‘Me’: The Art of First Person” Alyce Miller Stories “Why Antichrist?” Chris Adrian “The President,” Daniel Alarcon 3/20 of View: Third Person Essays “And Eyes to See: The Art of Third Person” Lynna Williams “At What Distance?” Janet Burroway “Reconsidering Omniscience in Contemporary Writing” Jenny Dunning Stories “The Caprices,” Sabina Murray “Love and Hydrogen,” Jim Shepard 3/27 “Big” Stories, “Little” Stories Time Management in Fiction Essays Excerpts from “The Literary Clock: Strategies for Handling Time in Fiction” Amy Weintraub “Long Time in Short Stories, Or Why Can’t a Story Be More Like a Novel?” Joan Silber Stories “The Behavior of the Hawkweeds,” Andrea Barrett “Cathedral,” Raymond Carver
Assessment Tasks (ATs) AT1 Oral Presentation Students are required to deliver a presentation on a selected topic 20% AT2 Discussion and Participation Students are expected to participate in discussions in class 10% AT3 Term Paper Students are to submit a term paper of the length of 2500 – 3000 words on a selected topic at the end of the semester 30% AT4 Final Examination Open-book format 40% TOTAL 100% Alignment of Course Intended Learning Outcomes, Teaching and Learning Activities and Assessment Course Intended Learning Outcomes Teaching and Learning Activities Assessment Tasks ILO1 TLA1,2,4,5,6 AT1,2,3,4 ILO2 TLA1,3,4,5 AT1,2 ILO3 TLA2,3,4 AT1,2 ILO4 TLA2,3,6,7 AT3,4 ILO5 TLA2,3 AT3,4 Course Outline: Week 1 Modernism and Modernity Stevenson, Randall. “Modernism and Modernity.” Modernist Fiction: An Introduction. London: Routledge, 1997. 1-15. Virginia. “Modern Fiction.” Modernism: An Anthology. Ed. Lawrence Rainey. Oxford: Blackwell, 2005. 897-901. ‘Modernism.’ Oxford English Dictionary. Web. 21 Apr. 2016. ‘Modernist.’ Oxford English Dictionary. Web. 21 Apr. 2016. ‘Modern.’ Oxford English Dictionary. Web. 21 Apr. 2016. ‘Modernity.’ Oxford English Dictionary. Web. 21 Apr. 2016. Week 2 Consciousness and Narratology Thurber, James. “The Secret Life of Walter Mitty.” 1938. The Secret Life of Walter Mitty and other pieces. London: Penguin, 2000. 69-74. 3 Modernism and Memory Proust, Marcel. “Volume I, Swann’s Way.” In Search of Lost Time. Hong Kong: Naxos Digital Services, 2004. Week 4-5 The Crisis of Representation James, Henry. “The Real Thing.” The Real Thing and Other Tales. London: Macmillan, 1893. 1-44. Kafka, Franz. “Metamorphosis.” Metamorphosis and Other Stories. Trans. Willa and Edwin Muir. London: Vintage, 2012. 1-54. Week 6 Modernists on Modernism
TLA3 Demonstration of use of cinematic language through cinematic examples TLA4 Critical reading of texts in relation to the key concepts TLA5 Analysis of the film adaptations TLA6 Comparison of the literary and filmic text by screening of film excerpts TLA7 In-class discussions TLA8 Oral Presentations by students TLA9 Writing of Term Paper Assessment Tasks (ATs) AT1 Oral Presentation 20% AT2 Midterm Quiz 10% AT3 Term Paper 30% AT4 Final Examination 40% TOTAL 100% Alignment of Course Intended Learning Outcomes, Teaching and Learning Activities and Assessment Tasks Course Intended Learning Outcomes Teaching and Learning Activities Assessment Tasks ILO1 TLA1,2,3,6,9 AT2,3,4 ILO2 TLA3,5,6,7,8,9 AT1,2,3,4 ILO3 TLA4,5,6,7,8,9 AT1,3,4 ILO4 TLA3,5,6,7,8,9 AT2,3 ILO5 TLA4,6,7,8,9 AT1,3,4 Course Outline Week 1 Introduction to Adaptation: From Literature to Film Reading: Stam, Robert. (2005) “Introduction: The Theory and Practice of Adaptation.” Literature and Film: A Guide to the Theory and Practice of Film Adaptation. London: Blackwell. pp. 1-52.
Describes concept in an organized manner and communicates information clearly concept demonstrates a high level of organization, communicates information with a high degree of clarity concept demonstrates considerable organization, communicates information with considerable clarity concept demonstrates some organization, communicates information with some clarity concept demonstrates limited organization, communicates information with limited clarity Application: Use presentation techniques to engage the interest of the audience Uses a wide variety of presentation techniques to engage the interest of the audience Uses a variety of presentation techniques to engage the interest of the audience Uses some presentation techniques to engage the interest of the audience Uses few presentation techniques to engage the interest of the audience Book 2 Chapters 9 – 10 Presentation Written Component Criteria Level 4 Level 3 Level 2 Level 1 Knowledge: Demonstrates understanding of topic under study and describes concept providing examples Demonstrates thorough understanding of topic under study and description of concept makes thorough reference to examples Demonstrates considerable understanding of topic under study and description of concept makes considerable reference to examples Demonstrates some understanding of topic under study and description of concept makes some reference to examples Demonstrates limited understanding of topic under study and description of concept makes limited reference to examples Thinking: Analyze assigned chapters Analysis of assigned chapters provides thorough insight Analysis of assigned chapters provides considerable insight Analysis of assigned chapters provides some insight Analysis of assigned chapters provides limited insight Communication: Description of concept Description of concept Description of concept Description of concept
Are there examples to support the reasons / details? Are there details not connected to the topic and main idea? Is there a closing sentence or conclusion? My essay rules should apply to all formal assignments: No contractions (don’t, won’t, can’t, shouldn’t etc.) No pronouns (I, you) Correct grammar, punctuation and citations Specified verb No abbreviations Do not use slang Do not overuse exclamation marks No parentheses or brackets. If something is important enough to put in brackets, then include it in the body of the essay. If it is not important enough to include in your essay, why are you including it in brackets? Paragraphs should be indented Transition Words Transition expressions show relationships between thoughts and give a sense of direction and continuity. Consequently, they assist the reader in moving from detail to detail within a single sentence, from sentence to sentence, and lastly, from paragraph to paragraph. They are a necessary factor in coherence, especially regarding essays. Refer to the table below to assist you with your future writing success. Addition Comparison Contrast Emphasis Example Exception In addition Moreover Further Furthermore Finally Once Also Besides That Additionally Similarly Likewise In like manner Whereas Except By comparison Compared to Balanced against Where In the same way However Nevertheless On the other hand But Yet After all On the contrary Notwithstanding In contrast Certainly In any In fact Indeed Extremely Perennially Eternally Empathetically For example For instance In this case In another case On this occasion In this situation Evidence of this of this Thus In this manner Yet Still However Nevertheless Naturally Despite In spite of Of course Once in a while Sometime Granted Opening/General Result Sequence Time Admittedly Assuredly Certainly Granted Nobody denies Obviously Of course To be sure Undoubtedly Unquestionably Generally speaking In general At this level Near Beyond Opposite to Adjacent to At the same place Here There For the same reason Evidently Furthermore Moreover Besides Indeed In fact In addition Because Clearly then In light of this It is easy to see that Accordingly Thus Consequently Hence Therefore Wherefore Thereupon Truly then In consideration In final analysis Indeed In conclusion Finally Preceding this Concurrently Following At this time / Subsequently Afterward After / Before this Previously Soon / As soon as Finally Before Before long Next At once Immediately Meanwhile At length In the meantime At the same time Simultaneously In the end Then At last At In the first place Later
the impending murder? Describe the balance of power between Macbeth and Lady Macbeth in Act One’s final scene. Act 2, Scene 1 As Act Two opens, Banquo passes his sword and his cloak to his son Fleance. What does this gesture foreshadow? Why can’t Banquo Why might Banquo be troubled by the witches’ visit? Describe in some detail what Macbeth sees in the air when he is and explain why he might see it. What does it symbolize? By the end of the scene, has Macbeth determined to kill Duncan, or is he still unsure? What action does he take at the end of the scene? Act 2, 2 What does Lady Macbeth mean when she says, “That hath made them drunk hath made me bold”? How is Lady Macbeth different in this scene from the way she’s presented herself before? Macbeth is distraught that he could not say “Amen.” Why would this upset him? Macbeth thinks he hears a voice saying “sleep no more, / Macbeth does murder sleep. . . .” For what is sleep a metaphor? Describe Macbeth’s mental state in this scene. How is it different from Lady Macbeth’s? Act 2, Scene 3 To what does the porter compare Macbeth’s castle? Why is the reference significant? Characterize the interaction among Macduff, Lennox, and the porter when the porter lets them in. What purpose might this exchange serve? Who finds Duncan’s body, and what is his response? What is Banquo’s response to the news of Duncan’s death? What are Donalbain and Malcolm’s reactions to their father’s murder, and what do they decide to do? Malcom says, “To show an unfelt sorrow is an office / Which the false man does easy.” Based on his observation, in what way is Malcolm different from his father? What role does the weather play in Scene Three? Act 2, Scene 4 What happened to Duncan’s horses? What does this further? Who is assumed to have murdered Duncan, and why?
The wastewater from shower drains, dishwasher, sinks and washing machines is piped through pipes connected to a filter tank in which the wastewater is treated. Then, the treated water is connected to a tank in which the treated water is reserved for later use. A pumper is used to pump water through pipes connected to the homes’ toilets and outdoor taps. Function Water is mostly used for washing machine and shower, so the grey water system would recycle up to 60% of a home’s used water. The problem within the system is that constructed homes might have a problem in installing the system since the system depends on the way the pipes are connected, so the system functions normally. However, the system could be installed easily with homes under construction, so more designing options are analyzed for better functioning. V. Management and Organization A. Company Structure The company structure will define the type of business proposed in the plan. This will be followed by the employee structure which will define the different types of employees of the company. Online sources show that are six main types of company structures which can be considered for the new company: 1. Sole Proprietorship -- One individual owns the company and is responsible for both its assets and liabilities. 2. General Partnership – Two or more people, within a contract, run the business with equal responsibilities and liabilities. 3. Limited Partnership -- Some of the partners in the partnership have less interest and liability in the company. In this type of partnership, there must be at least one general partner. 4. Limited Liability Company (LLC) – One or more owner(s) who invest in the company and have limited personal liability for the debts and actions of the LLC. “a
Chatter (move). Bulbapedia. 21 August 2006. Web. 17 April 2015. <> Game Boy. Wikipedia. Web. 28 April 2015. <> Generation V. Bulbapedia. 6 October 2007. Web. 17 April 2015. <> History of Pokémon. Bulbapedia. 29 December 2015. Web. 17 April 2015. <> List of Harvest Moon games. Wikipedia. Web. 28 April 2015. <> List of Pokémon games. Wikia. Nintendo. Web. 17 April 2015. <> Pokédex: Pokémon Omega Ruby and Pokémon Alpha Sapphire. The Pokémon Company International 2015. Pokémon Battle. Bulbapedia. 18 April 2005. Web. 17 April 2015. <> Pokémon Red and Blue. Wikipedia. Web. 28 April 2015. <> Starter Pokémon. The Pokémon Wiki. Web. 17 April 2015. < >
Monday, 19. Oct. Regional Dialects ODEL, Chapter 6 Wednesday, 21. Oct. Chaucer and London English ODEL, Chapter 6 Translation #3 Due Monday, 26. Oct. A London Standard ODEL, Chapter 6 Wednesday, 28. Oct. Exam 2 Monday, 2. Nov. The Great Vowel Shift: from Middle to Modern English ODEL, Chapter 7 Wednesday, 4. Nov. Shakespeare ODEL, Chapter 7 Monday, 9. Nov. The English Bible Dictionary Project #3 Due Wednesday, 11. Nov. The Study of Language ODEL, Chapter 8 Monday, 16. Nov. Modern English Dictionaries ODEL, Chapter 9 Wednesday, 18. Nov. New Standards ODEL, Chapter 9 Monday, 23. Nov. Values and Prescriptivism ODEL, Chapter 10 Wednesday, 25. Nov. Thanksgiving Holiday (no Monday, 30. Nov. American English and Dialects ODEL, Chapter 11 Wednesday, 2. Dec. Conclusions Paper Due Friday, 11. Dec. Final Exam (10:30a)
-Opening a new document -Loading Metadata -Viewing Metadata -Layering Data -Shifting between data layers -Constructing new files - -Running spatial analysis After performing the tasks I created the following table with my findings. Task/Category ArcGIS MapInfo Re-draw or re-position map regions (eg., planning zones, zip codes, town boundaries.) No “UnDo” command. Cannot edit Arc/Info format data; can edit “shape file” format data. Cannot add points (vertices) to re-shape an existing region shape. Can display but cannot import regions defined by more than 5,000 points Strong map editing features. Can build and edit regions defined by up to 32,000 points. Can reverse edits with UnDo command. Combine, split, and trim map regions. Merge adjacent regions (shape file format only). No “polygon overlay” operations, so cannot split one region with another or trim one region to fit the adjacent region border. Combine regions, split one region with another region, and “erase” an area of overlap between regions. Adjacency, “buffers”, and proximity: What's happening nearby. Can select within a buffer but does not create the buffer zone for use in further analysis. Very limited ability to build new map layers from combinations of old layers. Easy implementation of “near” functions. Buffer regions automatically with ring or buffer objects retained. Buffer size controlled by data values. Computes “near” and distance functions, but via relatively complex method. Most sophisticated features to compute intersections and overlaps among regions.
Mechanics and Style is flawlessly written with a flair for academic style, and expressiveness excellent in terms word choice and sentence variety. Essay is well written with a solid academic style, with good expressiveness evidenced by some strong word choice and sentence variety. is acceptably written with some academic style, with word choice and sentence variety being ordinary. Essay is poorly written with a little academic style. Word choice and sentence variety are below expectations in terms of language proficiency. Resources Principal Readings Philippe De Brabanter and Mikhail Kissine, Utterance interpretation and cognitive models, Bingley: Emerald Group Ltd., 2009. Andrew Gillies, Note-taking for consecutive interpreting : a short course, Manchester, [England] ; Northampton, MA: St. Jerome Pub., c2005. Elena M. de Jongh, An Introduction to Court Interpreting, Theory & Practice, New York: University Press of America, 1992. Holly Mekkelson, Introduction to Court interpreting, New York: Routledge, 2017 LEE Yukming, “Creating the Original for Interpreting Purpose”, The 4th Cross Strait Translation Forum, CUHK, 26-27 November 2008 LEE Yukming, “The acquisition of interpreting skills” submitted to the Fifth National Conference on Interpreting Practice, Pedagogy, and Research, Shanghai Foreign Studies University, November 2004 LEE Yukming, “The Training of Court Interpreters in Hong Kong”, June 1994 Michael Wilkinson, LexisNexis Butterwrths. – Supplementary Readings Interpreting , John Benjamins Publishing Co. Ng, E. (2009). The tension between adequacy and acceptability in legal interpreting and translation. In S. Hale, U. Ozolins & L. Stern (Eds.), : 2011 Reference materials
Unit 8 Novel Ideas Section A – What’s Really Real Section B – Mean What You Say Section C – Connect the Dots Section D – Shine It Up Unit 9 Cultural Evolution and Literature Section A – A Different Drum Section B – We Have Ways of Making You Talk Section C – Tell All Section D – Spin Me Right Round Unit 10 Contemporary Voices Section A – Say Anything Section B – Can You Hear Me Now? Section C – You Know What I Mean? Section D – Express Yourself
ENG3U – Exam Review Unit One: Literary Terms, Grammar, Word of the Day Define the literary terms given to you at the beginning of the year. Know examples of those literary terms. For example, be able to identify an example of a metaphor, simile, personification, etc. Grammar – Parts of language including adverbs, conjunctions, interjection, pronouns, adjective, nouns, etc. Word of the day – know the final 14 words we covered in class. Define and use in a sentence. Unit Two – The Alchemist and MLA Know geographical locations of the cities/places mentioned on Santiago’s journey Terms in The Alchemist (personal legend, maktub, scarab, etc.) General Plot – What happens? Who does what? The characters – Who are they? What do they do? How do they relate to each The Journey – what inspired each character’s journey? Symbols in The Alchemist Themes in The Alchemist MLA – Quoting properly, Works Cited page, Title page info, Thesis, Quotation marks vs. Italicized Unit – Troy The gods/goddesses Greek Myth terms General Plot – What happens? Love? Results? Conflicts? Symbols Irony Greek Myths studied in class Unit Four – Macbeth Elizabethan Era Shakespeare The Globe Special Effects Shakespearean Terms Macbeth general plot – What happens? Why? Who is to blame? Tragic Flaw – how does it relate to Macbeth? Tragic Hero – how does it relate to Macbeth?
poem: “On the Wings of Song” (1827) by Heinrich Heine Lied: Felix Mendelssohn (1834) poem: “The Erl-king” by J. W. von Goethe (1782) Lied: Schubert (1821) arrangement for Cameron Carpenter (2010) a cappella bop version: Maybebop (2013) pop culture poem: “Cradle Song” (1603) by Thomas Drekker “Golden Slumber” (1969) by The Beatles poem: the Lucy poems (1798-1801) by William Wordsworth “Lucy” (1993) by The Divine Comedy poem: “Little Viennese Waltz” (1930) by Frederico Garcia Lorca “Take This Waltz” (1986) by Leonard Cohen Week 3. Iconic Text: The Inferno epic poem: The Inferno (The Divine Comedy; 1320) by Dante (Cantos 1-5, 26) Francesca de Rimini (1876) by Pyotr Tchaikovsky (excerpts) Dante Symphony (1857) by Franz Liszt (1st Movement) Week 4. Iconic Text: Faust The Tragical History of Doctor Faustus (1592) by Thomas Marlowe (excerpts) Faust. Part 1 (1829) by J. W. von Goethe A Faust Symphony (1857) by Franz Liszt (excerpts) Week 5. Iconic Text: Faust (continued) pop / rock music (1995) pop musical by Randy Newman Beethoven’s Last Night (2000) rock opera by Trans-Siberian Orchestra Week 6. Lyrics as Poetry: The Case of Bob Dylan (1964-1966) “Mr. Tambourine Man” (1965) “Chimes of Freedom” (1964) “Love Minus Zero. No Limit” (1965) “Visions of Johanna” (1966) “Just Like Tom Thumb’s Blues” (1965) “My Back (1964) Week 7. Music as a Theme in Fiction story: “Cellists” by Kazuo Ishiguro (from Nocturnes: Five Stories of Music and Nightfall; 2009) ♪ Nocturnes (selection) (1827-1846) by Frederic Chopin short story: “The Violoncello” by Dan Rhodes (from Don’t Tell Me the Truth About Love; 2003) short story: “The Man Who Loved A Double Bass” (1962) by Angela Carter
---, Schubert: Sexuality, Subjectivity, Song. Cambridge: Cambridge UP, 1998. ---, Musical Meaning: Toward a Critical History. Berkeley: U of California P, 2001. ---, Opera and Modern Culture: Wagner and Strauss. Berkeley: U of California P, 2004. Langer, Susanne K. Philosophy in a New Key: A Study in the Symbolism of Reason, Rite and Art. Cambridge, MA: Harvard UP, 1942. Parson, James, Ed. The Cambridge Companion to the Lied. Cambridge: Cambridge UP, 2004. Petermann, Emily. The Musical Novel. Imitation of Musical Structure, Performance, and Reception in Contemporary Fiction. Rochester: Camden 2014. Scher, Steven Paul. ed., Music and Text: Critical Inquiries. Cambridge: Cambridge UP, 1992. ---, “Notes Towards a Theory of Verbal Music.” Comparative Literature 72 (1970): 147-156. Stein, Deborah and Robert Spillman. Poetry into Song: Performance and Analysis of Lieder. Oxford: Oxford UP, 1996. Steiner, Wendy. The Sign in Music and Literature. Austin: U of Texas P, 1981. Wolf, Werner. The Musicalization of Fiction. A Study in the History and Theory of Intermediality. Amsterdam: Rodopi, 1999. Zapruder, Matthew. “The Difference Between Poetry and Song Lyrics.” The Boston Review. bostonreview.net. 6 December 2012. Web. 17 June 2015.
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P44T PATROL 44 VALERIE SWEETLAND 1 TMU S.O. *** SUP19T SUPERINTENDENT 19 AARON GROVE 3 MEYERS WC W4T TENDER 4 3 MEYERS WC 19C1 19 CHARLES 1 JOE COOK (LEO CAPTAIN) 1 TRUCKEE RS 19E1 19 EDWARD 1 FRANK MACHLER (LEO) 1/2/3 TMU S.O. *** /CARSON VALLEY 19E2 19 EDWARD 2 LAURA CLARK (LEO) 1/2 TMU S.O. *** /TRUCKEE RS 19E3 19 EDWARD 3 ADAM NADEAU 1/2/3 OHV4# OHV 4# (OFF HIGHWAY VEHICLE) VARIOUS 1/2/3 MEYERS WC ULM4# ULM 4# (URBAN LOT MANAGEMENT) VARIOUS 1/2/3 MEYERS WC Lake Tahoe Basin Management Unit Supervisor’s Office Supervisor 1 Nancy Gibson