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PE2430 About Your Child's Hickman Or Broviac Central Line
About Your Child’s Hickman or Broviac Central Line Hickman and Broviac catheters allow for your child to get fluids and nutrition through their vein while still giving them freedom to move and be active. What is a A central line is an IV (intravenous) line that is surgically placed into a large central line? (central) blood vessel of the body. Two very common types of central lines are called Hickman and Broviac catheters. They are placed into a major blood vessel in or near the heart. Part of the line goes under the skin and enters a blood vessel several inches away. This type of central line is called a tunneled central line. The tunneled central line has a cuff under the skin near the exit site. The cuff is a small felt-like piece of material that encircles the central line. Skin will grow around the cuff just inside the body to help hold the line in place and help from it getting pulled out. The cuff also acts like a barrier to decrease the chance of infection. The other end of the tubing remains outside the skin and has an opening for placing IV nutrition, medicines and fluids. 1 of 4 To Learn More Free Interpreter Services • Intestinal Rehab Program • In the hospital, ask your nurse. 206-987-5662 • From outside the hospital, call the • Ask your child’s healthcare provider toll-free Family Interpreting Line, 1-866-583-1527. Tell the interpreter • seattlechildrens.org the name or extension you need. About Your Child’s Hickman or Broviac Central Line Why is a central A central line is used for giving medicine, fluids, IV nutrition and for drawing line used? blood. -
Line Count/Costumes PDF Click Here to View
Character information for ______________________________________________________________ NB – for larger schools, extra speaking characters can easily be added to scenes and the existing lines shared out between them. Equally, for smaller schools, because many characters only appear in one scene, multiple parts can be played by a single actors. ______________________________________________________________ 37 speaking characters order of appearance. ______________________________________________________________ * A ‘line’ is defined as each time a character speaks - usually between one and five actual lines of text each time. Number of Speaking Character spoken lines * Costume Suggestions Rudolph 13 A red nose, a reindeer ‘onesie’ or brown top, leggings and antlers. Gabriel 14 Traditional nativity angel costume, with wings and halo. Charles Dickens 10 Victorian look – bow-tie, waistcoat and jacket. Long goatee beard. Erika Winterbörn 9 Viking tunic and helmet. Fur shawl or wrap. Festivius Maximus 10 Roman toga, laurel crown and red cloak. Senilius 11 Roman toga and red cloak. White beard. Tipsius 6 Plain brown or grey tunic, belted. Violentia 2 Armour breast plate over a white tunic, greaves and a helmet. Bratius 2 Plain brown or grey tunic, belted. Moodica 2 Plain brown or grey tunic, belted. Lavatoria 1 Long, belted elegant dress, tiara and jewellery. Olaf 6 Viking tunic and helmet. Fur shawl or wrap. Astrid 5 Viking tunic and helmet. Fur shawl or wrap. Hair in plaits. Cow 1 1 Cow ‘onesie’ or brown/black & white, leggings and a mask or horns. Cow 2 1 Cow ‘onesie’ or brown/black & white, leggings and a mask or horns. Cow 3 1 Cow ‘onesie’ or brown/black & white, leggings and a mask or horns. -
May 13, 2014 Eric Holder Attorney General U.S. Department of Justice 950 Pennsylvania Avenue NW Educational Opportunities Sect
www.j4jalliance.com ● 4242 S. Cottage Grove Chicago, IL 60653 ● [email protected] ● (773) 317-6343 May 13, 2014 Eric Holder Attorney General U.S. Department of Justice 950 Pennsylvania Avenue NW Educational Opportunities Section, PHB Washington, D.C. 20530 Arne Duncan Secretary of Education U.S. Department of Education 400 Maryland Ave SW Washington, DC 20202 Dear Attorney General Eric Holder and Secretary Arne Duncan: During this week that marks the 60th anniversary of Brown v. Board of Education, community organizations in Chicago, Newark, and New Orleans, all members of the national Journey for Justice Alliance, file three complaints under Title IV and Title VI of the Civil Rights of 1964 with the Education Opportunities Section of the Department of Justice’s Civil Rights Division (“DOJ”) and the Department of Education’s Office for Civil Rights (“OCR”). As we commemorate the landmark civil rights victory that struck down the “separate but equal” doctrine and the system of codified racism in our public schools, we respectfully request that you open an investigation of the racially discriminatory school closings that are the subject of these complaints. Journey for Justice is a coalition of grassroots organizations in twenty-one cities across the country. The coalition has come together because, across our communities, education “reformers” and privatizers are targeting neighborhood schools filled with children of color, and leaving behind devastation. By stealth, seizure, and sabotage, these corporate profiteers are closing and privatizing our schools, keeping public education for children of color, not only separate, not only unequal, but increasingly not public at all. -
Contact Information for Everyone Connected to the Proposal and Organization B
New Program Provider Application Guide Employee Instructors Community-Based Organizations Summer 2019 School Year 2019-2020 SUMMER 2019 | FALL 2019 | SPRING 2020 After School Matters Vision, Mission, and Values Vision “After School Matters provides teens with opportunities to discover their potential and find their future.” Mission “To provide Chicago public high school teens opportunities to explore and develop their talents, while gaining critical skills for work, college and beyond.” After School Matters achieves this mission by: • Designing and delivering high quality, hands-on, project-based apprenticeship programs in a variety of content areas, including the arts, science, sports, technology and communications. • Engaging skilled professionals as Instructors who support teens’ growth and development in an intentional and meaningful way. • Aligning and maximizing the resources of an extensive network of public-private partnerships to support coordinated and sustainable investment in youth development through school- and community-based programming. • Focusing on continuous quality improvement, data-driven and cost-effective decisions, strengthening skills to encourage improved academic outcomes, and positive impacts for teens, schools and communities we serve. Values At After School Matters, we strive to demonstrate and inspire the following professional values, both in our own work and in that of the teens we serve: • Excellence: After School Matters works to achieve excellence by advancing a culture of responsibility, accountability and sustainability as we continuously enhance both the quality of our program experience for the teens we serve and the efficiency of our operations. • Teamwork: After School Matters recognizes the value of teamwork among our teen participants and program providers, within our staff and with our extensive network of public and private partners. -
The Life & Rhymes of Jay-Z, an Historical Biography
ABSTRACT Title of Dissertation: THE LIFE & RHYMES OF JAY-Z, AN HISTORICAL BIOGRAPHY: 1969-2004 Omékongo Dibinga, Doctor of Philosophy, 2015 Dissertation directed by: Dr. Barbara Finkelstein, Professor Emerita, University of Maryland College of Education. Department of Teaching and Learning, Policy and Leadership. The purpose of this dissertation is to explore the life and ideas of Jay-Z. It is an effort to illuminate the ways in which he managed the vicissitudes of life as they were inscribed in the political, economic cultural, social contexts and message systems of the worlds which he inhabited: the social ideas of class struggle, the fact of black youth disempowerment, educational disenfranchisement, entrepreneurial possibility, and the struggle of families to buffer their children from the horrors of life on the streets. Jay-Z was born into a society in flux in 1969. By the time Jay-Z reached his 20s, he saw the art form he came to love at the age of 9—hip hop— become a vehicle for upward mobility and the acquisition of great wealth through the sale of multiplatinum albums, massive record deal signings, and the omnipresence of hip-hop culture on radio and television. In short, Jay-Z lived at a time where, if he could survive his turbulent environment, he could take advantage of new terrains of possibility. This dissertation seeks to shed light on the life and development of Jay-Z during a time of great challenge and change in America and beyond. THE LIFE & RHYMES OF JAY-Z, AN HISTORICAL BIOGRAPHY: 1969-2004 An historical biography: 1969-2004 by Omékongo Dibinga Dissertation submitted to the Faculty of the Graduate School of the University of Maryland, College Park, in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2015 Advisory Committee: Professor Barbara Finkelstein, Chair Professor Steve Klees Professor Robert Croninger Professor Derrick Alridge Professor Hoda Mahmoudi © Copyright by Omékongo Dibinga 2015 Acknowledgments I would first like to thank God for making life possible and bringing me to this point in my life. -
Dressing with Pride: Clothing for the Elderly and Disabled Evelyn Kennedy Commentucci, Sewtique March 16, 2016
Dressing with Pride: Clothing for the Elderly and Disabled Evelyn Kennedy Commentucci, Sewtique March 16, 2016 Summary by Salem Amanda Moritz Evelyn Kennedy Commentucci, the founder of Sewtique, presented the University of Rhode Island’s TMD students with samples of her clothing designs for the elderly and disabled that she made in the 1950s. Having experienced three years of her life with a full leg cast and forearm crutches, Evelyn was well aware of the struggles of a handicapped person, especially when it came to dressing. From there, she was inspired to design and alter traditional clothing so it is not only more comfortable and practical, but also stylish. Evelyn first told us about a group of four girls she had worked with who lived in an institution for disabled children. She described them as being completely dependent on their caretakers and having “no daily living skills.” Evelyn was determined to change that. In order to help these girls learn to dress themselves she began by giving them large squares of fabric with buttons, snaps, or Velcro. By practicing with these weekly, they further developed their fine motor coordination. Eventually, the girls were given special dresses designed and created by Evelyn that opened and closed with the same closures they had practiced on, and the girls were able to dress themselves much more independently than before. Then Evelyn began thinking about other types of clothing that could use improvement for children with varying forms of disabilities. She started by taking ready-to-wear clothing and making alterations so they could more easily be put on and taken off, such as zippers to open the neckline for sleeve access, or extending a zipper to the toe of a onesie instead of it ending at the hip. -
Action Civics Showcase
16th annual Action Civics showcase Bridgeport MAY Art Center 10:30AM to 6:30PM 22 2018 DEMOCRACY IS A VERB WELCOME to the 16th annual Mikva Challenge ASPEN TRACK SCHOOLS Mason Elementary Action Civics Aspen Track Sullivan High School Northside College Prep showcase The Aspen Institute and Mikva Challenge have launched a partnership that brings the best of our Juarez Community Academy High School collective youth activism work together in a single This has been an exciting year for Action initiative: The Aspen Track of Mikva Challenge. Curie Metropolitan High School Civics in the city of Chicago. Together, Mikva and Aspen have empowered teams of Chicago high school students to design solutions to CCA Academy High School Association House Over 2,500 youth at some of the most critical issues in their communities. The result? Innovative, relevant, powerful youth-driven High School 70 Chicago high schools completed solutions to catalyze real-world action and impact. Phillips Academy over 100 youth action projects. High School We are delighted to welcome eleven youth teams to Jones College Prep In the pages to follow, you will find brief our Action Civics Showcase this morning to formally Hancock College Prep SCHEDULE descriptions of some of the amazing present their projects before a panel of distinguished Gage Park High School actions students have taken this year. The judges. Judges will evaluate presentations on a variety aspen track work you will see today proves once again of criteria and choose one team to win an all-expenses paid trip to Washington, DC in November to attend the inaugural National Youth Convening, where they will be competition that students not only have a diverse array able to share and learn with other youth leaders from around the country. -
Visual Metaphors on Album Covers: an Analysis Into Graphic Design's
Visual Metaphors on Album Covers: An Analysis into Graphic Design’s Effectiveness at Conveying Music Genres by Vivian Le A THESIS submitted to Oregon State University Honors College in partial fulfillment of the requirements for the degree of Honors Baccalaureate of Science in Accounting and Business Information Systems (Honors Scholar) Presented May 29, 2020 Commencement June 2020 AN ABSTRACT OF THE THESIS OF Vivian Le for the degree of Honors Baccalaureate of Science in Accounting and Business Information Systems presented on May 29, 2020. Title: Visual Metaphors on Album Covers: An Analysis into Graphic Design’s Effectiveness at Conveying Music Genres. Abstract approved:_____________________________________________________ Ryann Reynolds-McIlnay The rise of digital streaming has largely impacted the way the average listener consumes music. Consequentially, while the role of album art has evolved to meet the changes in music technology, it is hard to measure the effect of digital streaming on modern album art. This research seeks to determine whether or not graphic design still plays a role in marketing information about the music, such as its genre, to the consumer. It does so through two studies: 1. A computer visual analysis that measures color dominance of an image, and 2. A mixed-design lab experiment with volunteer participants who attempt to assess the genre of a given album. Findings from the first study show that color scheme models created from album samples cannot be used to predict the genre of an album. Further findings from the second theory show that consumers pay a significant amount of attention to album covers, enough to be able to correctly assess the genre of an album most of the time. -
The La Tarde Dine Thou Want To
THELA TARDE DINEUS 20180271176A1 THOU WANT TO ( 19) United States (12 ) Patent Application Publication (10 ) Pub. No. : US 2018/ 0271176 A1 Harrell ( 43 ) Pub . Date : Sep . 27 , 2018 ( 54 ) UNDERGARMENTS WITH MULTI- LAYER (52 ) U . S . CI. BARRIERS TO LESSEN EMF/ EMR /EHS CPC . .. A41B 9 / 12 ( 2013 . 01 ) ; A61F 2013 / 8408 EMITTING FEATURES AND MOISTURE ( 2013 .01 ) ; A41B 9 / 02 ( 2013 . 01 ) ; A41B 13 / 08 MANAGEMENT PROPERTIES (2013 .01 ) ; A41B 9 / 04 ( 2013 .01 ) ; A41C 3 /005 (2013 .01 ) ; A41B 17 /00 (2013 .01 ) ; A41B 13 /04 ( 71 ) Applicant : Delores Harrell, Ellenwood , GA (US ) (2013 .01 ) ; A41C 3 / 12 ( 2013 .01 ) ; B32B 5 / 02 ( 2013 .01 ) ; B32B 5 / 26 ( 2013 .01 ) ; A61F ( 72 ) Inventor: Delores Harrell, Ellenwood, GA (US ) 13 / 8405 (2013 . 01 ) ; A41B 2400 / 52 ( 2013 . 01 ) ; A41B 2400 /62 (2013 .01 ) ; B32B 2307 / 212 (21 ) Appl. No. : 15 /912 , 905 (2013 . 01 ) ; B32B 2555 /02 (2013 .01 ) ; A41B 9 / 06 ( 2013 .01 ) ( 22 ) Filed : Mar. 6 , 2018 (57 ) ABSTRACT Related U . S . Application Data Undergarments are worn beneath other clothing articles and have direct contact to human skin and vital body organs. The (60 ) Provisional application No . 62 / 469 ,478 , filed on Mar . rationale behind the development of this invention is to 9 , 2017 . minimize electromagnetic fields / frequency ( EMF ) ; electro magnetic radiation ( EMR ) ; and electromagnetic hypersen Publication Classification sitivity ( EHS ) while managing moisture production within (51 ) Int. Cl. the same. Multiple textile barrier linings will serve as A41B 9 / 12 ( 2006 . 01 ) blocking measures to minimize the hazardous effects linked A41B 9 / 06 ( 2006 .01 ) to various EMR / EMF emitting exposure as well as introduce A41B 9 / 02 ( 2006 .01 ) moisture and absorption properties . -
Clothing Days
4-H CLOTHING DAYS Rhodes Center Auditorium, Ohio State Fairgrounds Tuesday, July 31 – Thursday, August 2 Shannon Carter, Jami Dellifield & Christine Kendle, Assistant Superintendents GENERAL GUIDELINES: 1. Age of Participants • 4-H Age as of 1/1/2018 • *New for 2018: Sew Fun, Junior category (age 8-10) and Senior category (age 11 & up) as of 1/1/2018. • *New for 2018: Shopping Savvy and Look Great for Less, Junior category (age 8-13) and Senior (age 14 and up) as a 1/1/2018. 2. Participation Guidelines: • All participants will take part in the judging and fashion revue indicated for their class. • Counties may select one individual to participate in each class, J-1 through J-21. • Participants must be enrolled in and have completed the project in which they are enrolled as listed in the 2018 Family Guide to 4-H. Note: It is unethical and strictly prohibited for members to switch from one project to another after completing the project in order to participate at the State Fair Fashion Revue. • Individuals may participate in a total of 2 classes as long as they are in different style reviews – see schedule below. • 4-H’ers who take more than one clothing project must complete separate learning experiences related to each, including creating a separate, complete, total look outfit FOR EACH PROJECT. (e.g. A top made for one project cannot be used in another project; an outfit used in one project cannot be used with an Outerwear project.) • The Clock Trophy winner of any class prior to this year is not eligible to participate in the same class for this year. -
Zine Culture: Identity & Agency Trajectories in an ELA Classroom William K
Kennesaw State University DigitalCommons@Kennesaw State University Doctor of Education in Secondary Education Department of Secondary and Middle Grades Dissertations Education Spring 3-13-2017 Zine Culture: Identity & Agency Trajectories in an ELA Classroom William K. Jones Kennesaw State University Follow this and additional works at: http://digitalcommons.kennesaw.edu/seceddoc_etd Part of the Secondary Education Commons Recommended Citation Jones, William K., "Zine Culture: Identity & Agency Trajectories in an ELA Classroom" (2017). Doctor of Education in Secondary Education Dissertations. 7. http://digitalcommons.kennesaw.edu/seceddoc_etd/7 This Dissertation is brought to you for free and open access by the Department of Secondary and Middle Grades Education at DigitalCommons@Kennesaw State University. It has been accepted for inclusion in Doctor of Education in Secondary Education Dissertations by an authorized administrator of DigitalCommons@Kennesaw State University. For more information, please contact [email protected]. Zine Culture: Identity & Agency Trajectories in an ELA Classroom By W. Kyle Jones A Dissertation Submitted in Partial Fulfillment Of the Requirements for the Degree of Doctor of Education In Secondary Education English Copyright © W. Kyle Jones 2017 All rights reserved ACKNOWLEDGEMENTS My love of writing grew from the moment Ms. B, my readiness teacher, helped me publish my own story of a white cat that visited a magical land after falling into a rainbow. My love of reading began at the age of ten when my dad handed me the book Ender’s Game, and I became immersed in the psychology of a child my age playing the war games of adults. I fortified my love of writing when my friends humored me and read my angsty, teenage poetry and told me they liked it—they were being kind to say the least. -
Dj Drama Mixtape Mp3 Download
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