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The Indiana Guide to State Agencies
The Indiana Guide to State Agencies Distributed by Peggy Welch Indiana State Representative Written and compiled by the Indiana House of Representatives Democratic Publications Office Greg Guffey, Director Kathleen Catlin, Assistant Director For additional copies, please call 1-800-382-9842 Table of Contents Administration, Department of 3 Agriculture and Rural Development, Indiana Commission for 16 Arts Commission, Indiana 6 Career Postsecondary Advancement Center, Indiana 15 Civil Rights Commission 19 Commerce, Department of 19 Correction, Department of 16 Education, Department of 7 Election Division, Indiana 9 Family and Social Services Administration 15 Gaming Commission, Indiana 17 Health , Indiana State Department of 3 Hoosier Lottery 18 Housing Finance Authority, Indiana 11 Labor, Department of 10 Library, Indiana State 5 Motor Vehicles, Bureau of 14 Museum and Historical Sites, Indiana 5 National Guard, Indiana 6 Natural Resources, Department of 4 Personnel, Indiana State Department of 20 Police, Indiana State 13 Revenue, Indiana Department of 12 Rural Development Council, Indiana 22 Small Business Development Corporation, Indiana 8 State Emergency Management Agency 4 State Information Center 10 State Student Assistance Commission of Indiana 9 Transportation, Department of 20 Utility Consumer Counselor 17 Veterans’ Affairs, Department of 13 Worker’s Compensation Board 8 3 Indiana State Department of Health The Department of Health investigates For further information, contact: health and safety concerns on behalf of all 2 N. Meridian St. Hoosiers. This department issues health Indianapolis, IN advisories if a flu or measles outbreak 46204 occurs or if a strain of e-coli is found in (317) 233-1325 Indiana. It holds the records for immuniza- http://www.ai.org/doh tions and diseases in the state along with marriage, birth and death certificates. -
Introducing Indiana-Past and Present
IndianaIntroducing PastPastPast ANDPresentPresent A book called a gazetteer was a main source of information about Indiana. Today, the Internet—including the Web site of the State of Indiana— provides a wealth of information. The Indiana Historian A Magazine Exploring Indiana History Physical features Physical features of the land Surficial have been a major factor in the growth and development of Indiana. topography The land of Indiana was affected by glacial ice at least three times Elevation key during the Pleistocene Epoch. The Illinoian glacial ice covered most of below 400 feet Indiana 220,000 years ago. The Wisconsinan glacial ice occurred 400-600 feet between 70,000 and 10,000 years ago. Most ice was gone from the area by 600-800 feet approximately 13,000 years ago, and 800-1000 feet the meltwater had begun the develop- ment of the Great Lakes. 1000-1200 feet The three maps at the top of these two pages provide three ways of above 1200 feet 2 presenting the physical makeup of the land. The chart at the bottom of page lowest point in Indiana, 320 feet 1 3 combines several types of studies to highest point in give an overview of the land and its 2 use and some of the unique and Indiana, 1257 feet unusual aspects of the state’s physical Source: Adapted from Indiana Geological Survey, Surficial To- features and resources. pography, <http:www.indiana. At the bottom of page 2 is a chart edu/~igs/maps/vtopo.html> of “normal” weather statistics. The first organized effort to collect daily weather data in Indiana began in Princeton, Gibson County in approxi- mately 1887. -
Lessons, Answer Keys, Student Scoring Sheets, and a Survey of the Scientifically- Based Reading Research That Is Foundational to ITRI
Grade 4 Teacher Guide Developed by the Center for Innovation in Assessment in conjunction with the Indiana Department of Education What’s In This Booklet The Informational Text Reading Inventory (ITRI) was created when the Center for Innovation in Assessment (CIA) observed that students in grade four experience a significant drop in performance in all of their subject areas. CIA researched solutions and identified the critical issue as the students' struggle to apply the reading skills they have learned in earlier grades to their expository textbooks. In grade four, students are expected to read to learn at a far greater extent than in earlier grades. ITRI materials teach students the reading skills they need to understand their content area textbooks. This booklet contains all the information teachers need to use the ITRI materials, including assessments, lessons, answer keys, student scoring sheets, and a survey of the scientifically- based reading research that is foundational to ITRI. Because all ITRI content comes from Indiana's Academic Standards for grade four science, social studies, and English/language arts (E/LA), ITRI materials will enhance the subject matter teachers already teach. Students will always learn the reading skills within the context of their content area curriculum. For a detailed list of all items, please go to the Table of Contents on page iii. Copyright © 2005 by the Indiana Department of Education. All rights reserved. No part of this publication may be reproduced or transmitted in any form without permission from the Indiana Department of Education. Exclusive license for the reproduction of these materials is provided to Indiana teachers for instructional purposes at schools accredited by the Indiana State Board of Education. -
Way to Grow News for Urban Gardeners
way to grow news for urban gardeners JUNE/JULY 2009 | VOLUME 32 | NUMBER 3 Do Goats Belong in Your Garden? Jennie Grant, President & Founder, Goat Justice League, and a Seattle Tilth instructor “The prudent man does not make the goat his gardener,” says an old Hungarian prov- erb, and it certainly is hard to imagine how a goat could beautify your garden. However, a farm animal “garden room” adds tremen- dous interest to your yard, and with a hand- some goat shed and lots of wood chips, it lends a certain charm. Goats are always up to something interesting–relaxing in the sun, chewing their cud, or trying figure out a way to break out of their yard and eat your prize rose bushes. While adding interest to the garden, for many Seattleites, the primary reason to keep goats is the milk they produce. There is Children pick flowers at our Teaching Peace Through Gardening program with the Atlantic something very satisfying about opting out Street Center. of the factory farm system and drinking a glass of milk from your own goat. Also, fresh Summer Partnerships Continued on page 3 Lisa Taylor, Children’s Program Manager Freeway Park, Occidental Square, Cascade Each week of the academy we will work Seattle Tilth will be collaborating with three Playground and Belltown Cottage Park. with 50 youth at Aki Kurose Middle School fantastic community partners this summer to grow a container garden, explore soils and to offer organic gardening education to tar- Atlantic Street Center composting and provide organic gardening geted populations in the Seattle area. -
K-12 Educators Guide
K–12 EDUCATION PROGRAM GUIDE FALL-15 THROUGH SUMMER-16 November 24, 2015 9:17 AM Discover educational opportunities TABLE OF CONTENTS throughout the state at the Indiana State Museum and Historic Sites. At the Indiana State Museum Stay Up To Date ...................................................................................................................................p3 Planning Your Visit .............................................................................................................................p4 Mission ....................................................................................................................................................p5 Changing Exhibitions ........................................................................................................................p6 School Workshops..............................................................................................................................p8 Educational Theater ..........................................................................................................................p9 Festivals and Events ......................................................................................................................... p11 Professional Development ............................................................................................................ p12 Educational Outreach ..................................................................................................................... p13 Homeschool -
A Stylistic Analysis of 2Pac Shakur's Rap Lyrics: in the Perpspective of Paul Grice's Theory of Implicature
California State University, San Bernardino CSUSB ScholarWorks Theses Digitization Project John M. Pfau Library 2002 A stylistic analysis of 2pac Shakur's rap lyrics: In the perpspective of Paul Grice's theory of implicature Christopher Darnell Campbell Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project Part of the Rhetoric Commons Recommended Citation Campbell, Christopher Darnell, "A stylistic analysis of 2pac Shakur's rap lyrics: In the perpspective of Paul Grice's theory of implicature" (2002). Theses Digitization Project. 2130. https://scholarworks.lib.csusb.edu/etd-project/2130 This Thesis is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. A STYLISTIC ANALYSIS OF 2PAC SHAKUR'S RAP LYRICS: IN THE PERSPECTIVE OF PAUL GRICE'S THEORY OF IMPLICATURE A Thesis Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degree Master of Arts in English: English Composition by Christopher Darnell Campbell September 2002 A STYLISTIC ANALYSIS OF 2PAC SHAKUR'S RAP LYRICS: IN THE PERSPECTIVE OF PAUL GRICE'S THEORY OF IMPLICATURE A Thesis Presented to the Faculty of California State University, San Bernardino by Christopher Darnell Campbell September 2002 Approved.by: 7=12 Date Bruce Golden, English ABSTRACT 2pac Shakur (a.k.a Makaveli) was a prolific rapper, poet, revolutionary, and thug. His lyrics were bold, unconventional, truthful, controversial, metaphorical and vulgar. -
Jessica Nunemaker Nun E M a K
INDIANA, TRAVEL NUNEMAKER Where was James Dean’s hometown? “Jessica Nunemaker What do A. J. Foyt, Mario Andretti, and Al has a gift for uncovering Unser have in common besides winning the hidden gems in small Indianapolis 500? Where was the world’s first towns across Indiana and theme park? Find these answers and more bringing each community in Little Indiana: Small Town Destinations. to life. The amazing stories Featuring towns of 15,000 or fewer and photographs in inhabitants, Little Indiana explores where Little Indiana: Small Town to eat, stay, play, and shop in over 90 small Destinations will entice towns. After six years of traveling the state you to explore the Hoosier in search of amazing local experiences, state and ensure you blogger and TV host Jessica Nunemaker know the best places to shares a treasure trove of what to fi nd in stay, play, eat and shop Hoosier small towns. Perfect for any length in each town.” of excursion—day or weekend—the book is —KEN KOSKY, organized by region and town and provides INDIANA DUNES TOURISM PROMOTIONS DIRECTOR travelers easy access to information found nowhere else. From wineries to antique shops, alpaca farms to chocolate stores, “As someone who has unique attractions are awaiting discovery. traveled the state for Full-color images showcase specialty years, I always enjoy stores, mouth-watering meals, and exciting new destinations to visit. SMALL attractions tucked off the beaten path. Little Indiana is a great Proof that there’s always something to do in resource of the unusual a small town, this book is the perfect way to (blueberry cheddar TOWN kick-start your next Indiana adventure! cheese in Cambridge City?) and the hidden DESTINATIO NS JESSICA NUNEMAKER began LittleIndiana.com spots (shrimp farm, really?) in 2009. -
Song & Music in the Movement
Transcript: Song & Music in the Movement A Conversation with Candie Carawan, Charles Cobb, Bettie Mae Fikes, Worth Long, Charles Neblett, and Hollis Watkins, September 19 – 20, 2017. Tuesday, September 19, 2017 Song_2017.09.19_01TASCAM Charlie Cobb: [00:41] So the recorders are on and the levels are okay. Okay. This is a fairly simple process here and informal. What I want to get, as you all know, is conversation about music and the Movement. And what I'm going to do—I'm not giving elaborate introductions. I'm going to go around the table and name who's here for the record, for the recorded record. Beyond that, I will depend on each one of you in your first, in this first round of comments to introduce yourselves however you wish. To the extent that I feel it necessary, I will prod you if I feel you've left something out that I think is important, which is one of the prerogatives of the moderator. [Laughs] Other than that, it's pretty loose going around the table—and this will be the order in which we'll also speak—Chuck Neblett, Hollis Watkins, Worth Long, Candie Carawan, Bettie Mae Fikes. I could say things like, from Carbondale, Illinois and Mississippi and Worth Long: Atlanta. Cobb: Durham, North Carolina. Tennessee and Alabama, I'm not gonna do all of that. You all can give whatever geographical description of yourself within the context of discussing the music. What I do want in this first round is, since all of you are important voices in terms of music and culture in the Movement—to talk about how you made your way to the Freedom Singers and freedom singing. -
Quilts As Visual Texts Marcia Inzer Bost Kennesaw State University
Kennesaw State University DigitalCommons@Kennesaw State University Dissertations, Theses and Capstone Projects Fall 12-2010 Quilts as Visual Texts Marcia Inzer Bost Kennesaw State University Follow this and additional works at: http://digitalcommons.kennesaw.edu/etd Part of the Art and Design Commons, and the Communication Commons Recommended Citation Bost, Marcia Inzer, "Quilts as Visual Texts" (2010). Dissertations, Theses and Capstone Projects. Paper 418. This Thesis is brought to you for free and open access by DigitalCommons@Kennesaw State University. It has been accepted for inclusion in Dissertations, Theses and Capstone Projects by an authorized administrator of DigitalCommons@Kennesaw State University. For more information, please contact [email protected]. Quilts as Visual Texts By Marcia Inzer Bost A capstone project submitted in partial fulfillment of the Requirements for the degree of Master of Arts in Professional Writing in the Department of English In the College of Humanities and Social Sciences of Kennesaw State University Kennesaw, Georgia 2010 Dedication The capstone project is dedicated to those who gave me the quilts and the knowledge of quilts that I have used for this project: My mother, Julia Layman Inzer, whose quilts I am finishing; Her mother, Alma Lewis Layman, who quilted my early quilts and whose eccentric color choices inspired me to study quilt design; Her mother, Molly Belle Lewis, who left a masterpiece quilt to whose standards I aspire; My father’s sister, Barbara Inzer Smith, who always has the quilting advice I need; Her mother and my grandmother, Grace Carruth Inzer, whose corduroy quilt provides warmth on a cold day; and Her mother, Bertha Carroll Carruth, whose example of a strong, independent woman still inspires me and whose quilts still grace family beds. -
That's Not Fair!! Human Rights Violations During the 1800S Name
Title That’s Not Fair!! Human Rights Violations during the 1800s Name Kay Korty Date July 24, 2001 School Hall Elementary City/state Monrovia, IN *Teacher Teacher Resource List: Background Materials Coffin, Levi. Reminiscences of Levi Coffin: The Reputed President of the Underground Railroad. New York: Augustus M. Kelley Publishers, 1968.* Crenshaw, Gwendolyn J. Bury Me in a Free Land: The Abolitionist Movement in Indiana 1816-1865. Indianapolis: Indiana Historical Bureau, 1993.* Student Reading List: Adler, David A. A Picture Book of Harriet Tubman. New York: Holiday House, 1992. Belcher-Hamilton, Lisa. “The Underground: The beginning of Douglass’s Journey.” Meeting Challenges. Dubuque, Iowa: Kendall/Hunt Publishing Company, 1993. Bial, Raymond. The Underground Railroad. Boston: Houghton- Mifflin Company, 1995. Photographs of sites, eastern US map with routes, anecdotes, timeline. * Ferris, Jeri. Walking the Road to Freedom: A Story about Sojourner Truth. Minneapolis: Carolhoda Books Inc., 1988. Fradin, Dennis Brindell. My Family Shall Be Free! The Life of Peter Still. New York: Harper Collins Publishers, 2001. * Herbert, Janis. The Civil War for Kids. Chicago: Chicago Review Press, 1999. Timeline, quilt activity. * Hopkinson, Deborah. “Levi Coffin, President of the Underground Railroad.” Meeting Challenges. Dubuque, Iowa: Kendall/Hunt Publishing Company, 1993. Rappaport, Doreen. Freedom River. New York: Hyperion Books for Children, 2000. Conductor John Parker rescues family by crossing Ohio River (non-fiction). * Ringgold, Faith. Aunt Harriet’s Underground Railroad in the Sky. New York: Crown Publishing, 1992. Quilts… Winter, Jeannette. Follow the Drinking Gourd. New York: Knopf, 1992. Song with music and lyrics. Internet Sites: http://www.cr.nps.gov National registry of UGRR sites. -
Māhā'ulepū, Island of Kaua'i Reconnaissance Survey
National Park Service U.S. Department of the Interior Pacific West Region, Honolulu Office February 2008 Māhā‘ulepū, Island of Kaua‘i Reconnaissance Survey THIS PAGE INTENTIONALLY LEFT BLANK TABLE OF CONTENTS 1 SUMMARY………………………………………………………………………………. 1 2 BACKGROUND OF THE STUDY……………………………………………………..3 2.1 Background of the Study…………………………………………………………………..……… 3 2.2 Purpose and Scope of an NPS Reconnaissance Survey………………………………………4 2.2.1 Criterion 1: National Significance………………………………………………………..4 2.2.2 Criterion 2: Suitability…………………………………………………………………….. 4 2.2.3 Criterion 3: Feasibility……………………………………………………………………. 4 2.2.4 Criterion 4: Management Options………………………………………………………. 4 3 OVERVIEW OF THE STUDY AREA…………………………………………………. 5 3.1 Regional Context………………………………………………………………………………….. 5 3.2 Geography and Climate…………………………………………………………………………… 6 3.3 Land Use and Ownership………………………………………………………………….……… 8 3.4. Maps……………………………………………………………………………………………….. 10 4 STUDY AREA RESOURCES………………………………………..………………. 11 4.1 Geological Resources……………………………………………………………………………. 11 4.2 Vegetation………………………….……………………………………………………...……… 16 4.2.1 Coastal Vegetation……………………………………………………………………… 16 4.2.2 Upper Elevation…………………………………………………………………………. 17 4.3 Terrestrial Wildlife………………..........…………………………………………………………. 19 4.3.1 Birds……………….………………………………………………………………………19 4.3.2 Terrestrial Invertebrates………………………………………………………………... 22 4.4 Marine Resources………………………………………………………………………...……… 23 4.4.1 Large Marine Vertebrates……………………………………………………………… 24 4.4.2 Fishes……………………………………………………………………………………..26 -
Low Impact Development Handbook for the State of Alabama
Low Impact Development Handbook for the State of Alabama Alabama Department of Environmental Management Alabama Cooperative Extension System Auburn University Low Impact Development Handbook Alabama Department of Environmental Management in cooperation with the Alabama Cooperative Extension System and Auburn University Contributing Authors: Graphic Design: Katie L. Dylewski Domini V.J. Cunningham Jessica T. R. Brown Taylor French Charlene M. LeBleu Oliver Preus Dr. Eve F. Brantley Appreciation is extended to the reviewers who provided expertise and guidance: Barry Fagan, Earl Norton, Perry Oakes, Missy Middlebrooks, Patti Hurley, Norm Blakey, and Randy Shaneyfelt. Thanks also to those who provided guidance on stormwater control measures and vegetation considerations: Dr. Mark Dougherty, Ryan Winston, Dr. Amy Wright, Dr. Julie Price, Kerry Smith, Dr. Bob Pitt, Vernon ‘Chip’ Crockett, Jeff Kitchens, and Rhonda Britton. This project was partially funded by the Alabama Department of Environmental Management through a Clean Water Act Section 319(h) nonpoint source grant provided by the U.S. Environmental Protection Agency - Region 4 to support the Alabama Nonpoint Source Management Program, the Alabama Coastal Nonpoint Pollution Control Program under the Coastal Zone Act Reauthorization Amendments of 1990 (CZARA), and implementation of CWA Section 319 and CWA Section 6217 Coastal NPS management actions and measures. How to use this Handbook ...........................................................................................1 Overview