God's Beating Heart
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Flowers for Algernon.Pdf
SHORT STORY FFlowerslowers fforor AAlgernonlgernon by Daniel Keyes When is knowledge power? When is ignorance bliss? QuickWrite Why might a person hesitate to tell a friend something upsetting? Write down your thoughts. 52 Unit 1 • Collection 1 SKILLS FOCUS Literary Skills Understand subplots and Reader/Writer parallel episodes. Reading Skills Track story events. Notebook Use your RWN to complete the activities for this selection. Vocabulary Subplots and Parallel Episodes A long short story, like the misled (mihs LEHD) v.: fooled; led to believe one that follows, sometimes has a complex plot, a plot that con- something wrong. Joe and Frank misled sists of intertwined stories. A complex plot may include Charlie into believing they were his friends. • subplots—less important plots that are part of the larger story regression (rih GREHSH uhn) n.: return to an earlier or less advanced condition. • parallel episodes—deliberately repeated plot events After its regression, the mouse could no As you read “Flowers for Algernon,” watch for new settings, charac- longer fi nd its way through a maze. ters, or confl icts that are introduced into the story. These may sig- obscure (uhb SKYOOR) v.: hide. He wanted nal that a subplot is beginning. To identify parallel episodes, take to obscure the fact that he was losing his note of similar situations or events that occur in the story. intelligence. Literary Perspectives Apply the literary perspective described deterioration (dih tihr ee uh RAY shuhn) on page 55 as you read this story. n. used as an adj: worsening; declining. Charlie could predict mental deterioration syndromes by using his formula. -
USCCB Prayers a Rosary for Life: the Sorrowful Mysteries
USCCB Prayers A Rosary for Life: The Sorrowful Mysteries The following meditations on the Sorrowful Mysteries of the Rosary are offered as a prayer for all life, from conception to natural death. The First Sorrowful Mystery The Agony in the Garden Prayer Intention: For all who are suffering from abandonment or neglect, that compassionate individuals will come forward to offer them comfort and aid. Jesus comes with his disciples to the garden of Gethsemane and prays to be delivered from his Passion, but most of all, to do the Father's will. Let us pray that Christ might hear the prayers of all who suffer from the culture of death, and that he might deliver them from the hands of their persecutors. Our Father... Holy Mary, Our Lady of Sorrows: hear the cries of innocent children taken from their mothers' wombs and pray for us sinners now, and at the hour of our death. Amen. Hail Mary, full of grace... Holy Mary, Our Lady of Sorrows: soothe the aching hearts of those afraid to welcome their child. Hail Mary, full of grace... Holy Mary, Our Lady of Sorrows: guide the heart of the frightened unwed mother who turns to you. Hail Mary, full of grace... Holy Mary, Our Lady of Sorrows: move the hearts of legislators to defend life from conception to natural death. Hail Mary, full of grace... Holy Mary, Our Lady of Sorrows: be with us when pain causes us to forget the inherent value of all human life. Hail Mary, full of grace... Holy Mary, Our Lady of Sorrows: pray for the children who have forgotten their elderly parents. -
Choosing to Suffer As a Consequence of Expecting to Suffer: Why Do People Do It? Ronald Comer and James D
Journal ol Personality and Social Psychology 1975, Vol. 32, No. 1, 92-101 Choosing to Suffer as a Consequence of Expecting to Suffer: Why Do People Do It? Ronald Comer and James D. Laird Clark University In three previous studies, most subjects who anticipated having to perform an unpleasant task (e.g., eat a worm) and who were then offered a choice of that or a neutral task chose the unpleasant task. It was hypothesized that this "choosing to suffer" effect was produced by the subjects' attempt to make sense of their anticipated suffering, through one of three kinds of change in their conception of themselves and the situation: (a) they deserved the suffer- ing, (b) they were brave, or (c) the worm was not too bad. Subjects antici- pating a neutral task did not change on these measures, while subjects eating a worm changed significantly, indicating that anticipated suffering did cause the predicted reconceptualizations. Changes in these three kinds of conception predicted subject's choice or not of eating the worm, indicating that these changes produced the subsequent choice. Finally, subjects who saw them- selves as either more brave or more deserving also chose to administer painful electric shocks to themselves, while subjects who had changed their concep- tions of the worm did not, indicating that these conceptual changes can affect behavior in situations different from that which initially caused the conceptual changes. In a few more or less unrelated studies, a man & Radtke, 1970). Clearly then, some- particularly paradoxical bit of behavior has thing happens during the interval between a been observed, that subjects often "choose" subject's assignment to a negative event and to suffer as a consequence of having expected his subsequent choice which influences most to suffer. -
Start-To-Finish Literacy Starters Reading Strategies Tools
Start-to-Finish® Literacy Starters Reading Strategies and Tools for Beginning Readers © Don Johnston Incorporated 37 Teacher Guide Start-to-Finish® Literacy Starters 38 Teacher Guide © Don Johnston Incorporated Start-to-Finish® Literacy Starters © Don Johnston Incorporated Intervention Planning Tool 39 Teacher Guide Start-to-Finish® Literacy Starters 40 Teacher Guide Intervention Planning Tool © Don Johnston Incorporated Start-to-Finish® Literacy Starters © Don Johnston Incorporated Intervention Planning Tool 41 Teacher Guide Start-to-Finish® Literacy Starters 42 Teacher Guide Intervention Planning Tool © Don Johnston Incorporated Start-to-Finish® Literacy Starters Building Vocabulary Four word cards are included with each of the books in the Start-to-Finish Literacy Starters series. At the Enrichment and Transitional levels, these word cards are intended to build oral language—particularly vocabulary knowledge. Enrichment and Transitional Vocabulary • The vocabulary words selected for the enrichment stories represent core concepts and ideas that have a particular meaning in the story, but may have other meanings in other settings. • The word cards are NEVER intended to be used in flash card drill and practice. • Use the vocabulary cards to build a vocabulary wall in your room and encourage everyone who enters your room to find a word and relate it to something they know or have experienced. • Categorize, sort, and complete activities that highlight connections among words. • As you begin using new books, don’t abandon old vocabulary – continue to build on and use existing vocabulary as new words are added. • Create webs and graphic organizers that relate the new words to experiences and vocabulary the beginning readers already know. -
August Newsletter 2021
West Hillhurst Go-Getters Association August 2021 Newsletter Contact us at: Carole’s e-mail: Phone: (403) 283-3720 [email protected] Fax: (403) 283-3744 Cassandra’s e-mail: Please leave a message if we don’t answer the phone [email protected] and we will get back to you as soon as we are able. Web: www.gogetters.ca Office hours in Aug. are Monday to Friday 10am – 3pm. and like us on Facebook All registrations for this newsletter will We are hopeful that we will be able to restart our begin August 3rd, 2021 at 10:00am! monthly luncheons and other activities in September. Our line dance and Fit Walk classes will resume in The Executive Director’s Message September and there will a new set of Gymmy classes in September. Tai Chi is running outdoors (weather and smoke permitting) for now but will move back indoors August! How is it possible that we are already in in the fall. We are also working on speakers to resume August? The year is slipping by so quickly! our Tea and Conversations in the fall as well. As we anticipate our re-opening strategy, our primary Welcome back, Go-Getters! We look forward to seeing concern is the health and safety of our members. We you all in the centre! know you are all anxious to resume and we want to resume as safely as possible. Wearing masks in the Carole Saviak centre will be encouraged while moving about in the Executive Director centre but they will no longer be mandatory. -
Frequencies Between Serial Killer Typology And
FREQUENCIES BETWEEN SERIAL KILLER TYPOLOGY AND THEORIZED ETIOLOGICAL FACTORS A dissertation presented to the faculty of ANTIOCH UNIVERSITY SANTA BARBARA in partial fulfillment of the requirements for the degree of DOCTOR OF PSYCHOLOGY in CLINICAL PSYCHOLOGY By Leryn Rose-Doggett Messori March 2016 FREQUENCIES BETWEEN SERIAL KILLER TYPOLOGY AND THEORIZED ETIOLOGICAL FACTORS This dissertation, by Leryn Rose-Doggett Messori, has been approved by the committee members signed below who recommend that it be accepted by the faculty of Antioch University Santa Barbara in partial fulfillment of requirements for the degree of DOCTOR OF PSYCHOLOGY Dissertation Committee: _______________________________ Ron Pilato, Psy.D. Chairperson _______________________________ Brett Kia-Keating, Ed.D. Second Faculty _______________________________ Maxann Shwartz, Ph.D. External Expert ii © Copyright by Leryn Rose-Doggett Messori, 2016 All Rights Reserved iii ABSTRACT FREQUENCIES BETWEEN SERIAL KILLER TYPOLOGY AND THEORIZED ETIOLOGICAL FACTORS LERYN ROSE-DOGGETT MESSORI Antioch University Santa Barbara Santa Barbara, CA This study examined the association between serial killer typologies and previously proposed etiological factors within serial killer case histories. Stratified sampling based on race and gender was used to identify thirty-six serial killers for this study. The percentage of serial killers within each race and gender category included in the study was taken from current serial killer demographic statistics between 1950 and 2010. Detailed data -
Child Tax Credit & Credit for Other Dependents
Child Tax Credit & Credit for Other Dependents Introduction The child tax credit is unique because if a taxpayer cannot benefit from the nonrefundable credit, the taxpayer may be able to qualify for the refundable additional child tax credit on Schedule 8812, Additional Child Tax Credit. In this chapter, we will learn about both credits and their relationship to each other. Some taxpayers may not be aware of these credits. Your time, effort, and understanding of this credit may result in a lower tax for the taxpayer. The child tax credit, credit for other dependents, and the additional child tax credit are entered on Form 1040. The intake and interview sheet, along with the Volunteer Resource Guide, Tab G, Nonrefundable Credits are critical tools needed to determine eligibility for the credit. Don’t confuse these credits with the child and dependent care credit! Objectives What do I need? At the end of this lesson, using your resource materials, you will be able to: □ Form 13614-C • Determine the taxpayer’s eligibility for the credit(s) □ Publication 4012 □ Publication 17 • Determine which taxpayer can claim the credits □ Publication 972 □ Schedule 8812 What is the child tax credit? Optional: The child tax credit is a nonrefundable credit that allows taxpayers to □ Form 1040 Instructions claim a tax credit of up to $2,000 per qualifying child, which reduces their □ Schedule 8812 Instructions tax liability. What is the additional child tax credit? Taxpayers who are not able to claim the full amount of the child tax credit may be able to take the refundable additional child tax credit. -
Religious-Verses-And-Poems
A CLUSTER OF PRECIOUS MEMORIES A bud the Gardener gave us, A cluster of precious memories A pure and lovely child. Sprayed with a million tears He gave it to our keeping Wishing God had spared you If only for a few more years. To cherish undefiled; You left a special memory And just as it was opening And a sorrow too great to hold, To the glory of the day, To us who loved and lost you Down came the Heavenly Father Your memory will never grow old. Thanks for the years we had, And took our bud away. Thanks for the memories we shared. We only prayed that when you left us That you knew how much we cared. 1 2 AFTERGLOW A Heart of Gold I’d like the memory of me A heart of gold stopped beating to be a happy one. I’d like to leave an afterglow Working hands at rest of smiles when life is done. God broke our hearts to prove to us I’d like to leave an echo He only takes the best whispering softly down the ways, Leaves and flowers may wither Of happy times and laughing times The golden sun may set and bright and sunny days. I’d like the tears of those who grieve But the hearts that loved you dearly to dry before too long, Are the ones that won’t forget. And cherish those very special memories to which I belong. 4 3 ALL IS WELL A LIFE – WELL LIVED Death is nothing at all, I have only slipped away into the next room. -
Download Rosary for Vocations
Rosary for Vocations 1. Make the Sign of the Cross. Then, pray the Apostles’ Creed. again from the dead; he ascended into heaven, and is seated at the Father, the Son, and the Holy Spirit; * as it was in the 2. On this first bead pray the Our Father. the right hand of God the Father almighty; from there he will beginning, is now, and ever shall be, world without end. Amen. 3. On these 3 beads pray 3 Hail Marys. come to judge the living and the dead. * I believe in the Holy Spirit, the holy catholic Church, the communion of saints, the The Decade Prayer (always said in unison): O my Jesus, 4. Here, between the beads, pray the Glory be. forgiveness of sins, the resurrection of the body, and life forgive us our sins, save us from the fires of hell; lead all souls to 5. Announce: “The 5 Joyful (or Sorrowful, or Glorious) Mysteries. everlasting. Amen. Heaven, especially those most in need of Thy Mercy. Amen. The first (Joyful) Mystery, The Annunciation.” Read the The Our Father: Our Father, who art in heaven, hallowed be thy The Hail Holy Queen (The Salve Regina): Hail, holy Queen, vocations intention. Then pray the Our Father. mother of mercy, our life, our sweetness, and our hope. To you 6. Pray 10 Hail Marys. name; thy kingdom come; thy will be done on earth as it is in heaven. * Give us this day our daily bread; and forgive us our we cry, poor banished children of Eve; to you we send up our 7. -
The Walking Dead Volume 6: This Sorrowful Life Download Free
THE WALKING DEAD VOLUME 6: THIS SORROWFUL LIFE Author: Robert Kirkman Number of Pages: 136 pages Published Date: 02 May 2007 Publisher: Image Comics Publication Country: Fullerton, United States Language: English ISBN: 9781582406848 DOWNLOAD: THE WALKING DEAD VOLUME 6: THIS SORROWFUL LIFE The Walking Dead Volume 6: This Sorrowful Life PDF Book The Opposite Of Worry"The most helpful book on childhood anxiety I have ever read. Ian Johnson, writing in The New York Review of Books, called the Chinese edition of Tombstone "groundbreaking. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable. She's also revised schedules for tune-ups and oil changes, included driving tips that can save on maintenance and repair costs, and added new advice on troubleshooting problems and determining when to call in a professional mechanic. The main strength of the book lies in its exhaustive treatment to a wide array of topics along with various exhibits on change management in Indian and global organizations. Each chapter builds from fundamental concepts up to the fine details, providing an introduction to developing grammatical subject knowledge, alongside explanations of key ideas and vocabulary, including: Generality - a look at the general structures of sentences that allow us to learn a language at all Specifics - a look at the words and modifications that allow us to use this universal tool to pinpoint the specifics of our thoughts and the world around us Relationships - looking at how sentences behave in relation to one another, and how they can be merged in such a way that we can show cause and effect in the world Humans - focusing on some of the details and idiosyncrasies we are able to give our language Language games - examples of language typical of children, and methods to pull this apart and understand how it works. -
Leading the Walking Dead: Portrayals of Power and Authority
LEADING THE WALKING DEAD: PORTRAYALS OF POWER AND AUTHORITY IN THE POST-APOCALYPTIC TELEVISION SHOW by Laura Hudgens A Thesis Submitted to the Faculty of the Graduate School at Middle Tennessee State University in Partial Fulfillment of the Requirements for the Degree of Master of Science in Mass Communication August 2016 Thesis Committee: Dr. Katherine Foss, Chair Dr. Jane Marcellus Dr. Jason Reineke ii ABSTRACT This multi-method analysis examines how power and authority are portrayed through the characters in The Walking Dead. Five seasons of the show were analyzed to determine the characteristics of those in power. Dialogue is important in understanding how the leaders came to power and how they interact with the people in the group who have no authority. The physical characteristics of the leaders were also examined to better understand who was likely to be in a position of power. In the episodes in the sample, leaders fit into a specific demographic. Most who are portrayed as having authority over the others are Caucasian, middle-aged men, though other characters often show equivalent leadership potential. Women are depicted as incompetent leaders and vulnerable, and traditional gender roles are largely maintained. Findings show that male conformity was most prevalent overall, though instances did decrease over the course of five seasons. Instances of female nonconformity increased over time, while female conformity and male nonconformity remained relatively level throughout. ii iii TABLE OF CONTENTS LIST OF TABLES ..............................................................................................................v -
Organizational Factors That Affect Police Use of Lethal Force
To the Graduate Council: I am submitting herewith a thesis written by Mikaela Cooney entitled “Judge, Jury, and Executioner: Organizational Factors that Affect Police Use of Lethal Force.” I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Master of Science, with a major in Criminal Justice. Vic Bumphus, Ph.D., Chairperson We have read this thesis and recommend its acceptance: Gale Iles, Ph.D. Roger Thompson, Ph.D. Acceptance for the Council: Stephanie Bellar, Ph.D. Interim Dean of the Graduate School JUDGE, JURY, AND EXECUTIONER: ORGANIZATIONAL FACTORS THAT AFFECT POLICE USE OF LETHAL FORCE A Thesis Presented for the Master of Science Degree The University of Tennessee, Chattanooga Mikaela D. Cooney May 2009 Copyright © by Mikaela D. Cooney All rights reserved. ii DEDICATIONS This thesis is dedicated with fond remembrance to the two guiding forces behind my empirical journeys. To Kathryn Barth Horton – you saw greatness in me before I had even the slightest inkling of confidence. To Thomas Leon Vasquez, you are the reason I still search so vigorously for justice and truth. I miss you both dearly and I hope I have made you proud. iii ACKNOWLEDGMENTS I wish to thank everyone who has helped me navigate through the perils of graduate school which have culminated in the completion of this thesis. I would especially like to thank Dr. Vic Bumphus for his expertise, diligence, and careful guidance throughout the research process. I would like to thank Dr.