Grade 7 Quotes

Claire found herself staring at his feet, which were in bunny slippers. Myrnin looked down. "What?" he asked. "They're quite comfortable." He lifted on to look at it, and the ears wobbled in the air. "Of course they are," she said. Just when she thought Myrnin was getting his mental act together, he'd do something like that. Or maybe he was just messing with her. He liked to do that, and his dark eyes were fixed on her now, assessing just how weirded-out she was. Which, on the grade scale of zero to Myrnin, wasn't much.

Real education is about genuine understanding and the ability to figure things out on your own; not about making sure every 7th grader has memorized all the facts some bureaucrats have put in the 7th grade curriculum.

In seventh grade, false feelings and false faces are the rule.

When the guy turned around, Amy began stuttering. Silently. It was a feat only Amy could manage, and only Dan could notice. And it only happened in front of boys who looked like this one. He had brown hair and caramel-colored eyes, like Dan's friend Nick Santos, who made all the sixth-grade girls turn into blithering idiots when he looked their way--in fact, would even say Watch, lean make them turn into blithering idiots, and then he'd do it. Only older. "He. Is. Hot," Nellie said under her breath. "You too?" Dan hissed.

What’s the reach on these ear buds?” Zane asked. He refused to slow down, and for once Nick was glad for the man’s stubbornness. “You got to be in a mile range of the hand unit,” Digger answered. “If Ty’s got his unit on him, we should be able to hear him and he should be able to hear us.” “So we can’t hear him, that means he dropped his radio?” Owen asked. “Or his ear bud. Or he went into the drink. Or he’s underground. Or he’s behind lots of concrete. Or somewhere the signal’s getting jacked.” “Digger!” “What? They ain’t military grade. Damn.

i want the moon tattooed on my wrists my grandmother keeps asking me to pray, i don’t have the heart to tell her that my poems are the only God i have left in me my mother keeps leaving without saying goodbye i wish she’d let me cut my hair in the 7th grade, maybe i’d know how to deal with loss by now i told myself i’d stop kissing boys who didn’t know my name i said, i’d stop picking at my bones like broken decorations, i’d quit with the smoking and the drunken poems, and when i said things like “my bones are heavy” i would only mean it as a good thing heavy bones can’t be broken, you can’t break heavy bones

Between the 6th and 7th grade, something happens to your eyes. they water a lot. I think its so you can get all the watering out of the way before you begin wearing mascara.

There is nothing that I've ever done that I haven't learned something from" -- I learned this quote in the 7th grade and have lived by it all my life. If anyone knows the author, please let me know. ---BJ Patterson

OKRs are big, not incremental—we don’t expect to hit all of them. (If we do, we’re not setting them aggressively enough.) We grade them with a color scale to measure how well we did: 0.0–0.3 is red 0.4–0.6 is yellow 0.7–1.0 is green

The highest paid Americans read an average of two to three hours per day. The lowest paid Americans don't read at all... ...58% of adults never read another book after they leave high school—including 42% of university graduates... ...43.6% of American adults read below the 7th grade level... they are functionally illiterate... fully 50% of high school graduates cannot read their graduation diplomas, nor fill out an application form for a job at McDonald’s...

To focus on technique is like cramming your way through school. You sometimes get by, perhaps even get good grades, but if you don’t pay the price day in and day out, you never achieve true mastery of the subjects you study or develop an educated mind.

An Aryan civilization is a civilization advanced in spiritual knowledge – (SB 7.2.60, Purport) The difference between the Aryan and non-Aryan, the sura and asura, is in their standards of spiritual advancement – (SB 3.29.18, Purport) Aryans do not kill even a small plant unnecessarily, not to speak of cutting trees for sense gratification…Aryans do not distinguish between lower and higher grades of life. All life should be protected. All living beings have a right to live, even the trees and plants. This is the basic principle of an Aryan civilization – (SB 6.16.43, Purport)

My hope is, as we start sixth grade, as we get older and wiser, that we all learn to trust each other enough so that we can truly be ourselves, and accept each other for who we really are. Thank you. How I Finally Introduced Myself I

ride goes before a fall. Actually, the real quote is 'Pride goes before destruction, and a haughty spirit before a fall.' Mrs. Normandy in the 7th grade had a real pet peeve about misused quotes, and drilled that one into us mercilessly.

Everything he’s learned about the Civil Service tells him that having tea poured for you is one of the ferociously guarded signifiers of rank, like the grade of paintings from the Government Art Collection hung on your office wall, or the quality of your carpet.

She had a narrow face which could fall into an expression of belligerent suspicion of such power that her teachers said they could feel it even when they were hiding in the staff room. It was her stubbornness, coupled with this expression – and routine everyday low grade racism – that kept her constantly on the verge of a school suspension.

daydreaming.

一个星期五的上午，天气很好。高明一边吃早饭一边看那天的报纸[1]，可是他觉得很没意思，因为他很长时间没有处理[2]案子[3]了。 赵亮不想看报纸， 他想一个人出去走走。中午，赵亮回来的时候，看到高明在跟一个男人说话。现在，高明看起来很高兴，话很多，跟上午很不一样[4]。赵亮又看了一下那个男人，不高，有点儿胖，最有意思[5]的是，他的头发[6]是卷的。“头发这么卷的男人，我从来没有[7]看到过。有意思！”赵亮想。

The Measure of America, a report of the Social Science Research Council, ranks every state in the United States on its “human development.” Each rank is based on life expectancy, school enrollment, educational degree attainment, and median personal earnings. Out of the 50 states, Louisiana ranked 49th and in overall health ranked last. According to the 2015 National Report Card, Louisiana ranked 48th out of 50 in eighth-grade reading and 49th out of 50 in eighth-grade math. Only eight out of ten Louisianans have graduated from high school, and only 7 percent have graduate or professional degrees. According to the Kids Count Data Book, compiled by the Annie E. Casey Foundation, Louisiana ranked 49th out of 50 states for child well-being. And the problem transcends race; an average black in Maryland lives four years longer, earns twice as much, and is twice as likely to have a college degree as a black in Louisiana. And whites in Louisiana are worse off than whites in Maryland or anywhere else outside Mississippi. Louisiana has suffered many environmental problems too: there are nearly 400 miles of low, flat, subsiding coastline, and the state loses a football field–size patch of wetland every hour. It is threatened by rising sea levels and severe hurricanes, which the world’s top scientists connect to climate change.

What I must know is whether you are indeed one of those creatures in the lowest grade of mentality and even of charm, one of those contemptible creatures who are incapable of foregoing a pleasure. For if you are such, how could anyone love you, for you are not even a person, a definite, imperfect, but at least perceptible entity. You are a formless water that will trickle down any slope that it may come upon, a fish devoid of memory, incapable of thought, which all its life long in its aquarium will continue to dash itself, a hundred times a day, against a wall of glass, always mistaking it for water.

The time she dreamt that her throat closed up in seventh grade Social Studies class and she vomited a three-inch maggot, pale and bloated, writhing on her desk? 3: 21 a.m. The time a man stalked her on her way to 7-Eleven, whistling at her, and then cornered her in the restroom, produced a tiny handgun, and shot her in the back of the head? 3: 33 a.m. The time that tall ghost —a gray-haired woman with a floral skirt and double-jointed knees, both bending backward like a dog’s hind legs —came lurching through Darby’s bedroom window, half-floating and half-striding, weightless and ethereal, like a creature underwater? 3: 00 a.m. exactly.

Gin, often referred to as ‘Madam Geneva’ (and sometimes as ‘Kill-Grief’), was a national obsession. It had first arrived in England in the 1680s, along with William of Orange. Fifty years later, as many as one in ten London properties was a gin shop. According to official records, nearly 7 million gallons were consumed in 1730, and this figure excludes the vast quantities of low-grade gin sold from wheelbarrows, which was often adulterated with turpentine.7 The sale of spirits was officially prohibited in 1736, but the measure was so unsuccessful that prohibition was lifted seven years later, and a more pragmatic approach resulted in the Gin Act of 1751,

This is based on Sauce Américaine. A classic French sauce, its recipe calls for crushed lobster shells and meat crushed together. And then there's its rich, woody fragrance. I know what it's from now! COGNAC!" *Cognac is a variety of brandy made in Cognac, France. There are many strict requirements the brandy must meet in order to be considered an official cognac.* "I see! When brandy is aged, it absorbs the scents of the wooden casks in which it's stored! That's why this curry has such a strong bouquet of woody aromas... like sandalwood and cedar!" "Yup! That's right, sir. By the way, for this dish I experimented a little... ... and used Napoleon-Grade Cognac, which has even richer scents. There are several grades of cognac, depending on how long it is aged. Napoleon Grade is considered the highest.

He was almost at his door when Vik’s earsplitting shriek resounded down the corridor. Tom was glad for the excuse to sprint back toward him. “Vik?” He reached Vik’s doorway as Vik was backing out of it. “Tom,” he breathed, “it’s an abomination.” Confused, Tom stepped past him into the bunk. Then he gawked, too. Instead of a standard trainee bunk of two small beds with drawers underneath them and totally bare walls, Vik’s bunk was virtually covered with images of their friend Wyatt Enslow. There were posters all over the wall with Wyatt’s solemn, oval face on them. She wore her customary scowl, her dark eyes tracking their every move through the bunk. There was a giant marble statue of a sad-looking Vik with a boot on top of its head. The Vik statue clutched two very, very tiny hands together in a gesture of supplication, its eyes trained upward on the unseen stomper, an inscription at its base, WHY, OH WHY, DID I CROSS WYATT ENSLOW? Tom began to laugh. “She didn’t do it to the bunk,” Vik insisted. “She must’ve done something to our processors.” That much was obvious. If Wyatt was good at anything, it was pulling off tricks with the neural processors, which could pretty much be manipulated to show them anything. This was some sort of illusion she was making them see, and Tom heartily approved. He stepped closer to the walls to admire some of the photos pinned there, freeze-frames of some of Vik’s more embarrassing moments at the Spire: that time Vik got a computer virus that convinced him he was a sheep, and he’d crawled around on his hands and knees chewing on plants in the arboretum. Another was Vik gaping in dismay as Wyatt won the war games. “My hands do not look like that.” Vik jabbed a finger at the statue and its abnormally tiny hands. Wyatt had relentlessly mocked Vik for having small, delicate hands ever since Tom had informed her it was the proper way to counter one of Vik’s nicknames for her, “Man Hands.” Vik had mostly abandoned that nickname for “Evil Wench,” and Tom suspected it was due to the delicate-hands gibe. Just then, Vik’s new roommate bustled into the bunk. He was a tall, slim guy with curly black hair and a pointy look to his face. Tom had seen him around, and he called up his profile from memory: NAME: Giuseppe Nichols RANK: USIF, Grade IV Middle, Alexander Division ORIGIN: New York, NY ACHIEVEMENTS: Runner-up, Van Cliburn International Piano Competition IP: 2053:db7:lj71::291:ll3:6e8 SECURITY STATUS: Top Secret LANDLOCK-4 Giuseppe must’ve been able to see the bunk template, too, because he stuttered to a stop, staring up at the statue. “Did you really program a giant statue of yourself into your bunk template? That’s so narcissistic.” Tom smothered his laughter. “Wow. He already has your number, man.” Vik shot him a look of death as Tom backed out of the bunk.

IF YOUR CHILD IS READY FOR FIRST GRADE: 1979 EDITION 1. Will your child be six years, six months or older when he begins first grade and starts receiving reading instruction? 2. Does your child have two to five permanent or second teeth? 3. Can your child tell, in such a way that his speech is understood by a school crossing guard or policeman, where he lives? 4. Can he draw and color and stay within the lines of the design being colored? 5. Can he stand on one foot with eyes closed for five to ten seconds? 6. Can he ride a small two-wheeled bicycle without helper wheels? 7. Can he tell left hand from right? 8. Can he travel alone in the neighborhood (four to eight blocks) to store, school, playground, or to a friend's home? 9. Can he be away from you all day without being upset? 10. Can he repeat an eight- to ten-word sentence, if you say it once, as "The boy ran all the way home from the store"? 11. Can he count eight to ten pennies correctly? 12. Does your child try to write or copy letters or numbers?

(John 6:35). “If anyone is thirsty, let him come to me and drink. Whoever believes in me, as the Scripture has said, streams of living water will flow from within him” (John 7:37–38). “I am the light of the world. Whoever follows me will never walk in darkness, but will have the light of life” (John 8:12). “I am the resurrection and the life. He who believes in me will live, even though he dies; and whoever lives and believes in me will never die” (John 11:25–26). “You call me ‘Teacher’ and ‘Lord,’ and rightly so, for that is what I am” (John 13:13). Do you see a theme developing here? Either Jesus was the most self-centered, self-deluded person in history, or he was indeed the answer to every human’s prayers and the fulfillment of every hungry soul’s dreams. When you enter into a relationship with Jesus, you are not entering into a system that is maintained by your hard work, or one where you will be graded for your performance. You are not told to obey the rules, check off the boxes, or keep a running tally of your deeds. You’re simply invited to know him. Jesus

Here are pictures of the sources for Daoist mijue "master to disciple" oral teachings, as shown in the manuals used by Daoist masters themselves. The manuals are insufficient for the casual reader to use, the oral koujue explanations given on a personal one-to-one basis are essential. After seeing how Daoists from Longhu Shan,as well as foreign ("american") Dao for $$$ have falsified their use, I am reluctant to share them in full, until a true Qingwei or Zhengyi Grade five and above master ask to see them. The Qingwei (5 thunder-vajra") Daoist seen performing the purification mudra in image #5 below (a mudra shared by Daoists, Tendai Tantric Buddhists in Japan, and Tibetan masters) said when he had seen the manuals shown in pictures 1-4. "Where is the other half of the Thunder-Vajra manual?" Then I knew that it was OK to give it to him! He gave me his address in Jiangxi province; I intend to bring the mijue manual to him on my next trip to China, as Master Zhuang asked me to do, (before his death in 1976, an order given to his maternal great grandfather by the 61st Longhu Shan master, in 1868)! [Saso facebook post, May 7 2015]

To maintain the P/PC Balance, the balance between the golden egg (production) and the health and welfare of the goose (production capability) is often a difficult judgment call. But I suggest it is the very essence of effectiveness. It balances short term with long term. It balances going for the grade and paying the price to get an education. It balances the desire to have a room clean and the building of a relationship in which the child is internally committed to do it—cheerfully, willingly, without external supervision. It’s a principle you can see validated in your own life when you burn the candle at both ends to get more golden eggs and wind up sick or exhausted, unable to produce any at all; or when you get a good night’s sleep and wake up ready to produce throughout the day. You can see it when you press to get your own way with someone and somehow feel an emptiness in the relationship; or when you really take time to invest in a relationship and you find the desire and ability to work together, to communicate, takes a quantum leap. The P/PC Balance is the very essence of effectiveness. It’s validated in every arena of life. We can work with it or against it, but it’s there.

What is ADHD, anyway? For those still wondering what ADHD is, here’s the briefest summary I can muster: ADHD shows up in two areas of our brain function: working memory and executive functioning.[7] Working memory allows us to hold more than one thing in our brains at once. If you’ve ever run up the stairs, only to find yourself standing in your bedroom wondering what you came for, you’ve experienced a failure of working memory. Again, everyone experiences this from time to time. People with ADHD experience it nonstop, to the point where it impairs our ability to function normally. Working memory holds onto information until we’re able to use it.[8] In addition to forgetting why we opened the refrigerator, having a leaky working memory means we lose information before our brains can move it to long-term storage. We forget a lot of things before we have a chance to act on them or write them down. Our executive functions, on the other hand, give us the power to delay gratification, strategize, plan ahead, and identify and respond to others’ feelings.[9] That’s some list, isn’t it? In the same way a diabetic’s body cannot effectively regulate insulin, imagine your brain being unable to control these behaviors. This explains why ADHDers’ behavior so often defies norms and expectations for their age group — and this persists throughout their lifespan, not just grade school. ADHD isn’t a gift. It isn’t a sign of creativity or intelligence, nor is it a simple character flaw. And it’s more than eccentric distractibility, forgetfulness, and impulsivity. ADHD is a far-reaching disorder that touches every aspect of our lives. If we leave it unchecked, it will generate chaos at home, at work, and everywhere in between.

I met with a group of a hundred or so fifth graders from a poor neighborhood at a school in Houston, Texas. Most of them were on a track that would never get them to college. So I decided then and there to make a contract with them. I would pay for their four-year college education if they kept a B average and stayed out of trouble. I made it clear that with focus, anyone could be above average, and I would provide mentoring support to them. I had a couple of key criteria: They had to stay out of jail. They couldn't get pregnant before graduating high school. Most importantly, they needed to contribute 20 hours of service per year to some organization in their community. Why did I add this? College is wonderful, but what was even more important to me was to teach them they had something to give, not just something to get in life. I had no idea how I was going to pay for it in the long run, but I was completely committed, and I signed a legally binding contract requiring me to deliver the funds. It's funny how motivating it can be when you have no choice but to move forward. I always say, if you want to take the island, you have to burn your boats! So I signed those contracts. Twenty-three of those kids worked with me from the fifth grade all the way to college. Several went on to graduate school, including law school! I call them my champions. Today they are social workers, business owners, and parents. Just a few years ago, we had a reunion, and I got to hear the magnificent stories of how early-in-life giving to others had become a lifelong pattern. How it caused them to believe they had real worth in life. How it gave them such joy to give, and how many of them now are teaching this to their own children.

Except then a local high school journalism class decided to investigate the story. Not having attended Columbia Journalism School, the young scribes were unaware of the prohibition on committing journalism that reflects poorly on Third World immigrants. Thanks to the teenagers’ reporting, it was discovered that Reddy had become a multimillionaire by using H-1B visas to bring in slave labor from his native India. Dozens of Indian slaves were working in his buildings and at his restaurant. Apparently, some of those “brainy” high-tech workers America so desperately needs include busboys and janitors. And concubines. The pubescent girls Reddy brought in on H-1B visas were not his nieces: They were his concubines, purchased from their parents in India when they were twelve years old. The sixty-four-year-old Reddy flew the girls to America so he could have sex with them—often several of them at once. (We can only hope this is not why Mark Zuckerberg is so keen on H-1B visas.) The third roommate—the crying girl—had escaped the carbon monoxide poisoning only because she had been at Reddy’s house having sex with him, which, judging by the looks of him, might be worse than death. As soon as a translator other than Reddy was found, she admitted that “the primary purpose for her to enter the U.S. was to continue to have sex with Reddy.” The day her roommates arrived from India, she was forced to watch as the old, balding immigrant had sex with both underage girls at once.3 She also said her dead roommate had been pregnant with Reddy’s child. That could not be confirmed by the court because Reddy had already cremated the girl, in the Hindu tradition—even though her parents were Christian. In all, Reddy had brought seven underage girls to the United States for sex—smuggled in by his brother and sister-in-law, who lied to immigration authorities by posing as the girls’ parents.4 Reddy’s “high-tech” workers were just doing the slavery Americans won’t do. No really—we’ve tried getting American slaves! We’ve advertised for slaves at all the local high schools and didn’t get a single taker. We even posted flyers at the grade schools, asking for prepubescent girls to have sex with Reddy. Nothing. Not even on Craigslist. Reddy’s slaves and concubines were considered “untouchables” in India, treated as “subhuman”—“so low that they are not even considered part of Hinduism’s caste system,” as the Los Angeles Times explained. To put it in layman’s terms, in India they’re considered lower than a Kardashian. According to the Indian American magazine India Currents: “Modern slavery is on display every day in India: children forced to beg, young girls recruited into brothels, and men in debt bondage toiling away in agricultural fields.” More than half of the estimated 20.9 million slaves worldwide live in Asia.5 Thanks to American immigration policies, slavery is making a comeback in the United States! A San Francisco couple “active in the Indian community” bought a slave from a New Delhi recruiter to clean house for them, took away her passport when she arrived, and refused to let her call her family or leave their home.6 In New York, Indian immigrants Varsha and Mahender Sabhnani were convicted in 2006 of bringing in two Indonesian illegal aliens as slaves to be domestics in their Long Island, New York, home.7 In addition to helping reintroduce slavery to America, Reddy sends millions of dollars out of the country in order to build monuments to himself in India. “The more money Reddy made in the States,” the Los Angeles Times chirped, “the more good he seemed to do in his hometown.” That’s great for India, but what is America getting out of this model immigrant? Slavery: Check. Sickening caste system: Check. Purchasing twelve-year-old girls for sex: Check. Draining millions of dollars from the American economy: Check. Smuggling half-dead sex slaves out of his slums in rolled-up carpets right under the nose of the Berkeley police: Priceless.

Robert Rosenthal found a way. He approached a California public elementary school and offered to test the school’s students with a newly developed intelligence-identification tool, called the Harvard Test of Inflected Acquisition, which could accurately predict which children would excel academically in the coming year. The school naturally agreed, and the test was administered to the entire student body. A few weeks later, teachers were provided with the names of the children (about 20 percent of the student body) who had tested as high-potentials. These particular children, the teachers were informed, were special. Though they might not have performed well in the past, the test indicated that they possessed “unusual potential for intellectual growth.” (The students were not informed of the test results.) The following year Rosenthal returned to measure how the high-potential students had performed. Exactly as the test had predicted, the first- and second-grade high-potentials had succeeded to a remarkable degree: The first-graders gained 27 IQ points (versus 12 points for the rest of the class); and the second-graders gained 17 points (versus 7 points). In addition, the high-potentials thrived in ways that went beyond measurement. They were described by their teachers as being more curious, happier, better adjusted, and more likely to experience success as adults. What’s more, the teachers reported that they had enjoyed teaching that year more than any year in the past. Here’s the twist: the Harvard Test of Inflected Acquisition was complete baloney. In fact, the “high-potentials” had been selected at random. The real subject of the test was not the students but the narratives that drive the relationship between the teachers and the students. What happened, Rosenthal discovered, was replacing one story—These are average kids—with a new one—These are special kids, destined to succeed—served as a locator beacon that reoriented the teachers, creating a cascade of behaviors that guided the student toward that future. It didn’t matter that the story was false, or that the children were, in fact, randomly selected. The simple, glowing idea—This child has unusual potential for intellectual growth—aligned motivations, awareness, and behaviors.

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What will you do once you have the key?” Mia asks. “We’ll be able to break into every bank in the world!” Captain Dread declares proudly. “We can open every lock, everywhere!” “Um,” Harley says. “Banks don’t have keys anymore. They have codes, and scanners, and swipe passes. A key isn’t going to help you break into a bank.” The pirates all stop looking for the key and look at each other, confused. “We’ll just use it for anything with a key then!” “Like what?” I ask. “Like… the candy store.” “They use a swipe code for their locks.” “Hotels?” “Swipe cards.” “Government buildings?” “Codes.” “Food shops?” “Scanners.” “Safes?” “Dial codes.” “Cars?” “Keyless.” “Houses?” “Um…” I think about that for a moment. “Yep, I think most houses still use keys. You could use it there.” “Then we will break into every house in the world!” Captain Dread declares again. “We will enter any house we want to, at any time. With the possession of the Skeleton Key, we will be unstoppable! We will be the unstoppable pirates!” “Captain Wed, if you go into my house,” I say. “Can you check that my pet bunny rabbit has enough food? I am not sure if I gave him enough food before I left.” “No! I will steal things from your house; not feed your bunny rabbit!” “We can’t let him have that key, Charlie,” Harley whispers to me. “He will have too much power. We will have to keep the key a secret from him.” “Captain Zed, you are not going to steal anything from me. You can get off this boat now,” I say, as I pick up my backpack full of Super Spy gadgets.

THE MAJOR ATTRIBUTES OF LEADERSHIP The following are important factors of leadership:- 1. UNWAVERING COURAGE based upon knowledge of self, and of one's occupation. No follower wishes to be dominated by a leader who lacks self-confidence and courage. No intelligent follower will be dominated by such a leader very long. 2. SELF-CONTROL. The man who cannot control himself, can never control others. Self-control sets a mighty example for one's followers, which the more intelligent will emulate. 3. A KEEN SENSE OF JUSTICE. Without a sense of fairness and justice, no leader can command and retain the respect of his followers. 4. DEFINITENESS OF DECISION. The man who wavers in his decisions, shows that he is not sure of himself. He cannot lead others successfully. 5. DEFINITENESS OF PLANS. The successful leader must plan his work, and work his plan. A leader who moves by guesswork, without practical, definite plans, is comparable to a ship without a rudder. Sooner or later he will land on the rocks. 6. THE HABIT OF DOING MORE THAN PAID FOR. One of the penalties of leadership is the necessity of willingness, upon the part of the leader, to do more than he requires of his followers. 7. A PLEASING PERSONALITY. No slovenly, careless person can become a successful leader. Leadership calls for respect. Followers will not respect a leader who does not grade high on all of the factors of a Pleasing Personality. 8. SYMPATHY AND UNDERSTANDING. The successful leader must be in sympathy with his followers. Moreover, he must understand them and their problems. 9. MASTERY OF DETAIL. Successful leadership calls for mastery of details of the leader's position. 10. WILLINGNESS TO ASSUME FULL RESPONSIBILITY. The successful leader must be willing to assume responsibility for the mistakes and the shortcomings of his followers. If he tries to shift this responsibility, he will not remain the leader. If one of his followers makes a mistake, and shows himself incompetent, the leader must consider that it is he who failed. 11. COOPERATION. The successful leader must understand, and apply the principle of cooperative effort and be able to induce his followers to do the same. Leadership calls for POWER, and power calls for COOPERATION. There are two forms of Leadership. The first, and by far the most effective, is LEADERSHIP BY CONSENT of, and with the sympathy of the followers. The second is LEADERSHIP BY FORCE, without the consent and sympathy of the followers.

Amount of Homework in Elementary and Secondary School Many newcomers are often surprised at how little homework students are assigned on a daily basis. This is because in BC, the teachers see more value in the quality of the work, rather than the quantity. In addition, the teachers must follow the guidelines set by the BC Ministry of Education about the amount of homework to be given to elementary and secondary students. The guidelines are as follows: Elementary School From Kindergarten to Grade 3: no homework is given From Grade 4 to Grade 7: ½ hour per night of homework is given Some examples of homework given are: Complete work given in class, read a book for a specified time, write a journal entry and work with classmates on a class project. Secondary School Grades 8 to 12: 1 to 2 hours per night, however students learning English will take longer. Some examples of homework given are: Gather information from various sources, think or reflect on a given topic and write about it, read chapters of a book or work with classmates on a group or class project. For more detailed descriptions of the homework assigned to students, please see the homework brochures on the Multilanguage parent information brochures page on the VSB website.

I don’t think it’s an accident that 7NC Luxury Cruises appeal mostly to older people. I don’t mean decrepitly old, but I mean like age-50+ people, for whom their own mortality is something more than an abstraction. Most of the exposed bodies to be seen all over the daytime Nadir were in various stages of disintegration. And the ocean itself (which I found to be salty as hell, like sore-throat-soothing-gargle-grade salty, its spray so corrosive that one temple-hinge of my glasses is probably going to have to be replaced) turns out to be basically one enormous engine of decay. Seawater corrodes vessels with amazing speed—rusts them, exfoliates paint, strips varnish, dulls shine, coats ships’ hulls with barnacles and kelp-clumps and a vague ubiquitous nautical snot that seems like death incarnate.

Naomi grunted as she followed me into the mysterious room. “If we die, I’m gonna kill you.

1. Get a Story. If you don’t have a story, create one. Use the past, present, or future.  For example, if you could travel anywhere tomorrow where would you go?   2. Enjoy Your Story. Love it. If you don’t love it, then the listener won’t. Have fun with your story.   3. Add Emotion. Visualize…   4. Add Pauses. This heightens the tension and gives the audience time to listen, laugh, and/or respond, and adds suspense.   5. Use Body Language. You know it–your body often says more than your words, so use it!   6.  Use Your 5 Senses to Amplify the Story. How did it feel when you were looking at that crystal clear water?  What sounds were around you? The 5 senses bring the story to life!   7. Characterization. Bring your characters to life–what personality traits did they have?   8. Know the Audience. Are you talking to a bunch of children in grade school or are you talking to a stranger you just met in a bar? Relate to your audience.   9. Make Sure There is a Point to Your Story. Enough said! What is the bottom line?   10. Write Your Story and Cut It in Half. We’re all busy, so KISS–“Keep It Short and Simple

1. The Doctrine for Men and Devas. The Buddha, to meet temporarily the spiritual needs of the uninitiated, preached a doctrine concerning good or bad Karma as the cause, and its retribution as the effect, in the three existences (of the past, the present, and the future). That is, one who commits the tenfold sin[FN#324] must be reborn after death in hell, when these sins are of the highest grade;[FN#325] among Pretas,[FN#326] when of the middle grade; and among animals, when of the lowest grade. [FN#324] (1) Taking life, (2) theft, (3) adultery, (4) lying, (5) exaggeration, (6) abuse, (7) ambiguous talk, (8) coveting, (9) malice, (10) unbelief. [FN#325]

History: *The owner noticed a soft, oozing mass on the head. *Mr. Snooze has been fighting with another cat recently. Assessment: *Mr. Snooze has a low grade fever. *There is an abscess on his head. An abscess is a pocket of pus that forms near an old bite or scratch wound. It is a collection of bacteria, white blood cells, and red blood cells. In other words, an abscess is an infected area under the skin. This abscess is draining. Treatment Plan: *If the abscess was not already draining, the doctor would have to sedate the cat and then surgically get the abscess to drain. If an abscess does not drain, it will be difficult to treat even with a medication. *Mr. Snooze is sent home with an oral antibiotic. This will help the cat fight off the bacteria that are causing the infection. *The owner is instructed to “hot pack” the wound multiple times a day. The

Pigs might fly, but they're unlikely birds.

1. The Doctrine for Men and Devas. The Buddha, to meet temporarily the spiritual needs of the uninitiated, preached a doctrine concerning good or bad Karma as the cause, and its retribution as the effect, in the three existences (of the past, the present, and the future). That is, one who commits the tenfold sin[FN#324] must be reborn after death in hell, when these sins are of the highest grade;[FN#325] among Pretas,[FN#326] when of the middle grade; and among animals, when of the lowest grade. [FN#324] (1) Taking life, (2) theft, (3) adultery, (4) lying, (5) exaggeration, (6) abuse, (7) ambiguous talk, (8) coveting, (9) malice, (10) unbelief. [FN#325] There are three grades in each of the tenfold sin. For instance, the taking of the life of a Buddha, or of a sage, or of a parent, etc., is of the highest grade; while to kill fellow-men is of the middle; and to kill beasts and birds, etc., is of the lowest. Again, to kill any being with pleasure is of the highest grade; while to repent after killing is of the middle; and killing by mistake is of the lowest.

In Finland, children do not start formal instruction until grade 1 when they are 7. Pre-school and kindergarten are part of their schooling, but they are both totally based in play.

You sometimes get by, perhaps even get good grades, but if you don’t pay the price day in and day out, you never achieve true mastery of the subjects you study or develop an educated mind.

Numerous comments I faced included being told: “You smell like a fish. Didn’t your mother teach you to wash down there?” “You’re dumber than a bag of rocks” “Your name is AIDS Mandick. Do you like to suck dick?” “You ain’t got no backbone” “Do you even have any friends?” “You think you’re better than everyone” (due to my good grades) “You have it easy” (apparently war survivors qualify as having easy lives) And “Bitch I’mma fuck you up”. I also faced discrimination from people because they automatically assumed that all immigrants must have an accent. I did not have an accent because I came to America at the age of 7.

BOOKS/AUTHORS ON THE BACKS OF LIBRARY CARDS #1 Miguel Fernandez Incident at Hawk’s Hill by Allan W. Eckert/ No, David! by David Shannon #2 Akimi Hughes One Fish Two Fish Red Fish Blue Fish by Dr. Seuss/Nine Stories by J. D. Salinger #3 Andrew Peckleman Six Days of the Condor by James Grady/ Eight Cousins by Louisa May Alcott #4 Bridgette Wadge Tales of a Fourth Grade Nothing by Judy Blume/ Harry Potter and the Sorcerer’s Stone by J. K. Rowling #5 Sierra Russell The Egypt Game by Zilpha Keatley Snyder/ The Westing Game by Ellen Raskin #6 Yasmeen Smith-Snyder Around the World in Eighty Days by Jules Verne/The Yak Who Yelled Yuck by Carol Pugliano-Martin #7 Sean Keegan Olivia by Ian Falconer/Unreal! by Paul Jennings #8 Haley Daley Turtle in Paradise by Jennifer L. Holm/ A Wrinkle in Time by Madeleine L’Engle #9 Rose Vermette All-of-a-Kind Family by Sydney Taylor/ Scat by Carl Hiaasen #10 Kayla Corson Anna to the Infinite Power by Mildred Ames/Where the Sidewalk Ends by Shel Silverstein #11 UNKNOWN/CHARLES CHILTINGTON #12 Kyle Keeley I Love You, Stinky Face by Lisa McCourt/ The Napping House by Audrey

Ben shot up almost a foot the summer after 6th grade and traded his cleats for high-tops. The promise of Hawkeye basketball has a chokehold on this town, and any boy who crests six feet in 7th grade is drafted without mercy.

Or maybe I should say a few things that I “like like” In that same way that in the 7th grade I knew That there was a difference between how to like a sandwich And how I like liked Katie Elbin’s pale blonde pigtails. So..I like like Vietnamese Coffee and the long wait for it to drip Drops down into my clear glass coffee mug with penguins on it. I like like that the penguins playfully dance as the black of my coffee Meets the creaminess of condensed milk. I like like the way that Gatsby read when I was twelve And thought that Romanticism and the early twenties Would be as romantic in my early twenties. As if a field of daisies would be the same as the field of Daisy’s. However, I like like the melancholic tone of my chemicals as well When they become overly emotive. Haven’t you heard the news that we’re dead? Wouldn’t it be grand to go exactly as we planned? I like like wondering if wandering is a wanderlust Or just a wanderlust? I think this was address by a Tribe Called Quest But I’ve lost just who it is whom I was promised I could trust. I like like driving with a GPS Not playing it too close to the chest Or relying on all the Redbull and Slim Jim’s Which my passenger-self digests. And I like like a gentle sadness like a reminder I can feel The realizations that this is all just so ever gosh golly really real That my dream board has visions of what I can do And that what absolutely matters is only relatively true.

Those of us attending the Royal Academy aren’t fighting over whether you, Lord Wilfried, or Lady Charlotte will become the next aub. Instead, we’re all working for mutual gain—our grades are rising, and we’re drawing more attention from the other duchies. There’s no denying that our status is suddenly on the rise.

It’ll make you laugh. It’ll make you cry. Then it’ll make you laugh so hard that you’ll cry. And THEN, it’ll make you cry so hard that you’ll laugh!

And even when all appears lost,’ said Simber, ‘you must fight with everything you have inside you, all the way until the bitter end.

We will survive somehow. Dragons always do.

crushed apple on the floor, I said, “No, are you serious? You just killed my apple, dude! You think those things just grow on trees?” Jake started to argue, but his face froze. I could almost see his brain crashing. “Uh… yeah?” I threw my arms up. “Oh right, like there’s some kind of magical tree out there that just grows apples on its branches! Some sort of mystical all-powerful tree that some wizard created just to show his big brother that he was all grown up now, right?

Zac himself wasn’t exactly sure of his sister’s fortune by this point. But she had mentioned that the total cost for Jeeves’ upgrades had long surpassed 50 D-grade Nexus Coins, which was the equivalent of over 50 trillion Nexus Coins. That was far beyond even the exorbitant cost of [Love’s Bond].

Renesme Fractures Nickname: Ness or Ren girl age: 16 Junior black hair rainbow eyes Heterosexual Personality: Fun, smart, but quiet, sticks to drawing and her books. siblings: deceased Parents: deceased father: power of storm mother: power of fire Wolf shifter Powers: to summon and control fire, earth, and storm. Familiar: wolf named luca Loves art, reading, and music History: Lost her parents and brothers when she was 5, she was the youngest of 5. In foster care til she got a letter on her birthday inviting her here completely paid for. Luca appeared when she 5 shortly after she lost here family. She also skipped 7th grade. Friends: Comet Royce Relationship: (Saved for Cameron Augustine)

So we all decided to stay quiet. I glanced at the back of the bus and saw Blaze looking really proud, and all his groupies were looking at him like he was so brave. To be honest, it was kinda cool how Blaze made the Wither get all crazy like that. I wouldn’t have had the guts to do that. Well, being a Zombie I actually don’t have guts to do anything, really. But man, that guy Blaze is really cool… Thursday Today I had to help out at the Principal’s Office as part of the school’s Student Volunteer program. I had to show some new 7th grade foreign exchange student around school. I thought that Rajit was the only foreign exchange student I had to deal with this semester. But it seems that there’s a whole bunch of them visiting this year. “Zombie, it seems that we’re short on volunteers today,” Principal Slime said.

The foods we eat, the air we breathe, the toxins we absorb through our skin, and the stress we manage all factor into our body’s pH. And although there’s a consensus among nutritionists and medical experts well versed in these matters that somewhere in the range of 80 percent of the foods we ingest should be alkaline-forming and 20 percent acidic, the typical American diet—combined with our fast-paced, stress-inducing urban lifestyle—is overwhelmingly acid-forming. Processed foods, sodas, meat and dairy proteins, polluted air, and simple life pressures all contribute to what is called “metabolic acidosis,” or a chronic state of body acidity. Why is this important? When the body is in a protracted or chronic state of even low-grade acidosis, which most people’s bodies these days are, it must marshal copious resources to maintain blood pH somewhere in the optimal 7.35 orbit. Over time, the body pays a significant tax that manifests in a susceptibility to any array of infirmities: fatigue; impaired sleep and immune system functionality; a decrease in cellular energy output, nutrient absorption, bone density, and growth hormone levels, which over time lead to a reduction in muscle mass; an increase in inflammation and weight gain, leading to obesity; the promotion of kidney disorders, tumor cell growth, mood swings, and osteoporosis. And I haven’t included in that list a variety of bacterial and viral maladies that flourish in the acidic environment.

Life is hard in the days, but in the decades, the creator surges ahead from connecting the dots. Three decades of research by Korn Ferry7 shows that learning agility is the single-best predictor of career success, not grades or college pedigrees.

The Major Attributes of Leadership. The following are important factors of leadership:— 1.   Unwavering courage based upon knowledge of self, and of one’s occupation. No follower wishes to be dominated by a leader who lacks self-confidence and courage. No intelligent follower will be dominated by such a leader very long. 2.   Self-control. The man who cannot control himself can never control others. Self-control sets a mighty example for one’s followers, which the more intelligent will emulate. 3.   A keen sense of justice. Without a sense of fairness and justice, no leader can command and retain the respect of his followers. 4.   Definiteness of decision. The man who wavers in his decisions, shows that he is not sure of himself, cannot lead others successfully. 5.   Definiteness of plans. The successful leader must plan his work, and work his plan. A leader who moves by guesswork, without practical, definite plans, is comparable to a ship without a rudder. Sooner or later he will land on the rocks. 6.   The habit of doing more than paid for. One of the penalties of leadership is the necessity of willingness, upon the part of the leader, to do more than he requires of his followers. 7.   A pleasing personality. No slovenly, careless person can become a successful leader. Leadership calls for respect. Followers will not respect a leader who does not grade high on all of the factors of a pleasing personality. 8. Sympathy and understanding. The successful leader must be in sympathy with his followers. Moreover, he must understand them and their problems. 9. Mastery of detail. Successful leadership calls for mastery of the details of the leader’s position. 10. Willingness to assume full responsibility. The successful leader must be willing to assume responsibility for the mistakes and the shortcomings of his followers. If he tries to shift this responsibility, he will not remain the leader. If one of his followers makes a mistake, and shows himself incompetent, the leader must consider that it is he who failed. 11. Cooperation. The successful leader must understand and apply the principle of cooperative effort and be able to induce his followers to do the same. Leadership calls for power, and power calls for cooperation. There are two forms of leadership. The first, and by far the most effective, is leadership by consent of, and with the sympathy of the followers. The second is leadership by force, without the consent and sympathy of the followers. History is filled with evidences that leadership by force cannot endure. The downfall and disappearance of dictators and kings is significant. It means that people will not follow forced leadership indefinitely. Napoleon, Mussolini, Hitler, were examples of leadership by force. Their leadership passed. Leadership-by-consent of the followers is the only brand which can endure! Men may follow the forced leadership temporarily, but they will not do so willingly.

You learn from each success on the way-and from your mistakes. In fact, sometimes you can learn as much from your worst mistakes as you do from your biggest successes," Zoey wasn't sure she wanted to make too many worst mistakes, even if she did learn a lot from them. Making mistakes was never fun.

In 2016,” he says, “after Trump was elected, I realized that America had declined to the point that we were willing to put a complete idiot in the White House. A con man with almost no objective qualifications for the office. Trump had obviously racist beliefs, criminal tendencies, serious problems with women, repeated business failures, no ethics whatsoever, no conscience, no remorse. He even despised the military. Yet white America, in its panic, wrapped their arms around the guy and rode him all the way into Washington. Even the evangelicals went with him. And why? Because he personified all their secret hopes and fears and prejudices. He gave them permission to be their real selves. Their worst selves. In essence, he was a living ‘Fuck you’ to everyone who ever made a rube feel stupid, or small, less than the next guy. He still is. He’s the white O.J. Simpson, Penn. His supporters know he’s guilty—of all of it—but they don’t give a shit. That’s not the point for them. Anyway, the myth of my grade-school years was finally true: anybody could become president! Anybody with sufficient fame, and the willingness to say and do anything necessary to win, that is.” Bobby turns and scans the bluff once more, from habit probably,

Run for your lives!" I yelled. "The end of the world is nigh!" I wasn't exactly sure what "nigh" meant, but I had heard the phrase before. It rhymes with “bad guy” and “bow tie,” and both of those are terrible, so I figured it was okay to use here.

Maybe the two different worlds we lived in weren't so different. We saw the same sunset.

My world turned to white as I made contact with the queen, smashing into her. A flash of intense pain flooded my body, but then it was gone… Everything… was gone. The human race was safe from enslavement by the queen of Scrag. I had done my duty as a ninja… as the defender of mankind, and the hero of— “…cheeseburger.” a girl’s voice said. I shook my head, embarrassed. The voice had come from my cousin, Zoe, who was seated on the bench next to me. The rest of my friends were hovering around

a sentence.

Every year three girls from low-income families were given a tuition waiver to attend the Catholic Sekundarschule (grades 7 to 9) for girls near the Central, a square across the river from the train station. Nelly

a 55-year old white male, born and raised in Baltimore City. I'm a retired Maryland State Trooper.  After retirement, I became the owner of a small barbershop. In 1970, I began 7th grade at Herring Run Jr. High School in Baltimore. It was an integrated public school, with students bused in from other districts.  It was my first experience with blacks. There was daily harassment by black groups on soft whites. Thefts, assaults, intimidation. If I ever wrote a book, it would be titled "Gimme a nickel."  In a threatening/intimidating manner, this would be stated with a palm out - "Gimme a nickel."  The victim would reach in his pocket, pull out his lunch money, and the perps would usually then grab the entire handful of change from his or her hand. Teachers and administration turned a blind eye to all of it.  White students quickly learned they were on their own. I went to school there for three years and hated it.  I was a jock/tough guy - they only targeted the weak, scared and vulnerable whites.

Spain is nearer the higher end, with 386 hours accumulated by the time children are in Grade 7, but since they start in Grade 1, this represents, on average, only 64 hours a year.

Take a child & teach him physics his first 7 grades of education, I submit he'd excel to a savant-like level. Imagine adult focus for 7 yrs.

In a longitudinal study, Kelleen Toohey (2000) observed a group of children aged 5–7 in kindergarten, Grade 1, and Grade 2 in Vancouver, Canada. The group included children who were native speakers of English, as well as children whose home language was Cantonese, Hindi, Polish, Punjabi, or Tagalog. All the children were in the same class, and English was the medium of instruction. Toohey identified three classroom practices that led to the separation of the ESL children. First, the ESL children’s desks were placed close to the teacher’s desk, on the assumption that they needed more direct help from the teacher. Some of them were also removed from the classroom twice a week to obtain assistance from an ESL teacher. Second, instances in which the ESL learners interacted more with each other usually involved borrowing or lending materials but this had to be done surreptitiously because the teacher did not always tolerate it. Finally, there was a ‘rule’ in the classroom that children should not copy one another’s oral or written productions. This was particularly problematic for the ESL children because repeating the words of others was often the only way in which they could participate in conversational interaction. According to Toohey, these classroom practices led to the exclusion of ESL students from activities and associations in school and also in the broader community in which they were new members. Furthermore, such practices did not contribute positively to the children’s ESL development.

El Indio’s gang pulled in over thirty-one million tax-free dollars in under three years.” Taylor writes, “Everybody along the chain was paid: the customs agent, the police, the American police departments that sold the bikes, the truck drivers, bike mechanics, recruiters, checadors, comunicadors, ganchos, guias, and levantons...a child whose parents left him with an elderly grandfather in an impoverished village, who attended school part-time to the seventh grade, came to the border, lost everything dear to him, and became a millionaire...then he vanished.

her.

My name is A.J. and I hate school. It was Monday morning. I had just walked into Mr. Granite’s third-grade class. Everybody was putting stuff into their cubbies. My friends Ryan and Michael

learners receiving intensive ESL instruction for five hours every day for five months of one school year (in Grade 5 or 6) were compared to learners at the end of secondary school who had received the same total amount of instruction spread over 7–8 years of schooling. On a number of measures, the students who received the intensive instruction performed as well as or better than those whose instruction was delivered in what has been called a ‘drip feed’ approach (Lightbown and Spada 1994). In subsequent research, comparisons were made between groups of Grade 5 and 6 students who participated in intensive English language instruction during a single school year, but with the time distributed differently: some students received five hours of English a day for five months; others received the same total number of hours, doing two and a half hours of English each day for 10 months. The researchers found that both groups benefited from the overall increase in hours of instruction with some additional advantages for learners receiving the more intensive instruction (Collins et al. 1999; Collins and White 2011). The advantages were evident not only in superior language abilities but also in attitudes toward the language and satisfaction with language learning experiences. Similar findings have been reported for different models of intensive and core French programmes (Netten and Germain 2004; Lapkin, Hart, and Harley 1998).

Maybe life is just a straight shot from the horrors of grade school to the horrors of the nursing home.

He was killed while serving in the military, during operation Desert Storm.” She had only the vaguest recollection of the conflict. She had been in grade school when it was going on, and the conflict had been as remote as a space shuttle launch. Seeing the man in the picture, with his hauntingly familiar smile, suddenly made it real to her. “I’m terribly sorry.

I don’t think I’m too wrapped up in these identities until someone gets it wrong. I know it sounds pathetic, and believe me I am embarrassed to admit it, but I sometimes—more often than I wish—find myself wanting to be identified by something I’ve done or accomplished. Most of us grew up being taught that our identity as a person is based on our accomplishments. Your identity is closely tied to the points you score, the trophies you win, the grades you make, the diplomas you earn, the jobs you get, the promotions you receive, the portfolio you build. We build our resumés, display our achievements, and frame our accomplishments. In Philippians 3 Paul talks about how his identity used to be wrapped up in these things. He had some pretty impressive credentials. He was born into the right family, attended notable schools, received impressive degrees, landed in a powerful position. If he was introduced by someone who was identifying him, everyone would have been impressed. But here’s Paul’s conclusion about all of that. I once thought these things were valuable, but now I consider them worthless because of what Christ has done. Yes, everything else is worthless when compared with the infinite value of knowing Christ Jesus my Lord. For his sake I have discarded everything else, counting it all as garbage, so that I could gain Christ. (Philippians 3:7–8 NLT) I am a follower of Jesus. No mistake I have ever made and no success I have ever had says as much about me as that. And when I embrace that identity and understand that a follower is who I am, then following is what I will do. Nominative

They are graded in relation to other people. And grades are carriers of social value; they open doors of opportunity or they close them. Competition, not cooperation, lies at the core of the educational process. Cooperation, in fact, is usually associated with cheating.

It’s not mine. 2. I don’t have her permission. 3. She’s told us we can’t. 4. No living fourth-grader has ever dared to look in there before. 5. I might see one of her cooties walking across the page. 6. The cootie could attack me and bite me, and I’d turn into a grumpy, gray-faced fourth-grade teacher with lint on my skirt. 7. What if Ms. Adolf set a finger trap in there that would snap onto my fingers and never come off? 8. I need all my fingers, in case one day I decide to play keyboards in a rock band. 9. Come on, Hank. Who are you kidding???? You know you’re going to do it! P.S. I know, I know. You don’t have to remind me that there are only nine reasons on the list. I couldn’t come up with the tenth. As soon as I do, I’ll let you know. But don’t hold your breath.

Brayden sleeps with a nightlight. Jake

…don’t answer that. No way was I asleep and

Dreams aren’t that cool!

doctor.

The team consists of 7 investigators, 3 from the Anti- Corruption Bureau and 4 from other public agencies: 1 team leader (grade 4) and 6 investigators (1 grade 5, 1

Dangerous and quiet… just like a ninja fart,” I said. “Silent, but deadly.

Bummer,” said a student nearby. “Don’t let it get to you though. You got my vote.” “And mine,” said another student. “Mine too!” yet another student said. “And my axe!” some weird dude proclaimed

Impersonal: Hot stove treats all alike. It does not show any favouritism or spare anybody.Similarly, the disciplinary authority should treat all employees alike without any discrimination.[You may feel that past good conduct of the delinquent employee is taken into account while deciding the quantum of penalty. This is not in contravention of the rule of impersonal approach. Even past conduct has to be taken into account in respect of all the employees, without discrimination. ] � Immediate action: Just as the hot stove burns the fingers of those who touch it without any time lag, the disciplinary authority is also expected to impose penalty without delay. This will make the delinquent employee link the misconduct to the penalty; besides it also sends a message that misconduct will be appropriately dealt with.[The rule is attributed to Douglas McGregor who is better known for his ‘X’ and ‘Y’ theories of Management] 7. How to find out who is the Disciplinary Authority? Firstly, it must be remembered that the Disciplinary authority is determined with reference to the employee proceeded against. Schedule to the Rules 1965 lay down the details of the disciplinary authorities in respect of various grade of employees in different services in the Government. The President, the Appointing Authority, the Authority specified in the Schedule ot the Rules (to the extent specified therein) or by any other authority empowered in this behalf by any general or special order of the President may impose any fo the Penalties specified in Rule 11. Appointing Authority as mentioned in the Schedule must be understood with reference to rule2 (a) of the Rules. The question as to who is the appropriate disciplinary authority must be raised and answered not only while issuing charge sheet but also at the time of imposing penalty because there might have been some change in the situation due to delegation of powers, etc. in the organization.8. What are the functions of the Disciplinary Authority? Disciplinary authority is required to discharge the following functions: (a) Examination of the complaints received against the employees (b) Deciding as to who is to be appointed as the investigating authority 5

at me. Don’t you hate it when they do that? Mrs. Robinson’s eyebrows lifted. “Nice,” she added, and then droned on with the rest of the announcements. Her voice became a muffled trumpet in my head as my world crumbled.

The entire problem is this victim mentality. When did that start? Life’s not turning out the way they said it would when you were in first grade. You’re not the president or a movie star or playing center field for the Yankees. Guess what? They lied! Move on! You come from incredible stock! Immigrants who chewed through it all and spit it out with thanks: Ellis Island, Manifest Destiny, the dust bowls, Normandy, and for what? For a society that now encourages everyone to choose up excuse teams: My attention span’s a little off, sometimes I’m nervous, sometimes I’m tired, insults make me sad, I was unfairly labeled slow in school when I really just didn’t want to do any work, a diet of super-size French fries turned me into a human zeppelin, your honor, so I need to be given a lot of money….

problem with age and grade equivalent scores is that instruments will vary in the scoring. One publisher’s test could give a child a sixth grade, eighth month score (6.8), and another publisher’s instrument could result in a score of 7.1. Although the two scores may be related to small differences between the instruments, consumers of the scores may have very different interpretations of scores that are really not all that discrepant. Another problem with age or grade equivalent scores is that teachers or administrators may expect all students to perform at or above their respective age or grade level. For example, teachers have been reprimanded because students have had scores below grade level. These misconceptions fail to take into account that the instruments are norm-referenced; thus, the expectations are that 50% of the students will fall above the appropriate age or grade score and 50% will fall below this score. Therefore, in most classrooms, expecting all students to fall above the mean is unrealistic as well as inappropriate given norm-referenced testing. 36 Section I Principles of Assessment Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial

novels [4]. It follows that authentic text—text written for native speakers—is inappropriate for unassisted ER by all but the most advanced learners. For this reason, many educators advocate the use of learner literature, that is, stories written specifically for L2 learners, or adapted from authentic text [5]. For learners of English, there are over 40 graded reader series, consisting of over 1650 books with a variety of difficulty levels and genres [6].However, the time and expense in producing graded readers results in high purchase costs and limited availability in languages other than English and common L2‘s like Spanish and French. At a cost of £2.50 for a short English reader in 2001 [7] purchasing several thousand readers to cater for a school wide ER program requires a significant monetary investment. More affordable options are required, especially for schools in developing nations. Day and Bamford [8] recommend several alternatives when learner literature is not available. These include children's and young adult books, stories written by learners, newspapers, magazines and comic books. Some educators advocate the use of authentic texts in preference to simplified texts. Berardo [9] claims that the language in learner literature is ―artificial and unvaried‖, ―unlike anything that the learner will encounter in the real world‖ and often ―do not reflect how the language is really used‖. Berardo does concede that simplified texts are ―useful for preparing learners for reading 'real' texts. ‖ 2. ASSISTED READING Due to the large proportion of unknown vocabulary, beginner and intermediate learners require assistance when using authentic text for ER. Two popular forms of assistance are dictionaries and glossing. There are pros and cons of each approach. 1 A group of words that share the same root word, e.g. , run, ran, runner, runs, running. Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee.NZCSRSC’11, April 18-21, 2011, Palmerston North, New Zealand

between Earth

The teacher would want to discuss ways to help Cody make a happy accommodation to his new grade, and strategies for success in fitting in, and the teacher could not hear the truth, would not believe it even if I spoke in plain one-syllable rhyming words accompanied by bright crayon-colored illustrations. No teacher in any school in the Dade County public school system could ever understand the simple unvarnished truth.

your friends have to offer! Read up, kids! A friend who keeps secrets, isn’t a friend at all! So let’s all be BFFs! You’re welcome, Buchanan. You’re welcome.” I looked down at the stack of papers that were

That’s

Castine is a quiet town with a population of about 1,500 people in Western Hancock County, Maine, named after John Hancock, when Maine was a part of the Commonwealth of Massachusetts. He was the famous statesman, merchant and smuggler who signed the “Declaration of Independence” with a signature large enough so that the English monarch, King George, could read it without glasses. Every child in New England knows that John Hancock was a prominent activist and patriot during the colonial history of the United States and not just the name of a well-known Insurance Company. Just below the earthen remains of Fort George, on both sides of Pleasant Street, lays the campus of Maine Maritime Academy. Prior to World War II, this location was the home of the Eastern State Normal School, whose purpose was to train grade school teachers. Maine Maritime Academy has significantly grown over the years and is now a four-year college that graduates officers and engineers for the United States Merchant Marine, as well as educating students in marine-related industries such as yacht and small craft management. Bachelor Degrees are offered in Engineering, International Business and Logistics, Marine Transportation, and Ocean Studies. Graduate studies are offered in Global Logistics and Maritime Management, as well as in International Logistics Management. Presently there are approximately 1,030 students enrolled at the Academy. Maine Maritime Academy's ranking was 7th in the 2016 edition of Best Northern Regional Colleges by U.S. News and World Report. The school was named the Number One public college in the United States by Money Magazine. Photo Caption: Castine, Maine

One means of communication is _____________ (1)

Functional illiteracy in North America is epidemic. There are 7 million illiterate Americans. Another 27 million are unable to read well enough to complete a job application, and 30 million can’t read a simple sentence. There are some 50 million people who read at a fourth- or fifth- grade level. Nearly a third of the nation’s population is illiterate or barely literate - a figure that is growing at more than 2 million a year. A third of high-school graduates never read another book for the rest of their lives, and neither do 42 percent of college graduates. In 2007, 80 percent of the families in the United States did not buy or read a book.

An' you can shut your trap, Johnny Cade, 'cause we all know you ain't wanted at home, either. And you can't blame them