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Sentence Diagramming Examples. Our Free Graphics Give You A Fun Way To Teach & Learn the Basics of Grammar. Download Now > > Sentence Diagramming. You probably already know that I'm crazy about diagramming sentences. Sentence diagrams are fun to make, and they are an immensely helpful tool for people who are teaching and learning grammar. If you don't know what sentence diagrams are, think of them as pictures of sentences. Today we'll look over two sentences from the Get Smart and Stay Smart programs. Are you ready to diagram? The sentence diagram above shows us that I is the subject, walk is the verb, and quickly is an adverb modifying the verb walk. Doesn't it make a nice little picture? Do you know your stuff? See if you can diagram the following two sentences and identify each part referred to in the charts. The answers are listed below. People were singing. Do you need some help? The following pages will help you. Giraffes can clean their ears with their long tongues. Do you need some help? Use this English grammar exercise page to boost your grammar knowledge and learn how to diagramming sentences. How to Diagram A Sentence Start with the key elements: subject and verb. Simply put, the subject tells you what the sentence is about; the verb tells you. SenDraw is a software program used for creating Reed-Kellogg sentence diagrams. Anyone is welcome to download the software, which is made available 'as is.'. The Diagramming Module. Diagramming has long been considered a very useful tool to help both students and pastors better understand the meaning of Biblical texts. Sentence Diagram is an iPad app designed to enable the creation and manipulation of Kellogg-Reed sentence diagrams. Draw diagrams, charts, workflows, flowcharts, org charts, project charts, and more in minutes with SmartDraw's diagram software. In pedagogy and theoretical syntax, a sentence diagram or parse tree is a. SenDraw, a computer program that specializes in Reed–Kellogg diagrams. Is there a web site that will diagram a. You'll have to unzip and then run the setup program once it. The following pages will help you. Sentence Diagramming Love. Sentence Diagramming Answers. Are you ready for the answers? Don't look below until you've had a chance to diagram the sentences and fill in the charts! People were singing. This sentence is from Daily Diagrams: Get Smart. Get Smart provides you with easy lessons that help you teach or learn grammar through sentence diagramming. Giraffes can clean their ears with their long tongues. Diagramming Sentences is a software program developed by Prof. We know of version 12.0. Version 12.0.0171 is available for download at our site.This sentence is from Daily Diagrams: Stay Smart. Stay Smart gives you many interesting sentences to diagram. Handy Grammar Graphics gives you a fun and visual way to get started teaching or learning grammar and sentence diagramming. Yay! Download The PDF For FREE > > Go from Sentence Diagramming Examples to Grammar Revolution Home. UCF: CAH: English: Sen. Draw. Software User Agreement. Upon downloading or using this software, the USER agrees to the following. This software was developed by and is the property of the University of Central Florida and will be used only for noncommercial, educational or research purposes. By accepting the software the USER agrees not to sell, lease, license, copy or otherwise transfer software to any person or organization for the purpose of producing or marketing products for general sale or to conduct research activities that result in any sale, license, lease or transfer of software provided. The University of Central Florida and its employees, faculty, staff and students shall have no obligation, expressed or implied, to supervise, monitor, review, or otherwise assume responsibility for the use of this software. University of Central Florida expressly disclaims any and all warranties (express or implied) in conjunction with this software, including but not limited to warranties of merchantability, fitness for a particular purpose, warranties of non- infringement of any kind whatsoever (including but not limited to infringement of any kind of intellectual property) and any and all other warranties. The USER hereby agrees to accept the software as- is. Sen. Draw 1. 0. Sen. Draw. Sen. Draw. AIf your diagrams look funny when you print them, try downloading this version.
California Medicaid & CHIP Programs – Center For Children and Families. California Medicaid and CHIP Programs. State Medicaid & CHIP Profiles. Every state’s Medicaid and CHIP program is changing and improving – most states are expanding coverage for low-income adults; all states are modernizing their Medicaid/CHIP eligibility. Medicaid in the United States is a social health care program for families and individuals with limited resources. The Health Insurance Association of America describes Medicaid as a 'government insurance program for persons. State Medicaid Programs. Medicaid is a joint federal and state government program that helps people with low income and assets pay for some or all of their health care bills. It covers medical care. State Medicaid Programs Offering Personal Care Services Allen J. The Medicaid HCBS waiver program. Source: Modern Era Medicaid: Findings from a 5. State Survey of Eligibility, Enrollment, Renewal, and Cost- Sharing Policies in Medicaid and CHIP as of January 2. Note: Tables below present rules in effect as of January 1, 2. Adult Income Eligibility Limits. The FPL for a family of three in 2. The FPL for an individual in 2. January 2. 01. 5 income limits reflect MAGI- converted income standards, and include a disregard equal to five percentage points of the FPL applied to the highest income limit for the group. In some states, eligibility limits for Section 1. FPL equivalents calculated from these dollar limits. As of January 1, 2. AZ, AR, CA, CO, CT, DE, HI, IL, IA, KY, MA, MD, MI, MN, ND, NH, NJ, NM, NV, NY, OH, OR, PA, RI, VT, WA, and WV) and DC had adopted the Medicaid expansion. For more information, see Kaiser Family Foundation, . Arkansas, Iowa, Michigan, and Pennsylvania have approved Section 1. Medicaid expansions. To be eligible in the infant category, a child has not yet reached his or her first birthday; to be eligible in the 1- 5 category, the child is age one or older, but has not yet reached his or her sixth birthday; and to be eligible in the 6- 1. In AR, CA DE, FL, HI, KY, MD, NE, NH, NJ, NM, OH, OK, SD, and VT, coverage under the Medicaid expansion program is limited to uninsured children. In Massachusetts, the CHIP- funded Medicaid expansion is limited to children who are uninsured at the time of application. Infants born to mothers in California’s Medi- Cal Access Program for Infants and Pregnant Women (formerly called AIM) program are eligible for CHIP unless they are enrolled in Employer- Sponsored Insurance (ESI) or no- cost Medi- Cal. The income guideline for these infants, through their second birthday, is 3. FPL. Waiting periods generally apply to separate CHIP programs only, as they are not permitted in Medicaid without a waiver. The ACA limits waiting periods to no more than 9. States may adopt additional exceptions to the waiting period, which vary by state. In addition to the income exemptions shown, specific categories of children such newborns may be exempt from the waiting periods. Income eligibility for the buy- in program is based on 2. FPLs). January 2. MAGI- converted income standards and include a disregard equal to five percentage points of the FPL. Under the option, states may receive federal funding to extend CHIP eligibility where the state has maintained its contribution levels for health coverage for employees with dependent coverage or where it can demonstrate that the state employees. Arkansas covers these children under its ARKids B waiver. Mississippi and North Carolina cover dependents of state employees and are exempt from limitations on such coverage because there is no employer contribution for dependent coverage. This column indicates whether the state has elected the option to also provide Medicaid coverage to former foster youth up to age 2. Medicaid in another state as of their 1. N/A responses indicate that the state does not provide CHIP coverage to pregnant women. For State- based Marketplace (SBM) states, such a portal may be either exclusive to Medicaid or integrated with the Marketplace. For Federally- facilitated Marketplace (FFM) and Partnership- Marketplace states, state Medicaid agency portals are indicated. Only in cases where there is no electronic data source for a type of income are states able to accept self- attestation of income without verification. In these cases, any difference does not impact eligibility. If the data are not consistent, states have the option to apply a reasonable compatibility standard by establishing a threshold (e. States have the option to set different standards based on whether the applicant. In both cases, if the difference between the attested income and the electronic data source are within the reasonably compatible standard, the state will process eligibility based on the individual. If the applicant reports income below the standard and the electronic source indicates income above the standard, and the difference is not reasonably compatible, the state may accept a reasonable explanation and/or request paper documentation. If the applicant reports income above the Medicaid or CHIP limit but the electronic source reflects income below, and the data are not reasonably compatible, the state may accept a reasonable explanation, request paper documentation, or determine the individual ineligible and transfer the application to the Marketplace. This table does not reflect state implementation of ACA required hospital presumptive eligibility, which allows hospitals to conduct presumptive eligibility determinations to expedite access to Medicaid coverage, regardless of whether a state has otherwise adopted presumptive eligibility. States are designated as having ELE if they have an approved and implemented State Plan Amendment from CMS. Mann, Director of Centers for Medicaid and CHIP Services, letter to State Health Officials and State Medicaid Directors, SHO #1. May 1. 7, 2. 01. 3). States are designated as adopting a strategy if they have a CMS- approved waiver and have implemented the strategy. States are designated as having ELE at renewal if they have an approved and implemented State Plan Amendment from CMS. States running an SBM are responsible for performing all Marketplace functions, except for three SBM states (NV, NM, OR) that rely on the FFM information technology (IT) platform for eligibility determinations. In a Federally- facilitated Marketplace (FFM), the. US Department of Health and Human Services (HHS) conducts all Marketplace functions. States with a Partnership Marketplace may administer plan management functions, in- person consumer assistance functions, or both, and HHS is responsible for the remaining Marketplace functions. In assessment states, applicants. In determination states, the FFM makes a final Medicaid/CHIP eligibility determination and transfers the account to the state Medicaid/CHIP agency for enrollment. States marked as N/A operate a full SBM. Medicaid enrollees, including children, pregnant women, parents and the adult expansion group, with incomes below 1. FPL) may not be charged premiums without a waiver. Cost- sharing generally is not allowed for children with incomes below 1. FPL. Medicaid enrollees with incomes above 1. FPL can be charged premiums and relatively higher cost- sharing compared to those at lower incomes. Cost- sharing cannot be charged for preventive services for children or emergency, family planning, and pregnancy- related services in Medicaid. Overall premium and cost- sharing amounts for all family members enrolled in Medicaid may not exceed 5% of household income. States have somewhat greater flexibility to charge premiums and cost- sharing for children covered by CHIP, although there remain federal limits on the amounts that can be charged, including the overall 5% of household income cap. Medicaid enrollees, including children, pregnant women, parents and the adult expansion group, with incomes below 1. FPL) may not be charged premiums without a waiver. Medicaid enrollees with incomes above 1. FPL can be charged premiums and relatively higher cost- sharing compared to those at lower incomes. Overall premium and cost- sharing amounts for all family members enrolled in Medicaid may not exceed 5% of household income. States have somewhat greater flexibility to charge premiums and cost- sharing for children covered by CHIP, although there remain federal limits on the amounts that can be charged, including the overall 5% of household income cap. N/A indicates that coverage is not available at the specified income level. If a state does not charge premiums at all, it is noted as “- - “. Premium discounts are provided to families who pay in advance, set up automatic payments, or pay by electronic funds transfer. If premiums are charged in Medicaid, a state must provide a 6. CHIPRA required states to provide a minimum 3. CHIP before cancelling a child’s coverage. Lock- outs are not permitted in Medicaid and the ACA limited such lock- out periods in CHIP to no more than 9. Cost- sharing generally is not allowed for children with incomes below 1. FPL, though charges may be imposed for non- emergent use of the emergency room and non- preferred drugs. Medicaid enrollees with incomes above 1. FPL can be charged premiums and relatively higher cost- sharing compared to those at lower incomes. Cost- sharing cannot be charged for preventive services for children or emergency, family planning, and pregnancy- related services in Medicaid. Overall premium and cost- sharing amounts for all family members enrolled in Medicaid or CHIP may not exceed 5% of household income. Some states require 1. Medicaid. These data are not shown. In New Mexico, the emergency room copayment is waived if the child is admitted, but the inpatient copayment is still applied. In general, states cannot adopt cost- sharing or premium policies that impose costs that exceed 5% of family income or that favor higher- income families over lower- income families. They also are prohibited from imposing cost sharing for well- baby and well- child care, including immunizations. Some states require 1. Medicaid. These data are not shown. Medicaid enrollees with incomes below 1. FPL) may not be charged premiums without a waiver. Adults enrolled in Medicaid may be charged cost- sharing, but charges for those below 1. FPL are limited to nominal amounts. Medicaid enrollees with incomes below 1. FPL may not be charged premiums without a waiver. Adults enrolled in Medicaid may be charged cost- sharing, but charges for those below 1. FPL are limited to nominal amounts. If a state charges cost- sharing, but does not charge for the specific service or drug, it is recorded as $0; if a state does not charge cost- sharing at all, it is noted as “- - .”. Medicaid also offers benefits not normally covered by Medicare, like nursing home care and personal care services. How to apply for Medicaid. Each state has different rules about eligibility and applying for Medicaid. Call your state Medicaid program to see if you qualify and learn how to apply. Medicaid spend down. Even if your income exceeds Medicaid income levels in your state, you may be eligible under Medicaid spend down rules. This process allows you to . Call your state Medicaid program to see if you qualify and learn how to apply. Dual eligibility. Some people who are eligible for both Medicare and Medicaid are called “dual eligibles.” If you have Medicare and full Medicaid coverage, most of your health care costs are likely covered. You can get your Medicare coverage through Original Medicare or a Medicare Advantage Plan (Part C). If you have Medicare and full Medicaid, you'll get your Part D prescription drugs through Medicare, and you'll automatically qualify for Extra Help paying for your Medicare prescription drug coverage (Part D). Medicaid may still cover some drugs and other care that Medicare doesn’t cover. Who pays first—Medicaid or Medicare? Medicaidnever pays first for services covered by Medicare. 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Alessandro Baricco e lo Zeitgeist, su Le parole e le cose. URL consultato il 2. Baricco e la tv, bestmovie. Cinzia Fiori, Ballando con i sogni nei Castelli di Baricco, in Corriere della Sera, 1. URL consultato il 1. IT) Premio Giovanni Boccaccio 2. IT) Premio Friul. Adria, ilfriuli. it.^(IT) Premio Pavese, grandain. Center for the Study and Prevention of Violence=2. Violence Prevention > > Model=. Programs > > BPPProgram Summary. Olweus Bullying Prevention Program, Clemson University. This website is focused on bullying prevention research. The Olweus Bullying Prevention Program. The Blueprints for Violence Prevention Project. School-based violence prevention programs reduce and modify disruptive and. Home of the Olweus bullying prevention program. Blueprints - Center for the Study and Prevention of Violence (CSPV). Blueprints for healthy. The Olweus Bullying Prevention Program is a universal intervention =. The main arena for =. Program Targets: Program targets are students in =. All students within a school =. Additional individual interventions are =. Program Content: Core components of the program are =. School- wide components include the administration of an =. Bullying Prevention Coordinating Committee to coordinate =. Prevention Program: Blueprints for Violence Prevention, Book =. Blueprints for Violence Prevention Series (D. S. Elliott, Series Editor). The fact that some children are frequently and=2. Though many are acquainted with the . For a number of years, these attempts were =. Scandinavia. More recently, however, bullying among school =. England, Scotland, Ireland, Japan, Germany, Australia, Canada, and the =. States. A strong societal interest in bully/victim problems began in Sweden =. Scandinavian countries. In Norway, for example, bully/victim problems =. At first, the school authorities did not =. In =. 1. 98. 2, a newspaper reported that three 1. Norway had committed suicide, in all probability as a consequence of =. Bullying is one type of youth violence that threatens young people's well-being. Blueprints for Healthy Youth Development. NCJ Number: 174202 : Title: Blueprints for Violence Prevention: Book Nine -- Bullying Prevention Program: Author(s): Dan Olweus; Sue Limber; Sharon Mihalic: Editor(s): Delbert S. Elliott: Date Published: 1999: Page Count: 109. OLWEUS BULLYING PREVENTION PROGRAM (BPP) For general program information, contact: Marlene Snyder, Ph.D. Institute on Family and Neighborhood=20 Life Clemson University 158 Poole Agricultural = Center Clemson, SC=20. This event generated considerable uneasiness in the =. Norwegian primary and junior high schools, launched by the Ministry of =. The Olweus Bullying Prevention Program described in this Blueprint =. Bergen, Norway, =. Olweus, 1. 99. 1; 1. Whitney and =. (Whitney, Rivers, Smith, & Sharp, 1. England. Hanewinkel and Knaack (1. Olweus Bullying =. Program among approximately 6,4. Schleswig- Holstein, =. Germany. The first systematic evaluation of the program within the =. United States=2. 0. Melton and colleagues (Melton et al., 1. Carolina. Most recently, a new large- scale intervention project =. Bergen, Norway. Although all of =. Sheffield and South Carolina=2. These =. projects are described in detail in Chapter 4. Bullying or victimization can be generally =. A student is being bullied or victimized when he or =. Such negative actions include intentionally =. These =. behaviors can be=2. The latter (usually more subtle) =. In order to be considered bullying, there should also be an imbalance =. In other words, =. It is not considered bullying when two students of approximately the =. However, repeated degrading and malicious =. In the context of school bullying, the victim is usually a single =. Bullying is thus characterized by the following three criteria: (a) =. One might add that bullying =. These characteristics clearly =. What sets =. from other forms of abuse such as child or domestic abuse is the context =. The following newspaper clippings illustrate two forms of bullying: =. For two years, Johnny, a quiet 1. The teenagers badgered Johnny for money, forced him to =. But most of what you read is about =. Bullying is to be found amongst girls, but it =. It is not usually a matter of damaged =. Bullying amongst girls bypasses physical pain and =. Bullying amongst girls is less concrete or=2. How can I as a mother accuse the girls bullying my 1. Nothing they do (or don't do) is =. As a mother, I have a great sense of grief and helplessness in =. In desperation I have tried to =. It wasn't =. particularly=2. They defend their children at any cost, no matter how =. I wouldn't wish the grief and helplessness I feel on any parents, =. Then perhaps you would understand. Approximately 9 percent are =. Figures 1 and 2). A relatively small =. Five percent of the =. As the =. questions in the Questionnaire typically refer to a limited time period =. These figures emphasize that bullying is a considerable problem in =. Swedish schools, affecting a very large number of students. In fact, the prevalence =. Scandinavia.=2. 0. For example, in a recent large- scale study (Melton et al., 1. South =. Carolina, 2. Approximately 2. 0 percent =. Figures 3 and=2. 0. It should be emphasized, however, that comparisons of prevalence =. In spite of =. that the Questionnaire gives a fairly detailed definition of bullying =. At the same time, it =. In terms of gender differences, boys are much more likely to bully =. Also, a slightly higher percentage of boys =. Although direct bullying is a greater problem among =. Girls are less apt to use physical =. Generally, younger and weaker =. Although most incidents occur among =. Most bullying occurs on the playground or in the classroom (in =. U. S., 2. 6 percent and 2. Although a substantial =. There are several key reasons for examining and attempting to =. The short- term effects on the victims The long- term effects on the victims The long- term effects on the bullies, if the bullying behavior =. School social climate Each of these points is elaborated below. Short- term Effects on Victims. In addition to being painful and =. They may tend to feel =. Many of the victims develop psychosomatic symptoms such as headaches and =. In some cases, the victims' devaluation of themselves becomes so=2. Long- term Effects on Victims. Persistent bullying during the school =. Olweus, 1. 99. 3b). As young adults (age 2. The pattern of results =. Thus, it is =. crucial to stop bullying in school in order to reduce and prevent its =. Long- term Effects on Bullies. Bullying is not just isolated behavior =. As our research has =. We have also found that this antisocial behavior =. Approximately 6. 0 percent of boys =. Even more dramatic, as many as 3. Thus, as young adults, the former school bullies had a fourfold increase =. Olweus, 1. 99. 3a). With regard to (potential) bullies, then, =. School Social Climate. In addition, there is a connection between the =. In classrooms or schools with high levels =. This implies that, for many students, and particularly for =. A classroom or school climate characterized by bully/victim problems =. It is natural to assume that most students in a=2. Conversely, classrooms =. Accordingly, when counteracting bullying, it is important to involve the =. The various roles and related attitudes =. Even =. though these=2. One assumption is that bully/victim problems are, in part, a =. Closer analysis of this hypothesis, =. Norwegian survey data from more than 7. Olweus, 1. 99. 3a). Moreover, a large- scale Irish study has found =. O'Moore, Kirkhan, & Smith, 1. Second, it has been commonly maintained that bullying is a result of=2. More specifically, it has =. This=2. 0. hypothesis has also failed to receive support from detailed analyses of=2. Though there was an association (of moderate =. Olweus, 1. 98. 3). Third, a widely held view, especially among students, is that =. It is argued that students who are fat, =. This hypothesis received no support in empirical analyses in =. European studies (e. Junger, 1. 99. 0; Olweus, 1. The relationship between ethnic background and =. United States, however. Given the =. ethnic heterogeneity of the U. S., it is possible that ethnic background =. It may be added that in the case of Scandinavian students, being a =. Accordingly, the common belief that =. Scandinavia. However, this hypothesis has not yet been well =. North- American studies. Given the greater socioeconomic=2. U. S., it is possible that there may be such link, =. Causes of Bullying All of these assumptions or hypotheses have =. As a result, one must look for =. In this =. it is important to realize that the search for causes must be conducted =. The research evidence collected to date clearly suggests =. At the same time, environmental factors such =. In addition, =. environmental- organizational=2. Basic Principles Given the considerable stability of aggressive =. Bullying Prevention Program is that bullying behavior can be checked and =. Among other outcomes, this restructuring is =. More specifically, the program aims to effect systematic changes of the=2. In addition, positive, friendly, and =. Generally, the Olweus Bullying Prevention Program is built around a =. More specifically, the program strives to develop a school =. The fourth principle encourages =. A basic premise of the Olweus Bullying Prevention Program is that =. However, a number of the program measures (below) =. Moreover, the students' role in changing =. Brief Description of Intervention General Prerequisites: Awareness and Involvement Adult behavior =. Bullying Prevention Program, and in order =. Secondly, the adults must =. In general, staff members will =. Interventions at the School, Class, and Individual Levels The =. In this way, students will be exposed to consistent =. All of the components are very=2. The basic message of the =. Bullying is not=2. Table 1 presents an overview of the components that are considered, =. Bullying Prevention =. School Level. Core interventions at the school level include =. Olweus Bully/Victim Questionnaire to assess the nature and =. Bullying Prevention Coordinating Committee, and the development of a =. The school conference =. Olweus Bullying =. Program, and make specific plans for implementing the program during the =. Ongoing coordination of the school's efforts will =. Bullying Prevention Coordinating Committee, which may =. The final core component, increasing teacher=2. Questionnaire has identified =. Core program interventions at the classroom level =. Classroom meetings also are used to engage students in a variety of =. Meetings with parents to foster their active involvement =. Additional core components of the program involve=2. In order to foster the implementation and execution, the program =. Thus, non- mental health professionals play a =. However, experts =. The first and most =. Bergen, Norway, between 1. Results from this=2. Roughly similar results were obtained using peer and =. Furthermore, there were =. Improvements were also =. Students reported better order and=2. The effects of the program =. Evaluations of programs in the United States, England, Germany, and a =. Bergen, Norway, have produced somewhat more modest =. Moreover, the program =. The information for this fact sheet was excerpted from: Olweus, D., Limber, S. Blueprints for =. Prevention, Book Nine: Bullying Prevention Program. Boulder, CO: Center =. Bruno Batista - Bonita - Ouvir M. Bruno Batista – Bonita. 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