text:
Identification, variation and transcription of pneumococcal repeat sequences
Small interspersed repeats are commonly found in many bacterial chromosomes. Two families of repeats (BOX and RUP) have previously been identified in the genome of
Analysis of the genome of
BOX, RUP and SPRITE repeats appear to have proliferated extensively throughout the pneumococcal chromosome during the species' past, but novel insertions are currently occurring at a relatively slow rate. Through their extensive secondary structures, they seem likely to affect the expression of genes with which they are co-transcribed. Software for annotation of these repeats is freely available from
Small interspersed repeats, spatially separated genomic regions of similar sequence typically < 200 bp in length, are frequently found in bacterial chromosomes
Many such repeat families are likely to be non-autonomous mobile parasitic elements, termed Miniature Inverted-repeat Transposable Elements (MITEs). These are characterized as being AT-rich, possessing terminal inverted repeats (TIR), having highly base-paired secondary structures and generating target site duplications (TSDs) on insertion
The tightly folded secondary structure characteristic of putative MITEs means they can impact on gene expression when they insert into transcribed regions. Some BIMEs, when inserted into operons, have been found to decrease the expression of downstream CDSs through acting as transcriptional attenuators
Here we present an analysis of the distribution of pneumococcal small interspersed repeats throughout the publicly available streptococcal genomes and outline how these elements may have impacted upon the evolution of pneumococcal coding and non-coding genes.
Three Families of Repeats are Present in the Pneumococcal Chromosome
The curated output of RepeatScout revealed the presence of three distinct repeat families in the genome of
Figure 1
HMM logos representing pneumococcal interspersed repeat sequences
HMM logos representing pneumococcal interspersed repeat sequences. These images describe the HMMs used for sequence searches. Each column corresponds to a nucleotide in the repeat element. The total height of bases in each column represents how informative that position is in describing the element; the relative heights of the different bases indicate their respective emission probabilities in the model. Red shaded columns show positions where base insertions occur: the total width of these columns represents the expected number of inserted bases, whilst the dark shaded component indicates the probability that an insertion occurs. The repeats displayed are a) i) boxA, ii) boxB, iii) boxC, b) RUP and c) SPRITE.
Figure 2
Predicted repeat sequence secondary structures
Predicted repeat sequence secondary structures. These images represent the predicted secondary structures of transcribed forms of the repeat sequence families: a) BOX, b) RUP and c) SPRITE. The structures were generated from an alignment of 30 sequences from the
Following refinement of the models (see Methods), the final HMMs used to identify the repeats are represented as logos in Figure
Each of the three families of repeats share at least some features of MITEs. All are typically < 200 bp in length; unsurprisingly, the modular BOX elements are the most variable in size, ranging from 67 bp to 637 bp. Both RUP and SPRITE are AT-rich relative to the
All three elements are predicted to form stem-loop structures if transcribed into an RNA form (Figure
The SPRITE structure is less tightly folded than that of BOX or RUP, and consists of an 18 bp duplex followed by a relatively uridine-rich (~48% uridine) tract, seeming likely to imbue it with the properties of a Rho-independent terminator. However, the repeat's structure is distinctive in that both the stem duplex and T-rich tract are much longer than the ~10 bp size of both these features in typical streptococcal Rho-independent terminators
Genomic Distribution of Pneumococcal Repeats
The distribution of these repeats relative to the protein coding genes of
Figure 3
Distribution of repeat sequences within the
Distribution of repeat sequences within the
Table 1
Overrepresentation of repeats between convergently transcribed genes
No. Upstream of ≥ 1 CDS
No. Between Convergently Transcribed CDSs
P Value
3.4 × 10-7
1.7 × 10-9
IS element
5.1 × 10-8
Intergenic sequence
This table shows the results of testing for overrepresentation of repeat sequences in intergenic regions between convergently transcribed CDSs. For each repeat type, the number of insertions in the two different contexts were tested against the number of intergenic sites containing no short interspersed repeats in the same contexts (bottom row). The displayed P values were calculated from these 2 × 2 contingency tables using a two-tailed Fisher exact test.
Across the pneumococcal chromosome, the size of intergenic distances follows a gradually decaying distribution (Figure
Few clear relationships can be ascertained by looking at the association between repeats and the functional classes of their flanking CDS (Figure
Figure 4
Distribution of repeat sequences relative to CDS function
Distribution of repeat sequences relative to CDS function. Functional classification of CDSs adjacent to repeat sequences in the genome of
The level of variation in repeat insertions between all publicly available complete
Figure 5
Distribution of repeat sequences between pneumococcal genomes
Distribution of repeat sequences between pneumococcal genomes. a) For each of the three families of small, interspersed repeat, and for IS elements, orthologous insertion events were defined between chromosomes (see Methods) and scored for presence or absence in the 13 complete pneumococcal clinical isolate chromosomes. The bar chart shows the proportion of insertions of each repeat element shared by a given number of pneumococcal sequences, ranging from insertions present in a single chromosome to those conserved among all strains. b) Variation in the length of BOX elements. For each BOX element identified in the chromosome sequences, the mean, minimum and maximum sizes of orthologous inserts in different strains was calculated. The graph shows the mean length plotted against the range in size, with the dotted bars showing the span of sizes detected.
One way in which BOX elements are observed to vary quite considerably is in their size (Figure
Repeat sequences in other streptococci
The application of the HMMs to the genomes of other nasopharyngeal commensals (
Additional file 1
This table shows the number of
Click here for file
The only other streptococcal species to have a comparatively high number of detected repeats was
Disruption and Modification of Genes Resulting from Repeat Element Insertion
BOX, RUP and SPRITE elements are frequently found together in clusters, and appear to have inserted into one another on a number of occasions. These spatial groupings may reflect a common preference for insertion sites, or a general tolerance of insertions in certain regions of the chromosome. However, repeats are also found interspersed within pseudogenes and regulatory sequences. It is known that BOX insertions can affect the expression of nearby genes
A number of protein coding genes are disrupted by repeat insertions. Instances found in genome annotations include orthologues of the
The Formation of Expressed Open Reading Frames by Large BOX Elements
Fifty-eight CDSs in the
A further 19 sequences, which appear to encode proteins on the basis of GC frameplot and correlation scores
In order to determine whether these genes are expressed, we used directional RNA sequencing data
Figure 6
Repeat sequence expression congruent with genome annotation
Repeat sequence expression congruent with genome annotation. a) All RNA-seq data is shown as plots of read coverage against the annotation of the represented genomic locus. Along the bottom of these panels, CDSs and non-coding RNAs, coloured according to function (see ref.
However, in three cases, (SPN23F005060, SPN23F17630 and SPN23F21390), the direction of transcription indicated by the RNA-seq data contradicted the predicted CDS, appearing instead to be continuing from the adjacent operon (Figure
Figure 7
Potential misannotation of the
Potential misannotation of the
However, in all three cases, there is also an ORF in the transcribed direction; rather than the start codon being in boxC and boxA encoding the stop codon, as predicted, boxC instead encodes the start codon and the stop codon lies beyond the BOX element. These expressed, BOX-encoded potential CDSs are indicated as dashed boxes in Figure
The three families of small interspersed repeats found in the pneumococcal chromosome are found, albeit at a reduced frequency, in the closely related species,
Even the naturally transformable oral streptococcus
Based on their distribution between different streptococci, it appears that the repeats are likely to have been acquired subsequent to the divergence of the mitis group species. Two possible hypotheses may be advanced to explain the current distribution of repeats in the pneumococcus; one is that they may have been present in the last common ancestor of
The only other sequenced streptococcal species to have acquired BOX-type repeats is
One reason to suggest there may be selection against any mechanism that mobilises such elements is the disruption of CDSs by repeat insertion, which is evident in both
Whether the polypeptides they encode are actually expressed is not clear; it seems more likely that they are transcribed as untranslated regions. If so, they may influence the levels of expression of co-transcribed genes; those elements forming 3' adducts to operons are likely to form stem-loop structures that may impede the action of 3'→5' exonucleases, the primary RNA degradation pathway in bacteria, thereby stabilising the transcript. However, ERICs are capable of triggering endoribonucleolytic cleavage of transcripts, depending on the orientation of the element and the sequence of the operon, and CE can also trigger cleavage of mRNA. Hence the overall impact of a repeat insertion into an operon is difficult to predict, and is liable to change with the variation in the length of the BOX element and the context of the insertion site. Unfortunately, the sequence read coverage across operons with current RNA-seq techniques is too inconsistent to make any firm inferences about the impact of these BOX elements
The simplest mechanism by which these repeats may affect transcription is through acting as terminators, especially given the resemblance of SPRITE sequences to such structures. Such a function has been previously been proposed to be performed by a BOX element
There are three families of small interspersed repeats in the
Identification and Annotation of Repeat Sequences
The sequence of
In a number of cases where annotated repeat sequences overlapped, it was evident that one element had inserted into another. In such cases, for each repeat in the pair, a realignment of one repeat with the appropriate HMM was attempted using the concatenated flanking sequences of the other repeat, effectively excluding the sequence of the other element. If one of the elements had a greater bitscore when realigned in such a manner, it was reannotated as a split feature into which the other repeat had inserted.
HMM logos were produced using LogoMat-M
Definition of Orthologous Repeat Sequences
Of the 14 available complete pneumococcal genomes in the EMBL database (Additional file
RNA Sequencing and RT-PCR
RNA sample extraction and processing, and cDNA sequencing, were carried out as described in Croucher
Table 2
Sequences of primers used in this study
Primer Name
Primer Sequence (5'-3')
Sequence Read Mapping
Sequence reads were mapped as paired end data using BWA
Authors' contributions
NJC, JP and SDB conceived the project; NJC performed the experiments; NJC and GSV analysed the data; NJC and SDB wrote the manuscript. All authors approved the final draft.
We thank Andrew Berry and Thomas Dan Otto for their help with data analysis. This work was funded by the Wellcome Trust.
Small mobile sequences in bacteria display diverse structure/function motifs
Short palindromic repetitive DNA elements in enterobacteria: a survey
ERIC sequences: a novel family of repetitive elements in the genomes of
Complete DNA sequence of a serogroup A strain of
Nezha, a novel active miniature inverted-repeat transposable element in cyanobacteria
Transcription attenuation associated with bacterial repetitive extragenic BIME elements
Enterobacterial repetitive intergenic consensus sequence repeats in yersiniae: genomic organization and functional properties
The abundant class of nemis repeats provides RNA substrates for ribonuclease III in Neisseriae
Whole-genome organization and functional properties of miniature DNA insertion sequences conserved in pathogenic Neisseriae
Comparative analysis of two
Protein coding palindromes are a unique but recurrent feature in Rickettsia
Selfish DNA in protein-coding genes of Rickettsia
Burden of disease caused by
A highly conserved repeated DNA element located in the chromosome of
Novel BOX repeat PCR assay for high-resolution typing of
BOX elements modulate gene expression in
The genetic basis of colony opacity in
Repeated extragenic sequences in prokaryotic genomes: a proposal for the origin and dynamics of the RUP element in
Complete genome sequence of a virulent isolate of
Role of conjugative elements in the evolution of the multidrug-resistant pandemic clone
Prediction of Transcriptional Terminators in
Meningococcal genetic variation mechanisms viewed through comparative analysis of serogroup C strain FAM18
Origin and fate of repeats in bacteria
The genome of
Rapid evolution of virulence and drug resistance in the emerging zoonotic pathogen
Comparison of tryptophan biosynthetic operon regulation in different Gram-positive bacterial species
Annotation of microbial genomes
A simple method for directional transcriptome sequencing using Illumina technology
Studying bacterial transcriptomes using RNA-seq
Structure and dynamics of the pan-genome of
A glimpse of streptococcal toxic shock syndrome from comparative genomics of
New functional identity for the DNA uptake sequence in transformation and its presence in transcriptional terminators
De novo identification of repeat families in large genomes
MUSCLE: multiple sequence alignment with high accuracy and high throughput
A probabilistic model of local sequence alignment that simplifies statistical significance estimation
Differential subsequence conservation of interspersed repetitive
HMM Logos for visualization of protein families
RNAalifold: improved consensus structure prediction for RNA alignments
Artemis and ACT: viewing, annotating and comparing sequences stored in a relational database
Basic local alignment search tool
OrthoMCL: identification of ortholog groups for eukaryotic genomes
IS Finder
Fast and accurate long-read alignment with Burrows-Wheeler transform
The Sequence Alignment/Map format and SAMtools


text:
The Grooving Tree by glowing-foolWatch
©2007-2017 glowing-fool
some color distortion above the eyes. comments welcome and thanks for the look.
I LOVE it. so trippy
i cant begin to tell you how much i love this
wow! well done
this is so brilliant. I love your work. May I ask your process?
i love the colours !! your draw is amazing
So groovy I am lost in it's ridges.
I want this on a black tee so bad!
amazing.. this is a mind-opening drawing, so appealing to the mind and eyes
far freaking out
I love it
I love it
This is awesome! Totally amazing
i wish i had a mural of this...everywhere i went
Do you have prints of this for Sale? Would love to have this framed in my living room.
not yet, but you and some other people are convincing me that it's worth printing this one along with some of my older non-concert work. i'll post it in a journal when it comes to fruition so you have a heads up.
Great! I'm happy to see it!
That's just beautiful, I have no other way to describe it.
oooo im so so so jealous of this. mainly because i have the ability to draw this, i just dont have the creativity or inspiration like you do xD kudos very impressive.
thank you. i wouldn't know where to start if asked to draw this today. it was one of those things i finished and was surprised i was the one who just made it, haha.
GORGEOUS!! Also this one!
Simply amazing
I love the use of 'eyes' in this. I make use of eyes in almost all my works.
This work makes me jump into a very happy, bright world where everyone is colourful and ready to blend with other colours x
This work makes me jump into a very happy, bright world where everyone is colourful and ready to blend with other colours x
i bounce back and forth between starting with the eyes (what i was addicted to for awhile) and working them into an already begun composition. we all have our comfort zones when we get stuck. i think we share that one. thanks for the compliments. im glad you found my work immersing, thats usually the goal.
This is a fantstic trippy image. I was wondering, seince you'r art is so good, what do you think of mine? Be as critical as you wish.
this is insanely incredible! i love it!
thank you very much. i was just thinking today how it's been awhile since i did a stream of conscious scape like this one with reckless abandon in limiting my color palette and went back to this guy for inspiration. glad you enjoyed...hopefully a similar one on its way.
omg this is amazing, I love it!!!
wow, it's really incredible, like the composistion of all imaginations i've ever had
adding to favourite in this moment! ;]
adding to favourite in this moment! ;]
this is amazingly beautiful.
cant describe with words.
cant describe with words.
thank, much appreciated. and remember, if ever words fail you there's always interpetive dance...
I'm mesmerized..........Beee u tee full work.
I love this!
Amazingly wild!..I love it
i love the colors!
looks great
looks great
This is amazing, the colors are brilliant! Great!
insanely sick
that's amazing work!!!
love it
that's amazing work!!!
love it
fanastic!!! psychedelia in the extreme!
Wow i love this. The colours are magnificant. This picture reminds me of a book. It has pictures similar to this but not nearlly as colourful or beautiful.
thankyou! i suppose i am a bit of a color whore though.
really marvellous, i love this !!
wonderfull dude

subset: commoncrawl


text:
- Adelia Stokes
- 2 years ago
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4 ALIGNMENT NASHVILLE STAFF Orrin Ingram - Chair Tom Cigarran Christine Bradley Colleen Conway-Welch Beth Curley The Honorable Karl Dean Eric Dewey Rodger Dinwiddie Reverend Sonnye Dixon Margaret Dolan Robert Fisher Kent Fourman Howard Gentry Jonathan D. Gitlin, MD 2010 Board of Directors President and CEO, Ingram Industries Chairman, Healthways, Inc. Assistant Vice Chancellor, Vanderbilt University Dean of Nursing, Vanderbilt University President, Nashville Public Television Mayor, Metropolitan Nashville President and CEO, United Way of Metropolitan Nashville Executive Director, Center for Youth Issues Nashville/STARS Hobson United Methodist Church Vice President, Ingram Industries President, Belmont University CIO, Permanent General Insurance Corp. CEO, Nashville Chamber Public Benefit Foundation Chair, Department of Pediatrics, Monroe Carell Jr. Children s Hospital at Vanderbilt Sydney Rogers Executive Director Melissa Jaggers Associate Executive Director Glen Biggs Associate Director Diane Long Grants Developer Anthony Johnson America s Promise Collaborative Coordinator Sandra Harris Program Manager Bob Teague Of ce Manager Jennifer Ball Creative Director Angela Sandoval Event Support Staff Paul Haynes Melvin Johnson Judy McConkey The Honorable Diane Neighbors Kathy Nevill William Paul, MD Gracie Porter Joanne Pulles Jesse Register Ron Samuels Ralph Schulz Brian Shipp George Van Allen Executive Director, Nashville Career Advancement Center President, Tennessee State University State Farm Insurance, America s Promise Alliance Vice Mayor, Metropolitan Nashville Chief Financial Officer, EFT Source Director, Metropolitan Public Health Department Chair, Metro Nashville Board of Education President, HCA Foundation Director of Schools, Chairman of the Board, Nashville Area Chamber of Commerce President, Nashville Area Chamber of Commerce Regional CEO, Amerigroup Corporation President, Nashville State Community College ALIGNMENT ENHANCED SERVICES (AES) COORDINATORS: Audrey Cothran West End Middle School Beverly Goetzman Jere Baxter Middle School Kyle Harris Brick Church Middle School Troy Wade W.A. Bass Middle School ALIGNMENT NASHVILLE 421 Great Circle Road Suite 100 Nashville, TN PHONE
5 TABLE OF CONTENTS Letter from Executive Director... IV. Operating Board... V. About Alignment Nashville... VI. Committee/Financial Information... VII. COMMITTEES Pre-K Elementary Middle School High School Developing Community Leaders (DCL) High School Academies High School Options Pathways to Postsecondary Refugee & Immigrant Childcare Taskforce Healthy Eating Active Living (HEAL) Adolesent Sexual Responsibility (ASR) Healthy Starts Primary Care Parent University Behavioral Health OTHER PROJECTS America s Promise Art2STEM Community Meeting OTHER INFORMATION Participating Organizations list (list by committee) Partnership Council Members - Academies of Nashville
6 A LETTER FROM THE EXECUTIVE DIRECTOR This annual report presents a high-level view of the efforts contributed by hundreds of people and organizations working throughout Nashville to improve the education and health of our children and the strength of our community. Every section depicts the very substantive work that is happening in the community. Relationships and trust that have been building for several years through systematic meetings, process, and communications underpin the actions of each committee. Powerful collaborative solutions emerge when community members regularly sit side-by-side with school district personnel to identify problems. This is real collaboration work in which organizations call on each other and assist each other in ways they have not done before and a deeper understanding of the issues develops for everyone. In our 2010 committee member survey, 147 respondents suggested that they are motivated to participate with Alignment Nashville because they believe collaboration will produce better outcomes for students. Th ey also placed a strong value on the importance and benefits of networking and collaborating, and expressed their belief that involvement with Alignment Nashville will increase their organizations ability to achieve their own mission. Many exciting days are ahead as we continue to make progress toward achieving an excellent education and healthy future for all of our children. Thank you for your interest in our work. Sincerely, Sydney Rogers Executive Director
7 2010 Operating Board K e n t F o u r m a n, P e r m a n e n t G e n e r a l C o m p a n i e s C h a i r o f O p e r a t i n g B o a r d D Yuanna Allen Metro Nashville Public Health Mamie McKenzie Tennessee Voices for Children Lisa Beck YMCA of Middle Tennessee David McNeel Olivia Brown Marcy Melvin Centerstone Reba Bryant Danielle Mezera Mayor s Of ce of Children and Youth Mary Bufwack United Neighborhood Health Services Oscar Miller Tennessee State University Ann Cumbie Peter Millet Tennessee State University Linda DePriest Rodger Dinwiddie Jennifer Escue Kathy Floyd Buggs Cel Franklin Kimberly Golden Kathy Gracey Kim Harrell Center for Youth Issues/STARS Catholic Charities Of ce of Congressman Jim Cooper Amerigroup Community Care Vanderbilt University Monroe Carell, Jr. Children s Hospital at Vanderbilt Mary Kate Mouser John Norris Kelly Noser Phil Orr Phyllis Phillips Lisa Pote Bill Rochford Denise Rollins Monroe Carell, Jr. Children s Hospital at Vanderbilt Kelly Noser Consulting United Way of Metropolitan Nashville Center for Nonpro t Management Vanderbilt Medical Center Anne Henderson Frist Center for the Visual Arts Judy Rye Martha O Bryan Center Tracye Henderson McGruder Family Resource Center Melissa Spradlin Book em Kelly Henderson Jay Steele Starr Herrman Tina Stenson Marc Hill Nashville Area Chamber of Commerce Verda Stewart Wade Jones Mary Walker Big Brothers Big Sisters Flo Kidd Betsy Walkup Community Foundation of Middle Tennessee Erica Lanier Karen Lefkovitz DeeGee Lester Patrick Luther Susan Lyle Candy Markman Carol Martin-Osorio Darwin Mason CIGNA Government Services/Metro Nashville Public Schools Parent Advisory Council Metro Parks Department Nashville CARES Mayor s Afterschool Initiatives Nashville State Community College Michael Warren, MD Todd Wigginton Michelle Wilcox Neely Williams Connie Williams Gail Carr Williams Kim Wyche-Etheridge, MD Ellen Zinkiewicz Governor s Of ce of Children s Care Coordination IMF/Peniel Initiative PENCIL Foundation Vanderbilt University Metro Public Health Department Nashville Career Advancement Center Lilly Massa-McKinley Vanderbilt University
8 ABOUT ALIGNMENT NASHVILLE Alignment Nashville is a unique and scalable framework for developing community schools. The mission is to bring community organizations and resources into alignment so that their coordinated support of Nashville s youth has a positive impact on public school success, children s health, and the success of our community as a whole. In the past, over 175 nonprofit organizations worked in the schools and community individually, without direction or coordination. While each organization provided much-needed services, the problems facing public education and our children are far too complex for any single organization to address in isolation. Alignment Nashville has developed processes for collaboration that align the resources of these organizations to the strategic plan and to community strategic plans, aligning the city s resources toward common goals. Enhanced capacity very few organizations have the capacity to have communitywide impact. A collective effort enhances the impact of each of organization, while generating a much greater overall impact. Leverage of local funding AN programs have demonstrated they can attract large national funding, increasing the impact of the local funding that played a role in building the pilot programs. AN was developed to ensure all the services children need are provided to them in an effective and efficient way that complements their education, health and well-being, as well as the goals of the public schools. Th rough community-wide collaboration among schools, non-profits, businesses, and the public sector, AN creates the synergy necessary for sustained improvement in public education and children s health. This collaboration provides the following advantages: Greater returns on investment by working together toward common goals, resources are leveraged, duplication is avoided, and efficiency is greatly increased. Higher-quality services utilizing expertise from multiple organizations guarantees a broader perspective and a wiser approach.
9 The committee process is what sets Alignment Nashville apart from other collaborative initiatives. This process, depicted below, ensures that all committee work is thoroughly planned, engages a diverse group of stakeholders, and is sufficiently evaluated before becoming institutionalized. Below is a review of each of the stages of the committee process. Alignment Nashville is grateful to the following organizations for financial support of AN operations and committee initatives in 2010: 1. In the tactical planning phase, committees of school district and community organization leaders develop a detailed plan for implememting a pilot project and determine the goals, vision, outcomes, and tactics. 2. Committees engange a wide range of organizations by developing an Invitation to Participate (ITP) that describes the collaborative and gives organizations an opportunity to propose ways they can align their resources to join the effort. 3. As the initial project plan is finalized and implemented, regualr communication is established with participating organizations and an assessment plan is developed to ensure accountability. America s Promise Alliance AT&T Healthways Foundation HCA Foundation Ingram Charitable Fund, Community Foundation Mayor s Office and Metro Nashville Goverment Meharry Medical School and the Center for Disease Control and Prevention (CDC) Meharry / Vanderbilt Community Engaged Research Program Memorial Foundation Nashville Area Chamber of Commerce Nashville State Community College Foundation National Science Foundation State Farm Insurance United Way of Metropolitan Nashville Vanderbilt University Volunteer State Community College Foundation 4. The scale-up phase allows the committee to expand the project to a greater target audience after examining data. *** Base operating costs have remained level for four years, while grant funding awards to support committee initiatives have increased from zero to more than $600,000 per year. Total grant funding for community organizations and schools leveraged by the work of AN committees and all partner organizations since 2005 totals $17 million. VII.
10 PRE-K Strategy The Pre-K Committee is working to ensure that all children are ready for kindergarten by aligning resources to support optimal learning and development for children age birth to 5. With coordination from the AN Pre-Kindergarten Committee, more and more youngsters are starting school with a shared experience of great books. MNPS has created a list of Essential Literature that all children should hear before they begin kindergarten, and AN partner organizations such as the Nashville Public Library are using every opportunity to reach out to families. We had an overflow audience of 107 for our two preschool programs for African American History Month, and the main title announced in our systemwide programming booklet was Ten Black Dots, one of the six Essential Literature titles, said Tori Ross, children s librarian at the Edmondson Pike Area Library. The author, Donald Crews, was here to read to the children, and I created two activities for the preschoolers. Th e children placed small, fl at black landscaping stones on large hand-drawn paper outlines of a cat, a butterfly, and a book cover titled Ten Black Dots, creating eyes or spots, or just a counting opportunity for parents and children to experience together, she said. Each child also left with 10 white sticker dots, and a sheet of purple construction paper, to see what they could do with 10 white dots. And, I showed the parents the Essential Literature bookmarks during storytime, and had one for each family to take home. All through the year, activities like these by many community partners are helping hundreds of families learn about the importance of early reading and how they can best prepare their children to begin school activities Recognizing the importance of reading and shared experiences, the Pre-K Committee has supported the MNPS Essential Literature list since Highlights of the committee s work include: More than 10,000 Essential Literature bookmarks have been distributed to parents and caregivers by community partners; these bookmarks list the six Pre-K Essential Literature titles as well as helpful tips on effective reading strategies. All MNPS Pre-K classrooms have one or more sets of Essential Literature books. Several organizations, including the Nasville Public Library, Nashville Public Television, United Way of Metropolitan Nashville, Books from Birth of Middle Tennessee, McNeilly Center for Children, and Tennessee Voices for Children have incorporated information about the Pre-K Essential Literature books and helpful reading strategies for parents and educators into their existing family literacy programming.
11 P R E - K C O M M I T E E Phyllis Phillips, Co-Chair - Flo Kidd, Co-Chair - Metro Nashville Public Schools Mamie McKenzie, Vice Chair - Tennessee Voices for Children Amy Key - Clare Terry - United Way of Metropolitan Nashville Colleen INDERGARTEN Thomas - Metro Nashville Public Schools Debby Gould - United Way of Tennessee Elyse Adler - In August 2010, the Pre-K Committee also supported the MNPS Pre-K inservice event, providing professional development for educators and coordinating vendor booths. According to a post-event survey, The MNPS Pre-K inservice was a HUGE success and should be continued on a yearly basis. Results Since 2005, circulation of the six Essential Literature titles at the Nashville Public Library has increased 65%. In fact, the circulation has increased every month (except one). Next For the coming year, the committee has decided to build on the success of the Essential Literature collaboration to meet additional early childhood needs in Nashville. Th erefore, in late 2010, the committee began a tactical planning process that resulted in the following focus areas for 2011: Define kindergarten readiness create a common, community-wide definition that is measurable and encompasses all aspects of kindergarten readiness. Professional development for early childhood educators focus on socialemotional learning. Family engagement encourage parents and families to be involved and serve as their child s first and most important teacher. Scale existing research-based practices and programs that are having a positive impact provide opportunities for sharing best practices and lessons learned among practitioners and providers in the community. ESSENTIAL LITERATURE LIST The Napping House by Audrey Wood No David by David Shannon Ten Black Dots by Donald Crews Big Red Barn by Margaret Wise Brown Jamberry by Bruce Degen Have You Seen My Cat? by Eric Carle Nashville Public Library Etta Bell - Nashville Area Chamber of Commerce Heather Smith - Books from Birth of Middle TN Ila McDermott - Martha O Bryan Center Jennifer Gamble - Prevent Blindness Tennessee Jennifer Holmes Roddy - Susan Gray School, Peabody College VU Jo Ann Scalf - Nashville Public Television Judy Maloney - Metro Nashville Public Schools Kesha Moore - Martha Ann Pilcher - Book em Melba Marcrum - McNeilly Center Nancy Ledbetter - Nashville State Community College Rachel Parker - Bethlehem Centers of Nashville Ruth Wolery - Susan Gray School for Children Ryan LaSuer - NAAEYC Seth Scholer - Vanderbilt Children s Hospital Sheryl Rogers - Books from Birth Susan Rollyson - Metro Action Commission, Head Start 02.
12 ELEMEN Strategy Through its Character Education initiative, the Elementary Committee works to ensure all students have access to counseling services and community programs that teach socialization skills. The seven character traits adopted by the committee are: It only took a small adjustment with no change to their mission for the Country Music Hall of Fame and Museum to become part of the citywide initiative organized by the Elementary Committee of Alignment Nashville. For fi ve years, the committee has worked to ensure that every elementary school in Nashville has a collaborative Character Education program where home, school and the community work together to guide students to positive ideals and good habits that improve behavior, school climate and ultimately, academic performance. Here s the response from the Hall of Fame when the committee issued an Invitation to Participate (ITP) for character education: In our Words & Music program, now in its 31st year, students write or co-write a song. Words & Music has a direct link to character education because it helps students express their feelings through the art of songwriting. During this process, we will emphasize to the students how they can best articulate the character traits into the story of song. That s a perfect example of the Alignment process, where a wide variety of organizations make a small change to accomplish a big objective that s strategically aligned to the needs of the schools and young people in Nashville. And it works: Elementary schools have improved attendance and reduced classroom disruptions and discipline referrals, and students have better attitudes about school and their behavior towards each other. Respect: Good manners, honesty, tolerant of differences, consider other people s feelings. Responsibility: Do your best, think before you act, keep trying, accept responsibility for your actions, take initiative. Fairness: Don t blame others carelessly, take turns, share, be open-minded, don t take advantage of others. Caring: Help people, be kind, show that you care, demonstrate gratitude. Honesty: Telling the truth, not lying, admitting wrong doing, being sincere. Trustworthiness: Do what s right, have courage, build a good reputation, be true to your word, don t cheat or steal. Citizenship: Cooperate, obey laws, vote, protect the environment, and be involved in the community.
13 E L E M E N T A R Y S C H O O L C O M M I T T E E Todd Wigginton, Chair - Metro Nashville Public Schools Melissa Spradlin, Vice Chair - Book em Tom Carr - CHARACTER TARY SCHOOL COUNTS! Nashville Ted Dreier - Children s Kindness Network activities The Elementary Committee celebrated a milestone in 2010 as the fi rst AN committee to reach the stage of institutionalizing an aligned strategy for MNPS, with Character Education resources in all 72 MNPS elementary schools serving more than 33,000 students. Th e committee also developed a Resource Guide of organizations programs or initiatives for use by principals, assistant principals, school counselors, media specialists, and teachers at all MNPS elementary schools. The guide was introduced at a committee celebration for MNPS school counselors at their quarterly meeting, held at Nashville s Junior Achievement and followed by a Community Fair in JA s BizTown. More than 70 school counselors attended, along with the representatives from 13 community organizations. The fair was a great opportunity for the counselors and school staff to meet face-toface with the organizations listed in the new guide and to discuss programs that can best support their school s Character Education efforts. Results As a result of the Alignment Nashville Elementary Committee s efforts and the stro ng support and participation of local community organizations, this coordinated approach to Character Education is now in place in every elementary school in Metro Nashville. All schools have reported excellent results, including a 40% reduction in disciplinary referrals at Tom Joy Elementary and a significant reduction in tardiness and bullying at Glenn Enhanced Option Elementary. In addition, several MNPS elementary schools were recognized this year by the Tennessee Department of Education for their outstanding work in supporting the importance of character education. Th ese schools are Stanford Montessori Design, Merit Award Winner; Ruby Major Elementary, Merit Award Winner; and Granbery Elementary, Special Commendation. Next With Character Education now implemented across the district and supported with a Resource Guide, the Elementary Committee is back into the tactical planning phase of their work. In partnership with MNPS leadership, they will map the next strategy for maximum impact in elementary schools. PHOTO: (left) Kids On The Block of STARS Nashville meeting school counselors at the Elementary Committee community fair. Judy Goetz - Nashville Public Library Laquita Harrison - Monroe Harding Project S.H.A.R.E Thomas Howard - Youth Life Learning Centers Ann Johnston - PENCIL Judy Maloney - Metro Nashville Public Schools Sheila Montgomery - Hillsboro Church of Christ David Moore - Metro Nashville Public Schools Greg Patterson - Metro Nashville Public Schools Melanie Scott - Kids on the Block of STARS Nashville Brenda Steele - Metro Nashville Public Schools 04.
14 MIDDLE SCHOOL COMMITTEE Wade Jones, Chair - Metro Nashville Public Schools Anne Henderson, Vice Chair - Frist Center for the Visual Arts Audrey Cothran - West End Middle School Beverly Goetzman - Jere Baxter Middle School Candy Markman - Mayor s Afterschool Initiatives Carol Nixon - Edvantia David Martin - Jere Baxter Middle School Dorothy Gunn - Creswell Middle School Greg Hutchings - West End Middle School Illia Moore - Project for Neighborhood Aftercare Jeri Hasselbring - Adventure Science Center Jonathon Norman - Juvenile Court Judy Freudenthal - Oasis Center Kyle Harris - Brick Church Middle School Lisa Beck - YMCA of Middle Tennessee Marcy Melvin - Centerstone Marsha Edwards - Martha O Bryan Center Mary Walker - Big Brothers Big Sisters Maury Nation - Vanderbilt University Morlunda Brooks - YWCA Nashville Thomas Howard - Youth Life Learning Centers Troy Wade MIDDLE SCHOO - W.A. Bass Middle School 05.
15 With all those growth-spurts and hormones, the middle years of a student s academic career can be the most challenging. Mounting research clearly shows the importance of a positive and safe school climate as a major indicator of academic success for students in the middle years. A caring, participatory and responsive school climate also fosters great attachment to school and provides an optimal foundation for social, emotional and academic learning. The Middle School Committee has focused on creating a Culture of Kindness in middle schools for four years, especially by promoting and supporting the work funded by a $4.2 million grant from the Centers for Disease Control and Prevention (CDC). The multi-faceted CDC grant is part of AN s collaboration with Meharry Medical College. In a 2006 pre-survey, about 25% of students were either neutral or unhappy while at school, while 30% identified bullying as a significant problem. Also, 32% of students reported their school was unsafe for vulnerable children, and about 8% indicated that they had skipped school because they felt unsafe. The grant-funded AES (Aligned Enhanced Services) Coordinators at Bass, Jere Baxter, Brick Church and West End middle schools are working to change that climate by coordinating services provided by community organizations in the school and promoting collaboration between providers and school personnel in creating the culture of kindness that fosters emotional well-being. Results The Alignment Enhanced Services (AES) intervention was implemented in four schools with an additional four control schools. Results found strong support for the AES intervention. Schools in which AES was implemented showed significant decreases in youth violence (self-report and school records of direct and indirect assaults) and a significant increase in attendance and academic performance compared to control schools. Next In early 2011, the Middle School Committee will distribute a resource guide to support the creation of a Culture of Kindness in every middle school. Strategy The Middle School Committee is working to establish schoolwide positive behavior-support systems, to eliminate bullying and violence, and to help students create and maintain their own culture of kindness in the school. L Activities In addition to continuing support for improving school climate, the Middle School Committee is assisting the Nashville After Zone Alliance (NAZA), an initiative of the Mayor s Office to provide easily accessible, no-cost, high-quality afterschool activities for middle school students. All activities must support the Five Principles of Positive Youth Development developed as a common indicator for the city. The NAZA Subcommittee issued an Invitation to Participate (ITP) seeking proposals from community organizations that can provide appealing activities to enhance the academic, social, emotional, and physical growth of middle school students. To date, 19 programs from 14 organizations have responded and were accepted through a review process of a NAZA task force. With an excellent beginning, the ITP remains open so that more groups can respond.
16 HIGH Think of a school culture in medical terms: With a good vaccination, all sorts of illnesses can be avoided. The AN Developing Community Leaders Committee (DCL) provides that inoculation with a leadership development class for high school juniors and seniors, some of whom were struggling academically or who were non-traditional leaders in negative activities. Through the DCL classes, these students learn leadership and interpersonal skills, respect for diversity, responsibility, team-building and communication techniques. The DCL curriculum developed by Phi Theta Kappa is a two-year course that fuses college-level leadership development curricula with service learning. The DCL classes are offered as dual-enrollment courses in most high schools, allowing students to earn college credit upon successful completion of the class. Since a primary outcome of the DCL program is student-led improvement in school climate, students get multiple opportunities to serve in meaningful ways with activities that are closely tied to specific learning objectives. Students are responsible for identifying community needs, planning the activity, and evaluating its impact. The DCL class is guided by teachers who embrace the concept of student leadership and the ability of students to create positive change in their schools and communities. DCL teachers must be certified by Phi Theta Kappa to deliver the curriculum, and they also must participate in service-learning training as determined by the DCL Committee in partnership with MNPS. Strategy The DCL Committee is committed to developing student leaders prepared to initiate and lead activities within their schools and communities that will result in a more caring and supportive learning environment. This year the DCL Committee developed and published a resource guide for the DCL teachers that includes information about community resources and case studies of the DCL experience. Activities/Results The DCL program is offered in Antioch, Cane Ridge, East Paidiea, Glencliff, Hillsboro, Hillwood, Maplewood, Overton, Pearl Cohn (class is held at the McGruder Family Resource Center) and Whites Creek high schools. At those schools, 467 students are participating in DCL for , and 14 teachers are certified as DCL instructors. Guided by their teachers, the students perform an amazing array of service-learning projects from trash collection in their cafeterias to assisting elderly people in their neighborhoods to create a positive impact on school climate and community culture. Many DCL students from all the schools were involved in the recovery from the May 2010 fl ood by collecting donations and volunteering to help people clean homes in
17 D E V E L O P I N G C O M M U N I T Y L E A D E R S C O M M I T T E E Kelly Henderson, Chair - Metro Nashville Public Schools Dee Gee S CHOOL DCL Lester, Vice Chair - Metro Parks Department Patrick Luther, Vice Chair - Nashville CARES their respective communities. DCL students from Overton High School assisted more than 100 people affected by a devastating fi re in their community by collecting cash, clothes and water donations. At Maplewood, student Cherrell Lee helped organize The Village, a pilot project this year to assist pregnant and parenting teens. Students in one of the newest DCL programs at Pearl-Cohn/McGruder created a Senior Awareness Project where they went door-to-door in North Nashville to distribute packets of information about programsfor senior citizens. Th e packet informed seniors about Medicare assistance programs, computer classes, job opportunities and free food shops. As the students went door-todoor, they introduced themselves, told the seniors about their project, and briefly went over the information in the packet. Some of the seniors even asked if they could have another packet to share with someone else, and one lady said, Come back anytime. The DCL students planned the project after learning that many senior citizens do not access services because they are afraid of teenagers. They were appalled and called to action by comments similar to one senior citizen s lament that staying home makes him feel safer and that he would rather go without something he needed versus going out and becoming a target for teens. During the project, the students broke down those misconceptions while distributing more than 150 packets and flyers. Next In the coming year, the DCL Committee plans to develop: A series of professional development opportunities for the DCL teachers. More opportunities for students to interact with community organizations interested in supporting the service-learning projects. Students learn: Self-awareness by recognizing their strengths, needs and values. Social awareness by appreciating diversity and practicing respect for others. Responsible decision-making, by identifying critical problems and analyzing situations. Self management and motivation by setting strategic goals. Relationship management by effective communication and conflict management. PHOTO: (left) Overton High Schol Developing Community Leaders (DCL) Students doing communiy service to aid fi re victims in their community. Melia Arnold - Volunteer Tennessee Tara Brown - Learners Edge Consulting Tasha Fletcher - Building Bridges Brandon Hill - Oasis Center Bruce Middlebrooks - Healthways Meghan Oliver - Nashville State Community College Susan Ragsdale - YMCA/Center for Asset Development Tim Stewart - Belmont University 08.
18 HIGH SCHOOL ACADEMIES COMMITTEE Starr Herrman, Chair - Metro Nashville Public Schools Bill Rochford, Vice Chair - Vanderbilt Medical Center Aimee Wyatt - Andrea Arnold - Convention & Visitors Bureau Andy Sneed - WASCO Bill Collier - Metro Nashville Public Schools Chelsea Parker - Metro Nashville Public School Connie Williams - PENCIL Foundation Connie Valentine - Arts & Business Council of Greater Nashville Danielle Mezera - Mayor s Office of Children and Youth David McNeel - MNPS Consultant Donna Gilley - Metro Nashville Public Schools Ellen Weed - Nashville State Community College Ellen Zinkiewicz - Nashville Career Advancement Center Gaye Martin - Metro Nashville Public Schools Jeff Yarbro - Bass Berry Sims Kathleen McEnerney - Tennessee State University Kelly Noser - Kelly Noser Consulting Kelly Henderson - Metro Nashville Public Schools Kelly Dando - TN Associated General Contractors Kent Fourman - Permanent General Companies Kira Florita - Nashville Opera Marc Hill - Nashville Area Chamber of Commerce Noelle Mashburn - Suzanne Warner - PENCIL Foundation Tara Myers - Earl Swensson Architects Th om Druffel - Holiday Inn at Vanderbilt Tony Majors - Metro Nashville Public Schools Zack Blair - Nashville Chamber of Commerce HIGH SCHOOL ACADEM 09.
19 IT was an event never before seen in Nashville when more than 300 business and community partners, educators, and school district administrators gathered in June 2010 for Nashville s fi rst celebration of partnerships to support the Academies of Nashville. This event commemorated the amazing progress Nashville has made towards completely redesigning its public high schools into small learning communities that include career/thematic academies. The event also helped recruit new Academy Partners to deepen and further cement the transformation. Today s announcement will forever change the way high schools in Nashville educate students, said MNPS Director of Schools Dr. Jesse Register. This plan puts our high schools on a direct path toward our vision to provide an excellent education for every child and become the fi rst choice for Nashville families. I am very excited for the students who are going to be entering these academies in the fall and for years to come. The academic and real-life experiences these academies will provide are beyond measure. Director of Schools to rally Nashville s business community in support the Academies of Nashville. In addition, PENCIL has upgraded its website, to collect information about the community s investment of time and other resources and provide a true summary of commitment in the entire community. MNPS GRADUATION RATE ON THE RISE 68.8% 70% 72.6% 73.1% 82.9% The event was indeed a milestone in Nashville s journey to ensure all students are ready for college and careers. Beginning in 2006 with the extraordinary vision of eight high school principals, the transformation of MNPS high schools continued through tumultuous years of changing leadership and economic uncertainty. Without a doubt, Nashville has proven that a large, urban school district can create a new vision for schools and students thanks, in large part, to the strength and deep engagement of its community partnerships IES Strategy The High School Academies Committee is working to launch and improve partnerships between the school district and all community stakeholders to provide active support for all students. Through a convergence of schools and communities, the committee organizes and engages business and organization volunteers in support of the Academies of Nashville to achieve student success. Activities and Results Nashville and the High School Academies Committee have set a high bar for the success of schools and students. As of fall 2010, a five-year trend of improving graduation rates has set the pace for the 46 academies in 12 zoned high schools. A fi ve-year strategic plan has been approved, and more than 100 Academy Partners have been recruited. These partnerships are managed in collaboration with PENCIL Foundation and the Nashville Area Chamber of Commerce, both of which have full-time positions dedicated to supporting the high school partners. Six new Partnership Councils with more than 300 business and community representatives are focused on broad, industry groups to provide a district-wide perspective and assist in ensuring partnerships are appropriate and equitable among the Academies of Nashville. The Chamber has also convened the CEO Champions a group that includes local executives, the Mayor, and the Next Now that the business engagement effort is solidly underway, the High School Academies Committee will continue to engage the community in other aspects of the Academies of Nashville, with a special emphasis on higher education and social-emotional learning. Clearly, the transformation of Nashville s high schools will continue to ensure all of Nashville s students are prepared for college and careers in the 21st century.
20 H I G H S C H O O L O P T I O N S C O M M I T T E E Michelle Wilcox, Chair - Metro Nashville Public Schools Ellen Zinkiewicz, Vice Chair - Nashville Career Advancement Center Jill Bates - Metro Nashville Public Schools - Diploma Plus Mary Bufwack - United Neighborhood Health Services Monica Causey - TN Voices for Children/ TPIRC Erin Daunic - STARS Nashville Chae Denning - Th e Big Picture High School Cathie Dodd - Woodbine Community Center Chrystalyn Hall - Dept. of Childrens Services Laura Hansen - Office of the Mayor Atica J. Helms - Metro Student Attendance Center Kent Miller - Martha O Bryan Center Judy Rye - Martha O Bryan Center Per Thomas HIGH SCHOOL OPTION - DCS Mary Walker - Big Brothers Big Sisters Neely Williams - IMF/Peniel Initiative 11.
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Alright, this might be completely irrelevent or coincidence, or something, but it's just something I noticed...
Okay, so it's like there's a cycle going on here. The "Mother" was the original protector of the island, but then she was killed---by the Man in Black. Then, Jacob became the protector and the Man in Black killed him also---by using someone else, but still. So isn't it inevitable that whosoever becomes the protector of the island will eventually die? Especially since there are candidates set up to replace the protector. It's an endless cycle.
Or I could just be looking into this too much.
The only thing we don't know is how the whole "special game" between Jacob and the Man in Black came into play. (The reason he had to find a loophole in the first place.) Or perhaps the reason for that is because the MiB knows already that he can't leave the island, because it was "meant to be that way", without killing the island's "source," which I'm pretty sure is Jacob after the incident with the creation of the smoke monster.
A little sketchy, but by reading between the lines ... maybe the story makes sense?
Sheep smarty 11:44, May 12, 2010 (UTC)


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Cal will host Miami, which earned a semifinal win Wednesday over Michigan, in the WNIT championship game at 11 a.m. PST/2 p.m. EST on Saturday, April 3. The game will be broadcast live on CBS College Sports.
Cal made 37.7 percent of its shots – below normal but above Illinois State's 26.9 percent for the game. Cal controlled the boards, earning a 47-31 final advantage in rebounds. Four players scored in double figures for Cal: Alexis Gray-Lawson led all scorers with 23 points; Natasha Vital (13 points), DeNesha Stallworth (11 points) and Talia Caldwell (10 points) also were in double figures.
Illinois State (28-8), which tied a school record for most wins in a season, was led by Maggie Krick (12 points) and Amanda Clifton (10 points, 6 rebounds).
Thursday, April 1
Cal 61, Illinois State 45
Saturday, April 3
Miami at California, 2 p.m. EST


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CCGT Plants in India - other states
Location: Rajasthan
Operator: Rajasthan Rajya Vidyut Utpadan Nigam Ltd
Configuration: 330-MW, 2+1 CCGT with 9001E gas turbines
Fuel: gas
Operation: 2007-2008
HRSG supplier: BHEL
T/G supplier: BHEL
EPC: Montex Energy, BGR
Quick facts: RVUNL took over this project from RPG, which had secured most of the needed funding for the plant by Oct 1998. Fuel is supplied from ONGC and originates from the Panna-Mukta-Tapti basin. Construction started in Sep 2003, and BHEL secured the Rs501cr order for two 9001E gas turbines and other main plant equipment in May 2004. The plant began simple-cycle operation in September and October 2007 and the steam set was commissioned in March 2008. The work scope included a 12km pipeline to the Chambal River to secure cooling water.
Photograph courtesy of Rajasthan Rajya Vidyut Utpadan Nigam Ltd
Panipat Cracker
Location: Haryana
Operator: Indian Oil Corp Ltd
Configuration: 238-MW, 5+3 CCGT with H-25 gas turbines CHP
Fuel: diesel oil, LNG
Operation: 2009-2010
HRSG supplier: L&T
T/G supplier: Hitachi, BHEL
Quick facts: This is a complex CPP built as part of the IOCL Panipat Naphtha Cracker Project (PNCP) . In addition to the CCGT block, the facility has two Ansaldo utility boilers. In total, there are 32 possible operating configurations to ensure uninterrupted steam flows and operation during upset conditions or regional blackouts.
Photograph courtesy of Larsen & Toubro
Location: Rajasthan
Operator: Rajasthan Rajya Vidyut Utpadan Nigam Ltd
Configuration: 70-MW, 1+1 CCGT with 6001 gas turbine , 170-MW 1+1 CCGT with 901E gas turbine
Fuel: gas
Operation: 2002-2014
HRSG supplier: BHEL
T/G supplier: BHEL
Quick facts: In May 2001, BHEL secured an order to complete for the first phase of the Ramgarh plant about 60km from Jaisalmer city. The company had previously supplied a 35-MW Frame 6 simple-cycle gas turbine, although this is not currently in service. The plant was finished in 2002. The second phase machines synchronized in Mar 2013 and Apr 2014, respectively.
Photograph courtesy of Rajasthan Rajya Vidyut Utpadan Nigam Ltd
Data: industcards, Platts UDI World Electric Power Plants Data BaseUpdated 06-Jul-2014


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