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FOR IMMEDIATE RELEASE
April 29, 2020
Contact: Katherine Hoyer
208-415-5108
Cleaning Product Safety
By: Annette Duerock
Panhandle Health District Environmental Health Department
More than ever, we are relying on data and science to prevent the spread of COVID-19 (SARS CoV-2 virus). Household cleaners, sanitizers and disinfectants can be valuable tools in keeping our environments clean and assist in maintaining our health, WHEN properly used. We must remember to handle household cleaners safely to avoid possible serious consequences. Some general precautions include:
1. STORE household cleaners and chemicals in a locked area and/or out of reach of children. Be mindful where children are when you are using the product. Keep all containers, even if they are empty away from children. Store your chemicals in safe areas and with compatible products. Do not store cleaning products or chemicals in areas that may have an open flame, heat source, combustible eg. Furnace room. Store the product below and away from food and food contact surfaces.
2. READ the entire label and use the product as instructed. MORE is not always better.
3. LABEL AND DATE containers where cleaning products are mixed (according to directions) and stored and use that container for that one purpose (ie. Spray bottles, buckets). Normally, you should only make up enough solution to last a few days but that depends on what the label says.
4. DO NOT reuse original cleaning compound packages for any reason.
5. PERSONAL PROTECTIVE EQUIPMENT such as gloves, goggles, face masks etc may be needed according to the label. Wear the equipment recommended.
6. USE product in a well-ventilated area.
7. NEVER mix household cleaning products together. Something as harmless as vinegar (acid) or ammonia mixed with bleach (a base) can produce toxic gases that may be lethal. Mixing bleach (sodium hypochlorite) or quaternary ammonia with detergents can cause the disinfectant action to be neutralized. Do not mix strong acids like an acid toilet bowl cleaner with bleach (a base) the combination can result in deadly fumes. Mixing different brands of one type of product can cause a violent reaction, result in toxic fumes or render both products ineffective.
8. THOROUGHLY WASH your hands when you have completed your cleaning to remove any chemical from your hands.
The bottom line is, READ AND USE the products according to the label. Mixing products can result in many different hazards from violent reactions to toxic fumes to neutralizing the effect of disinfectant properties. Select products based on the usage suggested, use according to the label and your journey to a clean home or business will be a safe one.
______________________________________________________________________
Panhandle Health District provides over 40 different public health programs to families, individuals and organizations in northern Idaho. From food and drinking water safety to health education and disease control, public health services are critical to ensure our community is a safe and healthy place to live, work and play.
The PHD team is made up of nurses, nutritionists, environmental health specialists, health educators and many other dedicated professionals with a common goal to deliver vital public health services.
Panhandle Health District is one of seven health districts in the state of Idaho. | <urn:uuid:5368a184-bbd5-43ae-9bce-3613bfd4fb74> | CC-MAIN-2020-40 | https://panhandlehealthdistrict.org/wp-content/uploads/2020/04/4.29-Properly-Using-Cleaning-Products.pdf | 2020-09-25T23:31:56+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00682.warc.gz | 557,222,654 | 680 | eng_Latn | eng_Latn | 0.998314 | eng_Latn | 0.998591 | [
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Artistic types (Creators) are imaginative, creative, favor unstructured work environments, and enjoy art, music, literature, and poetry.
Compare yourself with the Creators.
Would you describe yourself as:
Imaginative?
Original?
Emotional?
Expressive?
Idealistic?
A non-conformist?
Are you good at:
Working with designs and patterns?
Drawing or painting?
Writing stories, poems, or music?
Do you like to:
Work on crafts?
Attend concerts or the theatre?
Dance?
Take photographs?
Do you avoid:
Highly structured situations with a lot of rules?
Mechanical problems?
A=
Artistic types (Creators) are imaginative, creative, favor unstructured work environments, and enjoy art, music, literature, and poetry.
Compare yourself with the Creators.
Would you describe yourself as:
Imaginative?
Original?
Emotional?
Expressive?
Idealistic?
A non-conformist?
Are you good at:
Working with designs and patterns?
Drawing or painting?
Writing stories, poems, or music?
Do you like to:
Work on crafts?
Attend concerts or the theatre?
Dance?
Take photographs?
Do you avoid:
Highly structured situations with a lot of rules?
Mechanical problems?
A=
If your Holland Code is ARTISTIC, and you think you would like to learn more about:
- Fashion or Interior Design, check out the Pathways in Family and Consumer Sciences.
- Multimedia or Web Development, check out the Pathways in Information Technology.
- Construction, Cosmetology, Commercial Art or Commercial Photography, check out Pathways in Skilled and Technical Sciences.
Student career interests are most commonly described by six career personality types defined by John Holland in his theory of occupational choice. Known as "Holland Codes," these six types are at the base of a common organizational structure around which CTE program areas, national career clusters, and other career information can be arranged. An individual will typically be compatible with up to three of the following personality types.
Technical
Realistic (Doers)
Scientific
Investigative (Thinkers)
Arts & Recreation
Artistic (Creators)
Social Humanitarian
Social (Helpers)
Marketing & Administration
Enterprising (Persuaders)
Business Operations
Conventional (Organizers)
Career Fields help to develop the academic knowledge, technical skills, and employment skills vital for entry into the evolving labor market.
If your Holland Code is ARTISTIC, and you think you would like to learn more about:
- Fashion or Interior Design, check out the Pathways in Family and Consumer Sciences.
- Construction, Cosmetology, Commercial Art or Commercial Photography, check out Pathways in Skilled and Technical Sciences.
- Multimedia or Web Development, check out the Pathways in Information Technology.
Student career interests are most commonly described by six career personality types defined by John Holland in his theory of occupational choice. Known as "Holland Codes," these six types are at the base of a common organizational structure around which CTE program areas, national career clusters, and other career information can be arranged. An individual will typically be compatible with up to three of the following personality types.
Technical
Realistic (Doers)
Scientific
Investigative (Thinkers)
Arts & Recreation
Artistic (Creators)
Social Humanitarian
Social (Helpers)
Marketing & Administration
Enterprising (Persuaders)
Business Operations
Conventional (Organizers)
Career Fields help to develop the academic knowledge, technical skills, and employment skills vital for entry into the evolving labor market.
UTAH STATE BOARD OF EDUCATION 250 East 500 South P.O. Box 144200 Salt Lake City, UT 84114-4200 Sydnee Dickson, State Superintendent of Public Instruction Thalea Longhurst, State Director of Career and Technical Education | <urn:uuid:b2e51b45-5146-4293-89ad-516d241a4429> | CC-MAIN-2020-40 | https://schools.utah.gov/file/982830a0-c4df-48a3-b5b0-48d72d03a5b0 | 2020-09-25T23:52:47+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00682.warc.gz | 608,353,571 | 856 | eng_Latn | eng_Latn | 0.980641 | eng_Latn | 0.983035 | [
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July's Tasks – Watering and Weeding
By Dawn Pettinelli, UConn Home & Garden Education Center
Many parts of the Northeast have received lower than normal amounts of rainfall during June and July. Because of this, some towns have instituted water bans, restricting residents' usage of water on outdoor plantings. At the same time, our vegetable gardens are in full swing with early crops like broccoli, sugar snap peas and chard producing abundantly. Pepper, bean, cucumber and squash plants are flowering and green tomatoes are on the vine. To keep the garden growing, water is needed, either from Mother Nature or you.
The only good thing about all this humidity is that plants transpire less, which means they are using less water. Not much less during these hot days, but a little less.
Check your container plants daily. Plants in smaller containers need water almost every day while larger containers and window boxes might require waterings every other or even third day during humid weather. When watering containers, add enough so that you notice a few drips from the drainage holes. Stick a finger into the potting mix if you are unsure about adding water. If it feels moist about one-half inch down, it is likely okay for another day.
Overwatering causes root rots and other diseases. Water when the potting mix feels dry to the touch but don't let the media dry out so much it pulls away from the sides of the pot. When this happens, any water added to the pot simply flows out the drainage holes. To rehydrate plants, place the pot in a tub with about 2 inches of water and leave until the potting mix is saturated.
How often your gardens need to be watered depends on the weather as well as the amount of organic matter incorporated into your garden soil and whether or not a mulch is used. Organic matter acts like a sponge so soils with adequate amounts can hold more water. Mulches reduce the amount of water lost from the soil by evaporation.
Most plants require about an inch of water per week and maybe a bit more during dry, hot weather. Use a rain gauge to determine how much water your garden receives either by precipitation or your sprinkler. Either stick a finger into the soil or use a trowel to see if water is needed. If more than the top half inch to inch is dry, it is time to water.
Ideally, plants should be watered deeply once or twice a week. Soaker hoses or drip irrigation systems would be the most efficient way to water. It makes the most sense to install them at the beginning of the gardening season so consider this for next year. If using a sprinkler this year, try to not to irrigate in the middle of the day as much of the water will be lost to evaporation. Morning is best as the foliage has a chance to dry off before evening reducing the chance of diseases.
A great competitor for the water you are giving your plants are weeds. Those sporadic rain showers we have been getting not only benefit our plants but encourage weed seed germination and growth. It is truly amazing how fast a crabgrass or purslane or pigweed can grow – seems like they double their size every 24 hours. This may be a bit exaggerated, but it seems to me that they grow a lot faster than my vegetables.
The best time to weed is after a rain or watering when the soil is soft, and weeds can be pulled with ease. It's hard to spend a few hours weeding on these hot, muggy weekends. Try for 30 minutes or so after supper during the week. You will be pleasantly surprised with how much can get accomplished.
There are dozens of weeding tools on the market. I tend to weed on my hands and knees and find the cobra head cultivator and dandelion weeder to work well for me. Others in my family like to stand and find long handled cultivators and hoes to suit their purpose. One might have to try a few tools to find one that matches their ergonomic requirements plus weeding needs.
Do your best to supply your plants with adequate moisture throughout the growing season and to reduce competition for both water and nutrients from weeds.
If you have questions about watering or weed identification or on queries on other gardening topics, feel free to contact us, toll-free, at the UConn Home & Garden Education Center at (877) 486-6271, visit our website at www.ladybug.uconn.edu or contact your local Cooperative Extension center. | <urn:uuid:6b59724c-78b5-4ea0-bfec-f3f77444fa2d> | CC-MAIN-2020-40 | http://www.ladybug.uconn.edu/index_296_3321978651.pdf | 2020-09-25T22:26:45+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00682.warc.gz | 196,651,521 | 917 | eng_Latn | eng_Latn | 0.999252 | eng_Latn | 0.99929 | [
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CRITCHES IN WESTERN AUSTRALIA
HENRY & SARAH CRITCH
Henry (1825-1890) was the fifth child of William Critch and Margaret Brooker and was born in Dover, England in 1825. In 1844, at the age of 19, he joined the 35 th Royal Sussex Regiment and was sent to Ireland. Two years later he married Sarah Kennedy (1826-1887) at Armagh Ireland.
Sarah was born in Nenagh Ireland to William Kennedy and Sarah Campbell and she had a brother John. Henry and Sarah's first two children, Margaret & William, were born in Ireland, Francis Henry in Portsea England, and the last 2, Sarah & Charles, in Chatham England. Henry's 21-year military career took him to Mauritius, India, and Burma.
For most of his overseas service Henry served as an Officer's Batman and was the recipient of many excellent testimonials. After his service in India he became an Enrolled Pensioner.
Enrolled Pensioners were soldiers who had served in Britain's wars and had been discharged with a pension for long service, good conduct, wounds, or meritorious service. Many of these Enrolled Pensioners were recruited to serve as guards on the ships that transported almost 10,000 convicts to Australia between 1850 & 1868 and many stayed on in Australia at the completion of the voyage. Henry was one of these.
On the 13 th July 1867, Henry, Sarah, and three of their five children, Francis, Sarah and Charles, arrived in Fremantle aboard the Norwood. This marked the beginning of The Critch Family Story in Western Australia.
On the journey out, Sarah had served as a midwife on board the Norwood and on arrival was given a commendation by the Superintendent Surgeon, Dr W.M. Saunders. Mrs Critch, the wife of Pte. Henry Critch of the Pensioner Guard aboard abovenamed ship has acted as a nurse at the four confinements which have taken place since leaving England and I have found her most useful and attentive and can strongly recommend her for such employment.
On their arrival, the family settled in Fremantle and Henry was employed as a warder at the prison. In 1881 he was selected to guard the bonded stores and in 1883 was promoted to Corporal. They lived for at least some time in the Warders Barracks in Henderson St. In 1884 they were granted 2 acres of land in Thompson St North Fremantle in recognition of Henry's 7 years' service as an Enrolled Pensioner, however I have not been able to discover whether they ever lived at that address or what happened to the land.
Little is known of Sarah's life either before her marriage or after her arrival in Australia. According to her death certificate she died of 'drink debility' in 1887, so perhaps it wasn't a happy existence in this new country.
It seems that Henry may have had a problem with the drink as well as his name was mentioned on several occasions in the courts, for drunkenness. He died in Fremantle as the result of an accident (he had a fall and was hospitalised) in 1890.
Henry & Sarah's 5 children were:-
Margaret
1849 –
William James 1850 –
Francis Henry 1853-1930 married Ann Maria Kelly
Sarah
1860-1928
Charles
1862-1933
Margaret married Edwin Thomas a ship's steward in Fremantle in 1867. I cannot establish how Margaret arrived in Fremantle but she was married very soon after the rest of her family arrived on the Norwood. She and Edwin left WA and their first daughter Margaret Matilda was born in South Australia in 1868. It appears they then returned to England and had 6 more children - Henry, Edith, Frank, Grace, William and May.
William, it seems had left England about 1865, before his family left for Australia, but nothing is known of his whereabouts after that.
Francis married Annie Maria Kelly in Geraldton in 1883 – this is our story.
Sarah married William Clifford, a Customs Officer, in Perth in 1885 and her death certificate shows that although they had 4 children, only one child Amelia lived to adulthood, and she never married.
Charles remained a bachelor. After leaving school, he served his boatbuilders apprenticeship under General William Jackson and worked mostly in the north of the State as a boatbuilder and trader in such places as Shark Bay, Onslow and Broome. He died in an Old Men's Home (Sunset) in Claremont in 1933 at the age of 77. | <urn:uuid:3ca8c89a-b7ce-4065-a1c5-eaab4d617070> | CC-MAIN-2020-40 | https://enrolledpensionerforcewa.org.au/wp-content/uploads/2020/08/Henry-and-Sarah-Critch-story-by-Gerry-Eastman.pdf | 2020-09-25T22:35:32+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00681.warc.gz | 369,614,740 | 1,002 | eng_Latn | eng_Latn | 0.998152 | eng_Latn | 0.998937 | [
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16. School Uniform and Appearance Policies
This chapter provides information relating to school uniform and appearance policies and the responsibilities of governing bodies in these issues.
Background
1. In July 2011, the Welsh Government (WG) issued updated guidance circular 015/2011 entitled Guidance for Governing Bodies on School Uniform and Appearance Policies. The basis of the guidance is non-statutory but it is based on related legislation.
Scope of guidance
2. The guidance provides information for governing bodies and head teachers on issues relating to implementing or changing a school uniform and appearance policy. It replaced the guidance previously available and governing bodies and head teachers should have regard to it if they are considering implementing or changing their policies.
3. The guidance circular is aimed at school governing bodies and head teachers, and focuses on:
- ensuring that due regard is given to securing equality of treatment between boys and girls and for pupils from different ethnic and religious backgrounds and disabled pupils in relation to school uniform and appearance policies;
- cost;
- practical considerations involved in introducing or changing school uniform and appearance policies;
- consultation with parents and pupils; and
- the position in Wales regarding financial assistance for parents towards the cost of purchasing school uniform.
Legal Context
4. There is no education legislation specifically covering the wearing of school uniform or other aspects of appearance such as hair colour and style, and the wearing of jewellery and makeup. As part of its responsibility for the conduct of the school, however, a governing body can specify rules relating to appearance and a uniform which pupils are required to wear. Secondary schools in Wales almost invariably specify a uniform for pupils to age 16; many do not specify uniform for sixth formers. The position in primary schools is more mixed.
5. The guidance circular does not provide exhaustive advice on a governing body's responsibilities in relation to discrimination or human rights. It states that where governing bodies have concerns about possible harmful consequences of certain types of dress, they may wish to consider taking their own legal advice and to consulting community and faith organisations, parents and children and the Equality and Human Rights Commission (EHRC).
Conduct of the School
6. Section 21 of the Education Act 2002 places the conduct of a maintained school under the direction of its governing body. The governing body is required to conduct the school with a view to promoting high standards of educational achievement. Section 175 of the Education Act 2002 requires governing bodies to exercise their functions in education legislation in relation to the conduct the school with a view to safeguarding and promoting the welfare of children who are pupils at the school.
7. The School Government (Terms of Reference) (Wales) Regulations 2000 made under Section 38 of the Schools Standards and Framework Act 1998 imposes a duty on governing bodies and head teachers to exercise their responsibilities with the need to:
a. eliminate unlawful discrimination on grounds of race and sex; and
b. promote equal opportunities and good relations between persons of different racial groups and between males and females.
8. However, the duties set out in paragraph 7(a) and (b) do not prevent the governing body from taking proper measures to secure the religious character of the school. The power to introduce a school uniform policy is contained in Section 88 of the Education and Inspections Act 2006. Whilst this section does not specifically relate to school uniforms it is broad enough to include it. It places a duty on governing bodies to ensure that policies designed to promote good behaviour and discipline are pursued at the school.
9. In addition Section 89 of the Education and Inspections Act 2006 also places a duty on a head teacher to determine measures (including rules and provisions for enforcing them) to be taken with a view to promoting discipline among pupils, a proper regard for authority, encouraging good behaviour and respect for others and otherwise securing an acceptable standard of behaviour.
10. It is a requirement of section 89(6) of the Education and Inspections Act 2006 that any measure introduced by the head teacher under that section should be publicised by him or her in the form of a written document. That document should be made known within the school and to parents of pupils at the school. The head teacher is also required once in every school year to take steps to bring it to the attention of pupils, to their parents and all those employed or otherwise engaged to work at the school.
Guide to the Law: Autumn 2013
11. Under section 89(1) of the Education and Inspections Act 2006 a head teacher shall determine measures (including the making and enforcement of rules) with a view to:
- promoting among pupils, self-discipline and proper regard for authority;
- securing that the standard of behaviour of pupils is acceptable;
- encouraging good behaviour and respect for others on the part of pupils and, in particular, preventing all forms of bullying. Thus a governing body must ensure that when a school uniform or appearance policy is drawn up, modified or operated that grounds are not created for bullying; and
- otherwise regulating the conduct of pupils.
Equality Legislation
12. There are a number of statutory provisions contained under the Equality Act 2010 which may impact on school uniform and appearance policies and to which governing bodies and head teachers need to have regard, so as not to discriminate unlawfully on the grounds of sex, race, religion or belief and disability. These are set out at the end of this Chapter (see also Chapter 9 entitled Equal Opportunities and School Governors).
13. The essential point is that governing bodies should act fairly and reasonably when choosing or reviewing their school uniform and appearance policies.
Consultation
14. When considering the introduction of new school uniform and appearance policies or changes to existing school uniform or appearance policies, in accordance with the principles of good practice, the WG expects governing bodies to consult widely with current pupils and parents/carers and prospective pupils and parents/carers, especially as change could give rise to additional costs. Consultation should also include representatives of different pupil groups in the wider community, taking care to identify community leaders representing minority ethnic and religious groups (an outline of the types of dress issues that may be relevant to adherents of some religions is included in the circular) as well as groups representing pupils with special educational needs or disabilities.
15. In addition to this, pupils have a right to be consulted on and influence decisions that affect them. To support pupils and schools the WG made The School Councils (Wales) Regulations 2005, which require all maintained primary (excluding nursery and infant schools), secondary and special schools in Wales to establish a school council. NAW Circular 42/2006 – Guidance for Governing Bodies on the Establishment and Operation of School Councils - advises that school uniform is one of the issues that a
Guide to the Law: Autumn 2013
school council should be asked to consider at its meetings, and in consultation with the pupil body of the school.
Cost of School Uniform
16. The WG recognises that school uniform and other items that are required to be purchased in accordance with a school uniform policy can be a financial burden, particularly for low income and large families.
17. Consequently, when introducing a new uniform and/or considering change in school uniform requirements, the WG expects governing bodies to give high priority to the cost considerations. No school uniform should be so expensive as to leave pupils or their families feeling unable to apply for admission or to attend a particular school.
18. The WG encourages governing bodies to have regard to the wide availability of school uniform garments from a range of suppliers when considering their school uniform supplier arrangements. The Office of Fair Trading (OFT) carried out a fact finding review in 2006 of the practice of some schools in the UK of requiring parents to purchase school uniform from particular retailers or from the school itself. This review found that such exclusive arrangements were on average 23% more expensive than school uniform retailers generally and 150% more expensive than supermarkets.
19. Having a wide range of uniform suppliers also helps to address accessibility issues for those parents who encounter difficulty accessing uniform suppliers who are in remote areas.
Complaints
19. Complaints about school uniform (or dress) and appearance codes/policies should be dealt with in accordance with the governing body's complaints procedure.
Non-Compliance with School Uniform and Appearance Policies
20. Where the governing body has put in place a school uniform policy and/or rules about appearance, it is for the head teacher to enforce these as part of his or her overall responsibility for the day-to-day running of the school and for maintaining discipline.
21. The WG does not consider in normal circumstances, exclusion to be an appropriate response to breaches of school uniform/appearance policies.
22. The circular contains further advice on these issues.
Guide to the Law: Autumn 2013
The Law
The Sex Discrimination Act 1975
The Race Relations Act 1976
The Disability Discrimination Act 1995
The Schools Standards and Framework Act 1998
The Human Rights Act 1998
The School Government (Terms of Reference) (Wales) Regulations 2000
The Education Act 2002
The Disability Discrimination Act 2005
The School Councils (Wales) Regulations 2005
The Equality Act 2006
The Education and Inspections Act 2006,Section 88and 89
Guidance
Guidance for Governing Bodies on School Uniform and Appearance Policies
WAG Circular 015/2011
The European Convention on Human Rights (ECHR)
Respecting Others: Anti-bullying Guidance – Welsh Assembly Government Circular number 23/2003.
Guidance for Governing Bodies on the Establishment and Operation of School Councils - NAW Circular 42/2006
Guide to the Law: Autumn 2013 | <urn:uuid:f89a09af-ff9d-47ba-95ec-566fc51630bc> | CC-MAIN-2020-40 | https://gov.wales/sites/default/files/publications/2018-03/16-school-uniform-and-appearance-policies.pdf | 2020-09-26T00:04:51+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00681.warc.gz | 406,721,524 | 1,990 | eng_Latn | eng_Latn | 0.894233 | eng_Latn | 0.99626 | [
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Mövenpick Hotels & Resorts cooks up a World Health Day feast for children.
Dubai, United Arab Emirates, 10 March 2015 – Being healthy isn't just about staying in shape, it's also about engaging youngsters in fun, interactive initiatives to acquire a taste for a healthy lifestyle.
Dubai, United Arab Emirates, 10 March 2015 – Being healthy isn't just about staying in shape, it's also about engaging youngsters in fun, interactive initiatives to acquire a taste for a healthy lifestyle.
On the occasion of World Health Day on 7 April, Mövenpick Hotels & Resorts is offering "Power Bites" cooking classes for children at 11 properties in the Middle East and Asia. "Power Bites" is Mövenpick's special menu for children, featuring nutritious meals that are presented in a fun, entertaining way. During this exciting cooking class, parents and kids can learn together about how to create delicious, wholesome lunchbox snacks and dishes.
Each class includes at least two easy recipes and in the spirit of Mövenpick's "Power Bites" menu, having fun with healthy ingredients is also included. Young aproned cooks can just smile and go bananas as food presentations with personality culminate from the experience, after which they can enjoy the fruits of their labour.
Clown pizzas, flavoured organic yoghurt, whole-wheat tortilla snakes, pancakes and sandwiches which take the shape of kitty cats, caterpillars and birds are just some of the fun and creative recipes.
"Healthy food can be loads of fun," says Peter Dresher, Vice President, Food & Beverage, Middle East and Asia. "By sharing nutritious lunchbox ideas in a fun way, we hope children will associate being healthy and its benefits with enjoyment and positive memories from a young age."
Hotels that offer the healthy cooking class on 7 April include:
* Mövenpick Hotel & Resort Al Bida'a Kuwait
* Mövenpick Resort & Spa Dead Sea
* Mövenpick Resort & Spa Tala Bay Aqaba
* Mövenpick Resort & Residences Aqaba
* Mövenpick Hotel Jumeirah Lakes Towers
* Mövenpick Hotel Doha
* Mövenpick Hotel West Bay Doha
* Mövenpick Hotel Karachi
* Mövenpick Resort Bangtao Beach Phuket
* Mövenpick Resort Karon Beach Phuket
* Mövenpick Heritage Hotel Sentosa
"Power Bites" menu items for children are available in all Mövenpick Hotels & Resorts across the Middle East and Asia.
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Instagram | <urn:uuid:d3898e17-f132-4ac1-b1cb-6aa87538e575> | CC-MAIN-2021-39 | https://www.movenpick.com/en/press/news/detail/moevenpick-hotels-resorts-cooks-up-a-world-health-day-feast-for-children/?cHash=2706129648da7ea2fdc8bf223cf459e3&tx_html2pdf_pdf%5Baction%5D=download | 2021-09-19T19:25:40+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00666.warc.gz | 922,089,000 | 617 | eng_Latn | eng_Latn | 0.920755 | eng_Latn | 0.989743 | [
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Amplifying Life
Shandi Andres, Family and Consumer Sciences Agent K-State Research and Extension, Flint Hills District
Leadership
Having leaders in our schools, communities, work place, and even our home is critical to the operation of everyday life. They are important to help make things run smoothly. In the past several years, U.S. higher education institutions have incorporated leadership training programs to offer students coursework that will help develop leadership skills and professional marketability. Most companies and organizations provide additional leadership development trainings to help mold new employees into the type of professional they require for the business.
What is leadership? One of the definitions used is "A person who guides or directs a group." We have often heard the phrase, "Leaders are born, not made." Sometimes this is transformed into the idea that "Leaders are born, made, and molded." Some individuals have a natural tendency to rise to leadership positions. Everyone though could benefit from leadership skills. One of my favorite quotes is "Leadership is an action, not a position." We look to leaders not only to guide, but also to set an example with the right choice. Of course "right" is a perception, which is why each person finds someone different to look up to.
Our society recognizes the importance of developing leadership skills of individuals and to build upon their strengths. There are many benefits to leadership skills, including being more marketable to employers. The University of Minnesota identified 8 qualities that employers are looking for. These qualities are: leadership, communication and interpersonal skills, intelligence, enthusiasm, flexibility, high energy level, maturity, and skill.
As a leader, you can use your skills to inspire and motivate others. It is no surprise that people you may never meet will see you in your leadership role and look at how you handle situations. As a parent, this may happen at the baseball field with other parents watching. Why all this talk about leadership skills? Sometimes people don't realize the power they have to help create effective leaders. I believe the development of leadership skills begins when children are young and continues throughout our lifespan. As a parent, we can be intentional in helping children develop these skills. As members of the community, young people watch and observe leadership qualities each and every day. What actions can be taken to help children and youth become positive leaders?
Youth can often be overwhelmed with too many choices or options. Adults can help narrow down the choices, talk through the pros and cons of choices, and help guide them in making decisions. As they grow from young children to young adults we hope that they become better decision makers and grow the skills that develop leaders. Eventually, they will understand the assessment of what needs to be completed as well as have the capacity to initiate the task with little direction. Becoming a leader is a journey not a destination. It doesn't end at high school graduation. It begins at birth and continues throughout our lifetime. Helping our youth develop their leadership skills has proven benefits. If we set the foundation, they can take on more of the responsibility as they mature.
More information on the development throughout the lifespan, feel free to contact me. Shandi Andres, Flint Hills Extension District, 501 W Main, Council Grove, KS 66846. (620) 767-5136 or email@example.com | <urn:uuid:c8b6a582-5c8b-43f9-b3cf-ab488634be07> | CC-MAIN-2020-40 | https://www.flinthills.k-state.edu/health-home-family/amplifying_life_articles/2018_articles/Leadership.pdf | 2020-09-25T23:56:41+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00681.warc.gz | 825,623,307 | 692 | eng_Latn | eng_Latn | 0.99813 | eng_Latn | 0.998295 | [
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Rueter-Hess Reservoir
Rueter–Hess Reservoir is a significant water management project for the Parker Water and Sanitation District (PWSD). The Reservoir was completed in 2012. When filled, the reservoir will have a capacity of 75,000 acre feet (AF) of water and encompass 1,170 acres. PWSD provides services for the Town of Parker and portions of unincorporated Douglas County, Colorado.
The District currently serves approximately 50,000 residents, with an estimated build out population of 122,000. Rueter–Hess Reservoir is an off-stream reservoir, which will store renewable water from the following sources: nearby Cherry Creek (surface water & alluvial well water), Newlin Gulch and reclaimed water from PWSD.
Additional long term water supplies are being evaluated by PWSD and the findings will be included as part of a larger, regional water master plan led by the South Metro Water Supply Authority (PWSD is on the Board of Directors). In addition, 10,700 AF of storage space is owned by several partner communities – Castle Rock (8,000 AF) Castle Pines North (1,500 AF) and Stonegate (1,200 AF) who will be importing their own water supplies.
The reservoir is planned to minimize draws of non-renewable Denver Basin Aquifers, by collecting and storing renewable water when available to help the District meet peak summer demands and bridge future droughts.
Renewable, sustainable, long-term water resources. A vital investment for our Future!
Who We Are
Parker Water and Sanitation District (PWSD), established in 1962, provides water and wastewater services for the Town of Parker and portions of unincorporated Douglas County, Colorado. In the near future, PWSD will also serve parts of Lone Tree and Castle Pines. Currently, the primary water source for our community is Denver Basin groundwater, which is a non-renewable water source that is depleting throughout Colorado. PWSD is investing in regional, long term water supply projects to provide a secure water future for our customers. Projects, such as the Rueter-Hess Reservoir and our highly efficient reclaimed water system, will help ensure we have enough water resources to support our families now and in the future. They will also help maintain and enhance property values and our quality of life.
For More Information, Call 303-841-4627
| RESERVOIR | MAXIMUM OPERATING CAPACITY (AF)* | MAXIMUM DEPTH | SURFACE ACRES | USE |
|---|---|---|---|---|
| Rueter-Hess | 75,000** | 184’ | 1,170 | Drinking/Storage |
| Chatfield | 27,162 | 47’ | 1,479 | Flood/Recreation |
| Cherry Creek | 13,960 | 26’ | 850 | Flood/Recreation |
| Aurora | 31,679 | 50’ | 800 | Drinking/Recreation |
| Dillon | 257,304 | 79’ | 3,233 | Drinking/Recreation | | <urn:uuid:a0e6e1ab-06dc-47f7-8861-a6bb3b38c936> | CC-MAIN-2020-40 | http://rhrecreation.org/DocumentCenter/View/70/Reuter-Hess-Reservoir-Flyer-PDF?bidId= | 2020-09-25T22:04:59+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00682.warc.gz | 114,901,673 | 659 | eng_Latn | eng_Latn | 0.995643 | eng_Latn | 0.995643 | [
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Organization of the Mongol Empire under Genghis Khan
Pax Mongolica
Coined as a parallel to Pax Romana, the Pax Mongolica (Latin for "Peace of the Mongols") was the term for situation where trade between China and Europe in the 13th and 14th centuries was common and free from profound interference. Although the Mongol system of administration and governance during the brief era was not exactly peaceful, [1] the Pax Mongolica was a time of relative peace throughout the Old World that led to an increase of trade, as well as an increase in awareness, between distant nations. In essence, the Mongol Empire administered political order over a very large area of land which enabled relative political and economic stability to follow.
In the face of the ethnic, religious and tribal diversity of the civilians and soldiers of the Mongol Empire, which eventually included modern day Persians, Chinese and many Turkic peoples, Genghis Khan insisted on focusing all loyalty on himself as Great Khan and no others. Thus, Genghis Khan had no room for the traditional clan- and kindred-based divisions that were common in central Asian society. Obedience was expected from everyone from the lowest to the highest classes. Any disobedience by a subordinate officer to any order from a superior officer was reason for death.
Genghis Khan revolutionized his military by incorporating the decimal system in his army. He arranged his army into arbans (inter-ethnic groups of ten), and the members of an arban were commanded to be loyal to one another regardless of ethnic origin. [2] The military unit's sizes were based on factors of 10: arbans (10 people), zuuns (100), Mingghans (1000) and tumens (10,000). This decimal system organization of Genghis Khan's strong military proved very effective in conquering, by persuasion or force, the many tribes of the central Asian steppe, but it also strengthened Mongol society as a whole.
Law and Governance
The Mongol Empire was governed by a code of law devised by Genghis, called Yassa, meaning "order" or "decree". A particular canon of this code was that those of rank shared much the same hardship as the common man. It also imposed severe penalties – e.g., the death penalty if one mounted soldier following another did not pick up something dropped from the mount in front. Penalties were also decreed for rape and to some extent for murder. Any resistance to Mongol rule was met with massive collective punishment. Cities were destroyed and their inhabitants slaughtered if they defied Mongol orders.Under Yassa, chiefs and generals were selected based on merit. The empire was governed by a non-democratic, parliamentary-style central assembly, called kurultai, in which the Mongol chiefs met with the great khan to discuss domestic and foreign policies. Kurultais were also convened for the selection of each new great khan
Genghis Khan also created a national seal, encouraged the use of a written alphabet in Mongolia, and exempted teachers, lawyers, and artists from taxes. [
The Mongols imported Central Asian Muslims to serve as administrators in China and sent Han Chinese and Khitans from China to serve as administrators over the Muslim population in Bukhara in Central Asia, thus using foreigners to curtail the power of the local peoples of both lands.The Mongols were tolerant of other religions, and rarely persecuted people on religious grounds. This was associated with their culture and progressive thought. Some historians of the 20th century thought this was a good military strategy: when Genghis was at war with Sultan Muhammad of Khwarezm, other Islamic leaders did not join the fight, as it was seen as a non-holy war between two individuals
Government Legacy
Genghis Khan's united Mongol nation formed the foundation of the largest continuous land empire ever known. A wise statesman, Genghis also established Mongolian-style democracy that respected the ethnic and cultural diversity of his Empire. His government left many long-lasting legacies:
- Literacy and official record-keeping began with the first written Mongolian script, created by adapting the alphabet of the Uighur people of western Mongolia.
- Councils of leaders and a "cabinet" of advisers drawn from different tribes and nations were held to establish policies and make decisions.
- Laws and directions, referred to as the Great Yassa, defined Mongol behavior.
- Religious freedom was extended to all denominations in the belief that the support of religious leaders would foster good relations with the people.
- Civil Service appointments were based on merit, regardless of nationality or connections.
- International passports provided protection for the diplomatic representatives of any nation, facilitating safe passage and trade.
- Rapid communication depended upon the Yam, an efficient mounted messenger service.
Meritocracy
Genghis Khan preferred to rule through existing hierarchies, but where he was resisted he destroyed the existing aristocracy. Nevertheless, he created at the same time a rough meritocracy among the Mongols. Positions of honor were given on the basis of bravery in battle or outstanding loyalty, as opposed to the old system of inheritance through families. This was far ahead of any other system in Europe at the time.
Mail system
The Mongol Empire had an ingenious and efficient mail system for the time, often referred to by scholars as the Yam. It had lavishly furnished and well-guarded relay posts known as örtöö set up throughout the Empire. [118] A messenger would typically travel 25 miles (40 km) from one station to the next, either receiving a fresh, rested horse, or relaying the mail to the next rider to ensure the speediest possible delivery. The Mongol riders regularly covered 125 miles (200 km) per day, better than the fastest record set by the Pony Express some 600 years later. The relay stations had attached households to service them. Anyone with a paiza was allowed to stop there for re-mounts and specified rations, while those carrying military identities used the Yam even without a paiza. Many merchants, messengers, and travelers from China, the Middle East, and Europe used the system. When the great khan died in Karakorum, news reached the Mongol forces under Batu Khan in Central Europe within 4–6 weeks thanks to the Yam. [49]
Genghis and his successor Ögedei built a wide system of roads, one of which carved through the Altai Mountains. After his enthronement, Ögedei further expanded the road system, ordering the Chagatai Khanate and Golden Horde to link up roads in western parts of the Mongol Empire.
Kublai Khan, founder of the Yuan dynasty, built special relays for high officials, as well as ordinary relays, that had hostels. During Kublai's reign, the Yuan communication system consisted of some 1,400 postal stations, which used 50,000 horses, 8,400 oxen, 6,700 mules, 4,000 carts, and 6,000 boats. [ citation needed ]
In Manchuria and southern Siberia, the Mongols still used dogsled relays for the yam. In the Ilkhanate, Ghazan restored the declining relay system in the Middle East on a restricted scale. He constructed some hostels and decreed that only imperial envoys could receive a stipend. The Jochids of the Golden Horde financed their relay system by a special yam tax | <urn:uuid:1e58ba19-bae0-4517-991e-3a2a7b417397> | CC-MAIN-2020-40 | http://adeornellas.buchananschools.com/uploads/8/7/0/4/8704687/organization_of_the_mongol_empire_under_genghis_khan.pdf | 2020-09-25T22:35:20+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00682.warc.gz | 4,995,251 | 1,541 | eng_Latn | eng_Latn | 0.997984 | eng_Latn | 0.998062 | [
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By ROSHAN THIRAN
email@example.com "Let him that would move the world first move himself" — Socrates
As I read these words of Franklin, I became curious. I could understand Jesus and humility, but Socrates, the philosopher? This led me to read more about Socrates and to my surprise, the Greek philosopher has much to say on leadership and life.
A FEW months ago I wrote about Benjamin Franklin and his famous '13 Virtues'. In this list, Franklin prescribed a list of actions we should follow if we wish to lead a principled life of meaning. The last of these virtues focuses on humility. To be really humble, Franklin encourages us to "imitate Jesus and Socrates".
The Influential Socrates
Socrates (469 BCE-399 BCE) was born in Athens, Greece, to a stonemason father and a midwife mother. Given his family's standing, he would likely have received a simple education and been expected to follow in his father's trade.
It's difficult to think of any other historical figure who has been more influential in shaping cultures throughout the world. The philosophy of Socrates formed the basis of Western logic and reason thanks to his well-known 'Socratic method', which sought logical conclusions to complex problems through intensive questioning.
Everything we know about Socrates stems exclusively from accounts by his friends and students, most notably through works by his students Plato (who would go on to teach Aristotle) and Xenophon. Through his students, Socrates started to teach the world the importance of mentorship and discipleship.
It's also reported that he would walk around the streets of Athens barefoot and would let his hair grow long. As for personal hygiene, Socrates shunned the habit of regular bathing.
His physical appearance was the antithesis of the Greek ideal of beauty. Described as being physically unattractive, Socrates was said to be short and stubby with a flat nose and bulging eyes that made him look as though he was always staring.
To his students and admirers, however, the appeal and attractiveness of Socrates came in the form of his stoic character and brilliant intellect. As an Athenian soldier, his courage and fearlessness was unmatched. Socrates fought in three military campaigns during the Peloponnesian War – at Delium, Amphipolis, and Potidaea.
Knowing Yourself
He felt that the more a person truly knew themselves, the greater their ability to make choices which would help to bring about the greatest happiness for the greatest number of people.
Perhaps the philosopher's fearlessness was strengthened by his strong belief that matters of the human mind were vastly more important than the human body. Socrates had a keen passion for pondering the human condition, believing that our chief preoccupation as humans was the pursuit of happiness and that wisdom came from knowing ourselves.
Because of his views, Socrates believed that the best form of government was neither tyrannical nor democratic. Rather, people should be governed by those with the greatest knowledge, abilities and virtues, and who possessed a deep knowledge of themselves. Socrates' style of intellectual engagement was never to lecture, but to ask questions of Athens' elite and laity
Leadership Lessons from Socrates
alike in search for wisdom and truth. Inadvertently, his dialectic approach would often make important figures of the time look foolish, which gained admiration from some while others loathed him.
he refused to conform to the accepted norms of society then. Gandhi, Martin Luther King, Joan of Arc and many others perished for being different. Yet, these are the folks that truly make a difference in this world.
accelerated way to self-improvement. He knew by reading other people's wisdom and experiences, we can learn from their mistakes and avoid possible pitfalls.
But being loved yet hated didn't bother Socrates. I realise the same is true of many great leaders I know. Many are loved yet hated.
Great leaders are great readers and learners. They absorb the wisdom of others and complement it with their own experiences and failures, thus accelerating their growth.
Jack Welch, my former CEO at General Electric (GE) was regarded by many as notorious yet revered by others. Yet, it never stopped him from changing his point of view to enhance his popularity. Great leaders become great because they see the truth and refuse to disengage from sharing it with the world.
Death As A Heretic
The crimes for which he stood trial were those of "refusing to recognise the gods acknowledged by the state, and importing strange divinities of his own; he is further guilty of corrupting the young."
A combination of his associations, virtuous actions (which saw him refuse certain orders on principle), political views, unorthodox teaching style and growing influence among the youth of Athens played a part in his three accusers, Meletus, Lycon, Anytus bringing Socrates to stand trial.
After listening to the accusers' case and then Socrates' defence, a jury of 500 determined the philosopher's guilt by a vote of 280 to 220. Socrates, aged 70, was ultimately sentenced to death by poisoning, which was carried out by drinking a cup of hemlock in the presence of his friends. We live in a world that hates nonconformity. Socrates was killed because
The Humble Man
Socrates' philosophy was a practical pursuit of truth, focused less on understanding the external world and more on understanding our behaviours, beliefs and inner values. His unrelenting passion for understanding himself and questioning everything inspired formal logic and ethics systems from the time of Aristotle through to the modern era. And thus the final leadership lesson we can learn from Socrates, that self-awareness is key to our success as a leader.
Despite his apparent self-assured style, Socrates' most notable quality was his humility, most known through his famous declaration that if he was the wisest person in Athens, it was only because he was well aware of his own ignorance, while others were too sure about themselves and life.
The life of Greece's most renowned philosopher also served as an exemplary model for the rest of the world to follow.
Few of us are willing to die in order to stand up for what we believe yet the example of Socrates is one that serves as an inspiration to lead a life of reflection, courage, virtue and understanding so that we might help to build societies of love, peace, and enduring prosperity.
They stand up for what they know is right and they relentlessly stay true to their vision. In business, although no one is killed anymore, many leaders have to go through significant pain and endure hardship just because they are 'heretics' in their industry or company.
And yet, these crazy misfits and rebels who see the world differently are the leaders who 'push the human race forward' and change the world.
The Continuous Learner
He also advocated that we should live as we wish to seem – to live as our ideal self through the means of constant self-improvement and refinement of character.
As a leading thinker of his time, Socrates placed a great emphasis on self-knowledge and learning, encouraging his followers to "employ your time in improving yourself by other men's writings so that you shall gain easily what others have laboured hard for."
A number of years ago, one of my employees approached me and told me his ambition was to be a world-renowned speaker and trainer like John Maxwell and Robert Kiyosaki. I asked him what he does to keep learning and growing daily but he couldn't answer me. I asked if he read books to grow in wisdom and he said he hated to read. I told him he was unlikely to grow into a world-class teacher if he didn't learn from others. Socrates had figured out an
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Like this article? Follow us @Leaderonomics on Facebook, Twitter, LinkedIn and Instagram.D
Knowledge can be gained in so many ways. With Leaderonomics' Digital Learning, you can begin to upskill your team today with enriching programmes priced at just RM1,000 a month, for the entire organisation. Our Digital Learning programme provides insightful courses that aim to help people within the organisation build leadership skills that would support them in their work and leadership journey. We offer affordable programmes to small-to-medium enterprises for employees to be at par with talents found in large corporations. For a demonstration and to find out more, e-mail learn@ leaderonomics.com n Roshan Thiran is the co-founder and CEO of the Leaderonomics Group and is constantly amazed by the numerous leadership lessons he derives from historical figures. One of his favourite historical figure is Helen Keller and he lives by her quote, "life is either a daring adventure or nothing." Follow Roshan's daily adventures and leadership tips on his LinkedIn , Twitter and also on Facebook pages at www.facebook. com/roshanthiran. leaderonomics | <urn:uuid:31da978f-2b0b-4cdf-9bc7-cd43f5ad9cc4> | CC-MAIN-2020-40 | http://leaderonomics.com/pdf/MSJ-171104-03.pdf | 2020-09-25T22:41:07+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00682.warc.gz | 81,565,551 | 1,829 | eng_Latn | eng_Latn | 0.998829 | eng_Latn | 0.998829 | [
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Cowra Plank
The Model
The wing is to be of solid balsa sheet & no thicker than 9mm finished.
The engine must confirm to Oily Hand engine specifications for control line.
The entire control system must exposed and visible.
The Flight
60 seconds to start engine and be in the air.
The model may be hand launched.
Manoeuvres - to be performed in the following sequence;
1. Ten upright laps flown no higher than 3.5 meters.
2. Two wingovers – must go vertical over pilot's head and level out no higher than 3.5 meters.
3. Two inside loops – need not be consecutive.
4. Two horizontal lazy eights – bottom of second lobe must be lower than middle of first lobe, need not be consecutive.
5. Two laps inverted – must be below 4.5 meters.
The flight will be timed from when the model becomes airborne to when it has returned to upright flight at the completion of the two inverted laps.
Super Plank
The Model
The model must have a separate wing and horizontal tail surface which has a fixed horizontal stabilizer and a moveable elevator.
The engine must confirm to Oily Hand engine specifications for control line.
The model must ROG
The Flight
60 seconds to start engine and be in the air.
Manoeuvres - to be performed in the following sequence;
1. Ten upright laps flown no higher than 2.5 meters.
2. Three wingovers – must go vertical over pilot's head and level out no higher than 2.5 meters.
3. Three inside loops – need not be consecutive.
4. Three outside loops – need not be consecutive
5. Three horizontal lazy eights – bottom of second lobe must be lower than middle of first lobe, need not be consecutive.
6. Three laps inverted – must be below 3.5 meters.
The flight will be timed from when the model is released to when it has returned to upright flight at the completion of the three inverted laps.
The Winner for Each Class
The pilot who successfully completes all the manoeuvres in the fastest time is the winner.
The Cowra Plank and Super Plank Racing - Rules for 2019
The aim of Plank Racing is to make it accessible to all flyers and a whole lot of fun. The rules are kept as brief as possible.
There are two classes. 'Cowra Plank' and 'Super Plank'.
You can enter in both classes
Common Rules for both Classes
Maximum engine size is .25 cu in
Two flying lines are to be used with a minimum length of 15.92 metersfrom attachment point on handle to centre line of the model's fuselage.
Models with engines up and including .15cuin plain bearing must have 3 strand line no less than 15 thou
Models with engines over .15cuin up to .25cuin and all ballrace engines must have 3 strand line no less that 18 thou.
A restraint thong must be used on the handle and attached around the wrist.
The flying lines are not to pass through the handle, but rather be attached to a heavy gauge cable passing through the handle.
Model and lines must withstand a pull test to 15 times the model weight.
A pilot may in fly both classes.
Each pilot is entitled to two attempts with only the fastest one being counted.
A different model may be used for each attempt.
Scrutineers appointed by the CD will check models, lines and do a pull test.
Three judges appointed by the CD will time each attempt and judge that manoeuvres are completed.
If the manoeuvres are judged not to be successful the flight is forfeited.
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Rothersthorpe CE Primary School Pride, Ability, Positivity
Rothersthorpe Reporting 15th April 2020
Phone: 01604 830995 Email: firstname.lastname@example.org School website: www.rothersthorpeceprimary.net
Dear Parents,
We hope you had an enjoyable Easter. It was lovely to see many families camping in the garden as well as gardening, crafting, cooking and going for nature walks.
There will certainly be lots of 'highs and lows' when self-isolating at home and we must all remember that everyone will experience many emotions at different times during this period; adults and children alike. As the poster says—give your children more playtimes if they or you are finding things difficult. Emotional resilience is also the most important skill that you can give your children—try to focus on the positive; believe in yourself; forgive yourself and others; let your child make mistakes; promote compassion and gratitude; encourage problem solving. Useful websites:
https://www.childrenssociety.org.uk/advice-hub/emotional-resilience https://www.healthychildren.org/
Kind regards, Mrs Fountain and Staff at Rothersthorpe
So many examples of our community working together
Rainbow pictures and thank you's supporting our NHS; I-Spy in Rothersthorpe village; painting a stone and tying a yellow ribbon on the tree by the Church; a trip to the Zoo –looking for animals in windows around the village; Easter eggs from the WI; shopping for those in need; wearing NHS T-shirts; virtual messy church; applauding the NHS on Thursdays.
Love your neighbour as yourself
NHS Stay Safe
Class 1—A few Easter bonnets
Please send in a photo of your child's Easter bonnet for the newsletter next week
Easter Crafts & Cooking
A beautifully decorated biscuit in the style of a Faberge egg by Lola
Happy Easter from Oscar P
Maths with Bobby Seagull
Monday at 10am—KS1
Wednesday at 10am—KS2
Friday at 10am—KS3
Live Maths sessions via the 'Explore Learning Facebook page' @explorelearning
Listen on : bit.ly/AudioElevenses
Reading at 11am each day Elevenses with David Walliams
Available on Facebook @worldofdavidwalliams
Listen on :
bit.ly/AudioElevenses
https://www.worldofdavidwalliams.com/ elevenses-catch-up
NOTICE—CLASSDOJO—Classes 2, 3 and 4
Could we ask all parents to please click on the email link that class teachers sent. The link may be in your junk box. Or please request another link from your child's teacher.
Classdojo is a great way for parents/children to upload their work, photos, videos and sound clips. The portfolio keeps a record of learning activities and fun family activities during this ''historical time'. It will be a lovely record for families and school to look back on. Classdojo can be accessed on laptops, ipads and phones. There is also a parent and teacher comment feature.
Thank you.
An interesting diagram.
IMPORTANT SAFEGUARDING
We have included an addendum to our current Safeguarding Policy to explain how our school continues safeguarding our community during this time. A copy has been emailed to all parents and a copy is also available on the school website— www.rothersthorpeceprimary.net
The main points are:
Ensuring vulnerable pupils remain a priority
Maintaining contact with parents
Continuing to work with other professionals
Reporting any concerns is still crucial
Maintaining all safeguarding procedures
Peer on Peer abuse monitoring
Update of online safety away from school and remote learning—see page 9
Please read our Safeguarding Addendum.
Good News Blog Spreading Positivity
Sisters, Bethan and Holly Botterill from Bugbrooke have created a daily 'good news' email newsletter—They hope to bring a little bit of positivity to their readers. Here are three of their articles.
- Gordon Bentley from Northampton turned 100 this week but was unable to throw the party he planned, so his neighbours stood outside their houses and sang Happy Birthday to him!
- After nearing extinction , 55 blue whales, the world's largest animal, have been spotted numerous times in Antarctica compared with just 1 in 2018.
- A company in Budapest have found a way to use recycled plastic bottles to create a more durable material than concrete, that acts as a solar panel. Once installed into driveways, can provide households with clean energy.
If you have any 'good news' to share please email email@example.com so we can include your article in our newsletter next week.
Class 3 activity: Five Acts of Kindness
Excellent work so far from Mae and Maya
Signs of Spring and lots of children gardening
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Problem Solver
Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
Solve the problems.
Raj buys 20 cupcakes priced £2.40 each and a chocolate cake priced £5.50. How much did he spend altogether?
I got £48.50 for my birthday. I spent £8.67 on Saturday and £19.49 on Sunday. How much spending money have I got left?
Mabel has 360 stickers. She shares them equally between four friends. Out of one of her friend’s share, she gives her sister 54 stickers. How many stickers does her friend have remaining?
Maths | Year 6 | Addition, Subtraction, Multiplication and Division | Addition and Subtraction Multi-Step Problems | Home Learning Task: Problem Solver
I think of a number. I divide it by 25 then multiply the answer by four. The answer is 128. What was my starting number?
On Sunday, I spend 114 minutes on my art project, and 45 minutes on my numeracy homework. On Thursday evening, I spent a total of 111 minutes on my homework. What is the difference between the time I spend doing homework on Sunday and Thursday evening?
Helena has £50. She buys eight CDs priced £4.60 each. How much money will she have remaining?
Use a pencil and a paperclip as a spinner. Flick the paperclip to choose an answer for your problem. Create three two-step problems.
1)
2)
3)
27 1094
954
153
328
485
3284
95
Problem Solver Answers
Problem Solver
Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
Solve the problems.
Maths | Year 6 | Addition, Subtraction, Multiplication and Division | Addition and Subtraction Multi-Step Problems | Home Learning Task: Problem Solver
Sarah completed her marathon raising £551.20. She shares her raised money between her four chosen charities. Her mum insisted on giving £43 to each chosen charity as well. How much did each charity receive?
I think of a number. I divide it by 25 then I subtract 45.5 The answer is 128. What was my starting number?
Lex has £95.27. He wants to buy eight DVDs priced £8.67 each. How much money will he have left?
Use a pencil and a paperclip as a spinner. Flick the paperclip to choose an answer for your problem. Create three two-step problems.
1)
2)
3)
4.5
10 343
594
148
6.8
6.90
209
701
I think of a number. I multiply the number by 100 then add 3.9. My answer is 7.85. What was my starting number?
Each table in a classroom is 100cm long and 50cm wide. There are 16 tables in a classroom. What is the total area of the tables in the classroom in square metres?
Ruby has 1.096l of juice. She shares it equally between eight cups. Her sister drinks two cups. How much juice does she have remaining?
Problem Solver Answers
Problem Solver
Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
Solve the problems.
Maths | Year 6 | Addition, Subtraction, Multiplication and Division | Addition and Subtraction Multi-Step Problems | Home Learning Task: Problem Solver
I think of a number. I divide it by 25, add 14.56 then halve the answer. My answer is 14.28. What was my starting number?
A bakery sells 19 types of muffins. They make seven of each type in every batch they bake. How many muffins does the shop bake in 40 batches?
At the fabric shop, I bought 245.67 metres of orange fabric, 94.35 metres of yellow fabric and 294.05 metres of purple fabric. I have used 144.59 metres of orange fabric, 58.74 metres of yellow fabric and 59.97 metres of purple fabric. How many metres of fabric do I have left in total?
Use a pencil and a paperclip as a spinner. Flick the paperclip to choose an answer for your problem. Create three two-step problems.
1)
2)
3)
61 9
549
271
369
204
4.5
1180
For breakfast, Helena bought a croissant for £1.86 and a glass of orange juice for £2.34. At lunch, Helena spent £4.70 on a sandwich and £1.09 on a bottle of water. How much more money did Helena spend on lunch than on breakfast?
A carpet costs £7.80 per square metre and underlay costs £3.25 per square metre. A bedroom measures 4m by 3m. How much will it cost to lay underlay and carpet in the bedroom?
45.9 x 8 = - 83.24
Problem Solver Answers | <urn:uuid:a66827df-d345-4f2f-bfe3-6987b0ed15a1> | CC-MAIN-2020-40 | http://luttonstnicholasprimary.org/classes/workpacks/y6/june15/Problem%20Solver%20Home%20Learning%20Tasks.pdf | 2020-09-25T22:18:41+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00683.warc.gz | 71,687,601 | 1,140 | eng_Latn | eng_Latn | 0.997675 | eng_Latn | 0.998014 | [
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ASBESTOS IN BUILDINGS
About 20% of all public and commercial buildings in the U.S. contain some asbestos material, according to the Environmental Protection Agency. In about two-thirds of those buildings, at least some of the asbestos material is damaged. Almost half have "significantly damaged" asbestos.
Asbestos may be found in a variety of locations:
◆ Insulation on boilers and steam pipes;
◆ Fireproofing on structural steel and decking; and/or
◆ Sprayed or troweled on plaster material for acoustic, decorative, or other purposes on ceilings, walls, and other surfaces.
Asbestos that is tightly bound or sealed into the building material does not pose a health hazard. It is only when the asbestos material becomes "friable" – capable of becoming crumbled and releasing asbestos fibers into the air – that the danger of asbestos disease exists. This can happen when asbestos-containing material becomes damaged or deteriorated due to heat, water leaks, vibration, maintenance work, or renovation.
Another potential problem exists where asbestos fireproofing is exposed to air flow, when the air space between a ceiling and the floor above is used as part of the air conditioning system of a building. This air movement can pick up asbestos fibers and circulate them throughout the building.
Workers in many construction and maintenance trades, especially those who have done plastering, fireproofing, or pipe or duct insulation may have had heavy asbestos exposure. The asbestos exposure, and therefore the health risk, for people who work in asbestos-contaminated buildings is much higher.
Health Effects of Asbestos
Asbestos causes cancer. The most common asbestos-related cancer is lung cancer. Asbestos also causes cancer of the mouth and throat areas, larynx, esophagus, stomach, colon, rectum, and kidneys.
Asbestos is the only known cause of mesothelioma – cancer of the lining of the lungs or the lining of the abdomen.
Even a very small amount of asbestos exposure can lead to cancer. People who have worked with asbestos for only a few days and members of the families of asbestos-exposed workers have been known to contract asbestos-related cancer.
Asbestos-related cancers usually do not show up until 20, 30, or more years after the person is first exposed.
Asbestos causes a progressively crippling lung disease called asbestosis. This is not a cancer, but rather is caused by the scarring of the lung tissue by asbestos fibers. (This generally results only from very heavy exposures.)
How to Identify Asbestos
It is not possible to tell whether a building material contains asbestos simply by looking at it with the naked eye. Asbestos and asbestos-substitute material look very similar.
The only way to tell for certain whether material contains asbestos is to have a small sample examined under a microscope by a specially trained laboratory technician. This can easily be arranged and results can usually be reported with 24 hours if necessary.
Asbestos Removal
Once a potential asbestos hazard is identified in a building, the best, most permanent way to reduce or eliminate the hazard is to remove the asbestos. This must be done by specially trained and equipped workers, following rigorous asbestos removal and handling procedures. If not, the asbestos removal may cause more exposure to people who use that building, and very dangerous asbestos exposures to the people doing the work.
◆ The work area should be completely sealed off with plastic sheeting and tape.
◆ All heating/ventilation openings into the work area should be sealed off.
◆ The work area should be kept under negative pressure, so no asbestos-contaminated air can escape. This is done with exhaust units equipped with special high-efficiency "HEPA" filters.
◆ Air monitoring should be done outside the work area while the job is in progress, to make sure no asbestos fibers are escaping.
◆ Signs must be posted to warn unauthorized persons from entering the work area.
◆ Everyone who enters the work area must have a respirator and protective clothing to cover their entire body.
◆ Asbestos removal workers must leave their contaminated work clothes behind and shower before putting on their street clothes and leaving the work area.
◆ Asbestos material should be thoroughly wetted down before it is removed, and should be cleaned up and placed in sealed containers while still wet.
◆ All asbestos waste must be transported away from the work area in plastic bags or other sealed containers with warning labels.
◆ When removal is completed, the work area should receive a final cleaning with wet mops and special vacuum cleaners with high-efficiency "HEPA" filters.
◆ A final visual inspection followed by "aggressive" air monitoring, in which a deliberate effort is made to stir up any remaining dust, should be done when the job is completed, in order to make certain that no asbestos contamination remains.
Asbestos is often disturbed when workers enter crawl spaces or run electric, telephone, or computer cables between floors. Building renovation work can also release asbestos fibers into the air. These activities require essentially all of the same precautions that are followed in asbestos removal.
OSHA Standards
OSHA has two separate standards governing worker exposure to asbestos: one for general industry, and one for construction. The construction asbestos standard covers asbestos removal, demolition, and renovation work. These standards are designed primarily for people who work directly with asbestos, not for people who work in asbestos-contaminated buildings. | <urn:uuid:85befaed-68fa-4a56-9aa7-0678397c20be> | CC-MAIN-2020-40 | https://teamster.org/wp-content/uploads/2018/12/asbestos.pdf | 2020-09-26T00:29:11+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00683.warc.gz | 622,911,133 | 1,099 | eng_Latn | eng_Latn | 0.998225 | eng_Latn | 0.998452 | [
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Teaching Scissor Skills
(Adapted from articles by Anne Zachry and Meredith Corporation)
Cutting with scissors requires the skill of hand separation, which is the ability to use the thumb, index, and middle fingers separately from the pinkie and ring fingers. This can be challenging for a youngster with small hands. Although many 3- or 4-year-olds have the skills needed to snip and cut, scissor skills are not fully developed until around age 6.
Select Good Scissors. Scissors come in a variety of sizes, so search for a pair that fits your child's hand. For an inexperienced cutter, select scissors with a blunt point, and give them a trial run to make sure the blades are sharp enough for cutting. Dull scissors can fold the paper instead of cutting it.
Left-handed children should always use left-handed scissors. The upper blades on true lefthanded scissors are on the left side so that children can see the cutting line. Beware of scissors that are supposedly ambidextrous; although these can easily be held with the left or right hand, the upper blade is still on the right side, which makes it difficult for lefties to see the cutting line.
Children with special needs, hand weakness, or coordination problems may need special or adaptive scissors to start, though many are able to progress to regular scissors over time. There are various types of adaptive scissors that work well for children with physical limitations. One is spring scissors, which automatically spring open after being squeezed closed. These are useful for a child with limited strength or coordination. Mounted tabletop scissors are suitable for children with one functional hand. "A pair of very small Benbow Learning Scissors, designed by an occupational therapist, can also make correct positioning easier," says Barbara A. Smith, M.S., an occupational therapist and author of From Rattles to Writing: A Parent's Guide to Hand Skills.
Blunt-tipped Fiskar scissors are preferred by schoolteachers. "The reason I have come to love the Fiskar brand is that it works," says Carol Welch, a kindergarten teacher with 23 years experience. "As parents we often think 'safety scissors' are the best option for beginners, but all too often these scissors have dull blades, which makes it harder to cut. Children who try are often unsuccessful and they become discouraged or give up. Fiskar scissors actually cut the paper successfully in a short amount of time," she says.
Stress Scissor Safety. Scissor safety is critical and should always be emphasized at the beginning of each cutting activity. Welch reveals her two "golden scissors safety rules" for her kindergarten class.
1. Scissors are only for cutting paper. Nothing else! (This includes shirts, crayons, fingers, hair, and lips.) If a child feels the need to cut something other than paper, he loses the privilege of having scissors until he is ready for another chance. If the problem happens again, the scissors are taken away.
http://www.parents.com/toddlers-preschoolers/development/physical/teaching-preschoolers-to-usescissors/
http://drannezachry.com/
2. Avoid walking with scissors. Discourage children from walking around the classroom while holding scissors. On the rare occasion that they must do so, the students know the proper way to hold them is with the blades closed, gripping the blade end in the hand, forming a fist around the blades, and leaving the handles exposed. The scissors should be held close to one's side when walking. By following this rule, there is no risk of children walking around while opening and closing the blades.
Work on Fine Motor Skills First. Before teaching your child to use scissors, have him participate in some fun activities that will strengthen his hand and finger muscles and improve bilateral coordination. Tong activities are an entertaining option. Have your child use kitchen tongs to stack small blocks or to move cotton balls from one container to another. Or jump-start his fine motor skills with these activities:
* Tear paper into small pieces to improve the ability to use both hands in a coordinated manner.
* Spin a top to exercise the muscles in the thumb, index, and middle finger.
* Punch holes on index cards with a handheld puncher to strengthen the hand muscles and improve bilateral skills.
* Squeeze water out of squirt-toys in the bathtub so hand muscles get a workout.
* Use an eye dropper filled with watercolor paints to challenge fine motor skill.
* Finger puppet play is entertaining and addresses finger isolation and dexterity.
* Place clothespins or kitchen clips on the edge of a paper plate to strengthen small hand and finger muscles and encourage bilateral skills.
Steps to Perfect Scissor Development
Start the Snipping Process. Once your child's hand muscles have strengthened and her bilateral and coordination skills have improved, introduce the scissors. Follow these simple instructions for holding scissors correctly.
1. Position the wrist so that the thumb is turned upward, the thumb joint resting inside the thumb loop.
2. Make sure the tip of the middle finger is inside the opposite loop. Some scissors have enough space for the middle and ring fingers to be positioned inside this loop. There may even be adequate space for both fingers.
3. Place the index finger outside the loop, in front of the middle finger serving as a "guide."
4. The ring finger and pinkie should be curled into the palm (unless the ring finger is inside the loop with the middle finger). "Many children need frequent help positioning the wrist correctly in the 'thumbs up' position," Smith advises. "A helpful strategy is to hold the paper above eye level or tape it to the wall so that the child is cutting upwards. Cutting in this position automatically positions the wrist correctly."
http://www.parents.com/toddlers-preschoolers/development/physical/teaching-preschoolers-to-usescissors/ Showcase Your Own Skills. Teach your own scissor skills to your child. "Modeling, while sitting beside your child instead of across, is easier, especially for kids who are challenged with body position and space," says Sunita Murty-Gami, an occupational therapist and Clinical Coordinator for PediaStaff. Be sure to explain what you are doing at each step. For example, say, "Look, I am using my thumb to open and close the scissors." Provide a visual cue, such as, "The http://drannezachry.com/
scissor blades are opening and closing like a crocodile's mouth." If your child has a difficult time manipulating the scissors, there are "two-person" training scissors available in many craft stores or online. These are excellent because they have an extra set of loops. You can hold and manipulate the outside loops while your child holds the inside loops, allowing your little one to "feel" the movement of the blades opening and closing.
Encourage Independent Cutting. Once your child can hold and manipulate a pair of scissors with ease, she is ready to cut on her own. She can start by snipping several colorful straws into small pieces. Thread a colorful piece of string or yarn through the pieces to make a bracelet or necklace. Once she has mastered snipping, offer her one-inch-wide strips of card stock, construction paper, or old file folders. The firmness of these materials makes cutting easier for a beginner because the paper doesn't flop around and the short width of the paper allows for cutting the strips in half with one snip. Never let the scraps of paper go to waste. "I often have a child snip pieces of green, yellow, and orange paper into small pieces to make leaves for a tree or sprinkles for an ice cream cone picture," Murty-Gami says.
Have your child attempt to snip sequentially by cutting across a 4-inch piece of paper and progressing to an 8-inch piece. With practice, he will learn to cut on straight lines, curved lines, angled lines, and simple shapes with skill. The cutting lines should be thick and bold in the beginning; as your child's skills improve, progress to thinner lines. If your child has difficulty staying on the lines while cutting, make a practice sheet by outlining the cutting line with two thin strips of school glue. Once the glue dries, have your child cut on the line between the ridges of glue. If he veers off of the line, he will feel a bump as he cuts across the glue strip. After completing several practice sheets, the sensory feedback should help him understand how to stay on the lines.
Encourage Scissor Skill Development. Don't worry if your child is a messy cutter at first. Kids progress at their own pace, so prepare his little hands with fun games and activities that challenge fine motor skills. Keep this development progression in mind as your kid begins using scissors:
1. The child begins to show an interest in cutting.
2. The child holds the scissors correctly.
3. The child opens and closes the scissors in a coordinated manner.
4. The child uses an entire hand to snip paper.
5. The child uses scissors to cut forward across a piece of paper with two or more consecutive snips.
6. The child cuts a piece of paper in half.
7. The child follows straight lines, with the scissors (not the paper) moving to stay on the line.
8. The child manipulates scissors and paper to cut out shapes with curves.
9. The child cuts squares.
10. The child cuts more complex shapes.Remember that using scissors efficiently is a complicated skill that improves with practice and, as we all know, practice makes perfect.
Copyright © 2012 Meredith Corporation.
http://www.parents.com/toddlers-preschoolers/development/physical/teaching-preschoolers-to-use- scissors/
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Bearpark Primary School
Homework Policy
Adopted by Curriculum and Standards Committee of The Governing Body in July 2019
Signed _________________________(Chair of Governors)
Signed__________________________(Headteacher)
Date of review: July 2021
Bearpark Primary School: Policy for Homework
Rationale
The school policy for homework was developed and agreed by the whole staff and has the full agreement of the Governing Body. The policy was approved and ratified by the Curriculum and Standards Committee of The Governing Body during the Summer Term 2019 and is regularly reviewed.
Aims
- Ensure that parents are clear about what their child is expected to do.
- Ensure consistency of approach throughout the school.
- To use homework as a tool to help continue to raise standards of attainment.
- Improve the quality of the learning experience offered to pupils and to extend it beyond the classroom environment.
- Provide opportunities for parents, children and the school to work together in partnership in relation to children's learning.
- Encourage pupils and their parents to share and enjoy learning experiences.
- Reinforce work covered in class by providing further opportunities for individual learning.
- To practise or consolidate basic skills and knowledge, especially in Numeracy and Literacy.
- Encourage children to develop the responsibility, confidence and self-discipline needed to study independently.
- To prepare Year 6 pupils for the transfer to secondary school.
The Nature of Homework
It should be noted that homework can be set in many different forms with many different expectations and outcomes. It is important to remember that when expecting and setting homework there are a number of points to consider:
1. The nature and type of homework changes throughout a pupils school career.
2. Amount and frequency of homework should increase as a pupil gets older but this may also vary through the school year and be appropriate to the ability of the child.
3. It will not necessarily come in the form of a written task.
4. Homework should be set regularly from the Foundation Stage to Year 6.
Recommended Time Allocation
If parents have any concerns they should not hesitate to contact the school. Normally, more than one day will be allowed for the completion of a homework task, except where daily practice is to be encouraged e.g. reading, spelling and times tables.
The following are government recommendations as appropriate time allocations for homework activities.
Years 1 and 2 - 1 hour per week
Years 3 and 4 - 1.5 hours per week
Years 5 and 6 - 30 minutes per day
Homework Tasks
Listed below, for each Phase of Bearpark Primary School, are a number of example tasks and activities that might be given as homework. This is by no means an exhaustive list and is open to constant change, although many of these tasks and activities will be used on a regular basis. Homework activities will change to meet the needs of the pupils involved and activities that might be occurring in class. All homework tasks and activities will have a clear purpose and assist pupils in the process of their academic development.
Foundation Stage
These may include:
- Reading books and key words
- Counting in the environment.
- Reciting nursery and counting rhymes.
- Identification of shapes in the environment.
- Fastening and unfastening buttons and zips and tying shoelaces – getting dressed and undressed etc. etc
Year 1 and Year 2
These may include:
* Reading books and key words
* Learning spellings
* Learning number facts
* Literacy activities
* Maths written method activities
Year 3 and Year 4
These may include:
* Reading
* Spellings
* Reading comprehension activities
* Maths written method activities
* Learning number facts
* Self-directed project (1 term)
* TT Rockstars
Year 5 and Year 6
They may include:
* Reading
* Spellings
* Reading comprehension activities
* Maths written method activities
* Learning number facts
* Self-directed project (1 term)
* TT Rockstars
Responsibilities
Role of the Class Teacher
- To provide an explanation of homework tasks to children and, when necessary, parents and give guidance of how they might assist their child. This may be done by
a note with the work, at a pre-school parents meeting or at an open evening if possible.
- To set up regular homework in an easily followed routine.
- To ensure that homework is set consistently across classes in the Year group.
- To set homework that takes equal and racial opportunities into account.
- To ensure any homework is purposeful and links directly to the curriculum being taught.
- To reward and praise children who regularly complete homework tasks.
- To mark homework appropriately, when necessary and give feedback to pupils.
Role of the Head teacher and Governing Body
- To check compliance of the Policy.
- To meet and talk with parents when appropriate.
- To discuss with staff how far the policy is being successfully implemented.
Role of Parents/Carers
- To support the school by ensuring that their child attempts the homework.
- To provide a suitable place for their child to carry out their homework.
- To encourage and praise their child when they have completed their homework.
- To become actively involved and support their child with homework activities.
- To make it clear that they value homework and they support the school by explaining how it can help learning.
At Bearpark Primary School we are very keen for parents to support and help their children with homework. We take the view that children are likely to get more out of an activity if parents get involved. However, there are times when we will want to see what children can do on their own. It is particularly important, as they get older, for children to become increasingly independent in their learning. If a parent is unsure about what their role should be, they should discuss it with their child's teacher.
Equal opportunities
All children are provided with equal access to homework within the curriculum. We aim to provide suitable learning opportunities regardless of gender, ethnicity or home background.
Monitoring and evaluation
The effectiveness of the implementation of this policy will be reported to the Governing Body. This policy will be reviewed and revised as necessary, but no later than July 2021. | <urn:uuid:6cbf7985-6945-4b20-b6ef-a42af244137d> | CC-MAIN-2020-40 | http://www.bearpark.durham.sch.uk/wp-content/uploads/sites/32/2019/07/Homework-Policy-July-2019.pdf | 2020-09-26T00:02:21+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00684.warc.gz | 162,255,686 | 1,264 | eng_Latn | eng_Latn | 0.996214 | eng_Latn | 0.998813 | [
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WELCOME EVERYONE TO *WEEK 2* OF THE CREATIVE SUBSTITUTE FOR "BUILDING CIRCLES OF SUPPORT!"
Hello Everyone!
Welcome to week 2 of Building Circles of Support. We continue to live in uncharted territory and for many of us this feels like a lack of structure and routine- two of the most important strategies for our children/youth with FASD! By now many of you may be enjoying your time with your children at home or have gotten yourselves into a routine that works for you. Others of you may be going "Stir Crazy", as one mom I was talking to put it. This week we would like to give you some resources of Podcasts, online resources, and other fun activities that you can try with your kids at home. The weather is finally getting nicer outside, so this can give your kids an outlet for some much needed big muscle activity.
1. First, Jeff Noble has done a good job of putting together a podcast on being a caregiver of a child with FASD during this unprecedented period. Consider taking the next 30 minutes to watch this video as a form of selfcare. He has taken his content from some reputable sources which are mentioned below (just in case you need more information to look at!!! )
(Sources: https://childmind.org/article/talking-to-kids-about-the-coronavirus/, https://www.cdc.gov/coronavirus/2019-ncov/index.html, https://www.canada.ca/en/publichealth/services/diseases/2019-novel-coronavirus-infection.html)
**Jeff Noble also recorded a podcast this week with an individual named Darlene, who is both a parent and an educator to children who are both neurotypical and who are living with FASD. She gives some tips to parents on encouraging learning in this new "homeschooling" environment. Click here for the link.
2. Go Noodle has a wide selection of child-friendly videos on movement and mindfulness to help stay active and cope with the challenges of being out of routine and the anxiety that can come along with it.
3. Easterseals also has some great resources on their website including another interactive social story to help kids understand COVID-19 (different than the one we sent last week), as well as a School Closure Toolkit that has a variety of visual ideas for sensory, movement, and academic strategies, in addition to daily schedules that are available to be printed and then cut & pasted in a format that works for your family. Creating visual schedules like these are a great way of developing a routine that your child can understand and follow!
4. Lastly, Big Life Journal has a Free Stay-At-Home Printable Care Package with lots of ideas for indoor activities to keep the kids active indoors!
We know that it has been a challenging week for everyone. We hope some of these resources help you and your family stay active and positive during this period. Please don't hesitate to reach out to the FASD Network Coordinator or contact person in your region listed below if you have questions or would like further information or support!
| In Winnipeg Dorothy Schwab (FASD Educator) Phone: 204- 258-6604 Email: dschwab@rcc inc.ca Yumna Gill: (MB FASD Center Social Worker) Phone: 204- 258-6611 Email: email@example.com a | Interlake Eastern RHA Devon Ungurain (Beausejouer) Phone: 204- 268-7434 Email: dungurain@ie rha.ca Andrea Dell (Selkirk) Phone: 204- 785-7789 Email: firstname.lastname@example.org | Prairie | Southern Health Ashley Darling (Portage La Prairie) Phone: 204-856-2044 Email: adarling@southernhealt h.ca Marijke Vonderbank (Steinbach) Phone: 204-346-7039 Email: mvonderbank@southern health.ca | Northern RHA Joanne Wyman (The Pas) Phone: 204- 623-9649) Email: jwyman@nr ha.ca | Norway House Cree Nation Lucy Muswagon (Norway House) Phone: 204- 359-6704 Email: lmuswagon@n hcn.ca |
|---|---|---|---|---|---|
| | | Mountain | | | |
| | | Health | | | |
| | | Dawn | | | |
| | | Milne | | | |
| | | Phone: | | | |
| | | 204-578- | | | |
| | | 2487 | | | |
| | | Email: | | | |
| | | dmilne@p | | | |
| | | mh-mb.ca | | | |
| | | Twyla | | | |
| | | Gilroy | | | |
| | | (Dauphin) | | | |
| | | Phone: | | | |
| | | 204-622- | | | |
| | | 6223 | | | |
| | | Email: | | | |
| | | tgilroy@p | | | |
| | | mh-mb.ca | | | |
We look forward to connecting again next week to share more helpful information and resources about FASD!
Sincerely,
-Manitoba FASD Center and FASD Network | <urn:uuid:28f93c7e-ca60-464b-a1ee-276d8f02686d> | CC-MAIN-2020-40 | https://www.fasdcoalition.ca/wp-content/uploads/2020/03/BSC_Week2.pdf | 2020-09-25T22:01:43+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00683.warc.gz | 800,669,224 | 1,235 | eng_Latn | eng_Latn | 0.996384 | eng_Latn | 0.998937 | [
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Hiking in Wallonia: along the enchanting Ninglinspo river
Rue De Louveigné 3 Aywaille - 4920
Phone number (main contact): +32 4 384 35 44
http://www.ovatourisme.be/
© MTOVA
This very varied (but tiring) walk links the Ninglinspo and Chefna rivers. The layout of the route along the Ninglinspo, on rocks and small bridges, is a true adventure. The 13 km trail can be completed in 4h30.
Along the rivers: the region's geological heritage
The landscape changes constantly, with a series of new sensations in the middle of countryside formed by eroson. Numerous small waterfalls flow into as many small basins bearing sing-song names like 'Bain de Diane'.
Near the hamlet of 'Chefna/Ville-au-Bois', with a little luck, you'll see some characteristic Ardennais cows and horses. After this settlement the trail follows the course of the Chefna to return to the Amblève valley.
Shortly before the Chefna flows into the Amblève, you will find the village of 'Quarreux'. The route then passes through the 'Fonds de Quarreux', a particularly wild stretch of the Amblève. At this point the riverbed is scattered with huge, sharp blocks of quartzite, on to which the water crashes in a magnificent spectacle...
Practical information
Departure point: parking in Sedoz (near Remouchamps)
Level: difficult
Distance: 14.6 km
Signs: blue rectangle/red diamond
Click here to download the interactive map and gpx file for this walk.
Route/Points of Interest
From the car park (S) start by following route No 21 (blue rectangle) and climb via a wooden bridge.
Turn left, then right to the Ninglinspo.
After an ascent of about an hour you'll arrive at a crossing (1), between four paths.
At this point stop following the signs (blue rectangles) and carry on straight ahead on the dirt track (VTT path 38; blue triangles with dots) to rejoin route No 22 (red diamonds). On the map the distance to route No 22 is only about 100 metres but it demands a little concentration.
Several minutes later, when you reach the summit at a second crossing, take the first path on the right. The red diamond sign is visible a few metres further on.
The trail leads to a road, which leads to a stream. This guides you several minutes later towards a fork on the high ground.
Turn left on to a new path that drops straight downwards to a gate (private property).
Further on keep straight ahead across a forest track, then take a right turn on to a narrow path that transforms into a road leading to a forest house (2) on the 'Chefna/Ville-au-Bois trail (3).
Behind the house, a dirt track descends to the right, and the arrows guide you very quickly to the other side of the stream. Depending on the growth of vegetation, the turning is not always easy to see.
Shortly before reaching the village of Quarreux, the more adventurous spirits can get to the valley alongside the Chefna on some small paths. Here, the signage is sparse, but you're unlikely to go wrong. In bad weather it's advisable to stick to the main road.
This cuts across the Chefna one last time to come out on a small asphalt road leading to Quarreux.
A few metres before the route divides to climb to the right you'll find a rest area (4).
Back at the fork, you go higher (statue of the Virgin Mary) to a residential area.
Follow the small road and descend to the N633. Cross the road, turn left, go past the Café ‘Dément-Ciel’, then under the railway,
and turn immediately right towards Amblève.
Follow the trail along the river Amblève as far as a residential area, then turn right and again go under the railway.
On the last section of the trail, follow the line of the N633 for 100 metres, then turn left to arrive at your destination.
Prepare your walk
While summer is a wonderful season for hikes, it also is the favoured one for families to enjoy swimminng in this nature site and its natural slides, so may not be the best one a peaceful walk.
Also in the area
#link[node|11206|The Caves of Remouchamps]
#link[node|7274|Heid des Gattes: a nature reserve in Aywaille]
Le #link[node|13889| The Aywaille Safari Park]
The Drouet viewpoint and its stunning panorama over the Amblève valley
The Fonds de Quarreux, an iconic geological site
In the downloadable brochure below, we have selected one of the best walks per province: natural gems, family friendly paths, memorable views along the way, trails sprinkled with history… One even will introduce you to #link[taxonomy_term|3873|the iconic abbey beers].
#display[node|37070|inline]
The information contained herein is provided as a guide only.
We recommend that you check with the local supplier before you leave.
Website editor
Michel VANKEERBERGHEN, Wallonia Belgium Tourism Chief Executive Officer (WBT asbl).
© Wallonia Belgium Tourism (WBT asbl). Avenue Comte de Smet de Nayer 14 . 5000 Namur. Belgium + 32 (0)81 84 41 00 walloniabelgiumtourism.co.uk firstname.lastname@example.org
The information contained in this document is is provided and has been compiled very carefully by Wallonia Belgium Tourism (WBT NPO). The editor cannot be held responsible for possible changes that could have occurred between the collection of data and their presence in this document.
Unless otherwise specified, the information you find in this document belongs to Wallonia Belgium Tourism (WBT NPO).
Any use or reproduction of the information require a prior written permission
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Curriculum Vitae – Boris Szarvas
Boris was born in former Tschechoslovakia in 1962. After school he started studying engineering but half-way decided to escape the then communist country in 1984, to join his biological father in Germany. He walked for three days through country side and woods, aiming for the Italian city of Trieste. His father picked him up from there and his new life started.
After recuperating his university degree in Frankfurt, being rewarded a Master in Computer Science, he worked for multinational companies such as Sun Microsystems, Thomson Reuters and Software AG (current) in a number of managerial positions.
His artistic career however, started well before, in his childhood.
Fascinated by faces and their mimic, he filled his sketch book with portraits of family and friends. In school he drew entertaining cartoons and comic stories for the student paper. Yet during puberty, as art was much less cool than sporting activities, he started to ignore his urge to draw and paint.
Fait brought him back to his talents as a new neighbor happened to be a freelance artist. For hours Boris observed him paint, learned some his techniques and then helped him to sell his paintings 'secretly'; highly illegal under the communist regime. His little 'sales job' got him frequently into trouble with the police. Back then he thought that was funny…
But it wasn't until 1985 during an art excursion where for the first time the paintings he saw started 'talking to him and telling him stories'. After that Boris consciously made the decision to take his own talent seriously and started painting. It is thanks to his wife Beata, that he started showing his paintings to other people and – just to see what would happen – offered three of them on the on-line shopping site Ebay. They sold in a matter of 30 minutes.
Since 2008 he's painted and sold doziness of his works privately. In high demand and with a firm fan base, he's exhibiting his art for the first time publicly with his 'Amato Saluzzo' series.
When asked what drives and inspires his art, Boris says he feels 'a slave to his hands'. They start itching, become restless and long to express on canvas whatever vision - be it a person, object, street corner - would trigger a 'story in his head'. He says: Everything can become ANYTHING in the eye of the beholder!
His admiration goes towards true game changers, such as Michelangelo or Nelson Mandela; individuals that have changed the course of the world's future and thus our current reality.
On a personal note, Boris is an avid sportsman. Passionate for extreme sports, he participated in the Half IronMan in 2006 and engages in open-water distance swimming since 2012. In 2016 he qualified and swam the Strait of Gibraltar – 16.4km in little over three hours. On the back of that success, he founded and launched his Extreme Sporting Club 'Amphi Due Challenges', aiming to get more 'normal' people to push their personal limits.
He lives in Frankfurt, Germany with his wife and two teenage children. | <urn:uuid:62487efd-4f36-48b7-9565-ce8a5fefd6a8> | CC-MAIN-2020-40 | http://www.principle.ch/wp-content/uploads/2016/04/Boris_Szarvas_CV.pdf | 2020-09-25T21:41:52+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00684.warc.gz | 216,419,815 | 639 | eng_Latn | eng_Latn | 0.998906 | eng_Latn | 0.999258 | [
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Modelling Sustainable Behaviour:
An Effort to Enhance Effectiveness of Community-led Conservation Initiatives for Electricity Consumption
RAVICHANDRAN K (Batch 2014-16)
Electricity is a critical energy source for any nation and its contribution to social wellbeing and economic development is well established. At the same time, electricity generation is a large contributor to Greenhouse Gas (GHG) emissions that cause climate change, and hence optimisation of production options is part of the global agenda to counter climate change. A 2015 report by the Ministry of Environment and Forests attributes 38 percent of India's GHG emissions to electricity generation. Further, while electricity is positioned as a tool to alleviate poverty at the national level, one cannot ignore the issues of intra-country equity in consumption standards.
29
The focus of policy interventions to promote sustainable consumption of electricity is directed to high energy users, namely factories and commercial establishments, while ignoring households. Yet households are not an insignificant constituency with regard to electricity conservation. In Bengaluru, households account for 77 percent of the Bangalore Electricity Supply Company's (BESCOM) consumers and contribute to 22 percent of electricity sales as per Karnataka Electricity Regulatory Commission 2014 report. The behaviour dimension of energy use which affects the usage of appliances and its actual impact on efficiency programs is least understood globally. In India too there is limited empirical research done to understand how households use electricity and what factors motivate people to conserve or use energy efficiently.
The behaviour models are qualitative and spatially non-correlated. This limits the effectiveness of common communication efforts that seek to address and change individual behavioural attitudes. My project attempted to bridge this gap, by creating a questionnaire based model to spatially differentiate community behaviours and individual attitudes towards electricity conservation, thus opening possibility of a more focused and relevant communication effort directed at individual users.
The question I started with was how to understand which consumer behaviour characteristics cultivate a lower electricity consumption pattern? How to model the types of path dependencies and their impact on sustainable behaviours relating to electricity consumption? Can such models lead to superior communication possibility for conservation initiatives?
My work resulted in a three-dimensional model which was followed by a limited testing cycle. The results and inference from this short study pointed out a range of indicators for sustainable behaviour and their variations, presenting the option of converting the score and trends of these indicators towards a more meaningful communication strategy for conservation initiatives.
Some of these analytical findings are included in a program called Vidyut Rakshaka (VR) (http:// tide-india.org/vidyut-rakshaka) which is a TIDE-WRI (World Resources Institute) initiative, supported by Societe Generale. VR is targeted as an urban initiative as cities contribute to
30
the highest household consumption. I expect VR to provide further insights into electricity use behaviour, which can help in designing policy and program-based solutions that focus on messaging and the right type of incentives to shift human behaviour. In its first phase, the VR programme resulted in approximately 17 percent reduction in consumption in the study areas in Bengaluru. A VR app for mobile phones is under development and rollout of the programme to all parts of Bengaluru, Mysore and Chennai is planned for the year 2017. Efforts to conserve electricity by adoption of efficient appliances by residences like DELP (Domestic Efficient Lighting Program) involving supply of LED bulbs, have its own embedded energy footprint for manufacturing and distribution of new bulbs, along with impact due to disposal of released bulbs. In VR the conservation focus involves prompting users to change their appliance usage behaviour as a preferred conservatory effort. Thus the incremental energy footprint of the programme is very low, making it a sustainable conservation initiative.
The interesting question would be to see if VR or a similar programme can counter the predicted annual increase in electricity consumption resulting from increasing household incomes, while meeting the needs or aspirations of the household consumers in the lower socioeconomic strata.
31 | <urn:uuid:bc119025-fbb0-4329-95a3-4caf73efdad4> | CC-MAIN-2020-40 | https://azimpremjiuniversity.edu.in/SitePages/pdf/Modelling-Sustainable-Behaviour.pdf | 2020-09-26T00:19:52+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00684.warc.gz | 292,166,740 | 795 | eng_Latn | eng_Latn | 0.99333 | eng_Latn | 0.995257 | [
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Math
Telling Time Game complete the BOOM
mlearning.com/hy perplay/KXr6jj8N
Use your Login ID
| | Monday | | Tuesday | | Wednesday | | Thursday | | |
|---|---|---|---|---|---|---|---|---|---|
| MUST DO ACTIVITY MATH ESCAPE ROOM! Click the link and use the login information to complete the BOOM cards. https://wow.boomlearning .com/hyperplay/KXr6jj8N pe86Cc8a8/6SDbwyNLfh5 GGo6np/ Use your Login ID (sent in Dojo) Password: tyman | MUST DO ACTIVITY | PIZZA FRACTIONS! Click the link and use the login information to complete the BOOM cards. https://wow.boomlearning .com/hyperplay/KXr6jj8N pe86Cc8a8/F9dZ4xtEKb5x dtqHn/ Use your Login ID (sent in Dojo) Password: tyman | PIZZA FRACTIONS! | MUST DO ACTIVITY ARRAYS AND MULTIPLICATION Click the link and use the login information to complete the BOOM cards. https://wow.boomlearning .com/hyperplay/KXr6jj8N pe86Cc8a8/FPbeThYYkhJQ sQeGe/ Use your Login ID (sent in Dojo) Password: tyman | MUST DO ACTIVITY | MULTIPLICATION CATCH Click the link and use the login information to complete the BOOM cards. https://wow.boomlearning .com/hyperplay/KXr6jj8N pe86Cc8a8/MeDGt2tXwCm e3Lavu/ Use your Login ID (sent in Dojo) Password: tyman | MULTIPLICATION CATCH | | |
| | MATH ESCAPE ROOM! | | | | ARRAYS AND | | | | |
| | | | Click the link and use the | | MULTIPLICATION | | | | |
| | Click the link and use the | | login information to complete | | | | Click the link and use the | | |
| | login information to complete | | the BOOM cards. | | Click the link and use the | | login information to complete | | |
| | the BOOM cards. | | | | login information to complete | | the BOOM cards. | | |
| | | | https://wow.boomlearning | | the BOOM cards. | | | | |
| | https://wow.boomlearning | | .com/hyperplay/KXr6jj8N | | | | https://wow.boomlearning | | |
| | .com/hyperplay/KXr6jj8N | | pe86Cc8a8/F9dZ4xtEKb5x | | https://wow.boomlearning | | .com/hyperplay/KXr6jj8N | | |
| | pe86Cc8a8/6SDbwyNLfh5 | | dtqHn/ | | .com/hyperplay/KXr6jj8N | | pe86Cc8a8/MeDGt2tXwCm | | |
| | GGo6np/ | | | | pe86Cc8a8/FPbeThYYkhJQ | | | | e3Lavu/ |
| | | | Use your Login ID (sent in | | sQeGe/ | | | | |
| | Use your Login ID (sent in | | Dojo) | | | | | | |
| | Dojo) | | Password: tyman | | Use your Login ID (sent in | | Use your Login ID (sent in | | |
| | Password: tyman | | | | Dojo) | | Dojo) | | |
| | | | | | Password: tyman | | | Password: tyman | |
| Choose a multiplication game! | | Choose a multiplication game! | | Choose a multiplication game! | | Choose a multiplication game! | | | |
Students who have access to i-Ready should complete at least 45 minutes and pass 1 lesson. | <urn:uuid:8309835d-5b83-41ef-8dc0-e9984f5e9a6e> | CC-MAIN-2020-40 | https://scottwohlers.files.wordpress.com/2020/06/grade-3-math-week-11.pdf | 2020-09-26T00:03:40+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00683.warc.gz | 587,262,549 | 1,021 | eng_Latn | eng_Latn | 0.983308 | eng_Latn | 0.983308 | [
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STRANDS AND STANDARDS EQUINE SCIENCE-YEAR
Course Description
Students will be exposed to equine science and technology principles which include genetics, anatomy, physiology/nutrition, diseases, pests, and management practices. The scientific processes of observation, measurement, hypothesizing, data gathering, interpretation, analysis, and application are stressed. Career opportunities and educational preparation are examined. Learning activities are varied, with classroom, laboratory, and field experiences emphasized.
Students will develop an understanding of the role of FFA in Agricultural Education Programs.
Standard 1
Students will understand the history and organization of FFA.
* Students will explain the mission and strategies, colors, motto, parts of the emblem, and the organizational structure of the FFA.
* Students will explain how, when, and why the FFA was organized.
* Students will recite and explain the meaning of the FFA Creed.
* Students will explain the purpose of a Program of Activities and its committee structure.
Standard 2
Students will discover opportunities in FFA.
* Students will identify major state and national activities available to FFA members.
* Students will describe how the FFA develops leadership skills, personal growth, and career success.
Standard 3
Students will determine FFA degrees, awards, and Career Development Events.
* Students will identify the FFA proficiency awards.
* Students will explain the FFA degree areas.
* Students will explain various team and individual Career Development Events.
Performance Objective
* Attend an FFA meeting.
Students will understand the benefits of a Supervised Agricultural Experience (SAE) Program.
Standard 1
Students will determine the benefits of an SAE.
* Students will define supervised horticultural/agricultural experience.
* Students will explain the importance of goals and career ladders.
* Students will explain the benefits of supervised horticultural/agricultural experience programs.
Standard 2
Students will determine the kinds of SAE programs.
* Students will describe research/experimentation and exploratory SAE's.
* Students will explain the difference between entrepreneurship and placement SAE's.
* Students will explain the characteristics of a good SAE program and student responsibilities that are involved.
Standard 3
Students will research possible SAE programs.
* Students will identify skills needed for career success.
* Students will identify career interest areas in agriculture.
* Students will explain opportunities for SAE programs.
Standard 4
Students will plan an SAE program.
* Student will identify the parts of an annual SAE program plan.
* Student will identify the steps in planning an SAE program.
* Student will discuss the function of a training plan and/or agreement in an SAE program.
Standard 5
Students will implement SAE programs.
* Students will explain the types of financial records needed to support a chosen SAE program.
* Students will discuss the importance of keeping records on an SAE program.
* Students will identify standards to follow in keeping records on an SAE program.
Performance Objective
* Develop short and long rage SAE goals.
* Develop short and long range leadership and personal development goals.
* In an approved record book, record all transactions and activities on a SAE.
Students will study career opportunities in equine science
Standard 1
Students will present the general skills required for employment.
Standard 2
Students will use resources and assess information
Standard 3
Students will describe the educational opportunities available.
Standard 4
Students will list three ways to gain experience in the horse industry.
Standard 5
Students will identify eight careers and entrepreneurship opportunities in equine science.
STRAND 4
Students will understand the history of the modern horse and the development of horse breeds, types, and classes.
Standard 1
Students will describe the development of modern horses.
Standard 2
Students will discuss the domestication of the horse.
Standard 3
Students will identify historical trends of human utilization of horses.
Standard 4
Students will describe the current horse industry.
Standard 5
Students will describe the gait and movement of horses.
Standard 6
Students will classify and describe equine as pony, light, draft, and long-eared.
Standard 7
Students will list and describe equine breeds and their origins.
Performance Objective
* Correctly classify specific equine breeds.
* Identify equine breeds.
Students will analyze equine anatomy and physiology.
Standard 1
Students will identify the external parts of the horse.
Standard 2
Students will explore equine bodily systems.
Standard 3
Students will describe the skeletal and muscular systems of the horse.
Standard 4
Students will describe the digestive system of the horse.
Standard 5
Students will describe the reproductive systems of the horse.
Performance Objective
* Identify the parts of the skeletal system.
* Identify the parts of the digestive system.
* Identify the parts of the reproductive system.
* Identify the external parts of a horse.
STRAND 6
Students will learn about equine nutrition and feeding management.
Standard 1
Students will list and discuss basic nutrients.
Standard 2
Students will identify feeds important to horses.
Standard 3
Students will balance an equine ration.
Standard 4
Students will list and describe equine nutritional disorders.
Performance Objective
* Develop a balanced equine ration.
Students will explore concepts in equine health management.
Standard 1
Students will list, identify, and describe equine diseases.
Standard 2
Students will identify horse internal and external parasites.
Standard 3
Students will properly care for hooves and explain hoof anatomy.
Standard 4
Students will determine proper horse health management practices.
* Teeth floating and aging
* Vaccination program
* Sanitation
Performance Objective
* Identify symptoms of equine diseases and parasites.
STRAND 8
Students will understand horse genetics.
Standard 1
Students will explore the fundamentals of genetics.
Standard 2
Students will investigate horse coat color and markings.
Standard 3
Students will explain the heritability of performance traits.
Performance Objective
* Predict the heritability of coat color, markings, and performance traits.
STRAND 9
Students will explore horse reproduction and parturition.
Standard 1
Students will describe the physiology of the reproduction tracts of stallions and mares.
Standard 2
Students will summarize the estrus cycle and proper times to breed.
Standard 3
Students will describe proper horse gestation management.
Standard 4
Students will explore equine reproductive technology.
* Embryo transfer
* Artificial insemination
* Cloning
Standard 5
Students will discuss proper care during pregnancy and parturition.
Standard 6
Students will describe the horse condition scoring system.
Performance Objective
* Develop a breeding schedule for a mare.
STRAND 10
Students will study and utilize equine behavior training.
Standard 1
Students will list and discuss horse behavioral categories.
Standard 2
Students will demonstrate safe handling of horses.
Standard 3
Students will explain imprinting.
Standard 4
Students will identify abnormal horse behavior (vices).
Standard 5
Students will discuss how to load and haul a horse and how to check the safety of a trailer.
Performance Objective
* Demonstrate the safe handling of horses.
STRAND 11
Students will learn about equine facilities and equipment.
Standard 1
Students will identify, discuss, and describe the usage of Western and English tack.
Standard 2
Students will outline the transportation of horses.
Standard 3
Students will investigate horse facilities and fencing.
Standard 4
Students will discuss waste management.
Performance Objective
* Develop a waste management plan.
STRAND 12
Students will know how to evaluate and select a horse.
Standard 1
Students will summarize the considerations of purchasing a horse.
Standard 2
Students will recognize the ideal horse conformation characteristics.
Standard 3
Students will recognize conformation faults and predict potential unsoundness
Standard 4
Students will present oral and written reasons in horse evaluation.
Performance Objective
Present oral reasons in horse evaluation.
* Select a horse based on conformation characteristics.
Skill Certificate Test Points by Strand | <urn:uuid:ccad4b0b-f9c9-43af-b17d-1a2b073f24c6> | CC-MAIN-2020-40 | https://schools.utah.gov/file/e926508e-913b-4dbb-a126-b02ecdbf7a85 | 2020-09-25T23:23:55+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00683.warc.gz | 586,206,833 | 1,655 | eng_Latn | eng_Latn | 0.986896 | eng_Latn | 0.990176 | [
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Kominkan-CLC International Conference on ESD
– Community Based Human Development for Sustainable Society – (Okayama City, Japan, 9-12 October 2014)
General Information
As of 11 July 2014
"UNESCO World Conference on Education for Sustainable Development (ESD)" will be held on the occasion of the final of the United Nations Decade of Education for Sustainable Development (UN-DESD) in 2014 in Japan. In conjunction with the conference, Okayama City, Executive Committee for Kominkan-CLC Conference and Ministry of Education, Culture, Sports, Science and Technology (MEXT) Japan will organize "Kominkan-CLC International Conference on ESD".
1. Background
The importance of education to solve multiple and complex issues in modern society such as climate change, loss of biodiversity, poverty and conflicts, and to create a sustainable society was recognized at the United Nations Conference on Environment and Development (Rio Summit) in 1992. After 10 years of the conference, promotion of education and learning for realization of a sustainable society was proposed. Thus, the UN-DESD was launched in 2005.
Okayama City has promoted ESD in cooperation with multiple stakeholders such as citizens, universities, government and non-government organizations since the beginning of the UN-DESD. Kominkan 1 have been active in Okayama City and they function as the basis of ESD promotion in the communities. Kominkan have promoted ESD through working on local issues from different perspectives such as environment and international understanding, to realize a sustainable society where people enjoy living with nature, respect mutually, and live together.
CLCs (Community Learning Centres) have been promoted in many countries of Asia as the basis for learning especially literacy and skill training and also community development and networking with participation and initiatives of local people.
1Kominkan is a community based learning centre in Japan, established since late 1940s.
1
"Kominkan Summit in Okayama – Community Development and Promoting Education for Sustainable Development" 2 was held in 2007, with "Okayama Declaration" as the main outcome document. Since then the mutual learning between CLCs in Asia and Kominkan in Okayama has been promoted. Kominkan and CLCs have shared experiences and understood commonalities and differences. The common understanding has been developed as follows:
- In order to realise sustainable society, community development through self-directed, self-motivated learning is essential;
- Kominkan-CLC is a space and centre for community development, and offers a space for various stakeholders to gather, meet, and has a role to play to connect and coordinate their activities;
- Kominkan-CLC has a great potential role to play in promoting ESD, but it has not yet been fully recognised and put into practice; and,
- Through sharing visions of ESD, significance and purpose of the existing activities can be re-organised more effectively and re-vitalised.
2. Objectives
- Recognize the role of Kominkan and CLC for ESD promotion.
- Share good practices of ESD implementation based on Kominkan and CLC, and discuss its achievements and challenges.
- Discuss visions of Kominkan and CLC to realize a sustainable society, and develop future strategies.
3. Expected Outcomes
- Understanding of current situations, commonalities and differences between Kominkan-CLC will be promoted, and the role of Kominkan and CLC for ESD promotion will be recognized.
- Networks among Kominkan and CLCs beyond national boundaries will be developed.
- Kominkan and CLC activities will be vitalized in particular ESD promotion for realizing a sustainable society.
4. Date
9 (Thu) –12 (Sun) October 2014, including Excursion
2 Organizers: UNESCO Chair at Okayama University, Conference of Okayama International NGO Network (COINN), Co-organizers: UNESCO Bangkok, Asia-Pacific Cultural Centre for UNESCO (ACCU)
5. Venue
Okayama Convention Center
14-1, Ekimotomachi, Kitaku,Okayama 700-0024,Japan
Website: http://www.mamakari.net/english/index.html
Different Kominkan (Community Learning Centres) in Okayama City (for Breakout Sessions on DAY2)
6. Organizers
Organized by
Okayama City
Executive Committee for Kominkan-CLC Conference
Ministry of Education, Culture, Sports, Science and Technology (MEXT), Japan
Co-Organized by
UNESCO Asia-Pacific Regional Bureau for Education (UNESCO Bangkok)
UNESCO Asia-Pacific Regional Bureau for Science (UNESCO Jakarta)
UNESCO Institute for Lifelong Learning (UIL)
National Kominkan Association
In Co-operation with
Institute for the Advanced Study of Sustainability, United Nations University (UNU-IAS)
Asia-Pacific Cultural Centre for UNESCO (ACCU)
The Japan Society for the Study of Kominkan
The Japan Society for the Study of Adult and Community Education
7. Participants
Expected participants are as follows:
Kominkan-CLC personnel, supporters, and learners.
Practitioners of ESD, and those interested in ESD.
8. Language
Official language of the Conference will be English and Japanese.
Simultaneous interpretation will be provided between English and Japanese.
9. Tentative Programme Outline ※ 1
9 October: Plenary Session (Opening Ceremony, Keynote Speeches ※ 2 and Panel Discussion, Welcome Reception) ※ 3
10 October: 7 Breakout Sessions, Plenary Session
11 October: Plenary Session (Drafting Outcome Documents and Adaptation), Side Events, Farewell Party
12 October: Excursion ※
4
※1: Please refer "Annex 1: Tentative Programme" for the detail.
※3: Special Session (afternoon of 9 October and whole day of 10 October)
※2: Please refer "Annex 2: Keynote Speaker Profiles" for the detail.
MEXT Japan, has been promoting, since 2013, a programme called "Support Programme for Activation of Social Education centering on such institutions as Kominkan," which has been much anticipated as a new mean to promote revitalization of Kominkan. Special Sessions during the Conference will serve as reporting sessions on the achievements by the Programme. A few good practices will be presented during the thematic breakout sessions. The Special Session will be conducted only in Japanese.
※4: Programme for ESD Excursion is being prepared in order for the Conference participants to enjoy the activities related to ESD and sustainability in some localities in the prefecture of Okayama and in Seto Inlands Sea. The details will be announced separately on late date.
10. Registration Fee
The registration fee of the conference is free.
11. Registration
Registration will start in the middle of June 2014. Please register on the Official Website of "Kominkan-CLC International Conference on ESD".
The deadline of registration will be 31 July (Thu.).
URL: http://kominkan-clc.jp
12. Contact
UNESCO World Conference on ESD Promotion Bureau Okayama City, Japan
1-1-1 Daiku, Kita-ku, Okayama City, 700-8544 Japan
TEL: +81-86-803-1354, FAX: +81-86-803-1777
E-mail: firstname.lastname@example.org
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* One dozen #2 pencils
Boswell Elementary
Supply List 2018-2019
Kindergarten
* Six plastic folders with pockets and brads (2 blue, 2 red, 2 yellow)
* Two boxes of 24 count crayons
* Boys – One box gallon size freezer bags
* One clear plastic pencil box 8 1/2 x 5 1/2
* Girls – One box quart size freezer bags
* Change of clothes in zip lock bag with child's name on it
* One 1 inch binder clear view
* Two packages of BIG PINK ERASERS
F
irst Grade
* One large bottle of glue
* Two boxes 16 or 24 count crayons
* One package of glue sticks
* Four plastic folders with pockets (red, blue, green, yellow)
* Girls – One box quart size freezer bags
* Two spiral notebooks (70 sheets per book) Boys – One box gallon size freezer bags
* One large pink eraser
* One 1" inch binder clear view
Second Grade
* Four wide ruled spiral notebooks (70 sheets per book - red, blue, green, yellow)
* Two packs WIDE-LINES loose leaf notebook paper
* Four plastic folders with pockets & brads (red, blue, green, yellow)
* Two large pink eraser
* Two dozen #2 pencils
* Plastic Box: STERILITE Brand
* One box of 16 or 24 count crayons
* One box of colored pencils
* Boys – One box gallon size freezer bags
* One 1" inch binder clear view
* Girls – One box quart size freezer bags
Boswell Elementary Supply List 2018-2019
Third Grade
* Two composition notebook
* Five plain folders with pockets and brads
* Four boxes of #2 pencils 24 count
* Two packages of cap erasers
* Pencil pouch (no boxes)
* One package of color pencils
* One 3 pack glue sticks
* One box of 16 or 24 count crayons
* One yellow highlighter
* One box of Zip-Lock bags - any size
* One Black dry erase marker
* One package of baby wipes
* One 1" inch binder clear view
* One cotton white T-shirt
* Earbuds
Fourth Grade
* Two packs loose leaf notebook paper - WIDE RULE
* Six plain folders with pockets and brads
* Six spiral books
* Four packages of cap erasers
* Four dozen #2 pencils (No Mechanical Pencils)
* One 3-holed binder zippered pencil pouch
* One package of colored pencils or crayons
* Four dry erase markers
* Boys – One box of Kleenex
* One 1" inch binder with clear plastic cover
* Girls – One box sandwich or snack bags
* Earbuds
Fifth Grade
* Two packs loose leaf notebook paper
* Five plain folders with pockets and brads
* Four plain colored spiral notebooks
* Three dozen #2 pencils (No Mechanical Pencils)
* Two bound composition notebook
* Two packages of cap erasers
* Two packages of dry erase markers
* One package of colored pencils
* One 3-holed zippered pencil pouch
* Earbuds
* One 1" inch binder clear view | <urn:uuid:a05fe972-67aa-491e-8651-0f50264d718d> | CC-MAIN-2020-40 | http://boswell.polk-fl.net/wp-content/uploads/2019/06/Supply-List-1920.pdf | 2020-09-25T23:30:58+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00684.warc.gz | 19,893,072 | 701 | eng_Latn | eng_Latn | 0.983201 | eng_Latn | 0.982487 | [
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Coping with Drought on the Rio Grande
By Zack Guido
This article is part one in a series exploring the impacts of the current drought on water management and agriculture in New Mexico's Lower Rio Grande Valley.
Ditch runners—men patrolling irrigation channels—twist open steel gates cut into concrete waterways in New Mexico's Lower Rio Grande River Valley, bathing pecan orchards in water and nurturing vibrant chili plants.
At first sight, all seems a healthy, hydrated green. The upstream reservoirs, however, paint a darker, drier picture—one that water managers believe may be the new normal and will force agriculture to adapt to a diminished water supply.
Water storage in Elephant Butte and Caballo reservoirs, which supply water to about 90,000 acres of farmland in New Mexico and half the population of El Paso, Texas, has plummeted amid a decadelong drought. Stores in both reservoirs stand at less than 10 percent of capacity, and water destined for those pecan trees and chili crops is all but exhausted. Until a string of wet years restocks the reservoirs, agriculture and urban needs will be forced to make up shortfalls using groundwater and other practices.
When flows in the river and storage in Elephant Butte and Caballo reservoirs are sufficient, EBID doles out 36 inches of water per acre of land, which is considered a full irrigation allotment. In some years, EBID has allocated more; recently, the allocation has been less.
"In about 1978, we began a 23-year full-supply of surface water," said Gary Esslinger, director of the Elephant Butte Irrigation District (EBID). "We had plenty of snowpack runoff. The lakes were full. We were just over our heads in surface water."
In 2003, drought set in. It was a wake-up call, Esslinger said.
Dry Times
On the Rio Grande—historically the wellspring for more than five million people in Colorado, New Mexico, Texas, and Mexico—coping with scarcity has become a reality, and water management and use in the region may be a leading example of how to adapt to drier times.
Water Use
The Rio Grande flows about 1,800 miles from the peaks of southern Colorado to the Gulf of Mexico, forming the international border between the U.S. and Mexico. The primary use of water changes with geography. In northern New Mexico, Rio Grande water supplies a substantial portion of urban water needs for Albuquerque, while irrigation draws the most water in the southern part of the state.
Elephant Butte is New Mexico's largest reservoir on the Rio Grande, storing about 2.2 million acre-feet of water. An acre-foot covers one acre of land in one foot of water and satisfies, on average, the annual water needs of about eight Albuquerque residents. The U.S. Bureau of Reclamation jointly manages Elephant Butte with Caballo Reservoir, a smaller structure about 25 miles down river that impounds an additional 350,000 acrefeet. In a good year, these reservoirs release about 790,000 acre-feet; 416,000 is allocated to the Elephant Butte Irrigation district (EBID) in southern New Mexico, and 314,000 and 60,000 acre-feet are passed to Texas and Mexico, respectively.
Low streamflows in the Rio Grande have been, on average, the rule in the past decade. The headwaters above Del Norte, Colorado, where most of the flow in the Rio Grande originates, have been about 83 percent of the historical average since 2002, marking the driest decade since the 1950s and early 1960s. Precipitation in the headwaters has been below average eight of the last 10 years. The low flows have caused storage in Elephant Butte to tank, leaving little water for farmers (Figure 1).
"In terms of releasable water, we will be down to zero [by the end of the irrigation
continued on page 4
http://climas.arizona.edu/feature-articles
Southwest Climate Outlook, August 2012
Coping with Drought continued
season]," said Phil King, professor of civil engineering at New Mexico State University and an EBID consultant.
The low flows have forced EBID to allocate only 10 inches per acre to irrigators this year; last year it was only 4 inches. Since 2003, EBID has doled out a full allotment only once, in 2008.
The recent dry spell is not unusual. Researchers at the University of Arizona used tree rings to recreate streamflows at Otowi Bridge, about 60 miles north of Albuquerque, for the years 1450–2002. This 552-year record shows five 10-year periods in which flows were less than the lowest values measured by stream gauges (Figure 2). The most persistent drought occurred in the late 1800s, when flows measured 73 percent of average during an 11-year period.
The 20th century is not representative of streamflow variability in the Rio Grande, said Connie Woodhouse, professor at the University of Arizona's School of Geography and Development and co-author of the tree-ring reconstruction of Rio Grande streamflows. "We have longer droughts and more severe [lower] flows reconstructed," she said.
The record is a warning: the severity, frequency, and duration of droughts in the future may exceed those of recent years, which will create additional challenges for water management and use.
http://climas.arizona.edu/feature-articles
"The greatest uncertainty is the changes that are coming with climate change," said Filiberto Cortez, manager of the Bureau of Reclamation's El Paso Field Division. Historical practices are changing, he added.
new strategies to boost supply, including capturing monsoon torrents by building earthen structures that funnel water spilling from drainages into irrigation canals.
Adapting to Drought
While best estimates from climate models suggest the future will be drier, recent trends suggest that drier climes already have set in.
"Average [Rio Grande streamflows] seem to be on a long-term decline," King said, adding that future droughts likely will become more severe.
In many places in the Lower Rio Grande, groundwater has been the saving grace during the last dry 10 years. Farmers and urban water managers have supplemented meager surface water allotments by ramping up pumping, lowering water levels in some areas.
"The groundwater is hydrologically connected to the river. It's not magically making water; it's really borrowing it from future water supplies," King said.
Pumping groundwater is also more costly than river water and saltier, which over time can lower crop yields. For smaller farms or those on tight budgets, pumping groundwater likely is only a shortterm coping strategy and not a sustainable policy. This has led EBID to explore
"We've been really intense in developing a stormwater management plan to capture the water and use it to recharge our aquifer," Esslinger said.
Capturing monsoon precipitation, however, cannot completely compensate for reductions in streamflow experienced in the recent decade, King said. Other changes also likely will be needed.
"Farming will adapt," King said. "I think what you will see is a change in the crop types. Probably, [farmers will] concentrate what little water there is on smaller acreage and grow higher value crops."
While it easy to see gloom in a drier future, farmers and other water users will respond, perhaps in unexpected ways.
"Farmers here are very progressive, very innovative," Esslinger said. "Garlic and things that we've never thought of may be grown here and may be a new source of agriculture."
Part Two in this series will be issued in September and will explore how farmers are coping with the current drought.
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SCIENCE: The science program instills and reinforces a sense of curiosity and discovery in the investigation of the world. Students are encouraged to learn scientific principles, vocabulary, inquiry, experimentation, and reporting at the appropriate skill level for the age. Whole class/small group instruction, verbal and visual presentations, journal keeping, and making real world connections help this subject to come "alive" for the students.
Overview: across the grades levels, introduces, refines, and masters the following:
* Earth science
* Geology
* Astronomy
* Water, weather and climate
* Oceanography
* Life Science o Cells, structure, function, processes
* Plants o Animals o Ecosystems and the diversity of living things
* Health o Body Organs
* Physical Science
* Matter
* Motion and forces
* Energy
* Waves o Light
* Electromagnetic Systems
* Scientific Method
* Lab Reports
* Science Fair
Sampling of topics covered:
Grades 1 – 3
* Comparing and contrasting living and non-living things.
* Understanding that there is interdependence among living organisms within a geographic area which calls for mutual care and nurturing within an environment, specifically the Arctic and rainforest.
* Recognizing the similarity in familiar animals and plants.
* Studying the life cycle of a plant · Introduce the five senses and their functions · Develop and understanding of proper nutrition and hygiene
* Understand the necessity for personal safety · Looking at fossils that give evidence of prehistoric life
* Recycling
* Understanding that sun, water, and air are major factors in weather
* Recognizing fair weather and storm clouds.
* Understanding the movement of the major bodies in our solar system
* Understanding the concept of rotation; why the sun appears to rise and set
Grades 4 – 6
All of the above, as well as:
* Classifying geologic eras.
* Identifying the earth's surface and interior make-up.
* Classifying rocks using characteristics of each type.
* Studying volcanoes, earthquakes, movements of continents, creation of mountains.
* Examining fossils, their type and formation.
* Recognizing constellations, visible planets · Identifying the three states of water: solid, liquid, gas
* Distinguishing between weather and climate
* Understanding condensation, precipitation, evaporation, freezing, and melting
* Understanding how clouds form
* Comparing and contrasting the parts of plant cells and animal cells.
* Describing how cells are organized.
* Understanding that plants and animals go through predictable life cycles: growth, development, reproduction, and death.
* Classify living things by kingdom, phylum, class, and order, family, genus, and species.
Jr. High
All of the above, as well as:
* Executing the process of scientific inquiry and reporting, including clearly stating the purpose or question, planning the experiment, collecting the necessary materials, formulating a hypothesis, perform an experiment to test the hypothesis, executing the systematic and precise collection and reporting of date, and formulating conclusions based upon the data.
* Encouraging students to take responsibility for their own learning.
* Devising procedures for carrying out independent investigations within the framework of the Science Fair project.
* Developing awareness of environmental issues and the global impact of human actions.
* Learning the parts of and learning to use a compound microscope.
* Using the microscope to identify and differentiate the parts of the cell.
* Understanding the difference between self and cross-pollination.
* Identifying the types of leaves and their classifications.
* Comparing groups of organisms in terms of their diversity and analyze and compare the theories of Lamarck and Darwin.
* Learning the levels of classification for: kingdom to species; living things; vertebrates, and invertebrates.
* Analyze the effects of inertia in everyday experience.
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This reflects your listening experience of social distancing during the Covid19 Pandemic of 2020
Listening Passport belonging to
3
Collect
Write down all of the sounds you hear
Select
Describe some of your good sounds
Personal notes
Use this for your own notes or comments
4
6 – 17
18 – 33
34 – 38
We all have the power to change our own environment and the impact it has on us. When we change the way we look and listen at our surrounding then change will happen.
This Listening Passport will help you. This is for you to use alone, with mates online or in a family setting.
Upload your recordings to instagram using the hashtags #listeningpassport and #isolationsounds. Follow @thelisteningpassport.
There are only a few simple instructions. Please follow the simple instructions for each section. There are examples given for each task .
Your Listening passport will allow you to focus on your surroundings and environment. You will be asked to identify and describe the positive things you hear, see and feel around you.
5
Write down all of the sounds you hear
Make note if it’s daytime or night, inside or out, and if you like the sound
Like
Eg. Birds in the garden.
Outside. In a group. Summer. Daytime.
Eg. Wash washer in kitchen
Inside. Daytime.
Eg. Feeding the goldfish
Inside. Night time before bed.
Eg. Clicking a jigsaw together
Inside. Early morning.
X
X
X
X
6
7
Like
Like
Like
8
9
Like
Like
10
Like
Like
12
Like
Like
14
Like
Like
16
Inside
Outside
Inside
With others
Day
Outside
Alone
Night
Eg.
The sound of Lego bricks being connected and played with.
Inside
With others
Day
Outside
Alone
Night
20
Inside
With others
Day
Outside
Alone
Night
Inside
With others
Day
Outside
Alone
Night
Inside
With others
Day
Outside
Alone
Night
26
Inside
With others
Day
Outside
Alone
Night
Inside
With others
Day
Outside
Alone
Night
Inside
With others
Day
Outside
Alone
Night
Personal notes
34
36
38
But hark! joy – joy – strange joy.
Lo! heights of night ringing with unseen larks.
Music showering our upturned list'ning faces.
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Audience
Description
Objectives
Length
Beyond This Level
Excel Charts
This course is appropriate for users who know the spreadsheet techniques of Excel and Office 365/2016. Users should have created and edited worksheets using basic commands such as Insert, Delete, Copy, and Format. Users should be able to load, print, and save files.
This course uses a combination of lecture and hands-on exercises to familiarize students with the charting functions of the Excel program. Students learn to create, edit, format, and print charts. Manipulation of chart data is also covered.
After completing the class, students should be able to:
Set up a datasheet
Create a default chart
Identify the major elements of a chart
Create charts using the Insert tab, Charts group buttons
Change the type, layout, and style of a chart
Print a chart
Select, move, and size chart elements
Insert and delete chart elements
Format chart elements
Insert and delete text boxes
Save a chart as a chart template
Copy chart formats to other charts
Identify arguments in the series formula
Transpose data in a chart
Edit the data selection used by the chart
Change worksheet data from the chart
3½ hours
When you have successfully completed this class, the next class you should consider is Excel Level 2 or Level 3. In Level 2, students learn to differentiate between absolute and relative cell references, create and use complex formulas, manipulate large worksheets, name ranges, and link worksheets. The Level 3 course covers creating and manipulating data in a database and then performing analysis on the data. Also includes importing and exporting data into Excel, using templates to create worksheets, collaborating on worksheets by protecting and sharing them, and macros.
I. Creating Charts
A. Determining the Chart Type
B. Setting up the Datasheet
C. Creating a Default Chart
D. Major Elements of a Chart
E. Describing the Chart Tools Tabs
F. Creating a Chart with the Ribbon
G. Changing a Chart Type
H. Changing a Chart Layout and Style
I. Printing a Chart
II. Modifying and Formatting Charts
A. Selecting Chart Elements
B. Moving and Sizing Chart Elements
C. Deleting & Displaying Chart Elements
D. Inserting and Deleting Text Boxes
E. Formatting Chart Elements
F. Saving and Applying a Chart Template
G. Copying Formats to Other Charts
H. (Optional) Scaling the Chart Axes
III. Manipulating Chart Data
A. Identifying the Series Formula
B. Transposing Data Series Orientation
C. Editing the Data Selection
D. Changing the Data Series Order
E. Adding Data to a Chart
F. Deleting Data from a Chart
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Evolution and Natural Selection
Key Ideas:
* How does evolution work?
* Under what conditions does natural selection occur?
Old Words
Mutation: change in genetic material
Heritable: something that can be passed down from parent to offspring
Gene: section of DNA that codes for a trait
Allele: A form or type of trait
New Words
Evolution: Species changing over time
Fitness: ability to survive and reproduce
Adaptation: heritable characteristic that helps an individual survive
Natural Selection: process where individuals who are best adapted to their environment survive and reproduce
Cha-cha-cha-cha-changes!
Ever wonder why there are more and more cases of drug resistant bacteria? Ever think to yourself how there are so many different living things things on Earth? From oak trees to dogs to slime molds to flesh eating bacteria, scientists estimate there could be nearly 9 million different types of living things on our planet! How did we get all this diversity?
Scientists explain the variety of life with the theory of evolution, Over long periods of time, species change. These changes are based of the traits and adaptations that allow organisms to survive best in their environment. Over time, this creates new kinds of species.
Misconception: Evolution is a theory and a theory is just a guess.
Fact: In science, theories explain an observation in nature. A theory is based on evidence and experiments that have been repeated over and over.
Examples: Atomic Theory, Theory of Relativity, Big Bang Theory. Bazinga!
How does it work?
In our hip, modern, human society, we tend to define success as having a good job, being popular, and having a lot of money, among many other desirable traits. However in evolution, success boils down to one thing: being able to reproduce. We call an organism's ability to survive and reproduce in their current environment fitness. Individuals who are more fit produce more offspring, and are therefore more successful.
An adaptation is any heritable trait that helps an individual survive. Adaptations can be body parts, such as a giraffe's neck; colors, like a leopard's fur; mimicry, such as leaf katydids' ability to blend it with their surroundings; or physiological, like a plant that carries out photosynthesis. However, an adaptation must be something that is heritable and be passed down genetically. Learned behaviors, like how to hunt or which plants to eat are not adaptations.
Consider the following:
a.) Notice the different adaptations in the human and chimpanzee. How do their adaptations help each survive in their environment?
b.)What would happen to a chimp who had short arms? Would they be better at surviving? Would they have a higher chance of reproducing?
c.) What other adaptations can you see? In the feet? In the skulls? How do those adaptations help each species survive?
Natural selection is the the process through which the individuals with the best traits to survive in their environment produce the most offspring. Natural selection occurs when there is a competition for survival. When there are more individuals than the environment can support, there is competition for resources like food, water, shelter, sunlight and mates. Only individuals with the best traits - the most fit - will survive and reproduce.
What determines which traits are best? It all depends on the environment for that species. If the local environmental conditions change, different traits will make an organism better fit. This is when species change and evolution really happens - when the environment changes and species must have different traits in order to survive. This is why variability is so important. The more variation a species has in its gene pool, the greater the chance that one of those traits will help that individual survive should the environment change. If a species has little variability, they are at higher risk for extinction if the environment changes.
An example of natural selection is how strains of bacteria are becoming resistant to antibiotics. When we become sick or infected, we take antibiotics to kill the bacteria. However, some of these bacteria have a gene that allow them to survive even if you take antibiotics. By taking medicine, we kill the bacteria that are not resistant. Since the only bacteria that survive are the ones who are drug resistant, they go on, reproduce, and the species as a whole becomes immune to antibiotics.
Consider the following:
Photo Credit:
Natural Selection
a.)Which bunnies do you think would be the best at surviving in their current environment? Which do you think will have the most offspring? Why?
b.) What if all the snow melted? Who would be the best at surviving then?
Misconception: Traits get more advanced as evolution goes on
Fact: Fitness only refers to the ability to survive and have offspring. Adaptations don't have to be perfect, only good enough for that individual to survive, have offspring and pass down their traits. There is no "direction" in evolution, only what helps an organism survive in its current environment.
Example: Humans did not evolve to have firebreath. Sadly, there was no advantage in having firebreath to help them survive or produce offspring.
How do we get new traits?
Every heritable trait that you, your pet hamster, and every other living thing on Earth have is based off of genes. Genes are sections of DNA that code for a trait; blue eyes, brown hair, height, etc. The order of the DNA determines each trait. When parents of any living thing have offspring, they make a copy of their DNA. That copy is then passed to the next individual. However, sometimes there are mistakes made during the copying process.
Most of the time, this change does nothing. But sometimes, the change in DNA will create a new trait. If that trait helps with that individual's fitness, the trait will be passed down to the next generation, and the species will evolve.
Remember that these changes do not and can not happen in the short term. It takes thousands of generations and some cases millions of years for these change to show themselves. However, it all depends on how fast the species reproduces. For most of the animals and plants that we see in our daily life, these changes happen very, very slowly - much longer than a human lifetime. But with bacteria, like in the example discussed above, their generation time is short, sometimes only a few hours. These changes we can and do see right before our eyes.
Misconception: Humans evolved from chimpanzees.
Fact: Humans and chimps share a common ancestor, a species that lived millions of years ago that eventually gave rise to both us. All living things share a common ancestor if you go back far enough in time.
Analogy: You didn't evolve from your cousin. You and your cousin share a common ancestor with your grandparents.
Text Citations
Miller, K., & Levine, J. (2010). Miller & Levine biology (Foundation ed.). Boston, Mass.: Pearson. | <urn:uuid:a383749b-19b4-476a-82b6-edb75c2c5227> | CC-MAIN-2020-40 | http://scienceovereverything.com/wp-content/uploads/2016/11/Explainer_NaturalSelection-1.pdf | 2020-09-25T23:34:15+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00686.warc.gz | 106,928,377 | 1,422 | eng_Latn | eng_Latn | 0.805851 | eng_Latn | 0.997983 | [
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Asian Section
0543
Finding aid prepared by Gina Gariffo.
Last updated on October 21, 2016.
University of Pennsylvania, Penn Museum Archives
08/14/12
Table of Contents
Summary Information
Repository
University of Pennsylvania: Penn Museum Archives
Creator
Culin, Stewart, 1858-1929
Creator
Gordon, G. B. (George Byron), 1870-1927
Title
Asian Section
Call number
0543
Date [inclusive]
1890-1969
Extent
1.6 linear feet
Language
English
Container
1
Abstract
The Asian Section collection includes correspondence and receipts all dealing with the donation or sale of artifacts to the Penn Museum from 1890 to 1969. Artifacts are mostly from China, Korea, and Japan. Notable donors include Stewart Culin, William Pepper, Phoebe Hearst, and Worch of Paris, C.T. Loo, and Yamanaka and Co.
Biography/History
The University of Pennsylvania Museum began its collection of ethnographic objects and art from Asia almost as soon as the museum was founded in 1889. A number of Japanese, Korean and Chinese objects, including costumes, porcelains and household goods were donated to the museum as early as 1890. The Oriental section was established in 1892 with Stewart Culin as curator. In an attempt to acquire more objects from the East, Culin staged an exhibit of the museum's collection at the World's Columbian Exhibition in Chicago in 1893.
Before 1899, the Asian collection was displayed along the staircase of the University Library tower. The objects were moved into the new Museum building upon construction and found a permanent home in the rotunda above the museum auditorium in 1916. The "Chinese rotunda" hosted the "first million dollar show" according to Board member Percy C. Madeira in 1916. Represented in the display of objects available for purchase for the museum's permanent collection were Chinese porcelains from the J.P. Morgan Collection, Chinese art from the Duveen Brothers of London, jade vessels and sculptures from Worch of Paris and paintings and reliefs from dealer C.T. Loo of New York, all on loan for the show. The news media reminded its readers that the great collection would be lost to the city "if no wealthy Philadelphian takes a notion to purchase it."
The first display of Buddhist images occurred in 1899 with an elaborate altar and colorful panels and hangings. The objects and images had been supplied by Maxwell Sommerville, the founder of the museum's Buddhist and engraved gem collections. The exhibit received mixed reviews from the press and audience. However, Buddhist images would continue to be important to the museum's representation of the cultures of Asia throughout its history.
In 1915 and 1916, Carl W. Bishop, the Assistant Curator of Oriental Art, carried out a University of Pennsylvania Museum-sponsored archaeological reconnaissance in China, Korea, and Japan. Bishop again conducted a foray in 1917 and 1918 but excavation was blocked by politics, internal rebellion in China and problems with amassing a work crew and finding enough money to proceed. Eventually, Bishop did excavate at Anyang, China in 1929 while serving as Associate Curator at the Freer Galleries in Washington. C. W. Bishop's presence in China between 1915 and 1918 later led to his being implicated in the controversy surrounding the University of Pennsylvania Museum's acquisition of two stone reliefs depicting the favorite war chargers of the Emperor T'ang T'ai-Tsung, founder of the T'ang Dynasty (618-906 A.D.). The two sculptures of the horses Curly and Autumn Dew are currently on display in the Chinese rotunda of the University of Pennsylvania Museum. These sculptures were originally part of a set of six horse sculptures surrounding the Emperor's tomb in Shanxi Province where they were photographed in 1909 by Edouard Chavannes. In 1917, Bishop saw the remaining four sculptures in the Hsi-an museum where he was told that the reliefs of Curly and Autumn Dew had been taken to Beijing by the military government. The latter sculptures were purchased by the University of Pennsylvania Museum from the New York dealer C. T. Loo in 1918.
With the exception of early trips by William H. Furness, Alfred C. Harrison and Hiram M. Hiller in 1895 and some "archeaological reconnaissance" by Carl W. Bishop, no excavations in China have been conducted by the museum. Almost all of the collections were assembled through purchase and donations. George Byron Gordon, Assistant Curator of the General Ethnology section of the museum from 1903
The T'ang horses continued to be surrounded by controversy after their arrival at the Museum. Disputes about the authenticity of the sculptures and whether they represented the seventh-century originals or later reproductions persisted through the 1920's and 1930's. (see "In Defence of the Horses of T'ang T'ai-Tsung", by Helen E. Fernald in the folder "Horses of T'ang T'ai-Tsung.") The legal and moral justifiability of the acquisition of the sculptures by the University of Pennsylvania Museum was also questioned particularly when it was discovered that the inscription accompanying the four sculptures remaining in Hsi-an claimed that the T'ang sculptures in the University of Pennsylvania Museum had been removed from China at the instigation of an American imperialist presumed to be Bishop. In 1978, Derk Bodde presented to Chang Yu-lang, Deputy Director of the Shanxi Provincial Bureau of Culture, documentation that the sculptures had been purchased by a New York dealer and that C. W. Bishop had played no role in their removal from China.
until his appointment as Director in 1910 devoted considerable time and energy to acquiring Asian antiquities worthy of museum display. It was Gordon who recruited Carl W. Bishop in 1914. Following the death of George Byron Gordon, Eldridge R. Johnson, founder of the Victor Talking Picture Company, presented the Gordon Memorial to the museum. This gift included magnificent carvings on semi-precious stone, eventually displayed at the Philadelphia Museum of Art, and the famous Crystal Ball a treasure of the Imperial Palace in Peking.
George B. Gordon was succeeded as Assistant Curator by Carl W. Bishop (1914-1918). Following Bishop's tenure the Asian section has had a succession of curators with gaps between service when the section was represented by a Research Consultant or Keeper of the collection.
Scope and Contents
The textual records from the Asian Section collection series consists of 1.6 linear feet of correspondence and receipts. The records have been compiled from donors from 1890 to 1969.
There is also a translation of the text "Discriptive (sic) of the Illustrations of the 47 Ronins," collection No. 639.
The collection consists primarily of letters, correspondence, shipping information, invoices, insurance data, and receipts of artifacts bought or exhibited by the Museum, or donated to the Museum as well as background information on the artifacts. Notable donors as well as correspondents include Stewart Culin, William Pepper, Phoebe Hearst, and Worch of Paris, C.T. Loo, and Yamanaka and Co..
Other Museum Archives records related to this collection can be found in: Carl W. Bishop papers and Helen E. Fernald papers.
Administrative Information
University of Pennsylvania, Penn Museum Archives
08/14/12
Finding aid prepared by Gina Gariffo.
Controlled Access Headings
CORPORATE NAME(S)
* Worch of Paris .
* Yamanaka and Co..
PERSONAL NAME(S)
* Bishop, Carl Whiting, b. 1881-d.1942
* Getz, John, b. 1853?
* Fernald, Helen Elizabeth, b. 1921-d. 1937
* Hearst, Phoebe Apperson, 1842-1919
* Loo, C.T., b.1880-d.1957
* Johnson, Eldridge Reeves, b. 1867-d. 1945
* Lyons, Elizabeth, b. 1912-d. 1989
* Pepper, William, 1843-1898
* McCartee, Divie Bethune, Dr., b. 1820-d.1900
* Scott, Alexander
* Stevenson, Sara Yorke, 1847-1921
* Scott, Hugh, Senator, b. 1900-D.1994
* Wanamaker, John, 1838-1922
Collection Inventory
COLLECTIONS.
Box
2
2
2
Belfield, T. Broom, 1927-1976 (Bulk, 1927) .
Bell, Laura 1939.
Bowles, Gordon, 1932-1942. | <urn:uuid:b5f76ac9-f35e-44e8-bce5-2dc2098767be> | CC-MAIN-2020-40 | http://dla.library.upenn.edu/cocoon/dla/ead/ead.pdf?sort=title_sort%20desc&fq=name_facet%3A%22Gordon%2C%20G.%20B.%20%28George%20Byron%29%2C%201870-1927%22%20AND%20creator_facet%3A%22Gordon%2C%20G.%20B.%20%28George%20Byron%29%2C%201870-1927%22%20AND%20name_facet%3A%22Wanamaker%2C%20John%2C%201838-1922%22%20AND%20name_facet%3A%22Johnson%2C%20Eldridge%20Reeves%2C%20b.%201867-d.%201945%22%20AND%20name_facet%3A%22Bishop%2C%20Carl%20Whiting%2C%20b.%201881-d.1942%22&id=EAD_upenn_museum_PUMu0543 | 2020-09-25T23:38:41+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00686.warc.gz | 30,703,710 | 1,863 | eng_Latn | eng_Latn | 0.662574 | eng_Latn | 0.992439 | [
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Report of the Little Flower e.V. Directors' Board
August 31, 2019 in St. Ottilien
Dear members,
As every year, we meet for the general meeting of our association. All Sangha members who do not belong to the association are also invited. These meetings are about formalities such as elections, the annual accounts and the budget for the new year, but it is also an opportunity for us to report on our work and you have the opportunity for questions and suggestions.
First of all I would like to thank everyone who supports us so generously with money, everyone who puts their imagination and energy into projects that benefit us, a special thank you to everyone who supports the projects in India, especially Chitra and Amala. And of course, we know that Ms. Ama is still Little Flower's biggest supporter. At this point I would like to share with you some thoughts that have been going through my head for the past few weeks.
It started with the "Book of Joy" that arose from a conversation between the Dalai Lama and Bishop Desmond Tutu. Both emphasize compassion again and again and act for others as the basis of a joyful, fulfilling life. Desmond Tutu also refers to a principle called Ubuntu from his native South Africa. It says: "A person only becomes a person through other people." We can be thankful for the many opportunities that Ms. Ama has given us with Little Flower.
Shortly thereafter, a friend gave me a very old thangka that she brought back from Nepal many years ago. The picture shows Avalokiteshvara with 11 heads and 1000 arms. My interest was piqued, and I read about Avalokitshvara. According to legend, the Bodhisattva Avalokiteshvara, as a prince, intended to help all beings to free them. And he had taken an oath never to let up in it, otherwise he would shatter into a thousand pieces. According to legend, he roamed all areas of living being. Whether gods, people, animals or demons, he lingered everywhere and supported the beings to free themselves from suffering. When he looked around and looked at his work, he saw that a myriad of suffering beings had streamed in. For a moment he doubted the fulfillment of his vow and broke into a thousand pieces. Buddhas are said to have shot in from all directions in order to collect the pieces. Thanks to his supernatural abilities, Buddha Amitabha, the Buddha of Distinctive Wisdom, put Avalokiteshvara back together. This time, however, he gave him a thousand arms, each with one eye in the palm, and eleven heads. In doing so, he wanted to ensure that Avalokiteshvara could serve the beings even more effectively. (Wikipedia)
We can transfer that to our club. Together with the Sangha and the donors outside of the Sangha we can achieve so much more as with a thousand arms and many eyes and come closer to fulfilling the vow to save all living beings.
Finances
We received slightly more donations last year than in previous years. In total, it was approximately EUR 93,000 in 2018, plus the 15% share of the children's missionary "Die
Sternsinger". So far this year it looks good again, which is mainly due to a very generous donation in January.
This way we can support the projects to the usual extent this year and also next year. The transfers to India and to the children's missionary organization in 2018 were EUR 83,000 above the average of recent years. The cost of the association was EUR 564.40, which corresponds to 0.6%.
Report from India
In February I was back in India and visited the projects together with Sonja. You can read my travel report in the forum, I also brought a few copies with me.
In the meantime, the school building for the bird catchers in Paramakudi is taking shape and Amala is considering setting up a kindergarten there next to the Tuition so that the children do not have to make the dangerous journey into town every day. Little Flower is the focus of work with the children both there and in Perumalmalai, and the successes are great, as we could see again.
This experience also coincides with the assessments of the Dalai Lama and Bishop Desmond Tutu in their book of joy. He sees the only possible way to save humanity in the upbringing of children. He said: "We have to show people and especially young people the source of happiness and contentment. We have to teach them that the source of happiness is ultimately in themselves. Not in any machine. Not in technology. Not in the money. Not in power."
I am looking forward to my next visit to the children and hope to be able to accompany them for a while.
Public Relations
There is now a card set with colored drawings of the children from Perumalmalei. I brought a few and you can buy them for a donation of EUR 5.00
Sponsorships (Barbara)
Fortunately, 10 new sponsors for children were found on our waiting list, so there are currently 101 children in our program.
This year 12 children were taken out of the sponsorship program, 7 children had successfully completed their training or studies, all have very good job prospects and can stand on their own two feet. A girl fell in love and married, a boy decided to become a priest, a girl died and 2 children lost interest in school.
Amala has another boy on the waiting list, his family is very, very poor, the mother has cancer and is likely to die from it because the family does not afford chemotherapy Little Flower e.V. - Association for the Promotion of Women and Children in India can. The sister Chinna Delphina has recently been added to our program. (Helga Humer) Maybe there is someone who wants to support the boy? Amala asked me to ask.
Greeting cards (Sonja)
A total of 2486 tickets were sold in the last financial year; 400 cards more than last year. 8 women are currently working on the greeting card project. It is remarkable that 5 of the women come from the bird catcher village of Leelavathinagar. In addition, 3 young women are currently being trained.
Amala would like to thank all cardholders very warmly. She wrote to me that this was a
This year there are new Christmas motifs: Christmas trees in different designs. At the suggestion of a card purchaser, our card embroiderers have wonderfully converted motifs of black and white drawings into color. I brought some new motifs with me. You can also find them on our homepage.
wonderful program for the dropouts, women who were abandoned and widows. Women perceive their job as a safe place and family members also have great trust. When women work together they share their joys and worries. They also learn a lot about their personal health and hygiene. They also contribute their time and energy to cleaning the Playschool rooms after the children's lunch.
Budget 2020 (proposed and accepted)
Reported by Christian Herde | <urn:uuid:dcdf52d1-266c-4739-8228-3f6395fd7ee8> | CC-MAIN-2020-40 | http://www.little-flower.de/wp-content/uploads/2020/07/Annual-report-LF-directors-board-2019.pdf | 2020-09-25T21:48:43+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00685.warc.gz | 188,798,111 | 1,470 | eng_Latn | eng_Latn | 0.99927 | eng_Latn | 0.999321 | [
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Revised 05/22/2020
Home Quarantine Guidance for Coronavirus Disease 2019 (COVID-19) Close Contacts
This guidance is for individuals in close contact with someone with COVID-19.
If you are a healthcare worker, first responder, or other critical infrastructure worker, please refer to your employer and the CDC Safety Practices for Critical Infrastructure Workers web page for guidance.
Why am I being asked to self-quarantine?
You have been in close contact with someone who has known or suspected Coronavirus Disease 2019 (COVID-19). Even though you may currently feel well, it is possible that you are also infected with the COVID-19 virus. After being exposed, it can take 2-14 days for symptoms to appear, so we may not know for up to 14 days after your last contact with the individual with known or suspected COVID-19 if you are infected or not. You have been asked to selfquarantine in case you do have the virus so that you don't pass on the virus to anyone else, especially since individuals can spread the virus up to 48 hours before symptoms appear. Your actions can help prevent the spread of the disease during this epidemic.
How long should I self-quarantine?
Your last day of quarantine is 14 days from when you last had contact with the individual who has known or suspected COVID-19. If you continue to live with or care for a person with COVID-19, the quarantine guidance is as follows:
* Your quarantine will end 14 days after everyone in your household started to follow the Home Isolation Instructions for Coronavirus Disease 2019 (COVID-19).
* If you already started your 14 day quarantine and then have additional instances of close contact with a person with COVID-19 (such as being within 6 feet for prolonged periods of time, contact with their body fluids or secretions (such as being coughed on or sneezed on), sharing utensils or saliva, or you provided care without wearing protective equipment) then you will have to restart the 14-day quarantine period.
* If you do not have any symptoms, there is no need to get tested. If you have been tested, you still need to stay in quarantine for 14 days even if your test result is negative.
What are the details of self-quarantining?
You must restrict activities and limit all movements that may put you in contact with others during the quarantine period.
1. Stay home—Do not go to work, school, or public areas.
2. Do not allow visitors in your home.
3. Separate yourself from others in your home (unless they are also in quarantine).
* Select a specific room in your home that will be used for you to separate yourself from others.
Stay in this room away from other people in your home as much as possible. It is especially important to stay away from individuals who are at higher risk of serious illness if infected.
Adapted from: Los Angeles County Department of Public Health
1 of 4
Home Quarantine Guidance for Coronavirus Disease 2019 (COVID-19) Close Contacts
People at high risk for serious illness from COVID-19 include:
o People living in a nursing home or long-term care facility
o People who are 65 years and older
People of any age who have a serious underlying medical condition, especially if their medical condition is not well controlled, including:
o People who have a serious heart condition
o People with chronic lung disease or moderate to severe asthma
o People who are immunocompromised
o People with diabetes
o People who are severely obese—Body Mass Index (BMI) of 40 or higher
o People with chronic kidney disease being treated with dialysis o People with liver disease
* Use a separate bathroom, if available.
* Practice social distancing when around others in your home—Try and stay at least 6 feet away from others. When this is not possible, wear a face cover.
* Separate yourself from your pets.
* Do not prepare or serve food to others.
Can I leave my residence during quarantine?
You should stay in your place of quarantine and not enter another public or private place except to get necessary medical care.
If you do not have any symptoms associated with COVID-19, as determined by the Centers for Disease Control and Prevention https://www.cdc.gov/coronavirus/2019-ncov/symptomstesting/symptoms.html, then you may leave your place of quarantine only to procure food, clothing, or other necessities, if you:
[x] Maintain social distancing by keeping a minimum of six (6) feet of distance from other individuals at all times whenever possible; AND
[x] Wear a face covering at all times while away from your place of quarantine.
Adapted from: Los Angeles County Department of Public Health
Revised 05/22/2020
2 of 4
Revised 05/22/2020
Home Quarantine Guidance for Coronavirus Disease 2019 (COVID-19) Close Contacts
How should I monitor my health during this period?
Check your temperature twice a day. Monitor your health and watch for signs and symptoms of COVID-19, which many include any of the following symptoms:
* Cough
* Fever
* Shortness of breath or trouble breathing
* Chills
* Sore Throat
* Muscle Pain
* New loss of taste or smell
What if I develop symptoms?
If you develop any of the symptoms listed above, you may have COVID-19 and should call your healthcare provider for medical advice. Most people with COVID-19 will have mild illness and can self-isolate and recover at home. However, if you are at a higher risk for serious illness if infected, such as adults 65 years and older, pregnant women, or individuals with a health problem such as a chronic disease or a weak immune system, let your healthcare provider know about your symptoms and seek medical care early if your symptoms get worse.
Not everyone who has COVID-19 needs to be tested.
* You do NOT need to be tested for COVID-19 just to confirm you have the infection.
* You do need to remain home for 10 days from when your symptoms first appeared AND 3 days after your fever is completely gone and your respiratory symptoms have improved.
Call your healthcare provider if you have health-related concerns or questions about the need for testing. You should continue to isolate yourself and follow the guidance in the Home Isolation Instructions for Coronavirus Disease (COVID-19) If your symptoms worsen or don't improve and you need to seek medical care, make sure you put on a mask before you enter the facility to protect others from catching the infection from you. If you require emergency assistance call 91-1 and let the operator know you are a close contact to a person with confirmed COVID-19.
3 of 4
Adapted from: Los Angeles County Department of Public Health
Revised 05/22/2020
Home Quarantine Guidance for Coronavirus Disease 2019 (COVID-19) Close Contacts
What if I need to seek medical care?
If you are experiencing any mild to moderate symptoms of COVID-19, such as those listed above, call your healthcare provider to get advice by phone or telemedicine and tell them that you are a contact to someone with COVID-19.
If you need to seek medical care and have new symptoms or signs of COVID-19, make sure you put on a surgical mask. If you do not have a surgical mask, you should wear a cloth face cover.
Use a personal vehicle if possible. If you cannot drive yourself, keep as much distance as possible between you and the driver and leave windows down—You should not use public transportation.
Call 911 if you are experiencing any symptoms that require emergency assistance, such as:
* Gasping for air
* Persistent pain or chest pressure
* Bluish lips or face
* Severe persistent lightheadedness or dizziness
* New seizures or seizures that won't stop
* New confusion
* Unconsciousness
Will Public Health notify my workplace or school?
Public Health will not notify or release any personal information about you to your workplace or school unless it is necessary to do so to protect your health or the health of others.
What should I do if I have additional questions?
resources, call (442) 265-6700 for assistance.
Visit our website http://www.icphd.org/ for more information, resources, and guidance. Please call your healthcare provider for any questions related to your health. If you do not have a healthcare provider, are uninsured, or need help finding community
Adapted from: Los Angeles County Department of Public Health
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Station Name: Orientation and Safety Briefing
Location: Under tent, middle station on top of picnic table
Setup Items: Kayak, paddle, big map, little map handouts
Description: Volunteers will wear a mask while dealing with customers or when social distancing is not feasible. The volunteer manning this station will provide a safety briefing for customers covering:
* Paddling area and waterway rules
o Show map, emphasize people must stay out of the water ski zone, watch out for dam, don't dock or land at private property or Leatherlips Yacht Club property and docks
o Show coves, Twin Lakes, Eversole Run, and highlight wildlife areas
o Stay within 50 feet of shore on the river, if you cross, cross at a 90 degree angle and cross quickly. Watch out for powerboats and sailboats when crossing the river.
o All customers must wear a properly fitted and secure life jacket at all times while on or near the water (do not loosen straps after it is properly fitted).
o Volunteer safety monitors will be stationed on the water wearing neon vests. If customers need assistance or have questions, volunteers will be there to help.
o This is a dry facility, as are also the City of Columbus waterways. It is illegal to have and/or consume alcohol on the premises and on the water.
* Kayak selection and entering the kayak
o A volunteer at the water will likely ask your weight and assist in determining which boat is best for you.
o Always use 3 points of contact when entering or exiting the boat (2 feet, 1 hand/ 2 hands 1 foot/ 1 foot 1 hand 1 butt) to make the boat as stable as possible so you do not hurt yourself or damage the boat.
o Once you've been assigned a boat, get inside the boat to adjust your footpegs.
o Adjust foot pegs to a length where you are sitting up straight with your feet on the pegs, legs slightly bent so knees can push against the combing (sides of the cockpit) to provide stability. Volunteers will show how footpegs are adjusted.
o Remember your paddler's box. Be sure to sit up straight in your boat and not lean side to side to prevent tipping over.
o Once footpegs are adjusted, stand up by the back of your boat to indicate you are ready. A volunteer will assist you in carrying your boat to the waterline.
Sanitizing: Equipment should be used for demonstration only. If customers or other volunteers touch the demo boat or paddle, sanitize it with Steramine, allowing all affected areas to remain wetted for a minimum of 1 minute.
Cleanup: Sanitize the entire boat. Spray the combing, seat, cockpit, footpegs and footpeg adjusters, and both handles and allow them to remain wetted for at least 60 seconds. Replace the demonstration boat on the rack. Take the paddle to the Steramine canoe and drop it in the solution for at least 60 seconds. Return the paddle to the shed. | <urn:uuid:eba19fcd-3881-4f25-b2c2-42b6814d5406> | CC-MAIN-2020-40 | https://adaptivesportsconnection.org/wp-content/uploads/2020/06/Orientation-and-Safety-Briefing.pdf | 2020-09-25T21:49:14+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00685.warc.gz | 247,056,455 | 626 | eng_Latn | eng_Latn | 0.99529 | eng_Latn | 0.99529 | [
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February 8, 2017
Representative Ken Helm Chair, House Committee on Energy and Environment Oregon State Legislature 900 Court St. NE, H-285 Salem, Oregon 97301
RE: House Bill 2704
Dear Chair Helm, and Members of the Committee:
Drive Oregon is pleased to offer our strong support for House Bill 2704.
The transportation industry is seeing its largest and most disruptive changes in decades, as shared, connected, autonomous, and electric vehicle technologies gain increasing traction.
- Shared: Most cars sit parked over 95% of their lives. When they are driven, their average occupancy is 1.08 people. That means we're using about 1% of their potential capacity. Strategies to share these cars can dramatically reduce costs and parking needs.
- Electric: Of the potential energy in a gallon of gasoline, only about 1% actually moves the car forward. Electric vehicles are 60-80% more energy efficient. Several analysts are predicting that electric vehicles could dominate new car sales within a few decades. 2
- Connected and Autonomous: The "self driving car" is exciting, and the technology is advancing quickly, but there are many applications short of full autonomy. Simply having cars communicate with each other and with infrastructure can reduce congestion, pollution, and accidents. In fact, USDOT estimates that this technology could address over 80% of all crashes. 1
Electric vehicles will dramatically reduce the environmental impacts of driving, and are cheaper to operate. However, while their sales are increasing rapidly, they still represent just over 1% of new cars sold in Oregon, and they still have higher up-front purchase costs. A short-term investment is needed to "jump start" the market for these vehicles,
1 http://www.its.dot.gov/connected_vehicle/connected_vehicle_research.htm
2 https://www.bloomberg.com/features/2016-ev-oil-crisis/
meeting the state's environmental goals, and ensure that a broad cross-section of Oregonians can benefit from this technology.
House Bill 2704 will help jump start the electric vehicle market. The bill:
- Creates a program offering rebates of up to $2,500 for electric cars.
- Creates larger rebates of up to $250,000 for electric transit buses.
- Funds a demonstration project to increase electric vehicle use in low income households most heavily impacted by air pollution and high transportation costs.
- To increase efficiency and minimize costs, directs that the Oregon Department of Environmental Quality contract with independent third party nonprofit organizations to manage both programs, following a model that has been successful in California, Connecticut, and Massachusetts.
- Provides for $23 million in funding for the rebates through an auction of tax credits at levels comparable to what has been historically allocated to Oregon DOE transportation energy programs, and allocation of some Volkswagen settlement funds.
Electric vehicles are critical to meeting Oregon's environmental goals. Cars, trucks, and buses are a major source of smog and toxic air pollution. As the Oregon Global Warming Commission recently pointed out, transportation pollution is also the greatest challenge to meeting Oregon's greenhouse gas goals. Electric cars charging on Oregon's current grid are the equivalent of 94 MPG gas cars, and will only get cleaner in coming years as the grid gets cleaner. 3 Meeting Oregon's greenhouse goals will require dramatic acceleration of electric vehicle sales, rising to include virtually all new car sales by 2050.
Electric cars are increasingly affordable and popular. Electric vehicle sales are growing faster than hybrid car sales did in their early years, with more models being offered every year and costs dropping rapidly. There are several electric cars available for lease for under $200 per month 4 , and driving on electricity is like paying about $1 per gallon for gas. 5 The recently introduced Chevy Bolt EV has a price tag of about $30,000 after federal tax incentives, and an all-electric range of 238 miles, and was recently voted Motor Trend's Car of the Year. 6
Electric cars produce an "electric dividend" for Oregon families. For most families, transportation is the second highest monthly expense, with an average cost of $713 per month per automobile. 7 An average Oregon family can save hundreds of dollars per month driving an electric vehicle – and that extra savings can help them buy clothing, food, or even college tuition for their children.
3 http://www.ucsusa.org/clean-vehicles/electric-vehicles/life-cycle-ev-emissions#.WJiyjbYrLBI
4 See e.g. Nissan Leaf offered at $199/month with $1,999 down:
http://www.tonkinwilsonvillenissan.com/tonkin-wilsonville-nissan-as-advertised-specials
5 http://energy.gov/maps/egallon
6 http://www.chevrolet.com/bolt-ev-electric-vehicle.html
7 http://newsroom.aaa.com/auto/your-driving-costs/
The "electric dividend" also helps Oregon's economy. Oregon has no oil wells or refineries; when families shift spending away from gasoline, more of that money stays in Oregon. That shift creates up to 16 times more jobs 8 and contributes to economic growth and increased tax revenue. Oregon's electric car families already add an estimated $10 million annually to our economy, and every time a family chooses an electric vehicle, it stimulates Oregon's economy enough to increase tax revenue by up to $1,503. 9 Third party economic analysis of the rebate Drive Oregon proposed during the 2015 Legislative session showed that it would increase Oregon GDP by a net of $83 million. 10
The most effective way to advance electric vehicles is "cash on the hood." Multiple studies - and real-world experience - shows that lowering the upfront purchase cost of these cars is the best way to increase sales. 11 There are also strong counterexamples: for example, the Atlanta area emerged as a top electric vehicle market thanks to a $5,000 state incentive. When that incentive ended, sales dropped over 80%. 12 While Oregon has been a leader in many ways, electric vehicle sales are still lower here than in neighboring California and Washington State, which both provide incentives for vehicle purchase.
Rebates make electric cars affordable for middle class Oregon families. Electric cars are cheaper to operate than gasoline cars, but they are still more expensive up front – and those $200/month leases often require down payments of $2,000 or more. A rebate can be used as the down payment on a vehicle lease or purchase, is certain and immediate, and is available even to working families that don't have much tax liability. These factors make rebates the best way to make electric vehicles more affordable for middle class families.
Electric transit buses also need rebates. Like electric cars, electric transit buses are clean, efficient, and cheap to operate. Several Oregon transit agencies, including the Lane Transit District and TriMet, are beginning to add electric buses to their fleets. However, these buses also have higher initial purchase costs that are difficult for transit agencies to cover. HB 2704 will help accelerate transit electrification by providing purchase rebates to lower these costs as well.
Oregon has done a good job in providing charging infrastructure and supportive public policy; a purchase incentive for the vehicles themselves is the key policy we are missing.
Thank you again for the opportunity to testify.
8 http://www.caletc.com/wp-content/uploads/2012/11/economic-jobs-assessment-fact-sheet.pdf
9 The Returns to Vehicle Electrification, www.driveoregon.org
10 http://driveoregon.org/new-report-documents-economic-impact-of-state-electric-vehicle-rebateprogram/
11 https://www.nytimes.com/2015/10/17/business/international/norway-is-global-model-forencouraging-sales-of-electric-cars.html?_r=0
12 http://www.utilitydive.com/news/georgia-electric-vehicle-sales-shrink-80-in-wake-of-tax-creditrepeal/434092/
Best regards,
Jeff Allen Executive Director Drive Oregon firstname.lastname@example.org (503) 724-8670
About Drive Oregon. Drive Oregon is a nonprofit organization working to accelerate the growth of the electric and "smart" mobility industry and promote greater adoption of these technologies. Historically, Drive Oregon has been funded in part by Oregon State Lottery funds through the Oregon Innovation Council, but our work on this proposal is funded by our 120+ member companies and organizations; no state funds are ever used for such purposes. | <urn:uuid:43ac9b9d-3652-409f-8edb-70aa7a4e7786> | CC-MAIN-2020-40 | https://olis.leg.state.or.us/liz/2017R1/Downloads/CommitteeMeetingDocument/96738 | 2020-09-26T00:22:32+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00685.warc.gz | 529,318,354 | 1,747 | eng_Latn | eng_Latn | 0.997128 | eng_Latn | 0.998328 | [
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What to do today
IMPORTANT Parent or Carer – Read this page with your child and check that you are happy with what they have to do and any weblinks or use of internet.
1. Imagine how characters might react.
* Read Messenger's Proclamation
* In the story this proclamation is read to Mufaro, Manyara and Nyasha.
How do you think they will react? If you were in the story, how would you react?
2. Read the next part of the story
* Read Manyara's Journey to find out what happened to her after she had heard the proclamation.
* Write down what you would have done, with each of the people that she met.
3. Listen to the whole story being read.
* Listen to this reading of the whole story. https://www.youtube.com/watch?v=dP9cQkS8p2Q&t=24s
* Answer the Story Questions.
4. Think about the character of the King
* Write notes around The King. What do we know about him from the story? What do you think about him? Was he fair?
Try the Fun-Time Extras
Can you try telling the story of Mufaro's Beautiful Daughters to somebody else?
Can you act out a scene from the story?
Messenger's Proclamation
The most worthy and beautiful daughters in the land are invited to appear before the King, and he will choose one to become Queen!
Manyara's Journey
Read about Manyara's journey and decide what you would do.
That night when everyone was asleep, Manyara stole quietly out of the village. She had never been in the forest at night before and she was frightened, but her greed to be the first to appear before the king drove her on. In her hurry, she almost stumbled over a small boy who suddenly appeared, standing in the path.
The boy told her he was hungry and asked her politely for something to eat.
1. What would you do? Why?
After travelling for what seemed to be a great distance, Manyara came to a small clearing. There, silhouetted against the moonlight was an old woman seated on a large stone.
The woman gave advice. She told Manyara that she would see laughing trees but must not laugh in return. She told her that she would meet a man with his head under his arm and that she must be polite to him.
2. What would you say? Why?
Manyara came to the grove of trees and they did seem to laugh at her.
3. What would you do if the trees laughed at you? Why?
Later Manyara saw the man with head tucked under his arm.
4. What would you do? Why?
Story Questions
1. Were you surprised about how Manyara treated those she met? Why/Why Not?
2. What did Manyara say about the monster that she saw?
3. How do you think Nyasha felt as she went into the chamber?
4. Why did Mufaro say that he was the happiest father in all the land, at the end of the story?
The King | <urn:uuid:909dbd6a-d640-4822-a25f-d96ac79360b5> | CC-MAIN-2020-40 | https://arkconway.org/sites/default/files/Year%204%20Week%206%20Day%202_1.pdf | 2020-09-25T22:31:57+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00687.warc.gz | 264,169,846 | 634 | eng_Latn | eng_Latn | 0.998694 | eng_Latn | 0.999156 | [
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The Weston Federation Uniform Policy
Introduction
It is our policy that all children should wear school uniform when attending school, or when participating in a school-organised event outside normal hours. We provide a complete list of the items needed for school uniform in our school prospectus and on our website.
Aims and Objectives
Our policy is based on the notion that a school uniform:
- promotes a sense of pride in the school;
- promotes a feeling of community and belonging;
- is practical and smart;
- identifies the children within the school;
- is not distracting in class (as fashion clothes might be);
- makes children feel equal to their peers in terms of their appearance;
- is regarded as suitable, and good value for money, by most parents;
- has been designed with health and safety in mind.
Jewellery
On health and safety grounds we do not allow children to wear jewellery in school. The exception to this is stud earrings in pierced ears. We ask that parents remove earrings before school on their allocated day for P.E. and games.
Hair
The school does not permit children to have haircuts that could serve as a distraction to other children. Extreme hairstyles are unacceptable e.g coloured, patterned etc. Sensible, plain headbands, ideally in school colours may be worn. Bows must be small and again preferably in the school colours. No bandanas are to be worn.
Footwear
The school wants all children to grow into healthy adults. We believe that it is dangerous for children to wear shoes with platform soles or high heels in school, so we do not allow these. Neither do we allow children to wear trainers to school; these are appropriate for sport or as leisurewear, but are not in keeping with the smart appearance of a school uniform. School shoes must be black in colour.
Please note that in the cold weather boots may be worn to school but children MUST bring a change of footwear to be worn during the school day.
The role of parents
We ask that all parents who send their children to our school for their support of the school uniform policy. We believe that parents have a duty to send their children to school correctly dressed and ready for their daily schoolwork. Parents should ensure that their child has the correct uniform.
The school welcomes children form all backgrounds and faith communities. If there are serious reasons, for example religious objections, why parents want their child to wear clothes that differ from the school uniform the school will look sympathetically at their requests. Similarly, should an item of the school uniform prove problematic for a pupil with disabilities then parents are invited to draw this to the attention of the Principal.
The role of governors
The governing body supports the schools in the Weston Federation in the implementing the school uniform policy. It considers al representations from parents regarding this policy, and takes into account national regulations concerning equal opportunities. In doing so we ensure our school uniform policy is consistent with the policy on equal opportunities. Governors ensure that the school uniform policy helps children to dress sensibly and smartly in clothing that is hardwearing, safe and practical.
School Uniform –Weston Infant Academy
Navy sweatshirt or cardigan with gold edging and the school logo
Gold polo shirt with logo
Grey skirt/ grey pinafore dress/ grey trousers
Grey tights or white, black or grey socks
Black shoes
Summer Uniform
Blue and white check dress/ grey skirt/ grey pinafore dress
Navy sweatshirt or cardigan with logo
Grey trousers/ shorts
Gold polo shirt with logo
P.E. Kit
White T- shirt
Black shorts
Black pumps
School Uniform –Weston Junior Academy
Navy sweatshirt or cardigan with gold edging and the school logo
White shirt/blouse
School tie
Grey skirt/ grey trousers
Grey tights or white, black or grey socks
Black shoes
Summer Uniform
Blue and white check dress (optional)
P.E. Kit
Navy sweatshirt
White polo shirt (logo optional)
Black shorts
Black pumps
Swimming
At the Junior Academy, children who go swimming will need a swimming cap, swimming trunks or a swimming costume. No bikinis or tankinis. | <urn:uuid:63cd2275-9d98-4c4c-a35b-f53a3341490e> | CC-MAIN-2020-40 | http://westonfederation.co.uk/wp-content/uploads/2020/06/The-Weston-Federation-Uniform-policy.pdf | 2020-09-25T23:03:16+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00688.warc.gz | 135,872,876 | 853 | eng_Latn | eng_Latn | 0.893629 | eng_Latn | 0.997105 | [
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Make Way for Chipmunks!
By Dawn Pettinelli, UConn Home & Garden Education Center
Local chipmunk populations seem to be booming this year. These cute little rodents are running rampant throughout my yard, stuffing their cheeks with birdseed and then burying clusters of seeds in my garden beds. Up pops a dozen or so sunflower or millet plants where you would least expect them.
The eastern chipmunk (Tamias striatus) is a very distinctive member of the squirrel family. Its 5 to 6-inch body is covered with short, dense, rusty red fur. The tail is another 3 to 4-inches long and held upright as the critter scurries along. Five black and 2 white stripes run down its back and sides. The cheek pouches of the eastern chipmunk can hold a large amount of food and stretch to 3 times the size of its head.
While natural habitats from Maine to northern Florida include forests and woodlands, chipmunks are quite content to inhabit urban and suburban parks and yards. They especially appreciate the birdseed we humans leave out in hopes of attracting feathered friends.
Chipmunks are omnivores with nuts, berries, seeds and fruits making up the majority of their diets. They will also consume insects, slugs and worms, occasionally feeding on bird's eggs, frogs and even baby birds. Most likely their abundance this year is due to the heavy acorn crop in many places last year as well as a mild winter.
The burrow that a chipmunk digs is quite amazing. The 2-inch entrance hole leads to a tunnel 2 to 3 feet down and 10 to 30 feet long. Off the main tunnel are chambers used for storing food, giving birth, sleeping and defecating. Once the burrow is excavated, the chipmunk plugs up the original entrance hole with its tell-tale mound of dirt and makes a less conspicuous entrance perhaps under a fallen tree or rock.
In Connecticut, chipmunks typically have two litters per year, one in early spring and the other in mid-summer. After mating, males and females go their separate ways and the male does not participate in rearing the young. After a gestation period of about 30 days, 2 to 5 hairless, blind young are born.
The female is an attentive mother for the first 6 weeks or so as the young begin to venture outside the burrow. She then starts becoming more aggressive with them forcing them to start foraging on their own. At about 10 weeks, the young are no longer allowed into her burrow and must find new homes. As a rule, chipmunks are solitary creatures coming together only for mating purposes.
They can be quite vocal with shrill, repeated chirps. It is thought that these might be to signal mating interest or territorial in nature. They also are made when a threat is sensed. Chipmunks have a fair number of predators including hawks, owls, foxes, weasels, coyotes and snakes.
During the winter, chipmunks spend long periods sleeping but do not go into a true hibernation. They are able to slow down their heart rate and lower their body temperature, but they wake up every so often to feed on stored seeds and nuts and to defecate.
While they are cute and fun to watch, too many chipmunks can be a nuisance. In the garden, they are digging holes and most annoyingly, digging up newly planted transplants leaving them with their exposed roots to die in the hot sun. They often dig up recently planted bulbs as well. Some they eat but the unappealing ones they just leave on top of the ground. Apparently, we gardeners are invading their territory, and this is how they let us know that they do not approve.
Another issue with chipmunks is that they can undermine patios, porch steps, rock walls and other structures because of their digging habits. They can be excluded from some areas by using quarter inch mesh hardware cloth. Other control mechanisms include trapping, repellents and landscape modifications.
For questions about chipmunks or for questions on other gardening topics, feel free to contact us, toll-free, at the UConn Home & Garden Education Center at (877) 486-6271, visit our website at www.ladybug.uconn.edu or contact your local Cooperative Extension center. | <urn:uuid:a6a94efb-6dd1-42ff-b6c8-e64b0ae0d429> | CC-MAIN-2020-40 | http://www.ladybug.uconn.edu/index_291_3172082290.pdf | 2020-09-26T00:07:13+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00688.warc.gz | 187,102,797 | 903 | eng_Latn | eng_Latn | 0.998631 | eng_Latn | 0.998594 | [
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KNOW HOW TO KEEP YOURSELF, YOUR FAMILY, TEAMMATES, AND COACHES SAFE WHEN RETURNING TO PLAY.
The safety and well-being of our members and soccer community are of utmost importance. Paris Saint-Germain Academy USA is strictly following the guidelines and recommendations set by the competent authorities.
BEFORE ANY TRAINING SESSION, CAMP OR COMPETITIVE EVENT (PREVENTION AND SCREENING)
COACHES & STAFF
→ Educated and trained on the Return to Play protocols.
→ Required to attend workshops aiming to continuously educate and train the staff on the Return to Play protocols.
→ Mandatorily screened every 15 days.
→ Disinfecting equipment every day. Coaches will use their own equipment and properly sanitize it before and after every training session using disinfectant products.
PLAYERS
→ Adhere to all Return to Play protocols.
→ Wash hands thoroughly before any session.
PARENTS
→ Understand and adhere to guidelines and Return to Play protocols set by competent authorities and by Paris Saint-Germain Academy USA.
→ Ensure their child is aware of the Return to Play protocols.
→ Check their child's temperature and their own before coming to any training session.
→ Ensure their children are visibly healthy and notice any cough and/or difficulty breathing or tiredness.
→ Pay attention to symptoms including: Sore throat, congestion, headaches, muscle and joint pain, chills, nausea or vomiting, diarrhea, loss of sense of smell, etc. Please seek medical attention and do not come to the field if you experience any Covid-19 symptom.
→ Notify the coach and club immediately if your child becomes ill for any reason.
CHECK-IN
PROCEDURES
/
COACHES & STAFF
→ Check-in will only be through an established area outside of the field, easy to identify (Social distancing of 6 feet will be enforced at the check-in).
→ Temperature checks will be conducted at the check-in daily, for coaches, staff, and players. Players who exhibit a temperature of 100 degrees Fahrenheit or more will be asked to leave.
→ Ask each athlete how they are feeling and if they are experiencing any signs or symptoms of COVID-19. If the athlete shows any signs or symptoms of infection, they will be sent home. We will follow the standards of the CDC, identifying symptoms as shortness of breath, having a cough that gets more severe over time, and a low-grade fever that gradually increases in temperature and fatigue.
→ Each field has a one-way entrance and a one-way exit, which must be respected.
→ Ensure all athletes have their individual equipment (water, shin guards, etc.).
→ At the beginning of every practice, coaches will take attendance.
PLAYERS
→ Sanitize hands upon arriving (must be provided by parents).
→ Wear facial masks at drop-off and during the check-in process.
→ Players are highly encouraged to wear a mask until the start of physical activity.
→ Respect and practice social distancing.
→ Place equipment, bags, etc. at least 6 feet apart in the designated area.
PARENTS
→ Adhere to social distancing guidelines.
→ Masks are mandatory for parents at all times, while doing the check-in, as well as in the common areas or inside locations.
→ Parents need to provide adequate preventive supplies for individual precautions, as well as the Safety Kit provided by Paris Saint-Germain Academy USA.
DROP / -OFF DURING ANY TRAINING SESSION, CAMP
OR COMPETITIVE EVENT
COACHES & STAFF
→ Ensure that drills/exercises provide for adequate social distancing.
→ Coaches need to wear a face covering at all times in presence of players or staff and must follow all social distancing practices.
→ Coaches are the only people to place/pick up/touch cones, discs, or training equipment.
→ Encourage players to wash their hands or use hand sanitizer.
PLAYERS
→ All players must adhere to social distancing guidelines set by competent authorities and Paris Saint-Germain Academy USA.
→ Listen carefully to your coaches' instructions for appropriate social distancing measures to be maintained or to maximize social distancing during intensive soccer activities.
→ Players CANNOT touch any training equipment before, during or after training.
→ Do not share food or equipment.
→ Players must have their own bottle of water. Sharing bottles will be strictly forbidden and we encourage players to bring enough water for the entire practice.
→ Players are encouraged to bring and wear cloth face coverings/masks to use while inside locations with other players (i.e. lobby, video analysis room, hallways, restrooms, etc.) or during any breaks. Gloves and masks are allowed for players but are not required.
→ Players are encouraged to bring towels to wipe off sweat.
→ No physical contact between players is permitted (no high fives, hand shakes, knuckles, or group celebrations).
→ Hand washing and sanitizing will be encouraged throughout the day by staff and coaches.
PARENTS
→ Spectators (non-players and parents) will be requested not to be on-site for any training sessions or practices.
PICK UP
PLAYERS
→ Wash hands thoroughly after training. Mask will be required while waiting to be picked up.
→ Wash & sanitize your training equipment after every training.
→ No gatherings post practice will be allowed.
PARENTS
→ Masks are mandatory for parents during pick-up.
→ Ensure child's clothing is washed after every training session.
→ Ensure all equipment is sanitized before and after every training.
→ Notify club/coach immediately if your child becomes ill for any reason.
PERSONAL HYGIENE
→ Wash your hands frequently, before and after all practices, with soap and water for at least 20 seconds or use antibacterial gel with a minimum of 60% alcohol.
→ When sneezing or coughing, cover your nose and mouth with the inner angle of your arm or with a disposable napkin if available, and proceed to wash your hands.
→ Don't touch your face, including your mouth, ears, eyes and nose.
→ Bring towels to wipe off your sweat.
→ Use your own equipment (water bottle, towel, personal hygiene products, etc.).
IN CASE OF A POSITIVE TEST
IF YOUR CHILD HAS HAD A DOCUMENTED CASE OF THE COVID-19 INFECTION:
→ Alert all parents in the same attendance group over the last 14 days.
→ A doctor's note is required to clear the player to participate in training sessions. (Child must not show signs or symptoms of COVID-19 in the past 14 days). | <urn:uuid:e35c3e22-8d87-4f26-8069-b545fbc00cdd> | CC-MAIN-2020-40 | https://www.psgacademyusa.com/wp-content/uploads/2020/08/safety-measures-document.pdf | 2020-09-25T23:55:26+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00687.warc.gz | 969,087,606 | 1,342 | eng_Latn | eng_Latn | 0.997808 | eng_Latn | 0.997978 | [
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Centre Number
………………………………….…..….…
EUROPEAN CONSORTIUM FOR THE CERTIFICATE OF ATTAINMENT IN MODERN LANGUAGES
For Examiners' Use Only
Candidate No.
………………………………….………
EN-B1
Signatures
Name (BLOCK CAPITALS)
..........…………………………………
ENGLISH LANGUAGE
Listening
Signature
Level B1
Marker 1
……………………..
……………………………….……....
Date
approx. 25 minutes
Marker 2
……………………...
…....… / ……….. /….
25 marks
INSTRUCTIONS TO CANDIDATES
Fill in the boxes on the left-hand side of this page.
Write all your answers in this test booklet.
Try to answer all the questions.
Write clearly.
Write all your answers with a blue or black pen.
No dictionary may be used.
The use of digital assistance is strictly prohibited.
INFORMATION FOR CANDIDATES
This test contains two parts. For the listening test you must use audio recordings. The Consortium will not be responsible for any additional information given by the invigilator.
Listening Part One
You are going to hear the story of the famous native American leader, called Crazy Horse. Listen to the text and choose the correct answer (1-10).
There is an example (0) at the beginning.
You are going to hear the text twice. Do as much as you can the first time, and finish your work the second time. At the end of the listening you have 60 seconds to complete your answers. Now you have 2 minutes to study the sentences below.
Crazy Horse
6/ Crazy Horse
A/ prayed every day.
B/ killed only birds.
C/ became a hunter.
7/ The Lakota chiefs
A/ had no large families.
B/ gave food to the poor.
C/ ate a lot of meat.
8/ Crazy Horse liked
A/ living in his village.
B/ being a leader.
C/ being on his own.
9/ His name means
A/ wild horse.
B/ strange man.
C/ the chieftain.
10/ On the mountain he
A/ did not sing.
B/ had no food.
C/ did not dream.
FILL IN EACH SPACE WITH THE CORRECT LETTER.
| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
|---|---|---|---|---|---|---|---|---|---|
| C | | | | | | | | | |
Marking – DO NOT WRITE HERE
Listening Part Two
You are going to hear part of a radio programme where a reporter named Julie is having a conversation with a lucky person. Listen to their conversation and answer the questions (1-10) with a few words with a few words.
The first one (0) has been done for you as an example.
You are going to hear the text twice. Do as much as you can the first time, and finish your work the second time. At the end of the recording you have 90 seconds to finalise your answers. Now you have 90 seconds to study the questions below.
HOLIDAY IN THE BAHAMAS | <urn:uuid:8b20a21d-04b3-4022-88cf-594a810bbfbc> | CC-MAIN-2020-40 | https://ecl.hu/wp-content/uploads/EN_B1_listening.pdf | 2020-09-25T22:16:21+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00688.warc.gz | 358,914,223 | 689 | eng_Latn | eng_Latn | 0.986254 | eng_Latn | 0.997467 | [
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Residual Limb Care and Hygiene
For amputees, "an ounce of prevention is worth a pound of cure" as the saying goes. The skin on your residual limb needs to be healthy to enable you to be as active as possible without experiencing pain or discomfort. New amputees often need to gradually increase the time that they are wearing their artificial limb to let their residual limb adjust to being in a socket. During this time and once you are wearing your artificial limb regularly, proper residual limb hygiene is essential to prevent skin disorders.
Perspiration is one of the common irritants affecting the skin. The skin helps regulate body temperature by producing sweat (perspiration), which evaporates and cools the body. Especially as we head into summer, we often become more active and the heat makes us sweat more, making perspiration more of a concern.
Our perspiration contains solids which accumulate in the socket of an artificial limb and on the residual limb. These solids, combined with the warm, moist environment within the socket, make an ideal breeding ground for bacteria. In addition, as perspiration builds up it can also lead to "pistoning" (moving around within the socket), which in turn can chafe the skin and cause abrasions.
The residual limb is confined in a socket all day long. Air does not circulate around it to evaporate the perspiration, so sweat can be trapped against the skin. If the residual limb is not kept clean, it may become infected easily and may develop a bad odour. Small irritations from rubbing of the socket may become so serious that the artificial limb cannot be worn.
Tel.: 1 877 622-2472
Fax: 1 855 860-5595
The first – and most important – rule for the health of the residual limb is: KEEP IT CLEAN. Cleaning the residual limb should become part of your daily routine, just like brushing your teeth.
Keep it Clean
The Residual Limb
* Cleaning the residual limb should preferably be done at night. Morning washes are not advised unless a stump sock is worn because if the skin is damp it can swell and stick to the inside of the socket.
* Wet the skin thoroughly with warm water.
* Use mild fragrance-free soap or an antiseptic cleaner if you prefer.
* Work up a foamy lather. Use more water for more suds.
* Rinse with clean water, making sure all traces of soap are gone. A soapy film left on the skin may be an irritant.
* Dry skin thoroughly.
The Socket/Liner
* The socket/liner should be cleaned often – every day in warm weather, to cut down on the accumulation of dried perspiration on the inner surface.
* Wash it at night to give it time to dry thoroughly.
* Wash with warm water (not hot!) and mild soap.
* Wipe out with a cloth dampened in clean water.
* Dry your socket thoroughly before putting it on. Amputees who use silicone liners might want to consider having two, to allow one to be left for 24 hours to dry.
The Sock
Wearing a light stump sock may have a cooling effect, as well as providing additional padding for the residual limb. Stump socks can also help wick perspiration away from the skin, for instance one that contains CoolMax® fabric by DuPont.
* The stump sock needs to be changed every day (and sometimes more often in hot weather), and should be washed as soon as it has been taken off so perspiration doesn't dry in it. Use mild soap and warm (never hot!) water.
* Rinse thoroughly.
* A rubber ball of a similar size can be put inside to help retain its shape.
Residual limb
cleansing at night.
As well, freshening up partly through the day (or just after a recreational activity) by cleaning your residual limb, socket and/or liner or sock, is a good idea. Moist towelettes really do come in handy at this time!
Small disorders can quickly get out of hand and, if not properly treated, can lead to a more serious condition preventing you from wearing your artificial limb until the condition heals. If skin disorders do persist, amputees should consult their physician for treatment – a minor disorder may become worse if incorrectly treated. Other articles are available on skin conditions and treatments, that will help you identify skin problems, and cover products that are available to treat specific conditions. | <urn:uuid:25594874-e222-46e0-b37b-7ca6b8918d56> | CC-MAIN-2020-40 | https://amputesdeguerre.ca/pdf/english-site/ways-we-help/health-and-well-being/residual-limb-care-and-hygiene.pdf | 2020-09-25T21:41:16+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00691.warc.gz | 263,179,878 | 929 | eng_Latn | eng_Latn | 0.997301 | eng_Latn | 0.997291 | [
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Test Your Bible Knowledge By Katrina Cassel
The Bible is the most important book you'll ever read. It's the perfect Word of God. It's your guide for life (Psalm 119:105). How well do you know your Bible? Take the quiz below to find out. You might want to have your whole family take it together and see who does the best!
Circle the correct answer for each question.
1. What garden did Adam and Eve live in?
a. Gethsemane
b. Eden
c. Hanging gardens
2. Who committed the first murder in the Bible?
a. Cain
b. Abel
c. Adam
3. Where did God give Moses the Ten Commandments?
a. Egypt
b. Mt. Sinai
c. Canaan
4. How many years did the people wander in the wilderness?
a. 40
b. 12
c. 20
5. Which book of the Bible tells of a Jewish queen who saved her people?
a. Genesis
b. Esther
c. Ruth
6. Who was the only woman to be a Bible judge?
a. Ruth
b. Deborah
c. Esther
7. What Judge was able to kill a king because the judge was lefthanded?
a. Gideon
b. Samson
c. Ehud
8. What judge was known for his strength?
a. Gideon
b. Samson
c. Ehud
9. Who was the best friend of King Saul's son Jonathan?
a. Absalom
b. Solomon
c. David
10. Luke was a:
a. doctor
b. tax collector
c. lawyer
11. Besides being a missionary, Paul was also a:
a. tent maker
b. fisherman
c. doctor
12. The love chapter is found in what book of the Bible?
a. Romans
b. 1 Corinthians
c. Galatians
13. The Fruit of the Spirit is found in what book of the Bible?
a. Romans
b. 1 Corinthians
c. Galatians
14. The book of the Bible that has the faith "hall of fame."
a. Ephesians
b. Hebrews
c. Revelation
1
15. The author who wrote the most New Testament books was a. John
b. Luke c. Paul
Answers: 1-b, 2-a, 3-b, 4-a, 5-b, 6-b, 7-c, 8-b, 9-c, 10-a, 11-a, 12-b, 13-c, 14-b, 15-c
10-15 right You're a Bible Expert! Way to go!
5-9 right You're a Bible Learner. Try to learn something new about the Bible each week.
0-4 right You're a Bible Beginner. Take time to read a bit of God's Word each day.
Katrina (Kathy) Cassel
The Christian Girl's Guide to Me: The Quiz Book, The Christian Girl's Guide to the Bible, The One Year Book of Bible Trivia for Kids
Kathy lives in the Florida panhandle with her husband, six of their eight children and an assortment of pets.
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YMPEP Planning Team Meeting
Meeting Summary, 10/9/2017
Support and Backbone Staff: Matthew Shellhart – CHOICE, Megan Moore– CHOICE, Carol Palay- CHOICE
In Attendance: Yasmina Aknin – Cowlitz County Health and Human Services, Dianne Swanson – Cowlitz County Health and Human Services Department, Casey Peters – Lewis County Public Health and Social Services, Ben Johnson – Mason County Public Health, Jenna Machado - TOGETHER, Stacy Mueller – True North-ESD 113, Ophelia Noble – South Kelso Community Health Advocate Coach, Ginger Hake – Wahkiakum Community Network, Dawn Maloney – Youth and Family Link, J.P Anderson –Lewis County Health and Human Services, Pam Watson – Lewis County 4H, Mary Goelz – Pacific County Public Health , Curt Spahn – Lewis County Sherriff's Department, and Chris Hawkins – Thurston County Public Health and Social Services
Location: WSU Extension Office, 351 NW North ST Chehalis, WA 98532
I. Welcome and Introductions:
Matthew Shellhart, Program Manager for the Youth Marijuana Prevention and Education Program at CHOICE, welcomed attendees and facilitated introductions. Matt then walked through the desired outcomes of the meeting agenda which were to review the Mission Statement, Theory of Change Statement, primary problems, intervening variables, and contributing factors to make sure all members of the group agreed on the outcomes. He also wanted to develop the inputs (infrastructure) of the Logic Model.
II. Announcements
* The next meetings are being scheduled and a calendar invitation will be sent out to each group member with location details.
* Matt received explanation on the Mission Statement and Theory of Change Statement from the Department of Health, who clarified that they are separate from each other
III. Changes/ Additions
Matt reviewed the primary problems, intervening variables, and contributing factors that the group previously decided on and welcomed them to make additions before it is finalized.
The group added the following changes in purple:
1. Youth with low/poor grades (C's, D's, and F's)
b. Behavioral health issues
a. Income
c. Adverse Childhood Experiences
i. Suspension of children by race
d. Discipline within the schools (in school suspension vs. offering help)/Behavioral management
ii. Cowlitz county has high number of racial disparities for in-school
e. Community – Primary focus is not just kids who earn poor grades
suspensions and juvenile justice
f. Dropout rates/attendance
g. School district policy follow up on younger populations such as middle school
* Why are these problems on a county and community level?
o Socio-economic factors/barriers
o Cowlitz- general lack of acknowledgement/value of education
o Mobility
o Transportation barriers/lack of resources
o Parental support
o Racism/ Discrimination
o Community Norms
o Poverty
2. Youth who live with someone that has/uses marijuana in the home
b. Different views on Medicinal Use vs. Recreational Use
a. Community Norms
c. Legal/Non-legal economic reality of an industry
* Why are these problems on a county and community level?
o High use rates in adults
o Community Norms
o Recreational sites/Density of retailers
o Could look at past information on how we have dealt with alcohol and apply that framework to marijuana
o Alcohol and marijuana relationship
o Policy opportunities - social host ordinance
II. education
I. Lack of communication and community input
3. Parents who have not talked to their youth about using marijuana in the past 12 months
b. Parents not addressing medical reasoning for use
a. Community Norms
c. Mixed messages
e. Lack of clear information
d. Misunderstanding of risks associated with marijuana use and youth
f. Don't drug and drive
h. Against cultural norms/ religious differences
g. Dual worker homes/single parents
i. Parents talking to youth about marijuana, illegal until 21 years of age (mixed messages)
k. How do you proceed in law enforcement?
j. Consequences – what are they, is there follow through
I. Now you need more legal proof to issue an MIP in Lewis county
II. Minor in possession laws very costly
* Why are these problems on a county and community level?
o Lack of prosocial opportunities/Nothing else to do
o Lack of concrete data
o Lack of long term opportunities/no positive future outlook
a. Poverty
4. Rural communities that receive little to no funding for education and prevention
b. Trust (small communities are closer, have less trust for outsiders)
d. Community Norms
c. Mobility
e. So many other factors like mental health overshadow this issue, it becomes a back burner
* Why are these problems on a county and community level?
o Lack of treatment services
o Lack of prevention services
o Not enough representation
o Co-occurring- dual diagnosis, self-medication
o Lack of capacity, etc.
o Stigma
o Lack of neighborhood collaboration
o Lack of data/empirical services
IV. Inputs (Infrastructure)
After group discussion on additions, Matt then moved on in the Logic Model to developing inputs/infrastructure. The group came up with the following:
o All overlapping variables are in red
1. Youth with low/poor grades
* YMPEP Regional Program
* Schools that do not have CWPI's
* School districts
* Local pediatricians/Clinics
* Input from parents
* Courts – Juvenile Courts
* Community Health workers – peer to peer, wrap around program (teacher, parent, principal, student)
* Community Health Advocates
* Mental Health and Treatment Services
* Church groups/ Youth groups
* Coordinator – to help form partnerships and connections between population being served and those providing service
* Coaches
* Law enforcement
* Community leaders/Community stakeholders
* Liquor and Cannabis Board
* Media outlets
2. Youth who live with someone who has/uses marijuana in the home
* YMPEP Regional Program
* Nurse family partnership
* Marijuana retailers
* Creating a wide reach so people have a sense of privacy and do not have to "out" themselves
* Parents as teachers
* Occupational therapists/In-home services
* WIC program partnerships
* Head start
* Community Health Workers
* Clinics
* Peer to peer
* Liquor and Cannabis Board
* Law enforcement
* Community leaders/Community stake holders
3. Parents who have not talked to their youth about marijuana in the past 12 months
* Media outlets
* YMPEP Regional Program
* Counselors
* Schools
* Clinics
* Coaches
* Marijuana retailers
* Church groups
* Head Start
* Parent teacher organization
* Let's make talking about marijuana more "normal"
* Cultural Humility - It makes a difference who is talking and how they are talking
* Community Health workers
* Liquor and Cannabis Board
* Law enforcement
* Community Stake holders
4. Rural communities that receive little to no funding for education and prevention
* Media outlets
* YMPEP Regional Program
* Schools – gathering places for small communities
*
* Festivals for outreach
Coaches
* Local coalitions
* Community Health Workers
* Neighborhood organizations
* Elected officials
* Tribes
* Volunteers
* Churches
* Retirement Community
* Law enforcement
* 4H
* Liquor and Cannabis Board
* Media outlets
* Community leaders/Community stake holders
V. Regional Strategies and Implementation Guidance
After discussing inputs/infrastructure, Matt lead the discussion around regional strategies. Regions must spend 70% of their time on primary activities and 30% of their time on innovative activities. The group
had discussion around strategies that different counties wanted to focus on but the goal is for all counties to pick similar strategies as a regional approach.
Some group members brought attention to other organizations that are already taking action, but Matt wanted everyone to keep in mind that the YMPEP program is not a duplicate effort but it is filling the gaps and working together with other organizations as a collaborative effort.
There was also some confusion around the requirements of each strategy. The group was not sure if they must do something from each strategy but not all options or if they must do all options. Matt will get clarification from the Department of Health before the next meeting.
The group then conversed on how they are going to reach out to decision makers to share about YMPEP.
* Strategy A, Activity P1 – Reach out to decision makers to promote prevention work
o Quarterly contact with the county Board of Health and elected officials will be made in person, through social media, newsletters, emails, etc.
o Each county will create a team to write a summary/presentation of YMPEP efforts to reduce youth marijuana use and present it to the Board of Health at least once a year in person.
* Strategy B Brainstorming
[x] Educate retailers about youth access law
o Activity P2 – Educate marijuana retailers on the law and potential harms of youth marijuana use
[x] Assist retailer in complying with laws
[x] Liquor Control Board must give classes to retailers monthly – sold to minor, overserved, fee reduction for education, give compliance checks, and receive data
* Already in place but can create connections to implement relationships with local retailers
VI. Next Steps and Closing
[x] Each county creates local partner w/ control board and retailers
* The next YMPEP meeting is on November 13 th , 2017, from 1 pm – 4 pm at the River Street Meeting Room
* Finalize and review the inputs/infrastructure in the Logic Model
o 25 River Street, Cathlamet WA 98612
* Continue developing regional strategies | <urn:uuid:9901cde1-a40b-4679-bec7-3a5d5ec80c59> | CC-MAIN-2020-40 | http://www.cpaawa.org/wp-content/uploads/2017/10/YMPEP_Summary_10092017.pdf | 2020-09-25T21:57:19+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00691.warc.gz | 161,685,398 | 2,041 | eng_Latn | eng_Latn | 0.969265 | eng_Latn | 0.981738 | [
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Catering Policy
Incorporating the EYFS
Rationale
This policy is written to comply with the standards set out in the 'Education England: Requirements for school food regulations' (2014). The governing body and SLT have developed this whole school food policy to in line with the national school food plan in terms of leadership, provision, food education and wider well being. The governors receive regular reports on compliance and the SLT, together with the chef, regularly review this policy to adhere to new legislation.
The role of the chef
The chef will be responsible for:
- Leading and managing the catering department under the guidance of SLT.
- Ordering food and supplies.
- Devising menus that comply with school food standards.
- Complying with government buying standards for food and catering services in terms of salt, fat and sugar levels.
- Undertaking monthly stock takes and food consumption analysis and reporting this to SLT.
- Ensuring the safe and secure storage of food and supplies.
- Ensuring that the environment is clean and tidy, meeting legal and statutory requirements for health and safety and food hygiene.
- Managing the catering budget in consultation with the headmistress.
- Ensuring the safe use and maintenance of both gas and electrical appliances according to regulations.
- Conducting health and safety risk assessments in liaison with the site manager.
- Reporting any repairs or defects to the site manager.
- Keeping up to date with safeguarding training and policies.
- Contributing to the school's SEF.
Menus
Menus are devised by the chef to provide a variety of food that meets the nutritional needs of the children. Children will be encouraged to make healthy choices. The science and PHSE curriculum reflect the school's healthy eating ethos.
The menu will take into account the school food standards in terms of requirements for fruit and vegetables, milk and dairy, starchy foods, foods high in fat, sugar and salt, meat, fish, eggs and beans. Fresh water will be provided for each child at lunch time, with continued access throughout the day.
Food Hygiene
The chef will comply with the Food Standard Agency's guide and will keep up to date with changes in regulations and legislation. All catering staff will be aware of the department of Environment guidance in terms of food safety. Monitoring of food quality on delivery, storage temperature, serving temperature and expiration dates will be conducted daily. Additionally, daily checks of the environment will be done alongside monitoring of compliance of all catering staff by the chef. Children will learn about food hygiene through science and PSHCE lessons and good practice will be promoted daily. | <urn:uuid:a6dd7b67-6c54-47e5-af40-c8e9a2bd2333> | CC-MAIN-2020-40 | https://harvingtonschool.com/wp-content/uploads/2020/07/Catering-Policy.pdf | 2020-09-25T22:07:31+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00690.warc.gz | 413,000,526 | 526 | eng_Latn | eng_Latn | 0.998303 | eng_Latn | 0.998319 | [
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15.07.19 EVERWIN MATRIC. HR. SEC.SCHOOL Std: IX-X LEADERSHIP CAMP TOPICS FOR SITUATIONAL ROLE PLAY
1. A friend of your's is troubling his/her parent for a costly mobile.
2. A fire accident occurs in your neighbour's house and a child is trapped inside.
3. An officer demanding Bribe from a honest person and gets caught by officer.
4. A plane gets hijacked by terrorists.
5. Harassment by group of students a physically challenged student.
6. Water scarcity issues in your locality
7. Financially down parents arranging monetary funds and admitting child in the top most school.
15.07.19 EVERWIN MATRIC. HR. SEC.SCHOOL Std: IX-X LEADERSHIP CAMP (QUIZ)
1. When was Mr. K. Kamaraj born?
2. What did he possess at the time of his death?
3. What was the amount demanded by Mr. K. Kamaraj's mother?
4. How did Nehru (compliment) praise Mr. K. Kamaraj?
5. How was Tamilnadu called as earlier?
6. Where is Railway coach factory located?
7. 'Face the problem don't evade it' as said by Mr. K. Kamaraj. To whom did he say?
8. How did Mr. K. Kamaraj mention himself to his mother?
9. What was the amount sent by Mr. K. Kamaraj to his mother?
10. Who paid the rent for Mr. K. Kamaraj's house?
11. Name the factory which was established in Guindy by Mr. K. Kamaraj.
12. What Industry was started in Mettur?
13. When did Nehru die?
14. Mention the names of the Prime Ministers who were appointed after the death of Nehruji.
15. Who did exploit the small farmers?
16. What is the name of Mr. K. Kamaraj's sister?
17. With whom did Mr. K. Kamaraj's sister stay?
18. What were the two acts brought by him for the farmers?
19. How many factories were established by Mr. K. Kamaraj?
20. What formula (ruling) was followed by Mr. K. Kamaraj in administration?
21. What was the advice given by Mr. K. Kamaraj to his mother?
22. What was his position in congress party?
23. Mention 3 qualities of Mr. K. Kamaraj as a leader.
24. How was agriculture method improved by him?
25. Not only large scale industries but _____ and ______ industries were also improved by him. | <urn:uuid:a203e6c3-7a4a-4577-b1e2-e1f3fa10685b> | CC-MAIN-2020-40 | http://edc.evermat.in/competitions/documents/42-question-1564048306.pdf | 2020-09-26T00:01:31+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00690.warc.gz | 33,885,709 | 558 | eng_Latn | eng_Latn | 0.999129 | eng_Latn | 0.999129 | [
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Production of Senses Pain and Thoughts by Planck and Einstein Theories
Abstract The Salerian thesis of thought (SET) proposes that our brain produces energy products of emotions, pain and thoughts consistent with Max Planck theory of radiation and Einstein's theory of photoelectric effects of light. SET may be of value to invalidate our man-made split of brain – mind paradigm of brain function.
produce senses, pain and thoughts. What are the physics involved in production of emotions, pain and thoughts? Is it possible that emotions and thoughts are energy products produced by physical laws theorized by Planck and Einstein? In order for our brain to produce emotions pain and thoughts invisible forceseigenvalues- must operate. This may partly explain the relatively limited psychiatric research in investigating the physics involved in production of emotions and thoughts. Hypotheses Sensory input is registered by our nervous system and transformed to emotions, pain and thoughts. Our brain works as a factory to generate pain , emotions and thoughts. The Salerian thesis of production of thoughts -SET - proposes that senses, pain and thoughts are energy products emitted like radiation consistent with Max Planck theory and Albert Einstein theory of light [1]. Einstein described light as quantized. Light consists of particles called photons. He proposed that the number of photons must be integer, an integral multiple of hf - the energy of a single photon[1]. The energy-emotion, pain, thought- generation is a step-bystep process and it is not one continuous flow of production. Introduction One of the most basic functions of our body is movement. Newton's laws of motion help us understand how we move different body parts. What is the basic function of our brain? To
2.
Minimum energy is necessary for a sense to become emotion, pain and thought. This step-by-step process demands minimum energy- a single punch of sufficient power-for a new energy product to be produced. 1. Step 1: Sense
Step 2: Minimum energy of sense = Emotion
pain= Decision
3. Step 3: Minimum energy of emotion = Pain 4. Step 4: Minimum energy of emotion+ minimum energy of pain= Thought 5. Step 5: Minimum energy of thought+ minimum energy of
8. Step 8: Minimum energy of plan + minimum energy of pain = Strategy
6. Step 6: Minimum energy of decision + minimum energy of pain= Action
7. Step 7: Minimum energy of action + minimum energy of pain= Plan
Submit Manuscript
| http://medcraveonline.com
Volume 2 Issue 6 - 2015
Conceptual Paper
Alen J Salerian*
Salerian Center for Neuroscience and pain, USA
Received: April 01, 2015 | Published: May 07, 2015
*Corresponding author: Alen J Salerian, Salerian Center for Neuroscience and pain, 8409 Carlynn, Bethesda MD, 20817, USA, Tel: 3012049004; Email:
9. Step 9: Minimum energy strategy+ minimum energy of pain= New strategy Minimum Energy and Quorum Sensing Science says it takes a minimum amount of energy to start an action. Biology says it takes the collective effort of a minimum number of cells to perform a function. Quorum sensing seems to be the essence of brain function with distinct and diverse groups of cells working in concert to perform a function [2]. Quorum sensing was first observed by the discovery of fluorescent bacteria lighting up only with a minimum number of bacteria functioning as a team [2]. It seems that for each function to be performed there must be not only highly specialized cells but a minimum number of them. For instance hearing demands special sound cells and a minimum number of them to perform collectively to produce a sound .Above 60 dB sound waves would be registered at the auditory cortex as sound. Too loud or sounds above 120 dB would be registered as pain [3]. In essence sensory input above and minimum energy threshold generates pain [3]. This suggests for a pain product to be generated a combination of different sensory inputs or a single sense with minimal energy would be necessary [Figure1,2].
Figure 1:
Sound particles- Registry Birth of pain.
J Psychol Clin Psychiatry 2015, 2(6): 00095
Discussion SET is a hypotheses based upon two fundamental physics concepts of Planck theory of radiation emission and Einstein theory of photoelectric effect. The classic physics paradigm" energy is matter, matter is energy" is also of significance in transformation of a sensory input to pain-a different emotionthat triggers a chain reaction resulting in an action. Furthermore this is consistent with the observation that musical input-sound waves- could alter mood through mediation of brain endorphins and dopamine. Nonthreatening, non-alarming musical input elevates mood by increasing prefrontal cortex dopamine and thus eliciting euphoria [4]. In essence brain is the factory which transforms sensory input to different states of emotion and action. Noteworthy is the observation that senses emotions thoughts actions are different forms of energy consistent with the physical laws.
Figure 2: Quorum sensing, Sensory Cortex and Sound cells.
Theories
b. Brain generates thoughts and actions by transforming sensory input consistent with Einstein – Planck theory of radiation emission and photo electric energy.
a. Emotions, pain, thoughts seem to be energy products of brain and they represent different forms of energy.
d. Quorum sensing in biology seems to represent the law of minimum energy in physics.
c. Brain function seems to obey" energy is matter- matter is energy" law.
Further validation of SET through scientific methods is necessary yet it may serve as a new paradigm to further study brain function. SET may stimulate further discussions to abolish our man-made mind and brain split that impedes progress in psychiatry. It may pave new avenues of research into psychiatric disorders. Conclusion There seems to be sufficient evidence to suggest the physical laws outlined by Planck and Einstein explain how emotions, pain and thoughts are brain energy products and represent eigen values and different forms of energy. References 1. Piccioni R (2009) Atoms Einstein and Universe. Real Science Publishing Westlake Village, USA, pp. 2-42.
e. It follows that there cannot be a rigid differentiation of mind versus brain, soul versus body for they are interchangeable and they represent different forms of energy.
2. Bonner JT (2011) Size matters. Princeton University Press, New Jersey, USA.
3. McCall R (2010) Physics of the human body. The Johns Hopkins University Press, USA.
4. Goldstein A (1980) Thrills in response to music and other stimuli. Psychological physiology 8(1): 126 -129 . | <urn:uuid:ea418c74-7cd1-4d73-9043-1bd1184a13d9> | CC-MAIN-2019-26 | https://medcraveonline.com/JPCPY/JPCPY-02-00095.pdf | 2019-06-20T11:21:29Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00297.warc.gz | 514,031,446 | 1,384 | eng_Latn | eng_Latn | 0.993699 | eng_Latn | 0.994351 | [
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Media Advisory
For Immediate Release February 24, 2016
1,100+ Students Present at Northwest ISD's Techno Expo Showcase
WHO: More than 1,100 student presenters (kindergarten through 12 th grade).
WHAT:
Northwest Independent School District invites the public to experience the use of technology in the classroom at the sixth annual Techno Expo. Students from Kindergarten to 12th grade have been encouraged to apply for the expo and to submit their best technological work in the categories as follows:
* animation
* digital video
* multimedia
* website design
* desktop publishing
* digital audio
* electronic art
Selected student work will be presented to the community during more than 420 breakout sessions at 6 p.m. Refreshments and cuisine will be provided by the Byron Nelson High School Culinary Arts and Hospitality Academy from 5:30 p.m.-7:30 p.m.
WHEN: Thursday, February 25, 5:30 p.m. - 8 p.m.
WHERE: Northwest High School
2301 Texan Drive, Justin, Texas 76247
HIGHLIGHTS: This year's Expo features Lego robotics demonstrations throughout the evening and joint projects with elementary students and secondary students. Projects featured at this year's Techno Expo are below:
Elementary School: Surfing the Great Wave http://makinginstructionaltechnologyclick.blogspot.com/2016/02/surfing-great-wave.html
Middle School: Minecraft Newton's Laws https://drive.google.com/a/nisdtx.org/file/d/0B8y4mHBtk5EsRmJ3N0h2Y0FCV0k/view
High School: Virtual Tutoring Using Zoom https://drive.google.com/a/nisdtx.org/file/d/0B03AUeLF1L9ANV9QWWk5TmswVFE/view
WHY:
As one of the top digital districts in the nation, Northwest ISD is considered an innovative leader across the nation in its uses of technology, providing students with college and career ready opportunities. Technology provides interactive and collaborative learning experiences for every student. This event provides students a place to show off their technology skills to their parents, community members, teachers and peers.
NOTE: Go to http://technoexpo.nisdtx.org for more information about the event. To download the mobile app with a schedule, go to http://expoapp.nisdtx.org. Make sure to follow the discussion at #NISDExpo.
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Modules
Commonly Used Sex Education Strategies
This module covers climate building, role plays, student values exploration, sorting activities, and small group work. These learning activities are used in a variety of sex education curricula and the best practices can be applied and adapted to fit the needs of diverse classrooms.
Learning Objectives:
Describe three strategies that can be used to create a safe and supportive learning environment for teaching sex education.
Describe at least three best practices for using a role play as a learning strategy.
Describe at least two techniques for intervening during a values exploration activity.
Describe at least two techniques for preventing controversy when using a values exploration activity.
By the end of the session, participants should be able to explain the best practices for implementing sorting as an educational strategy.
Identify at least two techniques that can help keep participants on task and engaged in the lesson when facilitating small group work.
LGBTQ Inclusive Sex Education
LGBTQ-identified youth experience health disparities at a much higher rate than heterosexualidentified youth. Using facilitation techniques that are inclusive of these youth is essential to helping them feel included in sexual health conversations. In this module, we will explore the foundational elements of sex education with an LGBTQ-inclusive lens.
Learning Objectives:
Describe three strategies that can be used to create a safe and supportive learning environment for teaching sex education.
Articulate an argument, grounded in data, illustrating the need for LGBTQ-inclusive sex education.
Define LGBTQ-inclusive sex education.
Identify two community or policy resources providing support for LGBTQ-inclusive sex education.
Match 17 key LGBTQ terms with the correct definition.
Describe two assumptions frequently made concerning LGBTQ youth.
List 4 elements of effective climate setting.
Describe 1 strategy to increase the inclusivity of climate-setting activities.
List 2 steps for inclusively answering questions.
Give an example of inclusive processing questions for each stage of the experiential learning cycle.
Trauma-Informed Sex Education
Trauma can have a direct impact on a young person's learning experience in sex education classes. Facilitating from a trauma-informed approach will reduce the changes of re-traumatizing your students and help to create compassionate, resiliency-focused classrooms. This module defines trauma and its impact, provides an overview of a trauma-informed approach, and helps educators apply it in their classes.
Learning Objectives:
Describe three strategies that can be used to create a safe and supportive learning environment for teaching sex education.
Describe three types of trauma.
Identify a range of traumatic experiences common to youth.
List three impacts of trauma.
List the six components of a trauma-informed approach.
Describe at least one facilitation strategy for each component.
Explain how core skills can be applied to a trauma-informed approach.
Cultural Proficiency Sex Education
A culturally proficient framework helps to inform and develop an environment where diverse students feel safe and comfortable discussing the many sensitive topics included in sex education. In this module, participants will become familiar with the Transtheoretical model. They will also explore how diverse identities, power and privilege may present in a multicultural classroom.
Learning Objectives:
Describe three strategies that can be used to create a safe and supportive learning environment for teaching sex education.
Participants will identify where their learning environment is on the Transtheoretical model.
Identify at least three visible identities that may present in a multicultural classroom.
Identify at least three invisible identities that may present in a multicultural classroom.
Explain how understanding assumptions and realities around various cultural values will help us navigate and answer values-laden questions and comments.
Create at least one processing question for each stage of the experiential learning cycle that considers the impact that power and privilege can have on sex education. | <urn:uuid:76fd6621-1a01-4306-b777-0813c4f3d9f7> | CC-MAIN-2019-26 | https://www.teenpregnancy-mo.org/wp-content/uploads/2019/05/Module-Descriptions.pdf | 2019-06-20T11:45:15Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00298.warc.gz | 923,099,681 | 744 | eng_Latn | eng_Latn | 0.996962 | eng_Latn | 0.996945 | [
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Post-Educational Journey Israel Cultural, Faith and Culinary Tour November 15-18, 2019
COST:
| Occupancy | | Price |
|---|---|---|
| | | (per person) |
| Double Occupancy | $1,149 | |
WHEN: November 15-18, 2019
ITINERARY:
* Day 1
o Tel Aviv & Jaffa
* Day 2
o
Faiths & Cultures- Bahai Gardens, Isfiya Druze Village, Nazareth
* Day 3 o Cobblestones & Vineyards -The Sea of Galilee and Golan Heights
* Day 4
o Back to the future-Israel's beautiful coastline/ Along the Mediterranean
WHAT'S INCLUDED:
* 4 days English speaking licensed guide and driver as per program with AC vehicle (bus or Midi Bus as per the above) with free Wifi.
* Sightseeing as per program.
* All entrance fees as per program.
* Board arrangement:
* 3 overnights accommodation.
o Bed & breakfast in Tel Aviv (includes breakfast at the accommodation daily).
o Half board in Tiberias (includes breakfast and dinner at the accommodation daily).
* Detail of other meals included.
o 1 Lunch at Kibbutz Magal as per the below program
* Porterage at Hotels
EXCLUSIONS:
* Meals or drinks throughout the entire tour other than mentioned.
* Expenses of a personal nature.
* Tips to driver, guide, hotel and restaurant staff.
* Any other item not mentioned as included.
* Late Check out /early check in.
ESSENTIAL INFORMATION:
* This FAM tour will operate with a minimum of 20 participants.
* Your registration is non-refundable unless the FAM is cancelled by ASTA or the Supplier.
* Travel insurance is not required but is highly recommended.
* Have questions? Contact firstname.lastname@example.org
FULL ITINERARY:
DAY 1: RARING TO GO - TEL AVIV & JAFFA
Following a delicious breakfast, you will meet your group and the Amiel guide in the hotel lobby, before setting off on a fun-packed day which will include:
- A visit to the "State of Mind" Innovation Center at the Tel Aviv Stock Exchange: learn about cutting-edge developments by Israeli start-ups in fields such as science, medicine, security, space and more.
- A walk around the Old Port City of Jaffa, the oldest seaport in the world and home to a vibrant multiethnic community of Muslims, Christians and Jews: get to know the first Jewish city of the modern era, established in 1909.
- A choice of two culinary tours that will introduce you to the very best of Tel Aviv's food scene:
o Carmel market tasting tour – enjoy a fascinating variety of culinary riches, colorful spices and intriguing characters in the main market of Tel Aviv, where the flavors and scents of the old town combine with the young bustling atmosphere of the city's central market.
o Vegan culinary tour – Tel Aviv, the #1 vegan culinary destination in the world, is where traditional vegan and vegetarian cuisine and innovative young chefs meet, creating a one-of-a- kind savory adventure for food lovers, whether vegan or not.
-
A stroll along Rothschild Boulevard, the beating heart of Tel Aviv: home of The White City, Tel Aviv's most prominent collection of Bauhaus (International Style) buildings. Built during the 1930s and the 1940s, this functional architecture not only created well-designed objects, but also a cohesive urban landscape that is unparalleled in the world.
DAY 4: BACK TO THE FUTURE-ISRAEL'S BEAUTIFUL COASTLINE/ ALONG THE MEDITERRANEAN
After breakfast, we leave Tel Aviv and head north. Take in the ancient city of Caesarea, built by Herod the Great and once the administrative center of the Roman Empire for the Province of Judaea. The city and its archeological wonders are a testament to its significance throughout the ages. The ancient port, the Roman hippodrome and amphitheater and the impressive palace are among the many historical treasures in this fascinating ancient city.
The Kibbutz Experience – past and present – visit Ein Shemer kibbutz museum, where we will experience a journey from the early days of the kibbutz to the present and learn about the kibbutz way of life. Continue with a tour of innovation at Kibbutz Magal - visit the Netafim greenhouse innovation center, a pioneering enterprise in the field of drip irrigation technology.
Enjoy a delicious lunch in the kibbutz dining hall.
Move on to the ancient crusader port city of Akko, the fascinating UNESCO heritage site, with new excavations revealing what life was like 1000 years ago. Visit the Crusader Halls and follow the underground tunnels. See the port and fortifications that enabled the inhabitants of the town to resist invasion by Napoleon Bonaparte. Spend time walking through the Arab Bazaar, reliving a Middle Eastern shopping experience.
DAY 2: FAITHS & CULTURES- BAHAI GARDENS, ISFIYA DRUZE VILLAGE, NAZARETH
After breakfast drive to Nazareth, Jesus's hometown. Walk in his footsteps as we tour the Church of the Annunciation and the markets of the Old City.
Drive to the Druze village of Isfiya, at the top of Mount Carmel. The Druze are Arab- speaking citizens of Israel and are renowned for their hospitality. Take a fascinating guided tour of the alleys and old quarter of the village.
Continue to the amazing Bahai Gardens in Haifa, which form a wide circle surrounding the historic mansion where Bahá'u'lláh, the Prophet-Founder of the Bahai Faith, resided during the final years of His life and the shrine where His remains were laid to rest. Drive to Tel Aviv.
Note: Overnight not included
DAY 3: COBBLESTONES & VINEYARDS -THE SEA OF GALILEE AND GOLAN HEIGHTS
After breakfast, we drive to the mystical city of Tzfat, the birthplace of the ancient Jewish mystical text, the Kabbalah. Stroll through the narrow, winding alleys. Peek inside some of the beautiful synagogues. Browse through workshops and galleries in the flourishing artists' quarter.
Then enjoy a tour and wine tasting at a family-owned boutique winery in the Golan Heights.
Continue to Katzrin, the "Capital of the Golan Heights". Walk through a Talmudic village and get a sense of what it was like to live in the times of ancient Israel.
Drive to the Sea of Galilee and take a boat ride on the calm waters.
DAY 4: BACK TO THE FUTURE-ISRAEL'S BEAUTIFUL COASTLINE/ ALONG THE MEDITERRANEAN
After breakfast, we leave Tel Aviv and head north. Take in the ancient city of Caesarea, built by Herod the Great and once the administrative center of the Roman Empire for the Province of Judaea. The city and its archeological wonders are a testament to its significance throughout the ages. The ancient port, the Roman hippodrome and amphitheater and the impressive palace are among the many historical treasures in this fascinating ancient city.
The Kibbutz Experience – past and present – visit Ein Shemer kibbutz museum, where we will experience a journey from the early days of the kibbutz to the present and learn about the kibbutz way of life. Continue with a tour of innovation at Kibbutz Magal - visit the Netafim greenhouse innovation center, a pioneering enterprise in the field of drip irrigation technology.
Enjoy a delicious lunch in the kibbutz dining hall.
Move on to the ancient crusader port city of Akko, the fascinating UNESCO heritage site, with new excavations revealing what life was like 1000 years ago. Visit the Crusader Halls and follow the underground tunnels. See the port and fortifications that enabled the inhabitants of the town to resist invasion by Napoleon Bonaparte. Spend time walking through the Arab Bazaar, reliving a Middle Eastern shopping experience.
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Prior Knowledge|Graphic Organizers
Project Design
Project Plan Index
Teaching and Learning Strategies
ICT Resources
There are several online resources with strategies for managing ICT in the classroom.
Learn more >
: Projects to Engage Learners
Designing Effective Projects
| Co-operative Learning|Feedback| Recognition|Questioning|Modelling
Managing ICT
Classroom Management of Resources and ICT Access
ICT can play a big part in project-based learning. The use of ICT enhances the learning experience and allows learners make connections to the outside world. It gives learners a place to find resources and to create work products. Efficient management of available ICT during projects takes planning and organization.
The One-Computer Classroom
One of the biggest challenges many teachers face is the lack of computers. Even with only one computer in the classroom, there are many ways to use ICT effectively to improve learner learning.
* Pair learners up and set up a daily computer use schedule.
* Try to find time to have open blocks of time for individual learner use.
* Use a timer to keep learners to their time limits.
* Make sure computer time is used for creating products and doing research. All other pre-planning work should be done ahead of time (storyboards are a good way to do this).
* Use teacher-created templates for learners to fill in to save time.
* Display posters using computer terms and commands.
* Make sure computer etiquette and guidelines have been modelled.
In a one-computer classroom, learners can conduct research in smaller chunks of time, create work products piece by piece, and send and receive email to outside experts. Time is probably the biggest issue with a one-computer classroom, but through creative scheduling, computer use can happen. For example, allowing learners to work on the computer when they have finished with other work is a resourceful solution. Another solution is to group learners and give them a day of the week for their computer day.
On the designated days, particular groups of learners have access to the computer. They can work independently or in pairs depending on the work that needs to be completed. If a computer is open and not being used by a member of the assigned group, anyone can use it until it is needed.
Learning Stations
Learning stations provide teachers and learners a structured way to rotate through a small number of computers during class time. With access to three or four computers, learners get more time and extended opportunities to work with ICT to create projects. Stations should be connected to one another in a way that makes sense for the learners to rotate through in a timely fashion. These stations can be set up so the content they are learning and work they are producing relates to each other. For example:
* Station One: Storyboard planning
* Station Two: Peer reviewing and feedback
* Station Three: Revising and drafting
file:///C:/Users/Andrew%20Moore/Documents/My%20Old%20Documents/My%20HT... 5/14/2012
* Station Four: Computer use to create work products
* Station Five: Computer use: researching, working with experts on the computer, publishing
The amount of time devoted to learning stations depends on how much time is available and the amount of work that will be expected of the learners. The important piece in using learning stations effectively is making sure learners are aware of what to do at each station through teacher modeling and monitoring. They should be held accountable for their work with checklists and/or teacher conferencing and have a place to store their works in progress for the next day.
Computer Labs
Computer labs are another way to get learners using ICT. With the use of computer labs, learners are given chunks of time during the week to use computers. With these labs, learners must come prepared with the work they need to complete using the computer. Because time is always limited, learners need to be able to work independently and efficiently. Depending on how many computers there are, learners can work on the computers independently or in pairs. Non-computer learning stations can take place in the classroom beforehand, and the computer station can be saved for the visit to the lab.
Copyright © 2007 Intel Corporation All Rights Reserved file:///C:/Users/Andrew%20Moore/Documents/My%20Old%20Documents/My%20HT...
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Air quality
Lead (Pb)
South Australia's
Environmental trend and condition report card 2018
Trend
Airborne lead is not an issue in South Australia, except in Port Pirie where annual average levels have been variable and below the national standard.
Airborne lead is generally not a concern in South Australia because of the banning of lead in petrol in 2002, with levels assumed to be very low and stable across most of the state.
An exception is Port Pirie, where emissions from the local smelter contribute to elevated levels.
This assessment is of the annual average level of airborne lead at two monitoring sites in Port Pirie (top figure).
Annual average levels have been variable since 2011 and have largely remained below the national standard (bottom figure).
In Port Pirie, the long-term trend in airborne lead is expected to improve significantly as a result of new technology being installed at the local smelter as part of the Port Pirie Smelter Transformation.
Why is air quality important?
Exposure to lead can have harmful effects on people, and there is no safe level of exposure. This applies to people of any age, but health risks are highest for unborn babies, infants and children under five years of age because their brains are still developing, and they absorb and retain more lead in their bodies.
Children's blood lead levels are indicators of community lead exposure. The National Health and Medical Research Council has a recommended exposure investigation level of 5 µg/dL.
Condition
The condition of airborne lead is rated as very good across most of the state and fair in Port Pirie.
In 2017, annual average levels of airborne lead across most of South Australia were assumed to be very low. In Port Pirie, the concentration of airborne lead was 0.37 micrograms per cubic metre (µg/m³) at Oliver Street and 0.44 µg/m³ at Pirie West. These are less than the national standard of 0.50 µg/m³ (bottom figure).
Blood lead levels of Port Pirie children aged under five years tested in 2017 averaged around 4.5 micrograms per decilitre (µg/dL). More than half of the tested population had blood lead levels of 5 µg/dL or below, which is a significant improvement on the results from 2008.
Levels of airborne lead in Port Pirie are below the national standard and are expected to reduce in the future
What are the pressures?
Port Pirie has an advanced metals recovery and refining facility, following an upgrade of the existing primary lead smelter. The smelter has been in continuous operation since 1889. It is an important contributor to the state economy and is a major employer in the region.
Over time, lead dust produced during smelter operations has deposited in the local environment. Together with ongoing emissions, this is a persistent source of lead exposure for the Port Pirie community
For further information see: technical information
What is being done?
A range of actions over decades to reduce lead exposure and emissions have achieved a sustained reduction in children's blood lead levels in Port Pirie. Elevated emissions, technology constraints and the need to further reduce community lead exposure, resulted in an agreement between the owners of the smelter and government to upgrade the facility. The Port Pirie Smelter Transformation is expected to significantly reduce airborne lead over the coming years, with subsequent reductions in community blood lead levels | <urn:uuid:d4884a78-a2f1-43ad-a934-1a014ee4f5d3> | CC-MAIN-2019-26 | https://data.environment.sa.gov.au/Content/Publications/Booklet_41_RC101_Lead.pdf | 2019-06-20T11:41:34Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00299.warc.gz | 414,989,018 | 699 | eng_Latn | eng_Latn | 0.997865 | eng_Latn | 0.997865 | [
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Official Standard for the Sussex Spaniel
General Appearance: The Sussex Spaniel was among the first ten breeds to be recognized and admitted to the Stud Book when the American Kennel Club was formed in 1884, but it has existed as a distinct breed for much longer. As its name implies, it derives its origin from the county of Sussex, England, and it was used there since the eighteenth century as a field dog. During the late 1800's the reputation of the Sussex Spaniel as an excellent hunting companion was well known among the estates surrounding Sussex County. Its short legs, massive build, long body, and habit of giving tongue when on scent made the breed ideally suited to penetrating the dense undergrowth and flushing game within range of the gun. Strength, maneuverability, and desire were essential for this purpose. Although it has never gained great popularity in numbers, the Sussex Spaniel continues today essentially unchanged in character and general appearance from those 19th century sporting dogs.
The Sussex Spaniel presents a long and low, rectangular and rather massive appearance coupled with free movements and nice tail action. The breed has a somber and serious expression. The rich golden liver color is unique to the breed.
Size, Proportion, Substance: Size-The height of the Sussex Spaniel as measured at the withers ranges from 13 to 15 inches. Any deviation from these measurements is a minor fault. The weight of the Sussex Spaniel ranges between 35 and 45 pounds. Proportion-The Sussex Spaniel presents a rectangular outline as the breed is longer in body than it is tall. Substance-The Sussex Spaniel is muscular and rather massive.
Head: Correct head and expression are important features of the breed. Eyes-The eyes are hazel in color, fairly large, soft and languishing, but do not show the haw overmuch. Expression-The Sussex Spaniel has a somber and serious appearance, and its fairly heavy brows produce a frowning expression. Ears-The ears are thick, fairly large, and lobe-shaped and are set moderately low, slightly above the outside corner of the eye. Skull and Muzzle-The skull is moderately long and also wide with an indentation in the middle and with a full stop. The brows are fairly heavy, the occiput is full but not pointed, the whole giving an appearance of heaviness without dullness. The muzzle should be approximately three inches long, broad, and square in profile. The skull as measured from the stop to the occiput is longer than the muzzle. The nostrils are well-developed and liver colored. The lips are somewhat pendulous. Bite-A scissors bite is preferred. Any deviation from a scissors bite is a minor fault.
Neck, Topline, Body: Neck-The neck is rather short, strong, and slightly arched, but does not carry the head much above the level of the back. There should not be much throatiness about the skin. Topline and Body-The whole body is characterized as low and long with a level topline. The chest is round, especially behind the shoulders, and is deep and wide which gives a good girth. The back and loin are long and very muscular both in width and depth. For this development, the back ribs must be deep. Tail-The tail is docked from 5 to 7 inches and set low. When gaiting the Sussex Spaniel exhibits nice tail action, but does not carry the tail above the level of the back.
Forequarters: The shoulders are well laid back and muscular. The upper arm should correspond in length and angle of return to the shoulder blade so that the legs are set well under the dog. The forelegs should be very short, strong, and heavily boned. They may show a slight bow. Both straight and slightly bowed constructions are proper and correct. The pasterns are very short and heavily boned. The feet are large and round with short hair between the toes.
Hindquarters: The hindquarters are full and well-rounded, strong, and heavily boned. They should be parallel with each other and also set wide apart-about as wide as the dog at the shoulders. The hind legs are short from the hock to the ground, heavily boned, and should seem neither shorter than the forelegs nor much bent at the hocks. The hindquarters must correspond in angulation to the forequarters. The hocks should turn neither in nor out. The rear feet are like the front feet.
Coat: The body coat is abundant, flat or slightly waved, with no tendency to curl. The legs are moderately well-feathered, but clean below the hocks. The ears are furnished with soft, wavy hair. The neck has a well-marked frill in the coat. The tail is thickly covered with moderately long feather. No trimming is acceptable except to shape foot feather, or to remove feather between the pads or between the hock and the feet. The feather between the toes must be left in sufficient length to cover the nails.
Color: Rich golden liver is the only acceptable color and is a certain sign of the purity of the breed. Dark liver or puce is a major fault. White on the chest is a minor fault. White on any other part of the body is a major fault.
Gait: The round, deep and wide chest of the Sussex Spaniel coupled with its short legs and long body produce a rolling gait. While its movement is deliberate, the Sussex Spaniel is in no sense clumsy. Gait is powerful and true with perfect coordination between the front and hind legs. The front legs do not paddle, wave, or overlap. The head is held low when gaiting. The breed should be shown on a loose lead so that its natural gait is evident.
Temperament: Despite its somber and serious expression, the breed is friendly and has a cheerful and tractable disposition.
Faults: The standard ranks features of the breed into three categories. The most important features of the breed are color and general appearance. The features of secondary importance are the head, ears, back and back ribs, legs, and feet. The features of lesser importance are the eyes, nose, neck, chest and shoulders, tail, and coat. Faults also fall into three categories. Major faults are color that is too light or too dark, white on any part of the body other than the chest, and a curled coat. Serious faults are a narrow head, weak muzzle, the presence of a topknot, and a general appearance that is sour and crouching. Minor faults are light eyes, white on chest, the deviation from proper height ranges, lightness of bone, shortness of body or a body that is flatsided, and a bite other than scissors. There are no disqualifications in the Sussex Spaniel standard.
Approved April 7, 1992 Effective May 27, 1992 | <urn:uuid:040f86bf-2433-46d6-9750-01d9d8460ca9> | CC-MAIN-2019-26 | http://images.akc.org/pdf/breeds/standards/SussexSpaniel.pdf | 2019-06-20T11:25:37Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00302.warc.gz | 92,399,818 | 1,409 | eng_Latn | eng_Latn | 0.998243 | eng_Latn | 0.998771 | [
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Park opens to public this fall, features artist-in-residence program
David Barr's sculptural works span the globe, from conceptual art placed in Greenland and Easter Island, to commissioned pieces in Brussels and Detroit.
More than two dozen of his sculptures also enhance the place he loved best: Villa Barr, his former home and property in Novi, which two years after his death is being transformed into a public park.
walk up and touch every single sculpture without going off the pathway. It's meant to be a pathway designed so they can go out, view the sculptures and reflect.
They're buried underground, exhibited in museums, displayed at public spaces, and planted in nature.
16
NOVITODAY
The four-acre property at 22600 Napier, north of Nine Mile, will open to the public this fall. A $70,000 matching grant from the Michigan Council for Arts & Cultural Affairs will be used to add a small parking lot, gravel pathways, and signs this summer. The Novi Parks Foundation contributed an additional $70,000 to upgrade the house that Barr built in 1979. The contemporary residence, which includes a studio, will be used for an artist-in-residence program and will be closed to the public.
"The parking lot and pathways will provide handicap accessibility," says Jeffrey Muck, director of Novi Parks, Recreation and Cultural Services. "Visitors won't necessarily be able to
"That's what David had envisioned," Muck continued. "David Barr didn't want this to be a shrine to David Barr. He wanted it to be a place where people could immerse themselves in the arts and contemplate. It wasn't meant to be a David Barr museum."
In a 2013 documentary presented by the City of Novi and Southwestern Oakland Cable Commission, Barr explained the lure of his property at Napier Road. He had built his 3,800-square-foot home there 30-some years earlier.
"It was a place without definition. I could define it myself," he told video director Paul Sutherland. "The opportunity to have this blank canvas here to do it was just wonderful. I loved living here."
Life Estate
Barr sold the house, along with his studio, sculpture garden, and six of his sculptures to the City of Novi in 2012 for $375,000. The agreement stipulated that the artist and his wife, Beth Dwaihy-Barr, both of whom were battling cancer at the time, would be allowed to live on the property until their deaths.
Barr had initially pitched the idea to then Mayor David Landry, now president of the Novi Parks Foundation.
"He said I have a problem. I'm dying of cancer and so is my wife. The problem is not with the dying, I can deal with that, but I have all these art pieces. And a problem for a sculptor is what do you do with these large pieces of art after you die?" Landry recalls the conversation.
"He said I just can't get rid of this stuff. He said would the City have any interest in purchasing the property, giving my wife and me a life estate, and after we die developing this into
Villa Barr Residency
The Michigan Legacy Art Park is partnering with the City of Novi and Novi Parks Foundation to develop the artist-in-
He wanted it to be a place where people could immerse themselves in the arts and contemplate.
residence program at Villa Barr.
Jeffrey Muck, Director Novi Parks, Recreation and Cultural Services
Painters, sculptors, dancers, photographers, musicians, poets, writers, an art park where people can come and view the art? I said it sounds like a great idea."
City Council approved funds based on a property appraisal. Barr's wife died a year later and Barr, then 75, died in August 2015. Their estate subsequently donated items from the home, as well as several more sculptures to the City for the Villa Barr Art Park. Two of the 29 sculptures on site have since been donated to the Dennos Museum Center in Traverse City, and one was transferred to the Michigan Legacy Art Park, which Barr founded in 1995. The park, located on the grounds of Crystal Mountain Resort near
Thompsonville, exhibits several of Barr's sculptures, along with pieces by other artists.
and other artists will have the opportunity to apply for residency, and if selected, will live in Barr's former home while working on their art for two or three months.
Noting that Barr taught at Macomb County Community College for nearly 40 years and was "very supportive" of education, Hintz says the residency would involve "some public connection."
"Each artist will do something to engage the public,
Renee Hintz,
Michigan Legacy Art Park director, helped form the Friends of Villa Barr, a group dedicated to maintaining Barr's legacy "with a consistent voice" in Novi. She praises city officials for their "forward thinking" decision to purchase and develop Barr's property.
whether that's a field trip for an area school or a public lecture," says Hintz. "It's an exciting program."
Landry envisions building a "threeseason" room, paid by private donations, off the back of the house that could be used for meetings, lectures, social events, and classrooms.
"This is a long-term plan," he says. "We're taking this one step at a time."
He hopes Villa Barr's first artist-inresidence will move in this summer.
Muck plans to pay close attention to public reaction as Villa Barr evolves.
"We're looking forward to seeing how the public uses it and how it wants us to use it," Muck says. "It's something Novi is going to be proud to claim as its own."
Learn more about the Villa Barr Art Park at cityofnovi.org.
NOVITODAY
17 | <urn:uuid:75403305-07d7-41e5-b6db-2adc8aafdf78> | CC-MAIN-2019-26 | https://www.cityofnovi.org/Reference/The-6/Call-Out-Articles/2018Spring-VillaBarr.aspx | 2019-06-20T10:55:40Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00301.warc.gz | 687,666,960 | 1,204 | eng_Latn | eng_Latn | 0.99949 | eng_Latn | 0.999489 | [
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Publications since 2000
University of Nebraska at Omaha DigitalCommons@UNO
Center for Public Affairs Research
10-22-2012
Majority of persons in shelters in Nebraska are males over 18 years of age
Melanie Kiper
Follow this and additional works at: https://digitalcommons.unomaha.edu/cparpublications Part of the Public Affairs Commons
Recommended Citation
Kiper, Melanie, "Majority of persons in shelters in Nebraska are males over 18 years of age" (2012). Publications since 2000. 228. https://digitalcommons.unomaha.edu/cparpublications/228
This Report is brought to you for free and open access by the Center for Public Affairs Research at DigitalCommons@UNO. It has been accepted for inclusion in Publications since 2000 by an authorized administrator of DigitalCommons@UNO. For more information, please contact email@example.com.
UNO CENTER FOR PUBLIC AFFAIRS RESEARCH DATA BRIEF
October 22, 2012
Majority of persons in shelters in Nebraska are males over 18 years of age
In September 2012, the U.S. Census Bureau released a 2010 special report, The Emergency and Transitional Shelter Population: 2010 (ESTP:2010). The ETSP:2010 provides information on the numbers, demographic characteristics and geographic distribution of persons at emergency and transitional shelters. Shelters are defined as places where people who are experiencing homelessness stay overnight.
Information on this group may be valuable to federal, state, and local agencies for a variety reasons, such as program planning and implementation.
This report looks at the data on the emergency and transitional shelter population in Nebraska and compares it to the shelter population for the United States.
As shown on Table 1, for both the U.S. and Nebraska, the group most likely enumerated in shelters was males over 18 years of age. In the U.S., 62.1% of the shelter population was male; and 51.9% of the shelter population was male over 18 years. In Nebraska, 70.4% was male; and 62.7% was male over 18 years.
For the shelter population under 18 years, males and females represented nearly equal percentages for both the U.S. and Nebraska.
Table 1. Sex and age of shelter population, for Nebraska and the United States, 2010
Source: U.S. Census Bureau, The Emergency and Transitional Shelter Population: 2010, September 2012 Prepared by: Center for Public Affairs Research, University of Nebraska at Omaha, October 2012
As shown on Table 2, Nebraska had about the same percent of persons in shelters as the U.S. (0.08% versus 0.07%). However, Nebraska had a higher percent of males in shelters (0.12 % versus 0.09%) and a higher percent of persons 18 years or older in shelters (0.07% versus 0.10%).
UNO CENTER FOR PUBLIC AFFAIRS RESEARCH
Table 2. Number and percent of persons in shelters, for Nebraska and the United States, 2010
Source: U.S. Census Bureau, The Emergency and Transitional Shelter Population: 2010, September 2012 Prepared by: Center for Public Affairs Research, University of Nebraska at Omaha, October 2012
The ESTP: 2010 found only 13 counties in Nebraska with an emergency and transitional shelter population. It is unknown whether no shelters exist in the other 80 counties or whether there were no persons using the shelters that do exist. Figure 1 shows number of persons in shelters for Nebraska counties.
Figure 1. The Emergency and Transitional Shelter Population for Nebraska counties, 2010
It is not surprising that most of the counties with the highest shelter population are the many of the counties with the largest populations. Eleven of the 13 counties found to have some shelter population are in the top 15 most populous counties. The remaining 2 counties ranked lower in population: Dawes ranked 30th and Sheridan ranked 53rd. The high shelter population counts relative to the total population
UNO CENTER FOR PUBLIC AFFAIRS RESEARCH
for these counties is probably a factor of the high rate of homeless though to be on the Pine Ridge Indian Reservation. Table 3 lists the counties, their population and rank.
Table 3. Population and Ranking of Nebraska counties with shelter population, 2010
Source: U.S. Census Bureau, 2010 Census of Population and Housing
Prepared by: Center for Public Affairs Research, University of Nebraska at Omaha, October 2012
About the Data
Persons in emergency and transitional shelters were enumerated on March 29, 2010 as part of the Census Bureau's Service-Based Enumeration Operation which also included enumeration at soup kitchens, mobile food vans and outdoor locations. The complete report is located at http://www.census.gov/prod/cen2010/reports/c2010sr-02.pdf.
In the 2010 Census, emergency and transitional shelters were defined as places where people experiencing homelessness stay overnight. The emergency and transitional shelter population is one of many types that make up the total group quarters population.
The Census Bureau stresses that this special report presents statistics for people enumerated at emergency and transitional shelters only, and should not be misconstrued as a count of the entire population experiencing homelessness. The Census Bureau does not produce or publish a total count of the homeless population. Further, it is important to recognize that there is no standard or agreed upon definition of what constitutes homelessness. Also, people experiencing homelessness can be counted and included in the census through various operations, but those operations do not separately identify, or even collect information to separately identify, people who might be experiencing homelessness.
Melanie Kiper firstname.lastname@example.org
The University of Nebraska at Omaha is an equal opportunity educator and employer with a comprehensive plan for diversity. | <urn:uuid:1a21979e-ef95-4da8-8d8c-aba568b09cdd> | CC-MAIN-2019-26 | https://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1227&context=cparpublications | 2019-06-20T11:09:43Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00300.warc.gz | 420,554,352 | 1,233 | eng_Latn | eng_Latn | 0.984879 | eng_Latn | 0.990792 | [
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Potato Tubermoth
Phthorimaea operculella
Description and development
Potato moth larvae are usually dull white with a brown head but mature larvae may have a pink or greenish tinge.
Adult females lay eggs on foliage, soil, plant debris or exposed tubers. Moths and larvae can crawl through soil cracks or burrow a short distance through loose soil to reach tubers.
Newly hatched larvae on foliage begin feeding between the surfaces of the leaf, creating small hollowed out blotches. Later, larvae sometimes fold sections of leaf into shelters fastened together with silk. Leaves may curl and shrivel. Larvae may also bore into stems.
Larvae move from their feeding site on the foliage to tubers by crawling or dropping down to the soil. When larvae have finished feeding, they spin silk cocoons on the soil surface or in debris under the plant and develop into a smooth brown pupa. Pupation normally does not occur in tubers.
Adults mate and females begin laying eggs soon after they emerge from the pupa. Adults are active at night and at dusk. During the day, they hide in sheltered parts of the plant or on the ground.
The tubermoth completes a generation in just 3 weeks in hot summer conditions and up to 3 months in cold conditions - larvae and adults can survive long periods at temperatures near freezing. Feeding and breeding resumes when temperatures increase above 11ßC.
Orgilus wasp releases
As soon as foliage emerges the crop becomes an attractive site for potato tubermoth to lay their eggs. Orgilus wasps lay their own eggs into small potato tubermoth larvae. The wasp eggs then hatch inside the larva and develop into fully formed wasps in about 21 days.
Releases of Orgilus wasps aim to parasitise a portion of the early moth larvae. Orgilus wasps will not prevent the larvae causing some foliage damage but will prevent these larvae completing their life cycle. In this way, moth pressure is reduced and most 3 rd generation larvae are parasitised with very few larvae dropping to the ground to cause damage to tubers.
Other management practices to minimise damage.
* Moths generally cannot reach tubers covered with 50 mm of soil unless soil has deep cracks.
* Potato varieties that set tubers on relatively deep stolons are less vulnerable to infestation.
* Sprinkler irrigation is valuable in keeping soil surface sealed and moist enough so that it will not crack.
* Prompt and thorough harvesting as soon as tubers have matured. Avoid leaving tubers on the surface overnight.
* After harvest, ensure any unharvested or discarded tubers are deeply buried or destroyed.
* Minimise volunteer potato plants from fields, waste areas and from stands of other crops following potato.
BioResources Pty Ltd ABN 12 078 989 081
P.O. Box 578 Samford Qld 4520
Ph. 07 3289 4919 Fax 07 3289 4918 Mobile 0427 969 408
email: email@example.com web: www.bioresources.com.au | <urn:uuid:177c3a93-efe0-48df-92c0-7ccfa33a3ba0> | CC-MAIN-2019-26 | http://www.bioresources.com.au/Pdfdownloads/PTM%20info.pdf | 2019-06-20T11:13:47Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00301.warc.gz | 201,833,170 | 658 | eng_Latn | eng_Latn | 0.995705 | eng_Latn | 0.995705 | [
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Which programme is best for you?
The best programme to enrol you in is the New Zealand Certificate in Computing (User Fundamentals) [Level 2].
How to Enrol
To enrol come to one of the EIT Regional Learning Centres during the times in this flyer and you will be able to enrol and begin on the day.
EIT Tairāwhiti
290 Palmerston Road, Gisborne 4010 06 869 0810 | firstname.lastname@example.org
Central Hawke's Bay Learning Centre
53 Russell Street, Waipukurau 4880 06 858 7009
Hastings Learning Centre
416 Heretaunga Street West, Hastings 4122 06 974 8936
Maraenui Learning Centre
18–20 Bledisloe Road, Maraenui, Napier 4110 06 842 0591
Wairoa Learning Centre
Cnr of Paul & Queen Streets, Wairoa 4018 06 838 7349
Community
Computing
Computing for beginners
FEE FREE
Learn the basics of computing. Give yourself a confident start by enroling in one of the beginner modules using Microsoft Office.
This programme is only able to be completed at an EIT locations listed below.
■ ■ Students have a maximum of 20 hours access to a computer to complete on of the modules.
■ ■ You can learn basic keyboarding and mouse skills, basic Microsoft letter formatting and spreadsheet skills.
Community Computing hours of available assistance
These are the times when you are able to come in and complete Community Computing Modules. During these times there is an EIT Learning Facilitator/s available to support you.
| | Monday | Tuesday | Wednesday | Thursday | Friday |
|---|---|---|---|---|---|
| Tairāwhiti | | | | 10.30am-12.30pm | |
| Maraenui | 10.00am-2.00pm | 10.00am-2.00pm | 10.00am-2.00pm | 10.00am-2.00pm | 10.00am-2.00pm |
| Hastings | 10.00am-2.00pm | 10.00am-2.00pm | 10.00am-2.00pm 4.00pm-8.00pm | 10.00am-2.00pm | 10.00am-2.00pm |
| Central Hawke's Bay | 10.00am-2.00pm | | 10.00am-2.00pm | | 9.00am-12.00pm | | <urn:uuid:f61d4bce-2d74-4911-9d36-bed2bea27537> | CC-MAIN-2019-26 | https://www.eit.ac.nz/wp-content/uploads/programme-app-packs/Community%20Computing%20Timetable%20Nov%202017%20fv.pdf | 2019-06-20T11:25:05Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00301.warc.gz | 719,243,439 | 588 | eng_Latn | eng_Latn | 0.887084 | eng_Latn | 0.984299 | [
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Arts
12MUS Assessment Statement 2019
Course is endorsable
Year :12
Music
Course :
Mrs L Simeon
53
Total Credits :
Music is a practical and knowledge-based subject, which allows students to develop a range of skills, with students able to choose a course which best suits their individual strengths.
| Standard Number | Version | Level | Credits | Lit / Num | Full Title | Method of Assessment | Assessment Opportunities Offered | Approximate Date | Grade |
|---|---|---|---|---|---|---|---|---|---|
| 91270 | 2 | 2 | 6 | | Making Music 2.1 - Perform two substantial pieces of music as a featured soloist | Assignment | 1 | 23 September | |
| 91271 | 2 | 2 | 6 | | Making Music 2.4 - Compose two substantial pieces of music | Assignment | 1 | 23 September | |
| 91272 | 2 | 2 | 4 | | Making Music 2.3 - Demonstrate ensemble skills by performing a substantial piece of music as a member of a group | Assignment | 1 | 23 September | |
| 91273 | 2 | 2 | 4 | | Music Studies 2.8 - Devise an instrumentation for an ensemble | Assignment | 1 | 01 July | |
| 91274 | 2 | 2 | 3 | | Making Music 2.2 - Perform a substantial piece of music as a featured soloist on a second instrument | Assignment | 1 | 23 September | |
| 91278 | 2 | 2 | 4 | L1 Lit | Music Studies 2.9 - Investigate an aspect of New Zealand music | Assignment | 1 | 01 July | |
| 27703 | 4 | 2 | 4 | | Demonstrate and apply knowledge of sound control and enhancement processes required for a performance context | | | 28 September | |
School Assessment Procedures - You can view your rights and obligations under the school's assessment procedures on the schools website.
Qualifications - You can see what qualifications the school offers and what qualification(s) this course leads towards on the schools webiste. Also you can see the courses, pathways, requirements for certificate endorsement, exclusion list of standards, and details on credit inclusion.
NZQA - For a range of information on the National Certificate of Educational Achievement, University Entrance, and Scholarship go to http://www.nzqa.govt. nz/ncea/index.html
Arts
12MUS Assessment Statement 2019
Course is endorsable
Music
Course :
Mrs L Simeon
53
Total Credits :
Year :12
Music is a practical and knowledge-based subject, which allows students to develop a range of skills, with students able to choose a course which best suits their individual strengths.
Teacher
Signature
| Standard Number | Version | Level | Credits | Lit / Num | Full Title | Method of Assessment | Assessment Opportunities Offered | Approximate Date | Grade |
|---|---|---|---|---|---|---|---|---|---|
| 27657 | 2 | 2 | 4 | | Demonstrate knowledge of the development and usage of music technology equipment and techniques | | | 28 September | |
| 27658 | 2 | 2 | 4 | | Demonstrate and apply knowledge of electronic music production and music notation application(s) | | | 28 September | |
| 91275 | 3 | 2 | 4 | | Making Music 2.5 - Demonstrate aural understanding through written representation | Exam | External | | |
| 91276 | 3 | 2 | 4 | L1 Lit | Music Studies 2.6 - Demonstrate knowledge of conventions in a range of music scores | Exam | External | | |
| 91277 | 3 | 2 | 6 | L1 Lit | Music Studies 2.7 - Demonstrate understanding of two substantial and contrasting music works | Exam | External | | |
School Assessment Procedures - You can view your rights and obligations under the school's assessment procedures on the schools website.
Qualifications - You can see what qualifications the school offers and what qualification(s) this course leads towards on the schools webiste. Also you can see the courses, pathways, requirements for certificate endorsement, exclusion list of standards, and details on credit inclusion.
NZQA - For a range of information on the National Certificate of Educational Achievement, University Entrance, and Scholarship go to http://www.nzqa.govt. nz/ncea/index.html | <urn:uuid:30b297e3-1d9a-4403-a60f-ad2fa1eb3371> | CC-MAIN-2019-26 | http://www.shgcnp.school.nz/wp-content/uploads/2019/02/Music-1.pdf | 2019-06-20T12:16:34Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00302.warc.gz | 312,907,376 | 1,017 | eng_Latn | eng_Latn | 0.974682 | eng_Latn | 0.973944 | [
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Staying safe while orienteering
General:
Orienteering normally takes place in natural, undeveloped areas. This is why we love it! But it means there may be some unavoidable hazards – cliffs, wild animals, 'pokey' vegetation, mud, slippery surfaces, inclement weather etc.
As organizers we do what we can to make our events as safe as possible, but as participants out in the terrain alone or in small groups, you also have an important role to play to ensure your own (and your group's) safety.
What we do as organizers:
We try to make the maps as accurate as possible, and to keep them up to date. However, the perfect map probably does not exist. This means there may be unmarked features such as small cliffs or rocky ground, bits of broken fence, etc. There also may be new, unmarked features that may cause confusion or pose safety hazards – such as new trails or fences.
Each spring we have a training session with key organizers to review safety procedures and the safety binder.
For each event we establish a "Safety Bearing"; and print this on your course map, as part of the control description.
We establish a "Course Closing Time" at which all participants are expected to return to the assembly area even if they have not finished their course. At our Wednesday night meets this is normally 8:30.
For courses over 5 km (straight line distance) we put water out at one of the controls.
For each event, we post the main organizer's cell phone number at the registration table.
We have a first aid kit on site at all events.
We maintain a list of experienced volunteers who would be willing to return to an event site to help with a search if necessary.
What you can do as a participant:
Fill in your membership form neatly and accurately, especially with respect to email address and phone numbers, in case we have to try to contact you to confirm you are home safe.
Have patience with us at the registration table as we confirm names, who is going with who when there are groups, & etc. as this kind of information is used to confirm who has finished their course and who is still in the forest.
If you return from the forest without finishing your course, advise the organizers, don't just head for home without letting us know, or we may think you are still in the woods.
Know your physical and mental limits (in terms of which course you choose).
Don't register/start too late. Depending on the location of the event, the length of the courses, and the time of year; we normally suggest that people should not start after 7:30. Respect the Course Closing Time of 8:30, and return to the assembly area by that time, even if you have to 'abandon' (not finish) your course.
Carry a whistle. Whistles are mandatory; this is an Orienteering Canada rule.
Carry a cell phone; and jot down or input the cell number of the main organizer.
Consider carrying water, and some small food – granola bar, gel, etc.
If you are on a longer course that has water provided at a control, take a drink, to stay hydrated. Food and water can help you to think clearly, if you are disoriented or starting to lose energy.
If you're with a group, stay together, and be particularly mindful of where you are; when socializing/talking, it can be easy to lose track of trail junctions, and significant features.
If you get lost:
Try to stay calm! Know how to use your compass to follow a 'safety bearing' to a large obvious feature such as a main trail, road or powerline.
If you are on a trail, but disoriented and unsure which way to go to get back to the assembly area, stay where you are. Someone will eventually come for you!
If you are off a trail, in the woods, find your way to the nearest trail and stay there. Whether you should try to 'go back' or in some other direction to find a trail, will depend on the circumstances. For example did you leave a trail only a few hundred metres before; or have you been off trail for quite a long time? If you decide to keep going, try to proceed in a 'logical' manner – for example by following one of the cardinal compass bearings to a trail that should be to the north of you, rather than just bumbling around in the general direction that you think might be correct. | <urn:uuid:5f6152d5-858d-41ee-bc57-df54597f90cf> | CC-MAIN-2019-26 | http://yukonorienteering.ca/documents/StayingSafeWhileOrienteering.pdf | 2019-06-20T11:25:42Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00304.warc.gz | 338,833,537 | 923 | eng_Latn | eng_Latn | 0.998908 | eng_Latn | 0.998966 | [
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UI UF CU IJSS
Working Notes
Depok City Government Session – Group 3 – Setu Rawa Besar
19 Jan 2016
Three Depok City planners met with Group Three Setu Rawa Besar and representatives from Group 1 Setu Babakan and Group 2 UI Lakes to discuss planning policy in relation to the lakes. A general discussion occurred around a sketch map of Setu Babakan in relation to land use, existing informal settlements and small enterprises. Most of the informal settlers are under contract and rent their places, rather than owning land with building certificates. A question-answer session started with the Depok City government officials asking the students about their impressions after their site visit, field surveys and direct interviews. Direct questions from the students were addressed to the government officials in the following discourse.
1. There seem to be small businesses like motorcycle repair shops and others alongside the roads. Does this kind of economic activity need to have a permit?
All economic activity needs to have a use permit certificate. Without a certificate the government can remove the unlicensed business from the area.
2. Why are there still buildings by the lake when there is a setback?
The buildings were built there before the regulation. Their permit is renewed every five years.
3. Yesterday we visited the site within 50-meters of the lake. There are also a lot of schools there. Does the government plan to move the schools?
The school buildings are located more than 50-meters away from the lake. The sports fields are located in the green setback. The schools themselves are not affected by the 50-meter setback.
4. Are there plans to regulate future development?
After the government has cleared the 50-meter distance between the lake and the legal settlements, the people will have to obtain a legal certificate to build in another area. But, if they don't have a building certificate the government has the right to demolish their buildings.
5. Is there any detailed plan for the 50-meter area from the government?
Question from Government official: Are we focusing on the 50 meter greenbelt or on the whole government plan?
1
What kinds of activities are proposed by the government in the interest of the local people?
For the 50-meter greenbelt, the government is planning a green open space. Also there are plans for water treatment, waste management and recreation. The government is not only talking about the 50-meter regulation, but the whole area, as it includes many informal settlements. It doesn't have to be exactly 50 meters as there is also a correlation with the depth of the river or lake as the setback is mainly to protect the eco-system.
We are talking about what will happen when the greenbelt is established. This is still under discussion this year. If the people have a certificate for their dwelling, it is possible to have legal ownership within an apartment (rumah susun).
6. If the 50-meter greenbelt is realized, who will be responsible for the area – the government or the private sector? What is the plan?
It depends on the cost. If we rely on the government to provide the budget, it may not be enough. If we can get investors, it will be a better opportunity for the community to develop. There is such an example in Surabaya.
If the private sector collaborates with the government to cultivate the lakeside, it will be easier to cover the maintenance costs.
7. Why did the government set a 50-meter limit on the setback?
This is the starting point between the lakes or the rivers and development. The focus is not necessarily on the 50-meter limit. There are many reasons. One reason is the government has to protect the distance between the water source and the housing (200 meters) in order to protect the lakes from trash.
8. Along the main road to the west of the lake, there are some small parks that are still under construction. What are they for and why is the construction seemingly halted?
The parks are meant to be a public space for the people who live in the housing area. The project was started last year and the budget is being recalculated. Afterwards the construction will start again. This is a government project to make a public space for gathering.
9. On our field trip yesterday, we noted that much of the sewage is being discharged directly into the river. Are there plans to have a separate sewage treatment system?
The housing area around Setu Babakan Besar was built by the government thirty years ago, before the Depok Spatial Plan (2012). That is why the grey water is not separated. After 2012, all the houses are required to have a separate system.
10. What are the government plans to socialize with the community and to communicate the city planning policy in the sense of working together (gotong royong)?
For socialization, each one of the sectors is divided into districts for environmental and water resources. For future planning, the government will hold organization meetings with the people in the area.
11. Is discussion with the local people just an idea or is it a regulation?
It is not actually written down, but in order to revitalize the area, it is necessary to work with the community.
12. Has the government socialization plan worked?
From the central government's point of view, the Urban Renewal Plan (2007) has been socialized. The people were given a temporary place to live while the revitalization is going on. But the people do not like the relocation place because it is too far away. So the plan failed.
The people could suggest a change in the regulations to formalize the socialization program.
13. What has the government done with the local people? Have they made an approach to the illegal settlers? For the future plan, will the government educate the local people about how to take care of the environment and how to handle their local waste?
In dealing with the illegal people who live in the area, the government has asked the illegal settlers to move back to their home town. But the reality is that the illegal people have settled in that area.
In dealing with the waste and the environment, Regulation No 5/2004 states that waste should be separated between organic and non-organic. If the waste is not separated, the government will not take the waste away. If someone is caught disposing of trash illegally, there is a fine.
14. Who should provide the waste bin?
The local government provides the bins. Contributions from the local people and the private sector are also accepted.
15. If there is only one land fill site, how is it possible to realize this policy?
Each household has to separate its waste.
3
16. Question from the Depok City Government Officials
After you visited the site, are there any suggestions to develop the site?
Our initial thoughts are related to the 50-meter wide green belt and what will be the potential public interest for its use? The students during their field surveys have asked people, "What do you associate with the green belt and what is your interest in it?"
One critical issue is to show how to improve the water quality. The main issue is sewage treatment and also it is about rubbish. The short term solution is in recycling. What about for the future? Education and training for local people is important. Also there is a use for tourism. It is necessary to recycle trash and a possibility is to burn it in an incinerator to generate electricity.
Other issues include a public place for the community. We notice that there are not many activities around the lake until after school. What kind of facilities does the local community demand generate to develop the greenbelt? Those are some of our thoughts.
17. Looking at the existing social assets, are there community groups besides the government?
The members of the community group are changing, so the community group is no longer as active as in the past. | <urn:uuid:6f5c0497-d155-41de-86f2-bc7e38f437f8> | CC-MAIN-2019-26 | http://ggi.dcp.ufl.edu/_library/files/The%20International%20Joint%20Studio%20and%20Seminar/UI%20UF%20UC%20Depok%20City%20Panel.pdf | 2019-06-20T11:49:31Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00303.warc.gz | 79,459,886 | 1,643 | eng_Latn | eng_Latn | 0.999416 | eng_Latn | 0.999485 | [
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Name/Title: Cardio Drumming
Suggested Grade Level: K-5
Materials Needed:
A drumming implementation as well as a surface to drum on. Our class used drumming sticks and yoga balls balanced/secured on overturned step platform bases.
Drumming Directions Card
Rednex - Cotton Eye Joe
Recommended music:
Beginning dance formation: A "window" setup is best to allow view of teacher.
Description of Idea
This is a fun cardio drumming dance that keeps students engaged in movement, rhythm, and a fun group experience! Use the description and video below and the directions card to guide students to do this successfully.
Students can be introduced the days lesson by viewing the video that is below. Before students start the routine, talk about the importance of safety with the rhythm sticks and where sticks should be during teacher instruction. You can show the entire routine on the video and then students can go to their yoga balls. This activity is performed with two students per yoga ball. Yoga or physio-balls can be held in place by using bases of an aerobic step or on top of 5 gallon buckets.
Once students are at their station, use the visual supplemental materials provided which have broken the routine down into chunks in which to teach. Depending on the level of your students, before starting the dance you may want to discuss the tempo and beat in which the routine will be performed. Once ready, begin teaching the first section with no music. Have students practice the first section and move on to the second section. Once they have learned the second part, have them practice sections 1 and 2 together. Continue this process until the full routine has been taught. Introduce the music whenever you see fit for your students.
Steps for Dance
First Section (Steps start 16 beats into the song) Forward taps, alternating feet x4 Backward taps, alternating feet x4 Forward taps, alternating feet with rhythm sticks x4 Backward taps, alternating feet with rhythm sticks x4
Hit ball with 1 stick on right x2
X2
Hit ball with 1 stick on left x2
Second Section
Hit ball with both sticks on left x2
Hit ball with both sticks on right x2
X2
Shuffle to left (away from ball) x4 steps
Third Section
Shuffle to right (back to ball) x4 steps
Fourth Section
X2
Hit ball on top both sticks x2
X4
Hit ball on side with both sticks x2
Fifth Section
Hit ball on top with both sticks x4
High knees marching with sticks x16 hits (8 high knees)
Hit ball on sides with both sticks x4
Hit sticks over-head x4
Hit floor with both sticks x4
Repeat x3
Variations:
Use different music
Use different drumming equipment (even hands)
Submitted by Diego M Lopez who teaches at Central Connecticut State University in New Britain, CT. Additional authors for this idea were Emily Cocola & Victoria Sperrazza. Thanks for contributing to PE Central! Posted on PEC: 11/28/2018.
Visit S&S Discount for all your physical education equipment and supplies! | <urn:uuid:6179a54e-66f0-4029-81a1-36f8953decd8> | CC-MAIN-2019-26 | https://www.pecentral.org/download-pdf.php?id=133546 | 2019-06-20T10:54:40Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00304.warc.gz | 875,083,356 | 650 | eng_Latn | eng_Latn | 0.997342 | eng_Latn | 0.998581 | [
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FIRE PREVENTION ON THE FARM
A barn fire is a farmer's worst nightmare and often, it brings significant emotional and economic damage to a farming community. Between 2007 and 2011, barn fires in Ontario accounted for over $175 million in property losses. In 2014, there were 150 fires in barns containing equipment, produce, or housing animals, resulting in losses of more than $28 million.
There are many steps that can be taken to establish a good f ire prevention plan to reduce the risk of fire on farm properties. The following information outlines simple measures to ensure farm buildings and livestock are safer from fire. These fires are largely preventable by following good fire safety practices.
HOW FIRES START
Fires require three elements: oxygen, fuel and heat. Farm buildings are particularly susceptible to fast-moving fires because they are well ventilated. Barns and farm buildings provide a plentiful fuel supply for fires to start and grow: the buildings themselves are constructed of wood and house solid fuels such as hay, straw and grain. The final element, the heat source, can take the form of sunlight, friction, electricity, open flame, gas compression and/or chemical reactions. Measures on how to help prevent farm fires are outlined below.
PREVENT FIRES ON YOUR FARM
1. START WITH A PLAN: It is a good idea to contact your local fire department to find out how to effectively prevent fire on your farm. Most fire departments will visit your farm and point out areas where you can decrease the risk of a fire. They will also provide advice on access routes to all areas of your property. Use this information to develop a plan for your farm. Introduce the plan to everyone who frequents your farm and ensure that procedures are up to date and practiced. If possible, make arrangements with neighbouring farmers to provide shelter for your livestock if the event they need to be evacuated from your farm.
2. ABSOLUTELY NO SMOKING: There should be no smoking permitted in any barn or farm buildings at any time. Strictly enforce a no smoking policy by posting signs and informing people who work or visit with you. Make sure that any cigarettes are extinguished thoroughly in a safe location prior to entering the barn or farm buildings.
3. PRACTICE GOOD HOUSEKEEPING IN THE BARN: Keeping a clean, organized barn is not only crucial to farm life: it is an excellent way to prevent fires from occurring. Loose hay and straw should be swept up. After using hay drops, always cover the opening with plywood, or better yet, cover the plywood with flame-retardant, one-hour gypsum board.
4. PROVIDE ADEQUATE VENTILATION: Chemical reactions, found in baled, damp hay, can be a cause for barn fires. Mows of tightly packed bales do not allow this build-up of heat to dissipate. Smouldering fires can go unnoticed for some time. Spontaneous combustion can occur when the smouldering fire has reached a high temperature and is exposed to oxygen, resulting in a full-blown fire. Store dry hay in barns and monitor the internal temperature of hay bales. Hazardous products should also be stored in well-ventilated areas to reduce risk of fire.
5. PRACTICE ELECTRICAL SAFETY: 'Electrical malfunctions' are a leading cause of fires. Wires should be enclosed in metal or PVC conduit (pipe) to protect them from exposure to weather, animals, and from mechanical damage from machinery and equipment. Keep combustibles away from heating appliances, and never leave them unattended. Regular cleaning of electrical appliances and equipment will prevent build-up of dirt and dust, which can contribute to overheating and malfunction. A regular maintenance cycle can also identify worn or defective parts, which can be repaired or replaced before they become a problem.
6. INSTALL AND MAINTAIN LIGHTNING RODS AND GROUNDING CABLES: Lightning can enter a building via metal objects such as antennas, cupolas or anything that extends upward. Lightning rods are the best solution to preventing lightning-source fires. These rods give lightning a direct path to follow to the ground, keeping your barn and the livestock inside safe. Check grounding cables frequently and repair if worn or damaged.
7. KEEP YARD AREAS FREE OF BRUSH AND DEBRIS: Clear the immediate areas surrounding all barns and farm buildings by removing brush, debris and machinery. Remove weeds and trim/prune under trees and bushes. Keep grass along a roadway closely mowed (a motorist's stray cigarette could be a source for fire).
8. REFUEL EQUIPMENT SAFELY: Refueling tractors and machinery should be done well away from buildings: so flammable vapours can dissipate. Always refuel equipment outdoors, away from open flames and sparks. Make sure engines or motors are turned off and cool before refueling.
9. INSTALL AND MAINTAIN PORTABLE FIRE EXTINGUISHERS: Install fire extinguishers in your barn, tool shed and other farm buildings. You should also have fire extinguishers on all mechanical equipment and machinery. Make sure that family members and farm employees know where the extinguishers are located and how to use them. Inspect your extinguishers regularly and recharge when necessary. Consult your local fire department for advice on the type, rating, and location of extinguishers. If you have water type fire extinguishers, protect them from freezing.
10. MAKE SURE EVERYONE FOLLOWS THE RULES: Ensure anyone visiting or working on the property learns and obeys the fire safety rules.
11. SPREAD THE WORD: Visit neighbouring farms and share what you know. Ask other farmers what kind of fire safety measures they have taken and participate in the exchange of information and ideas. Ensure your neighbours know your farm's municipal address and vice versa – it could be their call that saves your farm!
This information was developed by the Office of the Fire Marshal and Emergency Management with the assistance of Perth East Fire Department and the Farm Safety Association. | <urn:uuid:2649376f-5cc4-4bcd-89cc-30b90693a898> | CC-MAIN-2019-26 | http://www.mcscs.jus.gov.on.ca/sites/default/files/content/ofm/docs/Fire%20Prevention%20On%20the%20Farm.pdf | 2019-06-20T11:27:21Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00303.warc.gz | 271,396,942 | 1,239 | eng_Latn | eng_Latn | 0.997737 | eng_Latn | 0.998133 | [
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Smarter use of resources can add $2 trillion annually to global economy
- Resource efficiency can bring annual economic benefits larger than Italy's GDP
- If current trends continue, annual resource use per capita will grow by over 70 per cent by mid-century
- The 2050 level of resource use could be nearly 30 per cent lower with resource efficiency measures
16 March 2017 – Smarter and more efficient use of the world's natural resources today means the next generation will reap annual economic benefits of $2 trillion by 2050, while offsetting the costs of ambitious climate change action, new research released today by the International Resource Panel shows.
The global population is set to grow by 28 per cent and is predicted to use 71 per cent more resources per capita by 2050. Without urgent steps to increase efficiency, the global use of metals, biomass, minerals such as sand, and other materials, will increase from 85 to 186 billion tonnes per year by 2050.
The report, Resource Efficiency: Potential and Economic Implications, released at the G20 meeting in Berlin today, found that while investment in ambitious climate action would cause a 3.7 per cent fall in per capita Gross World Product by 2050, this cost to the economy could be offset by more efficient use of resources.
For example, between 2005 and 2010, a UK programme recycled or reused seven million tonnes of trash destined for the landfill. This move saved six million tonnes of carbon dioxide emissions, close to 10 million tonnes of virgin materials and another 10 million tonnes of water. It also increased business sales by £176 million, reduced business costs by £156 million and created 8,700 jobs.
Globally, more sustainable use of materials and energy would not only cover the cost of keeping global warming below 2 degrees Celsius, but also add an extra $2 trillion to the global economy by 2050.
"This is an environmental win-win," said Erik Solheim, Head of UN Environment. "By making better use of our planet's natural gifts, we will inject more money into the economy to create jobs and improve livelihoods. At the same time we will create the necessary funds to finance ambitious climate action."
The report analyzed four paths that countries could take over the next three decades, ranging from 'business as usual' to a scenario where countries adopt both ambitious climate policies and improve resource efficiency.
Other key findings:
- Increased resource efficiency is practically attainable.
- There are substantial areas of opportunity for greater resource efficiency.
- Resource efficiency can contribute to economic growth and job creation.
- Improving resource efficiency is indispensable for meeting the costs of climate change targets.
The report also found that economic gains of resource efficiency will be unevenly distributed. A slower resource extraction would reduce revenues and affect jobs in some industries, such as mining and quarrying.
But even with these considerations, countries stand to gain more by implementing compensation and transfer policies to ease the transition to more efficient practices, than by continuing to support inefficient activities, according to the report.
In addition to economic benefits, the analysis also shows that resource efficiency and climate action would reduce global resource use by around 28 per cent in 2050 compared to current trends.
For G7 countries, resource efficiency, coupled with ambitious climate action, would increase Gross Domestic Product by $600 billion in 2050 ($600 per person, or 1 per cent).
NOTES TO EDITORS
About the International Resource Panel
The International Resource Panel is a group of eminent experts in natural resource management hosted by UN Environment. The report, Resource Efficiency: Potential and Economic Implications, was commissioned in 2015 by the Group of Seven (G7) countries and released in Berlin at a workshop on resource efficiency for the Group of Twenty (G20) countries.
Modelling for the report was carried out for the International Resource Panel by Australia's Commonwealth Scientific and Industrial Research Organization (CSIRO) and Austria's International Institute for Applied Systems Analysis (IIASA). It used four scenarios: Existing Trends, Resource Efficiency (which does not include climate action), Ambitious Climate, and Efficiency Plus (which combines the Resource Efficiency and the Ambitious Climate scenarios).
Download a copy of the report
For more information about the International Resource Panel, please visit www.resourcepanel.org
For more information and to arrange interviews, please contact:
UN Environment Newsdesk (Nairobi), +254 715 876 185, email@example.com | <urn:uuid:af47cef8-be48-4550-ae04-4bde6210ad7a> | CC-MAIN-2019-26 | https://resourcepanel.org/file/316/download?token=25TwyCx6 | 2019-06-20T11:24:01Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00306.warc.gz | 544,136,162 | 913 | eng_Latn | eng_Latn | 0.993797 | eng_Latn | 0.996548 | [
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Genetic ancestry test users 'cherry-pick' which races to identify with
28 June 2018, by Thandi Fletcher
Genetic ancestry tests are often advertised as a tool to uncover new connections to diverse cultures and ancestries, but new research from the University of British Columbia has found people tend to pick and choose which races they identify with based on preconceived biases.
Ancestry testing is part of a rapidly growing, billiondollar industry that claims to use DNA to tell people about the parts of the world from which their ancestors originated. In research published this week in the American Journal of Sociology, sociologists found that, rather than embrace all their test results, people who use genetic ancestry tests tend to selectively identify with ethnicities they view as positive while disregarding others.
"People often buy these genetic ancestry tests because they're looking for a sense of belonging or to confirm a story that's been passed down in their family," said Wendy Roth, associate professor in the department of sociology and the study's lead author. "But if the test results don't support what they want to believe, we found that people will often ignore the results or criticize them. We tend to cherry-pick the parts of our family story that we like most and want to emphasize."
For the study, researchers interviewed 100 American genetic ancestry test users who said they identified before the test as white, black, Hispanic/Latino, Asian, or Native American. Study participants were asked questions about their ethnic and racial identities over their lifetime. The participants were interviewed a second time, 18 months after genetic testing, to examine how they made sense of test results and how their identities had changed over time.
One study participant, "Eduardo," identified as a white Mexican-American before the test, but his genetic ancestry test results reported Native American, Celtic and Jewish ancestries. The researchers found that Eduardo disregarded his
Celtic ancestry but embraced his Jewish identity, explaining: "I always looked up to the Jewish people... I thought of them as higher than me." Another participant, "Shannon," was adopted and always believed she had Native American lineage through her birth parents. When her test results revealed no Native American ancestry, she decided the test was incorrect and continued to identify as Native American.
White respondents were more likely to embrace new racial identities, as long as they felt others would still accept them, the researchers found.
"White identity is something that lots of people around them have, so it doesn't feel special," said Roth. "Part of it may be guilt about being white and feeling somewhat privileged. They want something that makes them feel unique, whereas for many people of colour, they've known all along that they have some racial mixture in their ancestry, and it's not as surprising."
Roth noted there are at least 74 companies that have sold genetic ancestry tests, but she warned that their tests should be taken with a grain of salt.
"There are many ways in which genetic tests that tell you the percentages of your ancestry are misleading and they're often misunderstood," said Roth. "Some tests can be useful for helping people track down long-lost relatives who are genetic matches, if they're lucky. But people who use these tests to determine their race or inform their sense of identity should be aware that this isn't the right way to think about it."
More information: Wendy D. Roth et al, Genetic Options: The Impact of Genetic Ancestry Testing on Consumers' Racial and Ethnic Identities, American Journal of Sociology (2018). DOI: 10.1086/697487
1 / 2
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APA citation: Genetic ancestry test users 'cherry-pick' which races to identify with (2018, June 28) retrieved 20 June 2019 from https://phys.org/news/2018-06-genetic-ancestry-users-cherry-pick.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Agricultural land
Soil acidity
South Australia's
Environmental trend and condition report card 2018
Trend
Since 2005, the trend in agricultural soil acidity has been getting worse.
A soil is acidic if its pH is below 5.5. Increasing soil acidity can be counteracted by adding lime to the soil. If not enough lime is applied over time, the soil will become more acidic. The amount of lime used each year to manage acidic soils is monitored to help estimate the trend in soil acidity.
Since 2005, soil acidity has continued to increase (worsen) in each of the six key agricultural regions (Eyre Peninsula [EP], Northern and Yorke [NY], Adelaide and Mount Lofty Ranges [AMLR], South Australian Murray–Darling Basin [SAMDB] and South East [SE]) (top figure).
The area of land with acidic soils is also increasing.
Why is agricultural land important?
Agricultural land supports food and fibre production through crops and livestock, with South Australian agriculture valued at $4.5 billion annually.
Soil acidity reduces the growth and production of most agricultural plants. The annual loss of agricultural production in South Australia due to soil acidity is estimated at $88 million.
Condition
Soil acidity is fair, with two-thirds of acid-prone soils in the agricultural areas of the state being acidic.
The condition rating for soil acidity depends on the amount (proportion) of acid-prone soils that are currently acidic. Statewide, 67% of acid-prone agricultural soils are currently acidic, giving a fair condition rating. Most of the agricultural regions have a fair condition rating for soil acidity (bottom figure).
Adequate application of lime is required to overcome increasing acidity and maintain the productivity of important agricultural land in South Australia.
Soil acidity is getting worse across South Australia. Lime is needed to help maintain agricultural productivity
What are the pressures?
About 20% of the state's agricultural land has soils that are prone to acidity.
Agricultural production accelerates soil acidification. Acidification rates are increasing because of higher agricultural productivity and greater use of nitrogen fertilisers.
Soil acidification is a complex chemical process, and its effects are not always recognised or understood.
Treatment of acidic soils relies on the availability of good-quality and affordable lime, which varies at times and between regions.
technical information
What is being done?
Soil mapping information and soil test data are used to estimate the extent and severity of soil acidity.
The state government works with industry to increase awareness, detection and treatment of soil acidity.
The Managing Soil Acidification Action Plan guides activities to improve management of soil acidity.
Technology is now available to map pH variation within paddocks, so that lime can be applied where it is needed. | <urn:uuid:c67a90c0-b4dd-4e44-aca5-4ede2537154d> | CC-MAIN-2019-26 | https://data.environment.sa.gov.au/Content/Publications/Booklet_26_RC410_SoilAcidity.pdf | 2019-06-20T11:50:02Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00307.warc.gz | 416,424,990 | 566 | eng_Latn | eng_Latn | 0.990311 | eng_Latn | 0.990311 | [
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Our 'Local Offer' for Special Educational Needs and Disability ( SEND )
* The information in our Local Offer is here to help parents of a child with SEND see what is available in terms of SEND provision in our school.
* We know parents want their children to be happy and to be given every opportunity to make the best possible progress.
* Everyone at Sennen School is committed to this same goal.
| | | SEND Co-ordinator | Designated Safeguarding Lead |
|---|---|---|---|
| | Head | | |
| Chris Roynon | | Bec Thomas | Chris Roynon |
Please see 'Special Educational Needs' policy
Please see 'Equality & Diversity' policy
Please see 'Access Plan'
SENNEN SCHOOL
Our core offer to all children is to provide High Quality Inclusive Teaching
High expectations for all pupils
Environment and resources to promote independent learning
Well planned lessons with differentiated learning objectives and success criteria as required
Reasonable adjustments and well planned SEND provision in class
Range of effective teaching strategies
Effective challenge by use of varied pitch and pace
Good modelling by adults
High level questioning
High levels of engagement
Opportunity for individual and group discussion
Opportunity for pupils to work independently and collaboratively
Effective feedback to move pupils on in their learning
Encouragement and praise to engage and motivate pupils
Self & peer assessment opportunities
Well trained additional adults effectively deployed
We are a fully inclusive setting with adjustments made depending on need. We provide a supportive environment making available the appropriate resources and accessing any required specialist equipment to ensure all children can access the curriculum. We use our best endeavours, making reasonable adjustments, to ensure all children with disabilities can be i l d d
All parents are encouraged to work in partnership with the school. Parents of a child with SEND will have opportunity to work closely with the school's SENDCo, school staff and outside agencies.
The governing body of the school have a legal duty to publish information on the website about the policy for pupils with SEND. This is updated annually. Mrs Caroline Amos is our designated governor for
When the needs of a child cannot be reasonably provided from within the resources normally available to school the local authority must conduct an assessment. Education Health Care (EHC) plans will be based on coordinated assessment and planning which puts the child and their parents at the centre of decision making. The SENDCo will support the child and family through this process.
Name of the Special Educational Needs/Disabilities Coordinator ( SENDCo ): Bec Thomas
Contact details: 01736 871392 ( school office phone )
The levels of support and provision offered by our school
1. Listening to and responding to children and young people
2. Partnership with parents and carers
3. The curriculum
4. Teaching and learning
Whole school approaches
The universal offer to all children and YP
o Well planned lessons with differentiated learning objectives and success criteria
o Planning focusses on prior learning
o In-class targeted teacher support as required.
o Needs led in-class TA support.
o Assessment for learning (AfL) is on-going and informs learning journey
o Access to visual, auditory & kinaesthetic aids and modelling appropriate to learning style
o Whole class visuals such as timetables
o Access to ICT
o Use of writing frames
o High level questioning
o Effective feedback face to face and through marking
o Preferred learning styles
o Effective challenge by use of varied pitch and pace
o Alternative ways of recoding are used
Additional, targeted support and provision
o Teachers and Support staff work in partnership, sharing information to ensure provision is effective and targeted appropriately.
o Access to needs led small group intervention for reinforcement of concepts requiring overlearning and/or pre-teaching of new concepts. This may be taken by the teacher or TA.
o Supported group work in class to ensure understanding, facilitate learning, foster independence, and keep children on task.
o Access to technology such as Talking Tins, laptops, IPAD, Clicker etc
o Access to homework/booster club
o Test concessions
Specialist, individualised support and provision
o One to one support for those children who require intensive support to ensure they make progress with their learning.
o Personalised and highly differentiated work is provided to enable independent learning.
o Advice from specialist teacher or outside agency eg Educational Psychologist, Special School Outreach
o Individual targeted teaching following specific programme eg Toe-by-Toe, Stiles, Project X code.
o Test concessions.
o Specific training for staff
5. Self-help skills and independence
6. Health, wellbeing and emotional support
7. Social Interaction opportunities
10
8. The physical environment (accessibility, safety and positive learning environment).
11
9. Transition from year to year and setting to setting
12
10. Services and organisations that we work with:
13
Cornwall's Local Offer can be found on The Cornwall Family Information Services (FIS) website: http://cornwall.childrensservicedirectory.org.uk
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The 5k distance is perfect for dogs and dog parents because it is fun for everyone. By following this 6-week training programme, even the laziest of dogs will become fit enough to participate.
As a reminder, please ensure you have followed the initial steps to start training which are outlined in Training Plan #1 before progressing to this plan.
What does a rest day mean?
In this training plan, you'll see that you will train with your dog on four out of seven days per week. A rest day for your dog is still a day with walks, however.
Walks are essential for lubricating the joints and for supporting good toileting habits. A rest day for a typical dog will involve two 20-minute walks with one walk in the morning and another in the evening.
A word about toilet breaks
One of the aims of this plan is to get you and your dog moving more often. Consequently, in addition to twice daily walks, I'm also
Training Plan #4 5k Run/Walk
recommending that you outlaw the 'quick fix' of letting your dog outside in the yard to go to the toilet.
Instead, I want you to snap on the lead and stroll around the block (or for a least a few house lengths) for toileting. Every little bit of exercise helps!
Interval training
Interval training means changing pace during a walk to a jog and back again (e.g. walk for 2 blocks and then jog for the next 2). Dogs typically think interval training is a great game; interval training builds stamina for those of you who will choose to run, rather than walk, the 5k distance.
Training Plan # 5k Run/Walk p. 2
| Week | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday | Sunday |
|---|---|---|---|---|---|---|---|
| 1 | Rest | 1.5 kms walk with intervals | Rest | 1.5 kms walk with intervals | Rest | 1.5 kms walk with intervals | 1.5 kms walk |
| 2 | Rest | 1.5 kms walk with intervals | Rest | 1.5 kms walk with intervals | Rest | 1.5 kms—all jogging | 2.5 kms walk |
| 3 | Rest | 2.5 kms walk with intervals | Rest | 2.5 kms walk with intervals | Rest | 3 kms walk with intervals | 3 kms walk |
| 4 | Rest | 3 kms walk with intervals | Rest | 3 kms walk with intervals | Rest | 3 kms—all jogging | 3.5 kms walk |
| 5 | Rest | 3.5 kms walk with intervals | Rest | 3.5 kms walk with intervals | Rest | 4 kms walk with intervals | 4 kms walk |
| 6 | Rest | 4 kms walk with intervals | Rest | 4 kms walk with intervals | Rest | 3.5 kms—all jogging | 3 kms walk |
Keep up the Week 6 regime until the event on 22 September 2019!
Dog training plans for this event are sponsored by: | <urn:uuid:e8b7460d-380f-444b-b04d-a981acd96b61> | CC-MAIN-2019-26 | https://4pawsmarathon.co.nz/wp-content/uploads/2019/05/Training-Plan-4-5km.pdf | 2019-06-20T11:23:09Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00305.warc.gz | 332,180,234 | 670 | eng_Latn | eng_Latn | 0.995769 | eng_Latn | 0.99931 | [
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Joint Agency Fact Sheet:
Inland Avian Predation Management Plan
U.S. ARMY CORPS OF ENGINEERS BUILDING STRONG®
Redistributing Caspian terns in the mid-Columbia River
Caspian terns at seasonal nesting sites on Goose Island in Potholes Reservoir in Grant County, Washington, and Crescent Island in McNary Reservoir on the Columbia River in Walla Walla County, Washington, are major contributors to avian predation on Endangered Species Act (ESA)-listed Columbia and Snake River salmon and steelhead during the spring juvenile outmigration through the mid-Columbia River.
Joint agency efforts led to development of Inland Avian Predation Management Plan
As a result, the Corps and Reclamation developed an Inland Avian Predation Management Plan (Plan, or IAPMP) to address the effects Caspian terns nesting at these sites have on ESA-listed salmon and steelhead. The Plan, developed using the National Environmental Policy Act (NEPA) process, aims to redistribute Caspian terns from Goose and Crescent Island nesting colonies to other nesting sites in the western U.S. to reduce impacts on Columbia and Snake River ESA-listed salmon and steelhead. Implementation of the Plan began in 2014 at Goose Island and at Crescent Island in 2015, and has resulted in reduced predation on ESA-listed salmon and steelhead by terns nesting at these two islands.
In 2008, the National Marine Fisheries Service issued a Biological Opinion (BiOp) to the U.S. Army Corps of Engineers (Corps), U.S. Bureau of Reclamation (Reclamation), and Bonneville Power Administration (BPA)—collectively referred to as the federal "Action Agencies"—for operation of the Federal Columbia River Power System (FCRPS) through 2018. As part of a broad suite of actions identified in the BiOp, the Action Agencies were advised to further evaluate the impacts of piscivorous or "fish-eating" birds on outmigrating juvenile salmon and steelhead through the mid-Columbia River, develop a management plan to decrease predation rates, and implement the plan if warranted.
The Plan includes attraction measures at alternative nesting habitat and dissuasion of Caspian terns from Goose and Crescent islands. Long-term dissuasion of Caspian terns from these two sites will be implemented through passive measures including installation of rope and flagging, plus planting of native vegetation. Additional active dissuasion measures including bird hazing efforts are anticipated to occur each nesting season through 2018.
Creating alternative Caspian tern nesting habitat at Don Edwards NWR
As part of the Plan, the Corps and Reclamation, in collaboration with the U.S. Fish and Wildlife Service, created alternative Caspian tern nesting habitat at Don Edwards National Wildlife Refuge (NWR) in San Francisco Bay in California prior to the spring 2015 Caspian tern nesting season. Creation of this alternative nesting habitat is intended to attract Caspian terns outside of the Columbia River basin to a location where predation on ESA-listed species is known to be lower. This habitat at Don Edwards NWR is now available along with other alternative Caspian tern nesting habitat throughout the western U.S. range of Caspian terns.
More information
Goose and Crescent Islands are closed to public access during the Caspian tern nesting season. Goose Island is closed from March 1 through September 15. Crescent Island is closed to public access at all times except for authorized waterfowl hunting seasons.
The Inland Avian Predation Management Plan is available on the Corps' Walla Walla District website at http://www.nww.usace.army.mil/Missions/Projects/InlandAvianPredationManagementPlan.aspx and on Reclamation's website at http://www.usbr.gov/pn/fcrps/documents/2014fonsiiap.pdf. See Environmental Assessment "Appendix A" for the Plan.
If you have questions, please contact Reclamation's natural resource specialist for Goose Island actions at the Ephrata Field Office at 509-754-0205 or the Corps' Walla Walla District for Crescent Island actions at 509-527-7020.
201 North 3rd Avenue; Walla Walla, WA 99362
U.S. BUREAU OF RECLAMATION EPHRATA FIELD OFFICE
32 C Street N.W.; Ephrata, WA 98823 | <urn:uuid:7c4939c3-86e7-4f1d-a443-82b71f2e2934> | CC-MAIN-2019-26 | https://www.nww.usace.army.mil/Portals/28/docs/environmental/Archived/2016-01-1430JointFS_IAPMP_Caspian_tern-redistribution_Final.pdf | 2019-06-20T11:02:24Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00311.warc.gz | 877,010,178 | 924 | eng_Latn | eng_Latn | 0.972643 | eng_Latn | 0.972643 | [
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Day Care Services
Parks and Recreation Day Care Services
The mission of the Parks and Recreation Day Care Program is to provide instruction and activities in manipulative, dramatic, and imaginative play that will assist in developing the child's intellect, gross and fine motor skills, as well as aid in socialization for children 2-5 yrs. of age.
The two daycares by the City of El Paso Parks and Recreation Department are Child Care Services (CCS) Providers which is a program designated to help qualifying parents with some or all of the program fees. Please contact the centers below at their respective phone numbers for more specific information.
Veterans Recreation Center
5301 Salem St. District 4 (915) 822-8859
Hours of operation – 7:00 a.m. to 6:00 p.m. (Monday – Friday)
Galatzan Recreation Center
650 Wallenberg Dr. District 8 (915) 842-8754
Hours of operation – 7:00 a.m. to 6:00 p.m. (Monday – Friday)
Day Care Fees
Full Day Daycare (monthly) (more than 6 hours/day) $315 (resident) $395 (non-resident)
Half Day Daycare (monthly ) (up to 6 hours/day) $210 (resident) $265 (non-resident)
Pre – School Services
Veterans Recreation Center 5301 Salem St. District 4 (915) 822-8859
Hours of operation – 9:00 a.m. to 1:00 p.m. (Monday – Friday)
Galatzan Recreation Center
650 Wallenberg Dr. District 8 (915) 842-8754
Hours of operation – 9:00 a.m. to 1:00 p.m. (Monday – Friday)
Pre-School Fees
Frequently Asked Questions
1) How much is the cost of day care?
We offer half day (6 hours per day) for $210.00 a month and full time for $315.00 a month.
2) When is tuition due?
Tuition is due no later than the 1 st of the month.
There will be a $15.00 late payment fee per day after the 1 st .
3) Do you accept check, cash or credit card?
Yes.
4) Is there any late fees?
Yes.
Late Pick Up Fee for half and full time is $5.00 every 15 minutes and $15.00 per day on the tuition fee.
5) What time is the Preschool Program?
The Preschool is from 9:00 a.m. to 1:00 p.m.
6) What do the teachers teach in preschool setting?
Five Domains:
Writing, Math, Science, Social Studies, Art, and introducing the letters, shapes, colors, and numbers.
7) Do you have field trips?
No.
We do not take the children on field trips however, we do have community leaders people from throughout the community give presentations to the children at the Center.
8) What's the teacher to student ratio?
2yr. olds 1/11, 2/20; 3yr. olds 1/15, 2/30; 4yr. olds 1/18, 2/30; 5yr. olds 1/18, 2/20
9) Do you provide food for the children?
No, we are a sack lunch program.
Every parent is responsible for their child's meals during the time they are at the Center.
10) Do you give discount to city employees?
No.
11) Do the employees have a background check?
Yes, with the city and the FBI fingerprint.
12) Are the employees CPR certified?
Yes
13) Which curriculum do you use?
The Texas Education Agency Early Childhood outcomes and Prekindergarten Guidelines Alignment.
14) Do the employees get any kind of training?
Yes, the Instructors complete 24 hours of training per year of continuing education in child development and the Directors complete 30 hours per year.
15) What kind of activities do the 2 year olds do?
Circle time and Centers include the shapes, colors, and emotions, promote large and small motor skills and social skills.
16) What's your discipline policy?
Age appropriate time out, redirect child to a center, explain to child what he/she did wrong and take child to office for a change of environment.
17) Can we bring pets?
No.
18) What are your safety procedures?
There are security monitors located at the front entrance, hallway and the playground. The main door is always locked and a parent must ring doorbell, before being admitted.
19) What ages does your facility accept?
2 years old to 5 years old. | <urn:uuid:e9ecf8a1-7525-4bb1-9ab8-20459593e4ae> | CC-MAIN-2019-26 | https://www.elpasotexas.gov/~/media/files/coep/parks%20and%20recreation/day%20care%20services%20and%20fees%20-%20updated.ashx | 2019-06-20T10:58:05Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00311.warc.gz | 752,153,086 | 985 | eng_Latn | eng_Latn | 0.860881 | eng_Latn | 0.993886 | [
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Institutional Distinctiveness
Vision
* To accelerate educational development in rural area.
* To impart higher education to the rural aspirants and make them enlightened by seeking modern education coupled with spiritual values.
* To create human beings to fit in themselves and an ideal society by inculcating human values such as love, affection, cooperation and fraternity, tolerance, selflessness and universal brotherhood.
Our institute wishes to accelerate educational development in rural area by providing rural students opportunities for learning the subjects to earn the desired degree and also help them to gain knowledge and skills in subjects beyond the course to make the students ready for the present global job market. A lecture programme on Competitive Examinations was organised on 26/07/2018 with the association B.R.E.T. Training Centre, Bangalore. Coaching Classes for Competitive Examinations were also conducted from 10/02/2019 to 28/02/2019. The programme on 'Promotion of Entrepreneurship' was conducted on 01 March 2019.
To create our rural students to fit in themselves in an ideal society by inculcating human values such as love, affection, cooperation and fraternity, tolerance, selflessness and universal brotherhood, the institution with the association of IQAC, NCC and NSS conducted a Jatha to collect relief fund for Kodagu flood victims on 22/08/2018. Apart from these some of our faculty members have published books and resourceful articles. Annual Magazine containing students' articles, poems, stories in Kannada, English and Hindi is published. More number of scholarships, endowment prizes and cash prizes are instituted to encourage meritorious students. Poor students are provided with free hostels and boarding facilities. Rank holders are adopted by the management. Enhancing comprehension of the texts by students is done through films and documentaries.
Various forums of college union and cells organize guest lectures and spiritual speeches. Students Festival (Fun Fair) is organized every year to develop entrepreneurial skills among the students. Different dress codes for B.A./B.Sc./B.Com. is in practice. Heritage Club of History Department organizes various functions to protect Indian traditions. NCC, NSS, Red Cross, Red Ribbon Club organize various extension services to help society.
The above mentioned practices have successfully enhanced the vision and the quality of education of our institution. Our institution aims at creating a hatching ground for the students to develop their hobbies and achieve success in life. The above practices facilitate the students with the required knowledge, experience and exposure to persue their dreams with gainful employment with these skills gained, the students become more determined and confident in facing the future. | <urn:uuid:47649727-550f-4018-b76a-41c016ac5b0e> | CC-MAIN-2020-50 | https://vmsrvcollege.com/2019-20/Institutional%20Distinctiveness.pdf | 2020-12-04T05:36:42+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00424.warc.gz | 554,584,176 | 535 | eng_Latn | eng_Latn | 0.996389 | eng_Latn | 0.996389 | [
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Community Safety Focus for 2019
Recycle Right and FOGO
Fremantle Council invests $1.35 million a year on community safety services, with additional resources targeting antisocial behaviour in the CBD. The 7-day service operates 7am to 9pm, and until 4am from Wednesday to Saturday.
By mid 2019, there will be 25 additional monitored CCTV cameras throughout the City of Fremantle, including the CBD and key suburban locations.
The Community Safety Officers are often the first responders but have very limited powers under WA law. Only WA Police can arrest and move on people, Police are back on the beat in our CBD, but this needs to consistent and reliable and instil a lower tolerance for anti-social behaviour. We continue to share information and intelligence with Police to reduce criminal activity.
Recent community engagement found that underreporting of crime is an issue. We are working with the Fremantle Chamber of Commerce and Fremantle Now to encourage all criminal activity to be reported in order to ensure adequate police resources are allocated to Fremantle.
Report all criminal activity to 131 444 Call the Community Safety Team on 1300 360 666
Social Sports
A new partnership between St. Patrick's, Reclink Australia and City of Fremantle will see free social sports and recreational activities for people facing disadvantage - every Wednesday at Princess May Park from 10 -11.30am.
More info: SIMONE IRELAND 0408 982 891 or email@example.com
Recent changes have been made regarding what can and can't be recycled in your yellow-topped bin. The changes aim to reduce contamination and make recycling easier for everyone to understand. The main changes are that aerosol cans and soft ('scrunchable') plastics now go in your green bin.
Remember:
* NEVER put recyclables in a plastic bag, as this can damage equipment and means your recyclables end up in landfill.
* ALWAYS rinse your recyclables so when they arrive in Asia for reprocessing, they are not contaminated with old rotten food / drink.
Later this year, FOGO will be introduced. Soon households will receive new bins, including a red bin for all the items headed for landfill, which previously went in the green top bin. FOGO, which stands for "Food Organics, Green Organics" means the contents of the green bin will less contaminated and can be recycled into high quality compost. This better separation at the source means we can divert more waste from landfill.
For more information, visit recycleright.wa.gov.au
Hampton Road Master Plan
Work is underway on a master plan for Hampton Road that will improve safety for pedestrians, cyclists and local residents. Some preliminary work will be presented at a combined precinct meeting.
6pm - 7pm Tuesday 30 April in the Multipurpose room at the Fremantle library
Our changing city...
The old Fremantle Synagogue
A proposal to breathe new life into this iconic Fremantle heritage building was approved by the planning committee.
The Synagogue, on the corner of South Terrace and Parry Street, will become a new restaurant and hospitality venue featuring a restaurant, a multi-level beer garden including a rooftop deck, a basement cocktail bar and a casual front bar.
Victoria Quay Steering Group Announced
Plans for a "vibrant, people-oriented waterfront precinct" at the historic Victoria Quay are being progressed by a new steering group, chaired by Fremantle MLA Simone McGurk, and including Fremantle Ports; Landcorp; the City of Fremantle; Department of Transport; the Fremantle Chamber of Commerce; Tourism Western Australia and others.
Fremantle Traffic Bridge replacement
The timeframe for a new bridge has been listed as 'near term' (0-5 years) by Infrastructure Australia. A replacement bridge allows options for upgrades to bike paths and train movements (both passenger and freight) – providing more efficient alternatives
To contact us:
Adin Lang 0438 908 829 firstname.lastname@example.org
to enter Fremantle. Work on bridge replacement options could also consider the scope for the old Fremantle Traffic Bridge, built in 1939, to remain as a key pedestrian and cycling link, and perhaps Fremantle's own "Highline" park.
Kings Square Update
Construction of the new civic centre is now underway. The $41.3m contract with Pindan has been signed and completion of the new civic centre is expected in about 18 months. The new building will be fully accessible and include key community facilities as well as commercial offices, a café and retail space to provide local jobs and better activation within our city centre. It also boasts a range of sustainability features and is an integral part of the broader $270 million Kings Square Renewal project.
For more information visit kingssquarefremantle.com
Quarry Street Redevelopment
Council owned land at 7-9 Quarry Street Fremantle is currently going through a rigorous re-zoning process. The City would like to sell the lots for a single coordinated redevelopment, however the different zonings across the site make this very challenging.
Councillors were presented an option for blanket R80 zoning across the site in a bid to create uniform zoning. Local residents voiced concerns that future development must be sympathetic the single storey heritage homes which bound the site, and allow access from Quarry Street to Fremantle Park. Councillors deferred the item so that local residents concerns can be adequately addressed. | <urn:uuid:9af3857c-4f37-4e30-bc95-d212191f51aa> | CC-MAIN-2019-26 | http://www.rachelpemberton.com.au/wp-content/uploads/2019/03/City-Ward-News-March-2019-FINAL.pdf | 2019-06-20T11:55:12Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00311.warc.gz | 297,227,180 | 1,146 | eng_Latn | eng_Latn | 0.998053 | eng_Latn | 0.998125 | [
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On Australias Constitution
by Gough Whitlam
Australian Constitution Learning Parliamentary Education Office . 4 Aug 2015 . Australias Prime Minister has rejected a proposal to consult Aboriginal people first about recognising them in the nations constitution. Australian Constitution Learning Parliamentary Education Office . ?An Act to constitute the Commonwealth of Australia. Goughs gift - 40 years on Australian constitution still clinging to . Will completing the Constitution without making any substantive changes satisfy Indigenous Australians or make any real difference to their lives? Ahead of the . Articles on the Australian Constitution :: Australians for Constitutional . A constitution is a set of rules by which a country or state is run. The Australian Constitution was drafted at a series of constitutional conventions held in the 1890s. It was passed by the British Parliament as part of the Commonwealth of Australia Constitution Act 1900 and took effect on 1 January 1901. Australian Constitution – National Archives of Australia Aboriginal and Torres Strait Islander Peoples are still not recognised in the Australian Constitution as Australias first peoples. Most people would be surprised Constitution Act 1934 - South Australian Legislation This is the blueprint of the Commonwealth, setting out how the new federation would be established and the guidelines for the way Australians would shape . Australian Constitution – News, Research and Analysis – The . The Australian Constitution has operated since the federation of the Australian . The Constitution is technically an act of the British Parliament passed in 1900.
Constitution of Australia - Wikipedia, the free encyclopedia 6 Jun 2013 . Anthony Albanese: Local government plays a huge role in our lives, but the constitution makes no mention of it. The referendum, an example of Constitution: 11/02/2014, Behind the News - ABC Articles on the Australian Constitution presented by Australians for Constitutional Monarchy - Toowoomba Branch. Aboriginal and Torres Strait Islander Australians and the Constitution The Australian Constitution is the set of rules by which Australia is run. It came into effect on 1 January 1901, establishing the Commonwealth of Australia. The Australian Constitution – Parliament of Australia Facts about the modern relevance of the Constitution of Australia. The Australian Constitution is the single most important document in Australias history. ?Recognising Aboriginal and Torres Strait Islander . - Oxfam Australia The Constitution was approved in a series of referendums held over 1898–1900 by the people of the Australian colonies, and the approved draft was enacted as a section of the Commonwealth of Australia Constitution Act 1900 (Imp), an Act of the Parliament of the United Kingdom. Commonwealth of Australia Constitution Act - ComLaw 20 Jun 2015 . THE AUSTRALIAN CONSTITUTION Chapter & section Contents Chapter 1: The Parliament Sections 1 to 60 describe the composition and Commonwealth of Australia Constitution Act 1900 - Legislation.gov.uk The Australian Constitution came into effect on 1 January 1901, having been passed as a British Act of Parliament and given royal assent by Queen Victoria in . Larry Hannigans Voice of the Australian Constitution Australians possess an appalling lack of knowledge about their system of government. A 1987 survey conducted for the Australian Constitution Commission Homepage - RECOGNISE Facts about the Commonwealth of Australia Constitution Act « CLRA . Table of Provisions. View the Constitution as a single document (PDF 92KB). An Act to constitute the Commonwealth of Australia [9th July 1900] (63 & 64 Constitutional reform: Fact Sheet - Recognising Aboriginal & Torres . The Australian Constitution - Parliamentary Education Office Full text of the Australian Constitution available in chapters, on a single page, or section-by-section. Commonwealth of Australia Constitution Act 1900 Documenting . Produced by the South Australian Schools Constitutional Convention. Committee The Australian Constitution originated in the 1890s when the delegates. Commonwealth of Australia Constitution Act History Today Constitution Brochure - Parliament of South Australia . of Aboriginal and Torres Strait Islander peoples from Australias Constitution and impressive first cultures of our country – and constitutional recognition is Federation australia.gov.au The Text of THE VOICE OF THE AUSTRALIAN CONSTITUTION. I am the Constitution of the Commonwealth of Australia - I am the most important document in Australian · Museum of Australian Democracy at Old Parliament House 11 Feb 2014 . But the constitution is a bit more important than that. The Australian Constitution: Parliament of Australia · Referendums: Australian Electoral Full Text of the Australian Constitution AustralianPolitics.com 18 Jul 2014 . A silence lies at the heart of the Australian constitution. The document reflects Australias history of white settlement, but fails to mention the COMMONWEALTH OF AUSTRALIA CONSTITUTION ACT. TABLE OF Operation of the Constitution and laws [see Note 3] 6. Definitions 7. Repeal of Federal An Act to provide for the Constitution of the State; and for other purposes. . the Parliament of South Australia, and shall be constituted in the manner provided Time to fix a silence at the heart of Australias constitution - The Age The Australian Constitution is the most important document in Australian government history. It established the Commonwealth of Australia government, defined An Overview of the Australian Constitution AustralianPolitics.com What does the Australian Constitution do? 2. Does the Constitution recognise or mention Aboriginal and Torres Strait Islander. Australians? 3. Why doesnt the Australias constitution must reflect
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our modern world Anthony . Notation: The Commonwealth of Australia Constitution Act (the Constitution) comprises the Constitution amended as indicated below. COMMONWEALTH OF AUSTRALIA CONSTITUTION ACT 30 Oct 2014 . Fast forward 40 years, to John Anderson AO telling us still, even now, the wider Australian public is not yet ready to cut from our constitution What is the Commonwealth of Australias Constitution? The Australian Constitution contains eight chapters and 128 sections and may be changed by referendum according to the rules set out in section 128 of the . Australian PM knocks back Indigenous constitution plan - BBC News A draft constitution was accepted at a conference in Melbourne in 1898 and after a succession of referenda six states New South Wales, Queensland, South . | <urn:uuid:93495f3e-eb53-4893-87b5-353d6a29f184> | CC-MAIN-2018-39 | http://pietmondrianband.com/gough-whitlam-on-australias-constitution-free-english-pdf-ebooks.pdf | 2018-09-23T01:03:14Z | crawl-data/CC-MAIN-2018-39/segments/1537267158766.65/warc/CC-MAIN-20180923000827-20180923021227-00398.warc.gz | 188,783,086 | 1,395 | eng_Latn | eng_Latn | 0.980184 | eng_Latn | 0.972569 | [
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Wildlife Biologist on Assignment
Today you will act as a wildlife biologist and observe animals to learn more about them. Since you cannot go to the animals, you will use video footage to see them up close and personal. What is a Wildlife Biologist? They are scientists that observe and study the behaviours of animals. They frequently observe the features of certain wildlife and determine the creatures' role in specific ecosystems and/or how they interact with human beings. In addition, they will often perform various experiments to either increase our knowledge about a certain species or see how humans influence the ecosystem in question. Source: https://www.environmentalscience.org
Part 1: Go to www.RipleyAquariums.com/Canada/Live-Cameras and browse through the available live cameras (Dangerous Lagoon Sharks, Ray Bay, Planet Jellies, and Rainbow Reef). Choose one that appeals to you.
a) Record the name of the camera you have selected: ______________________
b) Take a screen shot of the video you will watch and paste it below:
Part 2: Set a timer for three (3) minutes, and watch the camera for at least that length of time (feel free to watch longer if you like!)
Complete the table on the next page with 5 observations, 3-5 inferences and 3 questions.
| OBSERVATIONS (See) What do you notice? What animals to do you see? How many different types of animals are there? What colours are the animals? How many animals are there? What behaviours are the animals doing? | INFERENCES (Think) What kind of habitat do you think the animals live in? What do you think the behaviours mean? | QUESTIONS (Wonder) What questions to you have? What do you need to learn more about these animals? |
|---|---|---|
| • • • • • | • • • • • | • • • . |
Part 3: Visit the Gallery page related to the camera you watched. Read through the facts about the various animals and identify three (3) of the most interesting. Record them below.
1.
2.
3.
Part 4: Choose one or more of the animals you observed today. Research and record three (3) additional fun facts about them you discovered while researching.
1.
2.
3.
Part 5: Keep on learning! Many zoos and aquariums have live videos of their exhibits. Or observe a local animal from your window.
Here are a few of our favourites:
Ripley's Aquarium of the Smokies Penguin Cam
Monterey Bay Aquarium Live Cams Explore.org - Live Cams San Diego Zoo Live Cams Vancouver Aquarium Live Cams Georgia Aquarium Live Cams | <urn:uuid:990abdd5-64e5-4738-85a9-37c0042a9ecf> | CC-MAIN-2020-50 | https://www.ripleyaquariums.com/canada/files/2020/04/Wildlife-Biologist-Assignment.pdf | 2020-12-04T05:02:47+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00424.warc.gz | 842,113,169 | 572 | eng_Latn | eng_Latn | 0.994685 | eng_Latn | 0.99615 | [
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In Case of Emergency
The compliance of fire safety rules and regulations is not a formality or a way to avoid penalties and other sanctions it is undoubtedly a vital necessity and duty of all citizens and organizations. Fires occur when people do not take precautionary measures, demonstrate carelessness and negligence with fire. The careless use of fire whiles. Smoking in bed, in prohibited areas, cigarette butts thrown out from the balconies or out the window of the car lead to a big disaster. The statistics shows that careless fire handling is the most common cause of fire, and often results people's death.
The main causes of fires in public and private buildings are: carelessness and negligence in handling with fire, defective electrical outlet, gas leakage, electrical appliances left without supervision and others. In order to prevent fires and explosions, to preserve life and property avoid the storage of flammable and combustible liquids at home. Be careful when using household chemistry items, don't to dump them in the trash, don't spray aerosol on an open fire. Flammable materials cannot be stored in the attics, cellars and subbasements. It is not recommended to install electric heaters next to flammable items. If you smell smoke you must unplug all the electrical appliances immediately.
Be careful and cautious with fire! Take care of you children, home and property from fires. But if the fire had happened, you must immediately call the fire service, clearly answering the questions of the service manager. Sometimes it is impossible to extinguish fire with your own efforts without Special professional equipment such as Toronto fire sprinkler systems that is used to extinguish big fires.
According to statistics the majority of fires occur in the housing (about 40% of the total). First of all it is explained by the fact that, people often contact with the open flame (matches, gas, and furnace) in everyday life. And secondly, there is a huge number of household appliances in modern apartment that can result the fire (electric heaters, TV set etc.). That's why in some housings, fire extinguisher is a mandatory part of the apartment. Every family member should know how to use this special mean of fire protection. Mississauga fire extinguishers will immediately give you a helping hand in the case of emergency.
The practice shows that a few people know how to behave in case of fire. And most of the tragedies happened due to the panic and incorrect uncoordinated actions. To avoid tragedy follow these steps: try to extinguish the fire source, if impossible evacuate immediately breathing through soggy fabric. If it is impossible to leave the apartment close the doors tightly and wait for the saving service. We hope that this simple guidance will help you to prevent fire in your house and stay alive if the emergency situation happened. You can share this article with your family members, friends and neighbors to inform them.
This information has been gladly provided by Expertcrownmoulding.ca - the best architectural cornice moulding contractor in Toronto.
Back to Home Page | <urn:uuid:45dbc22c-993f-4abf-b256-4ad197b3d058> | CC-MAIN-2020-50 | http://www.quebecadventuretours.com/firefighters.pdf | 2020-12-04T04:15:51+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00426.warc.gz | 155,626,078 | 694 | eng_Latn | eng_Latn | 0.99697 | eng_Latn | 0.999012 | [
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GIEWS Country Brief
Madagascar
Reference Date: 11-February-2014
Harvesting of the minor first season rice crop completed
While harvesting of the main rice crop is expected to commence in April, the minor first season rice crop was harvested in December and January in northern parts. Rains during the 2013/14 cropping season (October-June) have been generally satisfactory, with some deficits recorded in the south-west in December. However, abundant rains in January revived cumulative rainfall levels, limiting the potential negative impact on crop productivity. Given the current conditions, an average rice crop in 2014 is foreseen.
The joint government-FAO campaign against the Malagasy migratory locusts began in November 2013, with the first phase expected to run until August this year. Approximately 20 million hectares have been surveyed and more than 68 000 hectares treated or protected with pesticides and insect growth regulators. The implementation of anti-locust campaign is expected to significantly limit the impact of locusts on rice production.
Significant reduction in 2013 rice production
A joint FAO/WFP Crop and Food Security Assessment Mission (CFSAM), conducted in July, estimated the 2013 national rice output at 3.6 million tonnes (2.4 million tonnes in milled terms). At this level, the rice harvest is estimated to have declined by 21 and 18 percent compared to the above average harvest of 2012 and the previous five-year average, respectively. Similarly, production of maize and cassava decreased by 14 percent compared to the outputs of 2012. Erratic weather conditions and a reduction in plantings were the main cause of the lower cereal output.
Rice prices strengthen in 2013, reflecting tighter supplies
Overall, rice prices were above their year earlier levels at the start of 2014, reflecting the lower 2013 domestic harvest and consequently tighter national supplies. At Ariary 1 387 per kg, the national average price of local rice increased by 12 percent in January 2014 from their year earlier levels. At the regional level, some decreases were observed, instigated by new supplies from the first season's harvest; however, heavy rains also disrupted the drying of paddy crops and access to some markets, causing price increases. Imported rice prices, although they posted a 7 percent annual gain in January, have not increased as quickly as local varieties, benefiting from stable or declining international prices.
Food security conditions deteriorate in 2013/14
The reduced domestic rice harvest, rising food prices, the impact of the cyclones and the locust plague resulted in increased food insecurity in 2013/14. Based on the results from the CFSAM, approximately 28 percent of rural households suffer from food insecurity, translating into about four million people in the 20 surveyed regions (excluding Diana and Sava). Severe food insecurity is quite significant in the southern regions (Androy, Atsimo Atsinanana and Atsimo Andrefana), in the regions of the southern plateau (including Hirombe) and in the food basket region of Alaotra Mangoro. | <urn:uuid:cc58166b-2c15-4a41-8cfa-5ce496c41c06> | CC-MAIN-2020-50 | https://reliefweb.int/sites/reliefweb.int/files/resources/MDG_2.pdf | 2020-12-04T06:26:43+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00428.warc.gz | 473,068,416 | 649 | eng_Latn | eng_Latn | 0.99281 | eng_Latn | 0.996729 | [
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235 Typesetting
Proportional fonts are so called because characters require varying amounts of space on the printed line. The size in which text is "set," usually measured in points, also affects the space required for each character. In this problem you are given a number of paragraphs of text to set. Each paragraph may include special "words" to select the font and point size.
Input
The input starts with the font width table. These data give the widths of 10- point characters in six different fonts. The first line contains the number of characters in the table, N (0 ≤ N ≤ 100). Each of the next N lines contain a character in column 1 and then 6 integers representing the width of that character in each of the 6 different fonts. Widths are given in an arbitrary measurement called "units." The width of each 10-point character will be greater than zero units, and less than 256 units. Character widths scale linearly with point size. Thus if a 10-point "A" is 12 units wide, a 20-point "A" is 24 units wide.
The remainder of the input consists of paragraphs to be typeset. Each paragraph begins with a line containing two integers, L and W . L is the number of input lines of text for the paragraph (these immediately follow the first line), and W is the width allowed for each typeset line, in units. The initial font at the beginning of each paragraph is always font 1, and the initial point size in which characters are to be set is 10. Fonts are numbered 1 through 6, corresponding to columns 1 through 6 in the font width table. An empty paragraph (one for which L is 0) will mark the end of the input data. No output is to be produced for this empty paragraph.
The words in each paragraph are sequences of no more than 8 non-blank characters separated by spaces (that is, blanks — no tab characters will appear in the input). Spaces at the ends of input lines are irrelevant, and spaces between words are significant only to the extent that they separate words. Each character in each word will appear in the width table. Case is significant for all characters in the input data.
The special tokens '*f1', '*f2', '*f3', '*f4', '*f5', and '*f6' are used to select a particular font to be used in setting the text that follows it. The token '*sN ', where N is an integer in the range 1 to 99 indicates that N point characters are to be used in setting the following text. These tokens will always be separated from words and other tokens by at least one blank. Note that style and size changes made in one paragraph do not carry over to the next paragraph, and that many such changes may appear in a single paragraph.
For each paragraph, try to set as many words per line as possible, ensuring that each word is followed by at least the width of a blank (which will always appear in the font width table) with the same point size and style as the characters in the preceding word, except for the last word on the line. The last word in a typeset line must not have any following space.
When scaling fonts, round the scaled character widths to the nearest integer, rounding upward in cases where the rounded value is half way between two consecutive integers. Thus, if a particular 10 point character occupies 9 units of space, a 15 point character would occupy 14 units of space, as would a 16 point character. A 14 point character, however, would occupy only 13 units of space.
Output
For each paragraph, first display the paragraph number (1, 2, ...). Then, for each typeset line in the paragraph, display the line number, the first and last words on that line, and the total number of units of white space that follow the last character printed on the line. (This is just the number of units of space available on the line not occupied by characters or spaces between characters.)
If a single word exceeds the width of a line, set it on a line by itself. In the output for that line, show only that single word, and a negative amount of white space equal to the excess width of the word.
Sample Input
```
4 A 10 20 30 12 22 32 B 1 2 3 4 5 6 C 9 10 8 3 5 2 2 4 6 3 5 7 2 80 *f2 AAA BBB CCC ABC *s15 CBA AABC CACA 3 100 AAA AAA BBB CCC ABC CBA AABC CACA 0 0
```
Sample Output
```
Paragraph 1 Line 1: AAA ... BBB (10 whitespace) Line 2: CCC ... ABC (14 whitespace) Line 3: CBA ... CBA (32 whitespace) Line 4: AABC ... AABC (2 whitespace) Line 5: CACA (-10 whitespace) Paragraph 2 Line 1: AAA ... CCC (4 whitespace) Line 2: ABC ... AABC (26 whitespace) Line 3: CACA ... CACA (62 whitespace)
``` | <urn:uuid:f1b2b405-8e3f-4ac0-ac6a-80fea79d8f69> | CC-MAIN-2020-50 | https://onlinejudge.org/external/2/235.pdf | 2020-12-04T05:06:39+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00428.warc.gz | 440,176,604 | 1,090 | eng_Latn | eng_Latn | 0.541563 | eng_Latn | 0.996873 | [
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CHEYNEY UNIVERSITY OF PENNSYLVANIA THE OFFICE OF RESIDENCE LIFE AND HOUSING
According to the United States Fire Administration, each year, more than 4,000 Americans die in fires and another 20,000 are injured.
Residence Halls Fire & Emergency Evacuation Information
The Department of Public Safety and the Office of Residence Life and Housing considers fire safety education as a priority and makes efforts to educate all members of the University community of the fire safety and evacuation procedures who visit our residence halls. Students, faculty, staff, administrators, and visitors to our campus are expected to observe appropriate fire safety practices by exercising prudence and adhering to the procedures and regulations established.
Cheyney University considers fire safety as everyone's business to decrease the number of unsafe acts and incidents. It is a serious violation of this policy, as well as a significant safety hazard to fail to evacuate the building when the fire alarm is activated. It is the right and responsibility of every member of the University community who have knowledge to report all unsafe acts and fire safety violations.
At Cheyney University, fire drills are conducted by the Office of Public Safety each month. These drills are designed to insure that occupants and their guests are familiar with proper fire safety evacuation guidelines, the exits in the buildings, and the designated meeting places outside the buildings so that, in the event of an actual emergency, a swift and orderly evacuation takes place.
Having a sound escape plan will greatly reduce death and injury resulting from fire.
Fires double in size every 30 seconds!
Having an escape plan is essential to increasing the chances of survival and decreasing injuries as every second counts. It is each person's responsibility whether student, faculty, staff, or visitor to be familiar with the exits in each residence hall that they occupy and/or visit and have a plan to get out in the event of an emergency.
Residence Hall Fire Safety
Each residence hall room is equipped with a smoke detector and all of the residence halls are equipped with a sprinkler system. The hallways and common areas are equipped in a similar fashion. Monthly fire drills are conducted by the Office of Public Safety. Students are reminded that no items should be hung on the sprinkler head, sprinkler pipe or the smoke detectors in the residence halls.
Candles, incense, cooking devices (i.e. hot plates, George Foremen grills, space heaters, etc) are not permitted for safety reasons. It's important that all students review what is and is not allowed in the residence hall as most of these decisions are made for safety reasons. All residents and their visitors are expected to abide by all safety guidelines and procedures. Every individual living in a residential community must play their role when it comes to fire safety and preventing unsafe situations.
Fire safety equipment can be the saving factor of a life and death situation. All fire safety equipment (fire extinguishers, smoke detectors, sprinkler systems, fire alarm pull stations and alarm panels, etc.) should not be tampered with and abused. As a member of the University community students should report all fire safety concerns and hazardous situation to a University staff member and/or Public Safety. In addition, all members of the residential community should familiarize themselves with the Residence Hall Evacuation Plans for their assigned residence hall. These Evacuation Plans can be found on the Public Safety webpage at http://www.cheyney.edu/public-safety/Fire-Evacuation-Plans.cfm. Moreover, it is highly encouraged that all residential students become familiar with the evacuation plans of all residence halls in case they choose to visit.
Individuals with Disabilities and Fire Safety
Students with disabilities that may hamper their evacuation during emergency situations, should inform a Residence Life and Housing staff member of their disability and needs as soon as they move in to the residence halls. This will insure that the Assistant Director, Public Safety, and the Office of Residence Life and Housing are aware should an emergency evacuation be needed. These individuals can also communicate with emergency personnel that a resident requires assistance.
In the event of a fire or other emergencies that requires the evacuation of the building, individuals with disabilities on the upper floors of the residence halls, if it safe to do so, should move to the stairwells of the floors that they reside on and remain there until the emergency personnel arrives to assist in evacuation. If you have a cell phone, remember to take your cell phone with you and notify Public Safety at 610-399-2405 as a reminder of your location in the building. Do not attempt to use the elevators.
The following are helpful guidelines for residential living which should aid you in the event that you must exit due to an emergency:
Remain Calm! Participating in scheduled fire drills increases your confidence in the event of an actual emergency.
Be familiar with your building's posted emergency escape plans. If you have visitors, make sure they are aware of the exit routes as well. Your guests are your responsibility!
Be sure you know at least two ways to exit your building. Do not expect your primary exit to be available during an emergency.
Be aware of any special situations which are present in your building that may slow your escape.
Leave immediately! Do not spend time gathering personal belongings. If there is time, quickly grab you room keys, University ID card, a coat or blanket, and exit swiftly. To be proactive, have these items already ready in a designated location.
If possible and your safety is not at risk, assist individuals with disabilities to exit as well.
Never open doors that are hot to the touch. If you cannot exit due to smoke or heat, for suite style housing and/or if you are able, wet towels and place them under your door and move to a window.
Do what you can to attract attention so that fire department personnel can get to you quickly and assist you in your escape if needed.
Close your room door as you exit.
Smoke rises. If you encounter smoke, crawl low!
Never use elevators during an emergency!
Never re-enter the building once you have exited!
If you discover smoke or fire, sound the nearest fire alarm and exit the building. Once outside, call Public Safety at (610) 399-2405 and report the emergency.
Once outside, remain at your meeting location until told otherwise by your Facility Administrator or a Public Safety official. It is important that accurate attendance is taken so that we can determine if anyone is left in the building. Make sure that you report in to your Resident Advisor and your building administrator.
The most important aspect of getting out safely is being prepared. Please take the time to become familiar with the procedures outlined above so that in the event of an emergency, you are prepared to GET OUT SAFELY ! | <urn:uuid:92b56161-bd94-4893-a3a0-84326eb47478> | CC-MAIN-2020-50 | http://www.gobelix.com/wp-content/uploads/2019/01/FireSafetyGuidelinesfortheResidenceHalls-FA2012.pdf | 2020-12-04T04:28:46+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00428.warc.gz | 130,080,666 | 1,373 | eng_Latn | eng_Latn | 0.99898 | eng_Latn | 0.999089 | [
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WINNIPEG HEALTH REGION ETHICS COUNCIL PUBLIC ENGAGEMENT GROUP
TERMS OF REFERENCE
Ethics is about doing the right thing. It involves the systematic examination of the morals and values in our relationships and interactions.
Ethical issues and questions are part of every aspect of health care.
PURPOSE OF GROUP
The purpose of the Ethics Council Public Engagement Group is:
1. To ensure the voices of the WRHA's customers – the patients, residents, clients and their families – are represented in the work of Ethics Services and the Regional Ethics Council.
2. To contribute ideas to the Ethics Council as it develops strategies to enhance and strengthen awareness of health ethics resources.
3. To provide input to the Ethics Council on regional ethics initiatives.
ROLE OF GROUP
The Ethics Council Public Engagement Group is complementary and advisory to the Regional Ethics Council and provides diverse public input to the Council. Through facilitated discussion, members' ideas, suggestions and opinions on health ethics resources and strategies are shared to guide and support the service delivery of ethical practices in the Winnipeg Health Region.
MEMBERSHIP
Logistics
The Ethics Council Public Engagement Group is comprised of 8-15 volunteer members who appreciate the breadth and scope of health ethics, recognize the potential in differing value perspectives, and share a positive commitment to the enhancement of regional ethics initiatives and strategies. The Group is facilitated by the Chair of the Ethics Council.
- Members volunteer for 3-year terms, with option to stay on at the end of the term by mutual agreement.
- Terms are staggered to provide for continuity. Membership is renewed annually through a process involving the Ethics Council Public Engagement Group and the Ethics Council.
- Membership applications shall be considered with an aim to ensure the group is diverse and inclusive, reflecting as much as possible the community.
- The Group meets 4 times a year between September and May.
- Meetings are generally 1.5- 2 hours in duration, scheduled at the convenience of the majority of the members.
- Short-term or sub-group memberships are identified as and when appropriate.
Expectations and intentions
- Members will
o Have previous ethics education or be willing to complete an ethics education workshop or course within the first year of their term, such as those offered by WRHA Ethics Services at no cost to members.
o Become familiar with health ethics resources and information available to the public provincially, nationally and internationally through participation in the Group.
- WRHA Ethics Services and the Regional Ethics Council will
o Welcome members of the Ethics Council Public Engagement Group at Regional Ethics Council meetings, as determined by member availability and interest.
o Ensure the Group is provided with feedback on how their input is used by the Region.
o Support the group to develop a shared, working knowledge of the foundations and principles of health ethics. | <urn:uuid:b04e8dd6-b9be-4045-889a-bc573da3448d> | CC-MAIN-2020-50 | https://wrha.mb.ca/files/ecpeg-terms-of-reference-e.pdf | 2020-12-04T05:24:21+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00426.warc.gz | 555,828,636 | 561 | eng_Latn | eng_Latn | 0.993109 | eng_Latn | 0.994694 | [
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Initiative to Keep Hasankeyf Alive, Turkey +++ ICSSI - Iraq Civil Society Solidarity Initiative +++ CDO – Civil Development Organisation, Iraq-KRG +++ CENESTA - The Centre for Sustainable Development, Iran
Press statement
14.03.2012
Launch of petition to save World Heritage in Mesopotamia threatened by the Ilisu Dam on the Tigris River
Today a worldwide petition addressed to the UNESCO World Heritage Committee is launched with the objective to save unique world cultural and natural heritage on the Tigris River in Mesopotamia. Particularly, the unique antique town Hasankeyf, with a past of at least 10,000 year of continuous settlement, in the mainly Kurdish populated Southeast of Turkey and the Mesopotamian Marshlands in South of Iraq, the largest wetlands of the Middle East cultivated by Millions of "Marsh Arabs", are threatened by the Ilisu Dam. It is one of the most controversial dams in the world. Besides the severe cultural and ecological impacts, this major dam also threatens the right to water, food and self-determined socio-economic development of at least several hundred thousand people on both sites of the border. Additionally, as it can be seen on the Euphrates River, large upstream dams in Turkey have negative impacts on the political stability.
This petition is initiated by four civil society organizations from different parts of Mesopotamia. For many years they have been struggling for a social and ecological development based on the preservation of the cultural and natural heritage in this region. Upper and lower Mesopotamia has been the starting point of the transition to sedentary agriculture and of the first civilizations of humanity. This region provides the exceptional chance to gain further knowledge of humanity's history. This important heritage should not be destroyed for the Ilisu Project and other dams with a lifespan of 50 to 70 years. Such dams are an expression of ignorance, non-participative society and an outdated development model.
The Turkish government is not interested in any dialogue with the affected local people and their representatives and has not had any serious discussion with the downstream states of Iraq and Syria. The government of Iraq does not show the necessary effort to act against the destructive dams from the upstream states Turkey and Iran. One result is that today neither Hasankeyf nor the Mesopotamian Marshlands are on the list of UNESCO World Heritage Sites. The Turkish government has never nominated Hasankeyf for inclusion on the World Heritage List ignoring all appeals of people and organizations asking for this step. The Marshlands of Mesopotamia are on the Tentative List submitted by Iraq to the World Heritage Committee in 2003, but since then no further steps have been taken. In order to conserve the tremendous cultural and natural heritage of Mesopotamia, the UNESCO must make an effort by putting pressure on the governments of Turkey not to build the Ilisu Dam and on Turkey and Iraq to nominate Hasankeyf and the Mesopotamian Marshlands for their list of World Heritage Sites.
In this framework the initiators of this petition call everybody in the region and in the world to join this petition in order to remind the UNESCO of its responsibility to use all possible means to develop pressure.
The initiators of this petition have chosen March 14 th for the launch of the petition as it is the International Day of Action for Rivers. Join our petition at the following website as an individual as well as organization: http://www.change.org/petitions/unesco-world-heritage-committee-saveworld-heritage-on-the-tigris-river-in-mesopotamia
Contact:
Initiative to Keep Hasankeyf Alive: email@example.com , Tel: 0090-5357446902 ICSSI – Iraq Civil Society Solidarity Initiative: firstname.lastname@example.org , Tel: 0039- 3291345117
CDO – Civil Development Organisation: email@example.com
CENESTA – Centre for Sustainable Development: firstname.lastname@example.org | <urn:uuid:ac5c2b41-a365-41c3-b9f2-040195cc6eb0> | CC-MAIN-2020-50 | https://www.gegenstroemung.org/drupal/sites/default/files/Ilisu_UNESCO_Petition_2012_PR_Initiators.pdf | 2020-12-04T05:14:26+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00425.warc.gz | 673,211,019 | 829 | eng_Latn | eng_Latn | 0.620676 | eng_Latn | 0.995197 | [
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SAFE INTERNET DAY ANSWER KEY
STATION 1
1. Google drive – to store your files
2. Amazon – to do shopping
3. Avast – to protect your computer from viruses
4. Kahoot – to do quizzes
5. Google Chrome – to browse the web
6. G-mail – to send and receive e-mail
7. Quizizz – to do quizzes
8. Google maps – to find a location or way
9. Google translate – to translate documents
10. Quizlet – to learn vocabulary
11. Viber – to call or chat
12. Blogger – to write ablog
STATION 2
1. screen
2. cybernaut
3. cyberbullying
4. hacker
5. virus
6. website
7. laptop
8. software
9. e-mail
10. chatroom
11. cyberspace
key word : CYBERSAFETY
STATION 3
Message 1
Could I see you tonight for dinner at 7?
Message 2
Are you coming tonight? Be here before 8. Will wait for you. See you later.
ABBREVIATIONS
1. CU 2. 2L8 3. BF 4. HAND
STATION 4
1. A 2. B 3. B
STATION 5
Tips mentioned in the video:
1. Keep your personal info private.
2. Don't tell anyone your password.
3. Make a password no one can guess.
4. Don't chat with strangers.
5. Don't share your photos, address etc.
6. Don't open e-mail/attachements from senders you don't know.
7. Don't open / close pop-up windows.
5. PLZ 6. JK 7. TX 8. ? 9. F2F 10. B/C
STATION 6
ADVANTAGES
It can help children with their homework.
It provides online shopping.
A source of education for students.
Finding out old friends through social network sites.
Helpful to people of all ages.
Chat rooms, songs, movies and other entertainment.
Online classes for students (e-learning).
People can connect and interact with others quickly and cheaply.
It helps to promote businesses
DISADVANTAGES
Talking to strangers on chat rooms.
Negative effects on family communication.
Cyber bullying.
Pornography.
Pedophile/ sexual predators in chat rooms.
If you shop online, your credit card number can be copied and used.
Spamming and viruses threat.
Provides a vast library of knowledge and information.
Hackers can steal sensitive information and other people's identity.
It can distract children from homework and adults from office work.
Chatting online without adult supervision can be dangerous for young children.
Internet addiction. | <urn:uuid:a35ddc35-ef84-421f-8a5e-a1f07eb57030> | CC-MAIN-2020-50 | http://t-room.skalna1.edu.pl/wp-content/uploads/2018/03/SAFE-INTERNET-DAY-answer-key.pdf | 2020-12-04T05:17:57+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00427.warc.gz | 93,890,512 | 645 | eng_Latn | eng_Latn | 0.99476 | eng_Latn | 0.996957 | [
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High Point Academy's Early Access Process
Early Access Background
Early access refers to the early entrance to kindergarten or first grade for highly advanced or gifted children under the age of six. Early access is not an acceleration pattern recommended for the majority of age 4 or age 5 gifted children. The purpose of early access is to identify and serve the few highly advanced gifted children (which is defined as students scoring at or above the 97 th percentile) who require comprehensive academic acceleration.
Early Access Criteria
In order to evaluate whether a student will qualify for early access, a portfolio will be submitted on the student's behalf by the family which will contain a profile of strengths, performance, readiness, needs and interests, and a determination of appropriate placement. All criteria must be considered in making the determination-test scores alone do not meet the standards of a determination. While High Point Academy does not charge a fee to review portfolios, some required criteria may require a fee by outside evaluators such as aptitude and achievement tests, Families with students who are eligible for free or reduced lunch may seek assistance from the school for the assessment process.
Criteria include:
1. Aptitude- To be completed by a Psychologist or similarly trained professional
a, Highly advanced level of performance or 97 th percentile
i. Every child with a score above the 97 th percentile may not benefit from early access to kindergarten or first grade
b. Measured using a developmentally appropriate tool
i. e.g. individualized ability test such as the Differential Ability Scales {DAS), Wechsler Preschool and Primary Scale of Intelligence, Woodcock Johnson Cognitive Ability Scale, or Kaufman Brief Intelligence Test
2. Achievement- To be completed by a Psychologist or similarly trained professional
a. Highly advanced level of performance or 97 th percentile
i. Typically, early access children function two or more years above their peers
b.
Measured using
an assessment
that determines
knowledge and
skills in reading
1
writing and
mathematics
i. e.g. curriculum-based assessment, above-level testing, and individualized achievement tests, such as the test of early math ability/reading ability1 Woodcock Johnson Ill Tests of achievement, or Iowa Tests of basic skills
3. Performance
a. Performance supporting early access is indicated by work samples and informal teacher and/or parent data indicating demonstrated ability above peers.
i. Measured using actual demonstration of the student's work (e.g. work samples, independent reading1 advanced vocabulary1 observational data).
4. Readiness, Social Behavior and Motivation
a. Readiness 1 social behavior and motivation for early access are determined by the child's ability to demonstrate the indicators deemed necessary for kindergarten or first grade by national standards
b. Measure the child 1 s readiness for kindergarten or first grade, social maturity, and eagerness to learn.
i. e.g. district readiness checklist, normed checklists and rating scales, such as the California Preschool Competency Scale or the Preschool/Kindergarten Behavioral and Social Scale or Bracken School Readiness
Once the portfolio containing all criteria is complete it will be submitted to the Elementary Assistant Principal to be reviewed. The Assistant Principal along with other school administrators will make a determination based on the evidence in the portfolio. Once the determination is made, the Assistant Principal will contact the family for a meeting to review the results. The deadline to submit a portfolio is April 1, in order to be considered for early access the following school year. | <urn:uuid:9dab7d25-7d2e-48c0-85d3-5c576574e380> | CC-MAIN-2020-50 | https://www.highpointacademy.net/wp-content/uploads/2018/11/HPA-Early-Access-Process.pdf | 2020-12-04T04:12:31+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00425.warc.gz | 688,888,994 | 713 | eng_Latn | eng_Latn | 0.9919 | eng_Latn | 0.9919 | [
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MONDAY OF THE HOLY SPIRIT AT THE PATRIARCHATE
Monday the 27th of May/9th of June 2014 saw the celebrations for the descent of the Holy Spirit, the third person of the Holy Trinity, on the holy disciples and apostles gathered in the Cenacle on the Hill of the Holy Sion, as attested by the Church.
Vespers was first held in the chapel within the cemetery of Sion, built on the ruins of a Byzantine Church, led by His Eminence, Archbishop Dorotheos of Avila, with concelebrant Hagiotaphite Hieromonks and Hierodeacons. Also in attendance were several pilgrims.
On the morning of the Monday of the Holy Spirit, the Divine Liturgy was held in the Church of the Holy Trinity within the Patriarchal School in Sion. Officiating at the service was again Archbishop Dorotheos of Avila. The choir of the Patriarchal School sang under the direction of the Head Cantor of the Church of Sts Constantine and Helen, f. Eusebius, in the presence of a crowd of pious pilgrims.
At the conclusion of the Divine Liturgy, a procession began from the church as the kneeling wishes were being recited, walking once within the church, once around the underground chapel/catacomb and once around the Cenacle.
After reciting the wish at the Cenacle, the procession returned to the Church where a supplication was made for the repose of the souls of the departed.
At the conclusion of the procession, the Prelatic retinue was graciously hosted to a reception at the School's Events Hall.
The descent of the Holy Spirit was also celebrated at the Church of the Holy Trinity of the Russian Ecclesiastical
Mission (MISSIA), led by the Most Reverend Metropolitan Isychios of Kapitolias, with Archimandrite Theophanes of MISSIA co-officiating. In attendance were many Russianspeaking, Arab-speaking and Greek-speaking faithful.
During Communion, Metropolitan Isychios read out the address of His Beatitude, Patriarch Theophilos of Jerusalem, and presented an icon of Our Lady of Jerusalem for His Holiness Cyril, Patriarch of Moscow.
At the conclusion of the service, Archimandrite Theophanes of MISSIA hosted the Prelatic retinue to lunch.
The Monday of the Holy Spirit was also celebrated at the Church of the Holy Trinity in Samaria. The feast was led by His Eminence, Archbishop Aristarchos of Constantina. Coofficiating with him were the Hegoumen at Jacob's Well, Archimandrite Ioustinos, and the town priest, f. Tuma Daoud. The fifty members of the parish participated in piety – "Fear not, little flock".
From the Secretariat-General
httpv://youtu.be/dJhYC8IApAQ httpv://youtu.be/KjBiBHkyVnw | <urn:uuid:33935fad-932d-4779-b38d-e519b7319b86> | CC-MAIN-2020-50 | https://en.jerusalem-patriarchate.info/blog/2014/06/09/monday-of-the-holy-spirit-at-the-patriarchate/?print=pdf | 2020-12-04T04:27:12+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00431.warc.gz | 288,797,647 | 697 | eng_Latn | eng_Latn | 0.988673 | eng_Latn | 0.993837 | [
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SSS-PHHC-03
INNOVATIONS AND CREATIVITY IN OCCUPATIONAL THERAPY FOR INCLUSIVE EDUCATION AND SENSORY IMPAIRMENTS 1
Anna Bisset
Department of Public health and social work University of Ruse "Angel Kanchev"
Phone: + 359886221915
Е-mail: email@example.com
Maria Hondrodimu
Department of Public health and social work University of Ruse "Angel Kanchev"
Phone: +3590894097123
E-mail: firstname.lastname@example.org
Hristiana Grigorova
Department of Public health and social work
University of Ruse "Angel Kanchev"
Phone: +359887873175
Е-mail: email@example.com
Assoc. Prof. Petya Mincheva, PhD
Department of Public health and social work
University of Ruse "Angel Kanchev"
Phone: +359886439086
Е-mail: firstname.lastname@example.org
Abstract: The paper reviews the experience of students in occupational therapy programme in University of Ruse during an international module" Innovation and Creativity for Life". Team of students from different specialities had developed ideas and some basic prototypes of innovative decisions of health and social disadvantaged people. The paper presents the work of the students on the problems of inclusive education and play, and blindness. The ideas are based on existing technologies and some new slutions. "Inclusive school of the future" combinies existing technologies in order to create accessibility to learning experience for children with different disabilities. "Discovery village"is an idea for inclusive playground for all children. A solution for blind people designed, based on existing technologies. The module provided additional knowledge and competences in innovations and creativity.
Keywords: Innovations, creativity, disabilities, occupational therapy
INTRODUCTION
University of Ruse was hosting the 6 th edition of the international module" Innovation and Creativity for Life" (IC4Life) 2019. 27 Students and teachers from Belgium, UK, Lithuania and Bulgaria participated in the module. Our university was represented by 13 students form Occupational therapy programme, Industrial design, Computer systems and technologies, Buisiness and management and Public administration programme.
During one week, the students worked in five international interdisciplinary teams to develop innovative solutions to different health and social problems. Students had to prepare an idea or prototype and a business plan for their application. At the end of the week, the teams presented
1 Докладът е представен на студентската научна сесия на 10.05.2019г. в секция Промоция на здраве с оригинално заглавие на български език: ИНОВАЦИИ И КРЕАТИВНОСТ В ЕРГОТЕРАПИЯТА ЗА ПРИОБЩАВАЩО ОБРАЗОВАНИЕ И ПРИ СЕНЗОРНИ НАРУШЕНИЯ
their work, which was evaluated fo creativity, innovation, relevance, business plan and presentation.
EXPOSITION
The definition of the WFOT from 2012, states, "Occupational therapy is a client-centred health profession concerned with promoting health and well being through occupation. The primary goal of occupational therapy is to enable people to participate in the activities of everyday life".
Social inclusion is a main OT goal for people with disabilities that could be achieve by:
* modifying the teaching strategies to include more verbal support, problem solving and videotaped instruction for clients with a variety of needs;
* collaboration with stakeholders such as national and regional jurisdictions, professional associations, health and human;
* service organizations and communities to promote social inclusion in programs and services in order to promote social inclusion;
* promote understanding of the relationship between social inclusion, occupational engagement and health and well-being. (CAOT)
Inclusion for children with disabilities
There are many factors influencing the process of inclusion the children with disabilities in the mainstream school. One of the team members in that process is the occupational therapists. His role in inclusive education could be define as:
* Assistance in the development of the individual learning profiles.
* Aid in the development of differentiated instructional strategies.
* Recommendations for materials, tools and/or technology to facilitate learning.
* Participation in enhancing teacher capacity through in-service and the provision of resources. (CanChild – research centre of Mc Master University, Canada)
Collaboration is a key to inclusion's success because students benefit from the educational programs and are integrated into the social environment of their classrooms Assistive technology has aided children with multiple disabilities to improve access and participation in their school and home environments. (Copley&Ziviani, 2004)
Chantry&Dunford, 2010, undertake a systematic search and review of contemporary literature pertaining to computer use by children with severe and complex disabilities and the impact on the participation. The findings supported the use of computer technologies for participation to a varying degree in all occupational performance areas, but were particularly positive in the areas of education, communication and play activities for children with disabilities and innovative sloutions for inclusive classroom.
The participants in the module IC4Life had to create solutions for two aspects of inclusion – education and play. The group for inclusive education (Dice solutions team) had the idea to combine different existing solutions from technology perspective and together (occupational therapists, engineers and management specialists) to develop a prototype for "Inclusive desk" (figure 1).
The second group (Team BETHA) had the idea of „Discovery village" (figure 2). It would be an inclusive playground for every child with or without disability. The games are safe, accessible, interesting and appropriate for sensory and physical disabilities. Their idea is also to combine with an App for informing the parents for some health issues and location. It could also navigate the child through the playground.
Creative solutions for blind people
Occupational therapy could help individuals with low vision or blindness with compensatory strategies. Occupational therapy practitioners adjust the tasks or environment for the individual's needs and provide training or assistive technology to assist the individual in accomplishing tasks despite limitations by the vision loss.
Technology to help people with disabilities is developing in a way that will allow blind and visually impaired people to see again. There are many invented solutions in that area. Some of them are: Assisted Vision Smart Glasses, Braille ebook reader, FingerReader, different apps, special talking devices; computer technology; special writing materials; tactile markings; and other environmental adaptations. shoes with sensor etc.
The students looked at all the existing tehnology and tried to make a solution that could combine them. Their suggestion during the module was to cerate a combination of special glasess and shoes, that could navigate and help the blind person to walk safety and freely in the environment (figure 3).
The future of the technology is very important in the area of occupational therapy, because its help will allow people with disabilities to participate in everyday occupations independently.
CONCLUSIONS
The participation in this module was an example of internationalization and teamwork. Overcoming the difficulties of people with disabilities should be mission for all the citizens. Our work in teams with different specialities proves that together we are stronger and have special competences.
It was very usefull and exciting to work in international environment and to experience new methods and approaches of education and research. We were enriched with new knowledge experiences, skills and competences.
REFERENCES
Bose P., J. Hinojosa (2008), Reported Experiences From Occupational Therapists Interacting With Teachers in Inclusive Early Childhood Classrooms, May/June 2008, Volume 62, Number 3
Chantry J., C. Dunford (2010), How do Computer Assistive Technologies Enhance Participation in Childhood Occupations for Children with Multiple and Complex Disabilities? A Review of the Current Literature, BJOT, Vol 73, Issue 8
Copley J., J. Ziviani (2004), Barriers to the use of assistive technology for children with multiple disabilities, OT international, Volume11, Issue4, 2004, Pages 229243https://www.caot.ca/document/4069/Social%20Inclusion%20-%20Fact%20Sheet.pdf https://canchild.ca/en/resources/209-occupational-therapy-role-in-the-school-partneringfor-change-model
https://www.wfot.org/about-occupational-therapy http://visionsofindependence.info/CourseDocs/visual-fact.pdf , Occupational Therapy Services for Individuals With Visual Impairment, American Occupational Therapy Association Fact Sheet | <urn:uuid:3537d113-2c77-40b2-9b30-503963582644> | CC-MAIN-2020-50 | http://conf.uni-ruse.bg/bg/docs/cp19/bp/bp-27.pdf | 2020-12-04T05:19:11+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00432.warc.gz | 20,143,733 | 1,783 | eng_Latn | eng_Latn | 0.978646 | eng_Latn | 0.990761 | [
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Maharashtra PWD JE Syllabus 2019 || Check MAHA PWD Junior Engineer Exam Pattern @ www.mahapwd.com
Maharashtra PWD JE Exam Pattern:
| S. No | Topic names | Exam Duration |
|---|---|---|
| 1 | General Subjects | 3 Hours |
| 2 | Technical Subjects | |
Maharashtra PWD Junior Engineer Syllabus 2019:
Civil Syllabus
- Hydrology & Water Resources Engineering.
- Bridge Engineering.
- Soil Mechanics and Foundation Engineering.
- Surveying.
- Concrete Technology.
- Steel Structures.
- Hydraulic Structures.
- Civil Engineering Materials and Construction.
- Fluid Mechanics.
- Reinforced Concrete Structures.
- Transportation Engineering.
- Environmental Engineering.
- Solid Mechanics, Structural Analysis.
- Environmental Studies etc.
- Estimation, Costing, and Specifications.
- Construction and Project Management.
- PSC Structures.
Reasoning
- Embedded Figures.
- Directions.
- Clocks & Calendars.
- Data Interpretation.
- Blood Relations.
- Number Series.
- Decision Making.
- Coding-Decoding.
- Syllogism.
- Cubes and Dice.
- Statements & Conclusions.
- Analogy.
- Alphabet Series.
- Arithmetical Reasoning.
- Number Ranking.
- Statements & Arguments.
- Mirror Images.
- Non-Verbal Series.
English
- Joining Sentences.
- Substitution.
- Para Completion.
- Fill in the blanks.
- Active Voice and Passive Voice.
- Sentence Improvement.
- Error Correction (Underlined Part).
- Passage Completion.
- Antonyms.
- Prepositions.
- Synonyms.
- Spotting Errors.
- Sentence Arrangement.
- Error Correction (Phrase in Bold).
- Sentence Completion.
- Idioms and Phrases.
Aptitude
- Decimal Fraction.
- Ratio and Proportion.
- Problems on H.C.F and L.C.M.
- Compound Interest.
- Permutation and Combination.
- Banker's Discount.
- Square Root and Cube Root.
- Boats and Streams.
- Logarithm.
- Simple Interest.
- Simplification.
- Races and Games.
- Height and Distance.
- Allegation or Mixture.
- Surds and Indices.
- Average.
- Chain Rule.
- Volume and Surface Area.
- Stocks and Share.
- Probability.
- Pipes and Cistern.
- Numbers.
- Partnership.
- Time and Work.
- Area.
- Time and Distance.
- Problems on Ages.
General Knowledge
- Tourism.
- Biology.
- Artists.
- Famous Places in India.
- Environmental Issues.
- Indian Politics.
- Heritage.
- Rivers, Lakes, and Seas.
- Geography.
- Inventions and Discoveries.
- Indian Economy.
- Civics.
- Famous Books & Authors.
- Indian History.
- Literature.
- General Science.
- Sports.
- Famous Days & Dates.
- Countries and Capitals.
- Current Affairs.
- Indian Parliament. | <urn:uuid:37d2ddb5-336b-41d7-ae13-9b716b740aac> | CC-MAIN-2020-50 | https://recruitmentindia.in/wp-content/uploads/2019/01/Maharashtra-PWD-JE-Syllabus-2019.pdf | 2020-12-04T05:47:58+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00432.warc.gz | 448,899,743 | 613 | eng_Latn | eng_Latn | 0.62514 | eng_Latn | 0.712604 | [
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Sun kindergarten
The first passive building in Bulgaria
A Covenant of Mayors 2015 Case Study
In a nutshell
The "Sun Kindergarten" in Gabrovo is the first certified passive building in Bulgaria. The project was initiated by the municipality and the Centre for Energy Efficiency EnEffect, and received technical support from the Municipal Energy Efficiency Network EcoEnergy.
Gabrovo in numbers
Covenant of Mayors signatories in the country: 26
Number of inhabitants covered: 63,903
CO2 reduction target: 24% by 2020 (Baseline year 2008)
The municipality of Gabrovo: a pioneering city in energy efficiency
Gabrovo is one of the frontrunners in Bulgaria as regards energy efficiency policies, especially in the buildings and street lighting sectors. Gabrovo is a founder and key member of EcoEnergy. In 2013, the municipality joined the Covenant of Mayors. Its Sustainable Energy Action Plan (SEAP) has a strong focus on the construction sector, e.g. in regards to nearly zero-energy buildings. Gabrovo Municipality is strongly involved in implementing the National Programme for Energy Efficiency of Residential Buildings and the EU Directive on Energy Performance of Buildings.
A fruitful collaboration
Since 2012, Gabrovo Municipality has been a partner in the "Passive House Regions with Renewable Energies" project (PassREg). Under this initiative, the "Sun Kindergarten" project was launched by the city and EnEffect. EcoEnergy provided technical support for the project implementation. The project received its funding mostly through a loan from the European Bank for Reconstruction and Development (EBRD).
A flagship project
The "Sun Kindergarten" is the first certified passive building in Bulgaria. The kindergarten covers energy class "A" for net energy demand and complies with passive house standards. Its annual heating and cooling demand is roughly 15 kWh per square meter. The building features floor heating and highly-efficient ventilation with heat recovery, as well as solar panels that are used to heat water. The "Sun Kindergarten" is the flagship energy efficiency project of Gabrovo.
A demonstration project driven by excellence
The design and planning phase of the project was completed in 2012. The construction works started in 2013 and were completed in September 2015. Experts from the field of construction, engineering, architecture and city planning were involved in the process. In the framework of the project, several regional building forums and study visits were organised, as well as capacity-building events that were conducted by buildings experts from the Technical University of Gabrovo - the local vocational high school of architecture and construction - and the Passive House Institute.
After completing its "Sun Kindergarten" project, the municipality will further increase its efforts in the field of energy efficient buildings. Gabrovo has recently joined the EuroPHit project through which the "St. Cyril and Methodius" school will be renovated according to passive house standards.
Project information
www.gabrovo.bg
www.ecoenergy.bg
Project numbers Project numbers
Project duration: 2012-2015
Funding: European Bank for
Reconstruction and Development
(EBRD) mainly
€600,000 savings expected each year on municipal budget
3,400 MWh expected annual energy consumption reduction
2,176 tonnes expected CO 2 emission reduction each year
A significant climate impact
The "Sun Kindergarten" project as well as the renovation of "St. Cyril and Methodius" school will reduce Gabrovo's annual energy consumption by more than 3,400 MWh. Furthermore, the energy savings achieved thanks to these projects will reduce municipal budget expenses by more than €600,000 each year. Gabrovo's yearly CO 2 emissions are expected to decrease by 2,176 tonnes.
For more information on the project, please contact:
Desislava Koleva
Chief Expert, Covenant Coordinator e-mail: firstname.lastname@example.org
Covenant of Mayors, email@example.com
Covenant of Mayors, firstname.lastname@example.org | <urn:uuid:55192930-ffb7-4583-9a9f-33e26ca270e2> | CC-MAIN-2020-50 | https://www.polgarmesterekszovetsege.eu/index.php?option=com_attachments&task=download&id=252 | 2020-12-04T04:38:52+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00432.warc.gz | 822,046,995 | 837 | eng_Latn | eng_Latn | 0.993181 | eng_Latn | 0.993466 | [
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THE FI VE MARKS of MISS IO N
By T he M o s t R e v. D r. Ka tha r i n e Je f f e r t s S ch o r i, P re si di n g Bi s h o p o f The Epi s c o pa l Ch u rch
This originally was a sermon given by The Most. Rev. Dr. Katharine Jefferts Schori at St. Peter's Episcopal Church in Sitka, Alaska, Tuesday, July 23, 2013. With permission, this document has been slightly modified to fit this context.
We're all on a journey, whether we make our home right here or a long way from here or in several places around the world. Jesus' early community of followers called their movement "the way" or "the road." To be a Christian means being on a journey, even if we never travel very far from where we were born.
We begin that journey in baptism, passing through death by drowning into new life following Jesus. That journey sets us on the road toward the city set on a hill, or the new Jerusalem – a healed and repaired world, what we call the reign of God, the beloved community, shalom. We're on the same road that Jesus claimed in his hometown synagogue, when he read from Isaiah's vision:
'The Spirit of the Lord is upon me, because he has anointed me
to bring good news to the poor.
He has sent me to proclaim release to the captives and recovery of sight to the blind,
to let the oppressed go free, to proclaim the year of the Lord’s favor.’
[cf Isaiah 61]
And then he says, "Today this scripture is fulfilled in your hearing."
We've been anointed, too, for the same kind of work—in baptism, and when we confirm those promises made at our baptism, and every time we gather for communion, when we're sent out from this place— go forth into the world to seek and serve Christ. That sending gives the name to our journey—mission— it means going to be God's partners in creating a renewed and reconciled creation. That is what we pray so regularly, that your kingdom come on earth as it exists in heaven. That is the year of the Lord's favor.
The year of the Lord's favor is about the world God intended in creation – a repaired world, of restored relationship with God, humanity,
The Episcopal Church Office of Youth Ministries
14
and creation, a society of justice, where human beings live in right relationship with one another. It looks like human beings caring for the garden of God's creation— for all creatures and all creation— where glaciers stop melting, and island homes no longer disappear, where human beings can grow crops and harvest the fruit of the earth and the fish of the seas in abundance, where everyone has plenty to eat, and all people can live a full life in peace because there are right and just relationships among them.
Anglicans have a five— fold understanding of what that repair work looks like: the 5 marks of mission— or signposts along the road. The inukshuks 1 on this journey point us in very particular directions and ways of healing.
1. Proclaim the good news of the kingdom of God— that vision of a healed world, bigger than us all, that needs each of us to assist in creating
2. Teach, baptize, nurture new believers — encouragement, formation; how to live life on the road, always looking for new partners
3. Respond to human need with loving service— this is the kind of work Jesus is claiming in that piece he read in the synagogue, the same kind of feeding and healing work he did so much of, the caring for people who need comfort in the midst of grief, liberation from prisons, and hope in the face of loss and darkness
4. Transform unjust systems of society, challenge all kinds of violence, pursue peace and reconciliation—counter the hate, exclusion, and evil of this world with love
5. Care for the earth, the garden in which we are set, filled with resources to be stewarded for the good of every creature.
What does it look like right here?
Most of this work of mission happens in the world. Only the second mark, about teaching and baptizing and nurturing new believers, is primarily centered in this community. Most of the rest happens in our daily lives, as we greet the stranger and find our neighbors. That's what Paul means when he says to his community in Rome, present yourselves as a living sacrifice— offer your lives as healers and reconcilers and builders of the dream of God. And remember that this body of Christ has a whole lot of different parts, each one with different gifts, and they're all essential to building that renewed city.
Communities build up their members by helping them to discover their unique gifts. When do you feel most alive, most creative, most filled with the glory of God? Is it when you are teaching, healing, fishing, gardening? Using those God—given gifts effectively helps to heal and reconcile the world.
The Episcopal Church Office of Youth Ministries
15
A COUPLE of EXAMPLES of WHAT MISSION LOOKS LIKE:
Polio is a terrible disease that's been eradicated from most parts of the world. People, especially children, still get the disease in Pakistan, Afghanistan, and Nigeria— and almost nowhere else. The campaign to end polio has been working very hard to vaccinate children and wipe out the virus, and it could probably be accomplished within five years. Only a few hundred children are infected and paralyzed each year, but eliminating the disease means vaccinating large populations so no one can pass on the virus. Those nations where polio still survives have large groups of people who are very suspicious of the vaccine campaigns.
A number of health workers have been murdered because of those suspicions— that the vaccine actually has HIV in it, or some kind of poison or contraceptive, or that American spies are using the campaign for other purposes. There aren't enough security forces to protect all the health workers, but brave people keep signing up to help because they believe so fervently in the possibility of healing. That's mission— offering yourself as a living sacrifice.
There's another example in North Carolina, where the state legislature has been systematically dismantling most of the state's social safety net. People of faith, including Episcopalians, have been going to the capitol on Mondays for the last three months to protest and preach about what God's world is supposed to look like – food for the hungry, jobs for the unemployed, just wages for all, healing for the sick, adequate education for all children, and a reasonable sharing of the resources that God has given us all. They call their witness about transforming social injustice Moral Mondays, and it's beginning to get the attention of the wider public.
This kind of mission may involve being arrested for standing up for what you believe is right – another form of living sacrifice.
Sometimes mission is literally stepping out the door and seeing who and what is there on the doorstep. A growing number of congregations are looking at the land where their buildings sit, and turning it into gardens. Vegetables, fruit, even grain is being grown and shared with the community, or land provided for residents to raise their own. There is a wonderful example in Sitka— St. Peter's Farm. Not only are a lot more hungry people being fed with nutritious food, but the stewardship of the land is far better when it's planted in gardens rather than lawns, which take enormous inputs of fertilizer, water, and pesticides. Gardeners are putting their gifts to work, along with organizers, and even cooking teachers, and diggers and weeders— and children are learning about where food comes from. It takes the sweat and stoop labor of many, and the harvest is indeed plentiful.
Mission turns outward and uses the gifts God has given each of us to love our neighbors.
The Episcopal Church Office of Youth Ministries
16
THE FIVE MARKS of MISSION
Those outward and public acts are doing justice, and building that dream of God's for a healed world. Doing that is what Jesus meant when he said, "This scripture is being fulfilled today." That's what we're anointed and sent to do – so when we come to the end of this service, we're going to be invited to "get up, get out, and get lost" in serving the world around us.
1 An inukshuk is a cairn of large rocks, often in human form, used by Arctic Coast peoples to mark a way in the treeless tundra.
The Episcopal Church Office of Youth Ministries
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FIRE PREVENTION AND FIRE SAFETY TIPS
KEEP FIRE DOORS CLOSED
Fire doors are found between stairwells and corridors, corridors and elevator lobbies and other distinct building areas. They are designed to contain fire and smoke and to keep it from spreading throughout a building. Keeping them closed will give you time to exit safely during a fire. Fires happen unexpectedly, so keep them closed at all times. Blocking them open even momentarily places other occupants at risk.
NEVER BLOCK EMERGENCY EQUIPMENT
Never place anything in front of fire alarm pull boxes, fire extinguishers, fire hoses or exit signage. During an emergency this equipment may be needed to alert occupants of an emergency or to help extinguish a fire. Keep access to this equipment free of obstructions at all times.
DO NOT PLACE OBJECTS IN STAIRWELLS OR NEAR EXITS
Stairwells are intended to be a safe avenue for escape to the exterior of buildings. They are required by fire code to be free of any and all objects that might impede egress. Never store anything, even temporarily, in stairwells. Exits are useless unless they are available and usable. Do not place objects in hallways or near exit doors. People may be endangered while attempting to evacuate in an emergency.
KEEP ALL MATERIALS AT LEAST 18 INCHES BELOW FIRE SPRINKLERS
Fire sprinklers will not operate properly or extinguish fires if they are blocked. Sprinklers require at least 18" of space to disperse the water properly.
FAMILIARIZE YOURSELF WITH LOCATIONS OF EXTINGUISHERS AND EXITS AND OTHER FIRE DEVICES
Check your immediate work or residential area. Find out where the fire extinguishers are. Know where the fire alarm stations are located and how they work. Locate two exits from your area or floor. Find "landmarks" in the exit path, something that might aid in navigating during evacuation if the corridor is dark during an emergency.
LIMIT THE USE OF MULTIPLE OUTLET ELECTRICAL DEVICES AND DO NOT USE EXTENSION CORDS
Electrical circuitry is designed to carry a reasonable load, but operating several devices from one outlet can seriously overload the wiring causing it to overheat and start a fire. Use only one device per outlet. If electrical service is inadequate, call the Maintenance Department at (216) 373-5206 to correct the situation. Always utilize surge protectors and follow Residence Hall procedures for electrical devices.
NEVER STORE FLAMMABLE LIQUIDS
Even in a lab, you should only keep the absolute minimum necessary to accomplish the immediate task at hand. Never stockpile or allow flammable liquids to accumulate. Keep them away from ignition sources.
OPERATE SPACE HEATERS CAREFULLY
Do not use small, portable electric heaters unnecessarily. Heaters on campus must have emergency tipover switches, and thermostatic limiting controls. Heating problems should be directed to the Maintenance Department at (216) 373-5206.
DO NOT USE UNAUTHORIZED COOKING OR HEAT SOURCES IN RESIDENCE HALL ROOMS
Do not use electric skillets, hot plates, or other unauthorized devices. Refer to the Notre Dame College Student Handbook for additional information on authorized and unauthorized devices. You may also ask the Residence Life staff about what devices are authorized.
SMOKING is prohibited in all buildings on campus. Open flame devices including candles are also prohibited. Fire safety concerns may be directed to the Emergency Preparedness Coordinator at (216) 373-7145. | <urn:uuid:89208ec6-14b6-40fb-b193-739ec11c4075> | CC-MAIN-2020-50 | https://www.notredamecollege.edu/sites/default/files/NDC-Fire-Prevention.pdf | 2020-12-04T04:59:55+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00430.warc.gz | 817,089,216 | 747 | eng_Latn | eng_Latn | 0.996485 | eng_Latn | 0.997751 | [
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Pilot Program Action Plan
Contact Person(s): Introduction to Organic Agricultur Clair Keene
Program Team:
Team Members:
Situation:
Need Assessment: Summarize results of the needs assessment for your project.
Clair Keene, others TBD
NDSU Extension has recognized a need to better support organic farmers in the state.
Certified organic agricultural products are in high demand and organic supply chains are struggling to find sufficient domestic supply. Certified organic production offers farmers attractive price premiums for high-quality, in-demand products and can substantially improve farm profitability. However, transition to and continued management of certified organic operations are challenging endeavors and involve a steep learning curve for producers adopting a new
List what participants will know, be able to do differently, or what behavior or condition change takes place because of participating in your project program.
Educational Objectives
County agents will learn the basics of the organic certification process and National Organic Program standards
County agents will increase their capacity to work with organic/transitioning farmers by learning the basics of organic management practices and becoming familiar with some of the most
County agents will have the opportunity to interact with organic farmers so that both agents and farmers begin to see each other as valuable sources of information and experience
Educational Experience
Describe the experiences that will be utilized and identify theTransformational Triangle level to which this experience is most closely connected.
Program Evaluation
List the evaluation/method/questions that will be utilized to determine whether objectives were met. Identify the Kirkpatrick Evaluation Model Level to which this evaluation is most closely connected.
| Education Evaluation | Level |
|---|---|
| Train at least 3 county ANR agents in the basics of organic agricultural certification and production in 2017. | |
| Survey participating agents on their knowledge of organic certification and production before and after trainings | |
| Increase communication among county agents working with organic farmers with the goal of establishing a network of support that benefits both county agents and their clientele | |
| Work with NDSU ELT to identify county agents working in areas with substantial organic production so that these agents may be encouraged to improve their understanding of organic production and their relationships with organic producers. | |
Educational Program Plan Summary
Summarize your project plans, and how your project will enable your participants to achieve your desired results.
Conduct at least one face-to-face training in 2017 with county agents interested in working with organic farmers to increase their knowledge of organic certification and management.
Begin to build an organic agriculture support network within NDSU Extension by training at least 3 county agents in the basics of certified organic production.
Challenges
What are your primary challenges that still need help:
Previously, there have been few county extension agents directly engaged with organic farmers; as a result, the NDSU Extension Service as a whole does not have strong relationships with organic farmers, certifiers, and businesses in North Dakota. To begin to address this, the Introduction to Organic Agriculture Pilot Program seeks to 1) increase the capacity of county agents to work with organic farmers and 2) facilitate positive interactions between NDSU Extension agents and organic farmers and other organic industry stakeholders. A major challenge to achieving these goals is identifying and engaging enough county agents in sufficient numbers and/ or in strategic geographical locations to be able to adequately support organic farmers.
Additional challenges to this program possibly include a lack of professional development and travel funds available to the county agents interested in participating. To attend face-to-face
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DRINKAWARE
BAROMETER REPORT KEY FINDINGS 2017-2018
NATIONAL ATTITUDES TOWARDS ALCOHOL, HEALTH AND WELLBEING
A REPORT COMMISSIONED BY
RESEARCH BACKGROUND
Drinkaware is an independent not-for-profit organisation with a vision of an Ireland where alcohol is not misused. Our mission is to work with others to change attitudes and behaviours so that drinking to excess and drinking underage become unacceptable. We do this by raising awareness, creating understanding and supporting behaviour change through evidence-led education and effective communications to support our work in three key areas, each of which is informed by the research we conduct:
TACKLING UNDERAGE DRINKING
REDUCING ALCOHOL MISUSE
SUPPORTING
ALCOHOL
EDUCATION
RESEARCH OBJECTIVES
Establish the attitudes of the general population in Ireland towards alcohol, health and wellbeing.
Develop a picture of what motivates people to change behaviour in relation to alcohol.
RESEARCH SAMPLE AND METHODOLOGY
This research was conducted as part of Behaviour & Attitudes' National Barometer Survey. Face-to-face interviews were carried out in 2017 and again in 2018, with a nationally representative quota sample of 1,000 adults aged 18 years and over.
All interviewing was conducted by fully trained and experienced members of the Behaviour & Attitudes field-force, who work under direct supervision and are subject to rigorous quality controls. All aspects of the B&A Barometer survey operate to the guideline standards established by the company's membership of the MRS and ESOMAR (the international industry representative body). For more information on Behaviour & Attitudes' National Barometer Survey, visit banda.ie.
Within this report, where appropriate, comparisons are made from our 2017 and 2018 research findings.
THIS REPORT, AND ALL OTHER DRINKAWARE-COMMISSIONED RESEARCH, IS AVAILABLE TO DOWNLOAD AT DRINKAWARE.IE.
Provide a benchmark for knowledge of the HSE low-risk guidelines for alcohol consumption.
RESEARCH FINDINGS
ATTITUDES TO ALCOHOL, HEALTH AND WELLBEING
The sample was asked a series of attitudinal statements to establish the nation's attitudes towards alcohol, health and wellbeing. The table below indicates the total percentage of people who 'agree' with each statement. These findings indicate that having knowledge regarding the impact of excessive drinking on health and wellbeing can result in behaviour change for the individual and lead to positive changes to drinking habits. This is encouraging for Drinkaware as we aim to continue to highlight and educate about the harms associated with drinking to excess through our website, resources, social media channels and programmes.
| Any amount of alcohol impairs your ability to drive. | 88% | 88% |
|---|---|---|
| I have become much more aware of how excessive drinking affects my health and wellbeing. | 75% | 71% |
| Drinking to excess is just a part of Irish culture. | 70% | 72% |
| I have made small positive changes to my drinking. | 49% | 39% |
| We all drink to excess at some stage – it’s no big deal! | 43% | 45% |
| I would like to drink alcohol less often. | 33% | 31% |
A further analysis of these results suggests that the more a person knows about the impacts of drinking to excess, the more likely they are to change their behaviour. Of those that have become much more aware of how excessive drinking affects their health and wellbeing (75%):
RESULTS BREAKDOWN BY AGE
The respondents were grouped into three age categories. Significant attitudinal findings specific to age are outlined below. The result shown below are taken from our most recent Barometer research conducted in January 2018
INFLUENCES TO CHANGE BEHAVIOUR
Respondents were asked what has, or would be most likely to, influence them to make changes to their drinking habits. Outlined in the table below are those influences identified by respondents who have already made small, positive changes to their drinking habits. The findings clearly show that by far, physical health and fitness provide the strongest motivating factors for people to change their drinking habits.
| INFLUENCES | I HAVE MADE SMALL POSITIVE CHANGES TO MY DRINKING (49%) |
|---|---|
| Physical health/fitness | 75% |
| Personal finances | 33% |
| Mental health | 29% |
| Relationships | 26% |
| Career | 18% |
PHYSICAL HEALTH AND FITNESS PROVIDE THE STRONGEST INFLUENCE FOR PEOPLE TO MAKE CHANGES TO THEIR DRINKING.
The recognition of alcohol's impact on mental health by almost one-third of the population is of major significance. Drinkaware will continue to emphasise this connection through its resources and support others working in the area of mental health to promote similar messages. Drinkaware has developed a comprehensive booklet, aimed at parents, on recognising the impact of alcohol on a young person's mental health. This booklet and all other Drinkaware health promotion resources can be ordered or downloaded at drinkaware.ie.
DRINK DRIVING IN IRELAND
ALMOST 9 OUT OF 10 ADULTS AGREED THAT ANY AMOUNT OF ALCOHOL IMPAIRS YOUR ABILITY TO DRIVE (88%)
DRINK DRIVING WAS EVIDENT ACROSS ALL DEMOGRAPHIC GROUPS AND PEAKED AMONG MEN.
OF THE 8% OF ADULTS WHO ADMITTED TO DRIVING AFTER CONSUMING ALCOHOL IN THE PAST 12 MONTHS, 70% AGREED THAT ANY AMOUNT OF ALCOHOL IMPAIRS YOUR ABILITY TO DRIVE (COMPARED TO 88% OF ALL ADULTS).
These findings indicate that knowledge of how alcohol impairs a person's ability to drive is not enough to deter people from taking the risk and driving under the influence of alcohol.
Drinkaware strongly supports official advice from the Road Safety Authority and An Garda Síochána that any amount of alcohol impairs a person's ability to drive. As an organisation we advocate that to keep our roads safe for all road users, people should never ever drink and drive.
KNOWLEDGE OF STANDARD DRINKS AND LOW-RISK GUIDELINES
3%
OF IRISH ADULTS CAN CORRECTLY IDENTIFY THE HSE LOW-RISK WEEKLY GUIDELINES FOR MEN AND WOMEN
45% ADMITTED NOT KNOWING THE CORRECT HSE LOW-RISK GUIDELINES, 53% GUESSED INCORRECTLY AND 3% GOT IT RIGHT.
35%
THINK A PINT OF BEER IS EQUAL TO ONE STANDARD DRINK.
32%
BELIEVE A QUARTER BOTTLE OF WINE (187.5ML) IS ONE STANDARD DRINK.
For reference, the correct information on standard drinks and the HSE low-risk guidelines for alcohol consumption are below.
TOTAL AWARENESS OF DRINKAWARE
76%
OF IRISH ADULTS (POPULATION ESTIMATE OF 2.6 MILLION) ARE AWARE OF DRINKAWARE AND ITS WORK
IRISH ADULTS CITE DRINKAWARE AS THE LEADING SOURCE OF TRUSTED ALCOHOL INFORMATION IN IRELAND.
VISIT DRINKAWARE.IE TO ACCESS OUR LATEST RESEARCH
Web: drinkaware.ie Email: email@example.com
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Coursework Available in La Casa de las Lenguas
Spanish Language: Interaction Through Writing (Intermediate & Advanced):
This course teaches students to write in an appropriate, clear and consistent manner according to various contextual situations communicated through written text. Students will review grammar as well as communication techniques for practical use, including morphology; differences between ser/estar; possessive pronouns; comparison; future tense; conditional; verbal periphrasis; imperative, introduction to the subjunctive (at the intermediate level); depth and contrast between indicative and subjunctive; discursive connectors and connection elements, etc.
Spanish Language: Interaction Through Oral Expression (Intermediate & Advanced):
In this class students will participate in dramatized readings of texts, tongue twisters, character simulations, debates, and songs to improve Spanish speaking skills. There will also be a reading workshop to improve intonation and pronunciation. The priority is to teach students to pragmatically speak Spanish using linguistic structures and appropriate grammar in conversation.
Spanish Language: Vocabulary, Text, Commentary (Intermediate & Advanced):
This course allows students to expand their Spanish vocabulary and teaches the appropriate use of new vocabulary in everyday conversation. Various contexts will be studied, including describing people; the city and the services it provides; housing; family life; trade; cultural customs and norms; climate; etc. In the intermediate level contextualization is created through drawings and introductory text. In the advanced level contextualization is created through various sociolinguistic texts and stylistic registers, as well as debates.
Introduction to Translation - English into Spanish:
The main objective of this course is to help English-speaking students reinforce and consolidate their knowledge of Spanish grammar and vocabulary from a comparative study of the two languages, carried out by the translation of English into Spanish texts. The course examines restrictions imposed by the grammatical differences between the two languages when producing high-quality translations, and it devotes a substantial portion of time discussing issues of vocabulary and register. Literary excerpts, journals and colloquial essays will be translated throughout the course.
Intermediate Translation - English into Spanish Translation:
This more advanced course will teach students about different semantic fields and cultural aspects of translation in order to expand vocabulary and comprehension. Later stages of the course will move into more advanced texts, such as literary texts; newspaper articles; conversational style texts; business letters; etc. The course is oriented towards active practice of translation and analyses the stylistic, lexical and cultural difficulties that this entails.
Spanish Literature:
This course provides a brief overview of Spanish literature, with focus from the 20th-century to present day. Each topic discussed will establish links between authors, styles, and literary trends. Students will gain a unique literary perspective on Spanish culture as well as its social and political environment.
Spanish Art:
Overview of the history of Spanish Art from its origins to the present day, giving preference to the artistic styles of Asturian pre-Romanesque, Gothic, cubism, surrealism, Velázquez, Goya, Picasso, Dali. Lectures will be supplemented by visits to art museums and monuments in the area.
Spanish-American Culture - Literature, History, Civilization:
Study of the major movements and authors of contemporary Spanish-American literature and Latin American cultural development. Students will explore political and social environments to discover the historical reality of Latin America. In addition, students discuss the effects of specific characteristics on the blended Hispano-American culture. Topics include immigration; political conflicts and dictatorships; the search for identity. Course materials include poetry; fictional stories; essays.
Spanish History:
This course provides an overview of the economic, social, political and cultural make up Spain's history. Travel through Prehistory, Ancient History, Medieval, and part of the Modern Age, concluding Imperial Spain in the 16 th -century. The Spring course begins with the crisis of the 17 th -century and continues to the present day, focusing on the Second Republic, the Franco dictatorship and democratic transition. Course work will be completed through written assignments and oral expression.
Spanish Culture & Society:
This course explores 21st century Spanish culture through an Asturian lens and seeks to understand Spanish life and culture from an intercultural perspective. Topics addressed include the family; education; gastronomy; Spanish university system; political structure; cinema; music; geography, cultural customs; etc.
Spanish Film:
This course covers various aspects of Spanish film. Students will learn about practical film techniques and styles, the history of Spanish film (directors, actors, evolution, etc.) and aspects of Spanish culture (history, society, art) and how they relate to and are represented in film.
Spanish Business:
This course provides an in-depth study of the worlds of business, tourism, and corporations from a linguistic point of view. It will include discussions and debates on the work cultures of Spain, and aims to deepening students' understanding of business environments from the context of linguistics. The course will equip students with the necessary vocabulary and conversation skills needed to work in Spain or Latin America, and will teach students how to use Spanish in professional settings, particularly in managerial and commercial environments. | <urn:uuid:cdf37717-5cd3-403d-8caf-8862967d9644> | CC-MAIN-2020-50 | https://rollins.edu/international-programs/documents/Courses_Casa_de_las_Lenguas.pdf | 2020-12-04T05:38:35+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00436.warc.gz | 461,372,840 | 1,029 | eng_Latn | eng_Latn | 0.995436 | eng_Latn | 0.995411 | [
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SUMMARY
Established by a small group of concerned citizens in 1985, the Hayward Community Food Shelf's mission is "to provide food for those in need in an efficient, compassionate, and non-judgmental manner."
Since its creation, the need in our community has continued to increase. We now provide assistance to approximately 300 families each month. Those families represent approximately 700 individuals. Annually, HCFS serves approximately 700 different families representing approximately 2,000 individuals.
HCFS or the Shelf, as it is commonly known, is a 501(c)(3) non-profit organization and therefore, all donations may be tax deductible depending on your personal situation.
Our operation is funded solely by donations from individuals, businesses, and organizations. No government funds are received, but we do distribute government commodities.
Our operation is 100% volunteer operated. No volunteer receives any financial compensation for his/her efforts or contributions. Therefore, all donations are used to provide food to those in need in our community and cover any operational costs.
HCFS is a non-discriminatory organization dedicated to reducing hunger in Sawyer County, Birchwood, Cable, Springbrook, and Stone Lake.
Revised & Board approved 5/13/20
N
US Highway 63 South
HCFS
Hayward
High
School
Downtown
Hayward
Greenwood Lane
County Hill Road
Trego
Greenwood
Cemetery
Marshfield
Clinic
Ramer
ReStore
OPEN EVERY MONDAY &
FIRST SATURDAY OF THE MONTH
(except holidays)
9:00 a.m. to 12:00 noon
Hayward Community Food Shelf
PO Box 779 Hayward, WI 54843-0779
HCFS
Located at 16216W Hwy 63 Hayward, WI
website: www.haywardfoodshelf.net email: firstname.lastname@example.org 715-634-HCFS(4237)
HAYWARD COMMUNITY FOOD SHELF
Working to reduce hunger in Sawyer County & adjacent communities
CLIENTS
Any person living in Sawyer County, Birchwood, Cable, Springbrook or Stone Lake is eligible to receive assistance from the Hayward Community Food Shelf (also known as HCFS or the Shelf). The requirements are that a Social Security number for each individual seeking assistance be provided annually along with proof of residency for the family. First-time clients do not need an appointment, but verification with a Social Security card or other legal document containing the number, along with current mail, is required.
HCFS IS OPEN FROM 9:00 A.M. — 12:00 NOON EVERY MONDAY AND THE FIRST SATURDAY OF EACH MONTH, EXCEPT FOR HOLIDAYS. All changes to our regular hours of operation are posted at our building and on our Facebook page.
Individuals receive a three-day supply of food. Every attempt is made to provide the ingredients for well-balanced meals. Government commodities are also being distributed to qualifying families.
Clients may receive food assistance one time each month. Some clients receive assistance only once a year, while others need assistance more frequently.
Twenty-six percent (26%) of our clients are children, forty-nine percent (49%) are adults between the ages of 18 and 59, and twenty-five percent (25%) are 60 or older. Our clients come from a wide variety of situations and all need food assistance. Our average family size is 2.5 individuals.
One in seven Sawyer County residents is currently considered food insecure.
DONORS
HCFS gratefully accepts both financial and food donations. Since we are a 501(c)(3) organization, all donations may be tax deductible. Thank you notes are sent for all donations of $10 or more. Receipts are provided, on request, for smaller cash or food donations.
Through our affiliation with Feed My People, Second Harvest Heartland, and Feeding America, we can stretch your donated dollars to assist more clients.
FOOD DONATIONS: We accept nonperishable food donations. In addition to bringing food donations to the Shelf during our regular hours of operation, donations may be dropped off at Marketplace Foods in Hayward. Additionally, many local churches, organizations and businesses have periodic collections for the Shelf. Please check directly with them for more information.
FINANCIAL DONATIONS: Checks and cash donations may be dropped off at the Shelf during our hours of operation or mailed to HCFS. We are also able to accept securities.
AUTOMATIC DEPOSITS: Automatic deposits from your checking or savings account are also welcomed. Please contact Frandsen Bank for details.
ELECTRONIC DONATIONS: Donations may also be made through our website using a credit card. This secure method is provided feefree by Frandsen Bank & Trust. Our website is www.haywardfoodshelf.net.
VOLUNTEERS
All volunteers give freely of their time and energy to assist our clients. No compensation is given to any HCFS volunteer, director or officer.
This hard-working group performs all duties necessary to keep the Shelf operating smoothly and efficiently. A wide variety of talents and skills are needed to keep the Shelf in good working order. If you are interested in volunteering regularly, or on an occasional basis, please contact us.
SPECIAL PROGRAMS
BIRTHDAY BAGS: Birthday bags are given to children ages 3 to 9 during their birthday month, if requested.
FOOD 4 KIDS: This year-round program provides weekend meals to participating children who attend any Hayward Public School, any LCO School, or St. Francis Mission School.
FOOD 4 SENIORS: Emergency bags of food are provided in conjunction with the Sawyer County Senior Resource Center's Meals on Wheels Program.
FOOD 4 TRANSITION: Emergency bags of food are provided to the Sawyer County Sheriff's Department for distribution as they deem appropriate.
HOLIDAY MEALS: An extra meal is given in November to help families celebrate a holiday. Those who don't come in November may receive it in December.
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Marine weather forecast for sea areas around the island Issued at 04.00 p.m. on 26 October 2020
Marine weather forecast for 05.30 a.m. to 05.30 p.m. on 27/10/2020
| Sea Area | Wind Speed | Wave Height | Sea Condition |
|---|---|---|---|
| Puttalam to Mannar | 20-30 kmph. | 0.75-1.25 m. | Slight. |
| Mannar to Kankasanthurai | 20-30 kmph. | 0.75-1.25 m. | Slight. |
| Kankasanthurai to Trincomalee | 20-30 kmph. | 0.75-1.25 m. | Slight. |
| Trincomalee to Batticaloa | 20-30 kmph. | 0.75-1.25 m. | Slight. |
| Batticaloa to Pottuvil | 20-30 kmph. | 0.75-1.25 m. | Slight. |
| Pottuvil to Hambantota | 20-30 kmph; 40 kmph at times. | 0.75-1.25 m; 2.5 m at times | Slight; moderate at times. |
| Hambantota to Galle | 20-30 kmph; 40 kmph at times. | 0.75-1.25 m; 2.5 m at times | Slight; moderate at times. |
| Galle to Colombo | 20-30 kmph. | 0.75-1.25 m. | Slight. |
| Colombo to Puttalam | 20-30 kmph. | 0.75-1.25 m. | Slight. |
Marine weather forecast for 05.30 p.m. on 27/10/2020 to 05.30 a.m. on 28/10/2020
| Sea Area | Wind Speed | Wave Height | Sea Condition |
|---|---|---|---|
| Puttalam to Mannar | 20-30 kmph. | 0.75-1.25 m. | Slight. |
| Mannar to Kankasanthurai | 20-30 kmph. | 0.75-1.25 m. | Slight. |
| Kankasanthurai to Trincomalee | 20-30 kmph. | 0.75-1.25 m. | Slight. |
| Trincomalee to Batticaloa | 20-30 kmph. | 0.75-1.25 m. | Slight. |
| Batticaloa to Pottuvil | 20-30 kmph. | 0.75-1.25 m. | Slight. |
| Pottuvil to Hambantota | 20-30 kmph; 40 kmph at times. | 0.75-1.25 m; 2.5 m at times | Slight; moderate at times. |
| Hambantota to Galle | 20-30 kmph; 40 kmph at times. | 0.75-1.25 m; 2.5 m at times | Slight; moderate at times. |
| Galle to Colombo | 20-30 kmph. | 0.75-1.25 m. | Slight. |
| Colombo to Puttalam | 20-30 kmph. | 0.75-1.25 m. | Slight. |
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Summer Holiday Homework
Session 2020-2021 Class -II
Integrated Projects
Topic: Home
English: "I love my home" Write five lines on the topic. Paste or draw pictures for the same.
Maths: Count the rooms of your house and multiply them with 1, 10 and 100.Then arrange
them in descending order .
E.V.S: Write the names of the rooms of your house. Also write what activities / work you do
in these rooms . You may also paste the pictures for the same.
G.K: Write names of five animals with their houses and paste related pictures.
ह िंदी:
"मेरा प्यारा घर "विषय पर चित्र चिपकाकर पााँि पंक्तियााँ लिखें।
Note: Do integrated project in coloured page spiral file.
Maths: Learn tables 1 to10 and Complete page number 29, 42, 43, 52 to 55, 80 and 101 in book "Maths wisdom."
English:
1. Do page number 16, 17 and 18 in English grammar worksheet book.
2. Read lesson 1, 2 and 3 of Gateway (Main Course Book)
3 .Read and learn page number 19 to 22 0f Excel in English Grammar
Computer- a) Paste pictures of monitor, keyboard, mouse, CPU, speaker, printer in scrap book.
b) Do question no. 3 of Activity Corner page no. 28 in computer book.
ह िंदी-1. " नई आशाएाँ" पुस्िक से पेज नंबर 11 पर दी गई कवििा सुन्दर शब्दों में लिखें ि याद करें I
2. ककन््ीं 8 पशु पक्षियों के चित्र चिपकाकर उनकी बोलियााँ लिखखये I
-Block, Amrapali Circle, Vaishali Nagar, Jaipur www.defencejp.com
3. पुस्िक के पेज नंबर 21 पर ददए गए चित्रों को देखकर 5 िातय लिखखए I
EVS- Do Modal test paper 1 in book page no. 110 and learn the hard words of chapter 1 to 4.
Gk- Do page number 5 to 10 in your book.
Drawing- Do any five drawings of your own choice from your drawing book.
Note . This work is to be done in subject note books (copies)
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BOOK OF PSALMS
LESSON 6
BOOK FIVE (PSALMS 107-150)
Psalm 107: Thanks to the LORD for His Great Works of Deliverance (vs. 13, 9-15, 31-34, 39-43)
Psalm 108: Assurance of God's Victory over Enemies (vs. 10-13)
A. This is a psalm of trust. It reveals the assurance one has when he or she is claimed by God.
Psalm 110: Announcement of the Messiah's Reign (vs. 1, 4-6)
A. This pictures the time after the resurrection of Jesus. He is to be seated at the right hand of God—the place of high honor. The Savior placing His feet on His foes depicts the ultimate defeat of them and His absolute VICTORY!!!
B. Priest—Use of this term is indicative of the priestly work done by Jesus on behalf of humanity. The priest typically stood between the Holy God and fallen humanity. The work of salvation, done by Christ, is in this vein as well.
Psalm 112: The Blessed State of the Righteous (vs. 1-3, 5-9)
Psalm 117: Let all Peoples Praise the LORD (vs. 1-2)
Psalm 118: Praise to God for His Everlasting Mercy (vs. 1, 5-9, 22-24, 2829)
Psalm 119: Meditations on the Excellencies of the Word of God (vs. 1, 9-16, 97-104, 105, 153-154, 159-160, 165-168, 173-176)
A. 176 verses—the longest of the psalms
B. Beginning in verse one, notice the use of the word LAW. This is the Hebrew word Torah. It refers to all of God's Word from Moses to the prophets. More specifically, it refers to the first five books of the Old
Testament. The Law was never designed to serve as a means of salvation as no one can be saved by keeping the law. Instead, it was given as a guide for living by a people already in a covenantal relationship with God. The Law was to teach the people of God how to live holy.
Psalm 121: God the Help of Those Who Seek Him (vs. 1-8)
A. Psalm of Trust
B. Psalm of Ascent (Second—Psalm 23)
Psalm 122: The Joy of Going to the House of the LORD (vs. 1-2)
Laughter and Delight (I was glad) is used to describe the attitude of those arriving in Jerusalem to worship the LORD. The opposite is seen in Psalm 137 as the people of God are in exile and unable to make the pilgrimage to the holy city.
Psalm 127: Laboring and Prospering with the LORD (vs. 1-5)
A. Psalm of Solomon/Psalm of Ascents | <urn:uuid:4ad00fd2-57d4-4d92-940f-998c26881064> | CC-MAIN-2020-50 | https://s3-us-west-1.amazonaws.com/faithnetworkuserfilestore/FAITHNETWORK_USERFILESTORE/FAITHNETWORK_USERFILESTORE/filecabinet/ministries/b3922948-e36a-420b-9076-5815e956dd5f/Book%20of%20Psalms%20Lesson%206.pdf | 2020-12-04T05:00:33+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00434.warc.gz | 469,311,275 | 636 | eng_Latn | eng_Latn | 0.99016 | eng_Latn | 0.991976 | [
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Gdynia
Local action for greener energy
A Covenant of Mayors Case Study
Recently distinguished as the most energy-efficient city in Poland, Gdynia has been looking at how it can improve people's quality of life, while at the same time cutting municipal spending. The city has worked on solutions including refurbished buses, better performing street lamps, using waste to produce energy and creating a digital city hall for clean easy access to local services.
Waste-to-energy plant
460,000 people served by the waste-to-energy plant
50% of buses running on biofuel by 2030
How to invest in refurbishments and low-carbon technology in an economic downturn? Make sure nothing goes to waste... not even waste! The entire metropolitan area subscribes to that thanks to Gdynia's wasteto-energy plant, which uses local technology to minimise pollution and lower energy costs. The plant has been so successful that the municipality now plans to expand it in order to produce biofuel from biodegradable waste. In the long-term, half of the local bus fleet would run on this type of gas, ensuring low ticket prices and cleaner air in the city.
Sustainable transport
Public transport has already demonstrated to be an area where small investments can have large benefits for residents: the past two years have seen Gdynia's energy-efficient trolleybuses decrease municipal power
consumption by 20%. While the local public transport company wants to adapt to clean and silent electric vehicles, new trolleys generally come with a high price tag. European funds have helped the city retrofit its old diesel buses into efficient trolleybuses for only a quarter of the cost of a new vehicle.
Converting a disused diesel bus into an energy-efficient trolley costs less than a new trolleybus. 75%
Energy efficient street lamps
Gdynia's energy bills have also been reduced through the replacement of half of the city's street lamps with more energy efficient alternatives. This has allowed the city to greatly decrease costs and re-invest in its public lighting system. While people feel safer due to an increase in the number of light posts by more than 50%, low consumption lamps and smart control systems now ensure that no energy is wasted.
Congestion avoidance scheme
The use of synchronised green lights at peak hours results in shorter travel
60
junctions
covered by the
congestion
avoidance
system
key areas.
times, better air quality and more relaxed residents. The Polish municipality has taken that into account when developing its metropolitan congestion avoidance scheme. Congestion-detecting cameras have been installed at key junctions in the city and its surroundings; whenever they detect queues, the traffic management system adapts the rythm of green lights throughout the area to increase traffic fluidity. Gdynia also engages its car and public transport users in improving their daily commute by providing real-time information about traffic conditions and by presenting pedestrian and cycling alternative routes to the city's
E-government
Easy access to the municipality is not only about finding one's way through the streets, but also about improving the way in which citizens navigate its paperwork. To improve efficiency and lower emissions from travel to the city hall, Gdynia has developed a virtual municipal office, where residents and businesses can receive information, submit documents and comment on city developments.
Gdynia's plans for energy efficiency and emission reductions go beyond the actions mentioned above. As a signatory to the Covenant of Mayors, the city of Gdynia voluntarily commits to reducing its CO 2 emissions by at least 20% by 2020. For more information on how the municipality will achieve that goal, contact:
Hanna Gorecka-Banasik, City of Gdynia, email@example.com
Covenant of Mayors, firstname.lastname@example.org | <urn:uuid:7122f5eb-eea5-4148-8519-cebcfa036486> | CC-MAIN-2020-50 | https://www.polgarmesterekszovetsege.eu/index.php?option=com_attachments&task=download&id=253 | 2020-12-04T04:30:07+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00433.warc.gz | 821,647,879 | 784 | eng_Latn | eng_Latn | 0.998783 | eng_Latn | 0.998852 | [
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Social energy measures in Ghent
Empowering Ghent's vulnerable families in their energy-efficiency refurbishment
In a nutshell
A Covenant of Mayors 2016 Case Study
In response to the growing issue of energy poverty, the city of Ghent is giving greatest attention to those who need it most. The Energiecentrale , through its guiding programme, is a unique example of how to support vulnerable families in tackling energy poverty.
Background
Ghent in numbers
Numbers of inhabitants in Ghent: 248,242
CO 2 reduction target: 20% by 2020 (baseline 2007) and 40% by 2030
Signatory of the Covenant of Mayors for Climate and Energy since 2015
Covenant of Mayor Signatories in Belgium: 256
With a population of 248,242 inhabitants Ghent is the second biggest city in Flanders and third biggest city in the whole Belgium. Ghent has a housing stock of more than 110,000 dwellings, all different in terms of age, types and qualities. Almost 90% of the housing is private property. Households' emissions account for more than 25% of all city emissions, meaning that a shift towards a sustainable housing system could save up to one forth of the city's total CO 2 emissions. In January 2009, Ghent was the first Flemish city to sign the Covenant of Mayors, and the first Belgium city to sign the Covenant of Mayors for Climate and Energy in November 2015. With it, Ghent committed to a reduction of its local CO 2 emissions by over 20% by 2020 compared to 2007, and by at least 40% by 2030. Ghent has recently renovated its commitments through its new Climate plan for 2014-2020.
Energy poverty focus in the new Ghent climate policy
Whit 15% of households facing energy poverty, Ghent city council made a very conscious choice for a social climate policy, trying to keep into consideration the vulnerable part of the society. This policy aims at empowering families, organizations, institutions, and companies against rising energy prices, by supporting structural energysaving measures financed through additional resources earmarked for low income families. In the recent years the city has created a lot of space for initiatives coming from citizens, organizations, and companies for reducing energy consumption and making energy production more sustainable.
The climate policy is structured around three main pillars:
- Enthusiast: Inspiring Ghent families to implement a phased refurbishment of their residence reducing energy consumption below of 70 kWh/m², and even down to 30kW/m2 in some cases.
- Easy: Making it easy for citizens to implement these refurbishment phases.
- Affordable: Making the refurbishments affordable.
Ghent climate city: De Energiecentrale
The city has a number of different measures to implement its climate strategy. In order to offer a comprehensive assistance to the residents, the city council has established an office, "De Energiecentrale", as a contact for all products and services offered by the City on energy efficient living and renovation of building.
Depending on the citizens' income, De Energiescentrale offers premiums up to 1,500 or 2,500 Euros (financed by both Flemish government and the city of Ghent), in order to ensure that refurbishment works become affordable for any Ghent resident. In 2015, 1,544 Ghent citizens applied for an energy grant for their home refurbishment. In particular, most the applications concerned roof isolation, isolating windows and façade isolation.
Other services, such as "Check je huis" (Check your house), an online tool that provides a personal step-by-step plan for making your own house more energy efficient, allows residents to access detailed information on the estimated investment cost for every intervention, as well as the available grants and the annual energy savings. In 2015, 13,000 Ghent citizens drafted a personal energy efficiency plan using "Check je huis".
The city administration also works to improve the energy efficiency of Ghent's social housing. Indeed the City Council provides financial support for energy refurbishments of social housing.
From energy scan to retrofit
De Energiecentrale provides intensive and highquality support with extra attention for the vulnerable families of Ghent. Its action is threefold:
1. De Energiecentrale offers free energy scans. They include a full scan of the household to assess possible energy consumption reductions. During the four years from 2009-2012, 5,313 scans have been executed with an estimated energy consumption reduction of 8-10% per energy scan. 25% of the scans were targeting rented apartments or houses and 32% social houses.
2. De Energiecentrale offers support to find the most sustainable and affordable renovation solutions (tax information, financial advice, guidance during execution, etc.). Citizens can ask for help to find a constructor, to find and apply for subventions and to help filling tax papers. Examples include group purchase for rooftop and window insulation.
3. Through the rolling fund FROCE (Fund to Reduce the Overall Cost of Energy), De Energiecentrale provides low cost energy loans, up to a maximum of 10,000 euros, to help finance energy-saving investments in existing houses or new buildings. The loan is to be paid back over a 5 year period at an interest rate of only 2 per cent. For vulnerable families, the interest rate is even zero per cent. Last year (2015), 117 Ghent citizens asked an energy loan for energy-saving renovations.
Project numbers Project numbers
5,313 scans have been executed from 2009-2012
Low cost loans at 2% interest rate or (through FROCE) even at 0%
Over 117 Ghent citizens asked an energy loan in 2015
For more information on the project, please contact:
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www.letsgo.org.uk
Fuller’s Earth and the geology of Bedfordshire:
www.bedsrigs.org.uk
This leaflet was published by Aspley Guise Parish Council
and sponsored by Central Bedfordshire Council and the
Marston Vale Community Rail Partnership.
About Aspley Guise
Many people have walked these roads and paths before us. The word 'Aspley' comes from the Old English meaning the glade or clearing in the aspen wood, and is first documented in an Anglo-Saxon charter of AD969. The village existed before that time in some form; a minor Roman road from Dorchester-on-Thames to Alconbury passes through the parish, and in 1958 Roman pottery was found during building
works on Aspley Hill. Aspeleia in the Domesday Book (1086) included Aspley Heath, which only became a separate civil parish in 1885. The de Gyse family acquired the Manor of Aspley by 1276; the name Aspelegise appears in the 14th century.
A church has stood on the site of St Botolphs since before 1188. From the outside the building appears to be Victorian, but this is due to enthusiastic restoration in the 19th century; the nave, north chapel and some other features date from the 15th century. The rust-red ironstone is a local building material quarried from layers in the Greensand.
Aspley seems to have remained a quiet agricultural village for several centuries. Traces of the ridge and furrow created by medieval ploughs survive in fields north of the village. Wheat, barley and oats grown here would have been ground at local mills to be eaten by the people of Aspley Guise. A watermill was recorded here in 1066; in 1684 there were three watermills, probably at the same site just off Mill Way, where dams were visible in 1979. The last mention of a miller at Aspley Mills was in 1834. There were two windmills here in the 18th century.
Although the Manor of Aspley existed before 1066, the original manor house fell into disrepair and was probably demolished in the 18th century. The building known as The Manor today was the manor farmhouse, built c. 1700. It stands near the site of earlier manor houses; some features of these, such as the manorial fish ponds, still exist nearby. In the Middle Ages rabbits were valued for their meat and fur, and were kept in special warrens; a Warren was recorded here in 1560 (probably the area still shown as 'The Warren' on old OS maps).
Aspley Wood is mentioned in Domesday Book, and would have remained an important source of timber and wood for centuries. Fragments of fossilised wood from the underlying Greensand found in Aspley Wood led to stories of a 'petrifying spring' that turned wood to stone. Some conifers have been planted into the ancient wood; in the late 18th century Francis Moore (for whom Moore Place was built c. 1786) bought part of what was then Wavendon Heath and planted 51,376 Scotch Fir to create the pinewood known today as Aspley Heath. In 1792 the 500 acre wood was sold to the Duke of Bedford. Two of the woodland paths run past Mermaid's Pond, which was listed under that name in a Bedford Estate management book in 1791.
In 1857 Dr James Williams recommended Aspley Guise as having a climate equivalent to many health resorts. The relatively small difference between summer and winter temperatures was considered beneficial, as were the altitude, and the pinewoods Moore had planted on the Heath nearly a century earlier. In the late 19th and early 20th century Daneswood, Edgbury, Homewood and The Mount (in what is now Aspley Heath) were sanatoriums in which invalids and convalescent patients could enjoy the healthful atmosphere.
Aspley was also famous for its Classical Academy, a public school founded c. 1715 'to prepare the sons of gentlemen for careers in the services, church and commerce'. Considered the equal of Eton and Harrow in its heyday, the school closed and its buildings were sold in 1874. The main school, Guise House, is now a private residence. The masters' accommodation and dormitories were purchased by John Kemp & Co, a Londonbased printer which by 1898 was known as the Powage Press (the Powage was a piece of land owned by the Classical Academy). The original buildings were lost to fire in 1911, but the replacements were built in a similar style.
The Bedford–Bletchley railway line was opened in 1846, the first line in Bedfordshire, but Aspley Guise station was not built until 1905. As a quiet village with good transport links to Bletchley Park, Aspley Guise played its part in WWII. Moore Place (then The Holt) on The Square was a hostel for the Code and Cypher School at Bletchley Park and from 1946–8 housed 40 'land girls' of the Bedfordshire Land Army who worked on local farms. The Rookery and The Shrubbery were part of the Political Warfare Executive, where Sefton Delmer produced radio broadcasts of news and music to undermine the German war effort.
Today Aspley Guise remains a peaceful and attractive village set in the distinctive landscape of the Greensand Ridge.
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Copyright : venusdemo.com
Physical Science Thermal Energy Chapter Assessment Answers
physical science 8th grade chapter 8 thermal energy ... Physical Science: Chapter 5 Thermal Energy Flashcards ... Thermal Energy - Science Class 3000 Unit A : Matter and Energy : Chapter 4. Heat and Temperature PS 3.2a: 4.1d: Also covered:4.1e, 4.2a, 4.2b, 4.5a, 5.2c. TExES Physical Science 6-12: Heat, Energy ... - Study.com Glencoe Physical Science Chapter 6: Thermal Energy ... Glencoe Physical Science Chapter 6: Thermal Energy ... science chapter 16 heat thermal energy Flashcards ... Chapter 16: Thermal Energy and Heat - Videos & Lessons ... Chapter 6: Energy | Conceptual Academy Unit 5 Heat and Thermal Energy - Physical Science Physical Science PowerPoints Mr.E Science Physical Home Physical Science Thermal Energy Chapter Thermal Energy - Mr. Edwin P. Davis' Science Classes Thermal Energy: Physical Science Notes, PowerPoint & Test ... chapter 6 test physical science thermal energy glencoe ... physical science thermal energy chapter 6 glencoe ...
physical science 8th grade chapter 8 thermal energy ...
Start Your Free Trial Today. The Thermal Energy chapter of this Glencoe Physical Science Companion Course helps students learn the essential lessons associated with thermal energy. Each of these simple and fun video lessons is about five minutes long and is sequenced to align with the Thermal Energy textbook chapter.
Physical Science: Chapter 5 Thermal Energy Flashcards ...
Learn physical science 8th grade chapter 8 thermal energy with free interactive flashcards. Choose from 500 different sets of physical science 8th grade chapter 8 thermal energy flashcards on Quizlet.
Thermal Energy - Science Class 3000
Chapter 9: Heat. 9.1 Thermal Energy—The Total Energy in a Substance; 9.2 Temperature—Average Kinetic Energy Per Molecule in a Substance; 9.3 Absolute Zero—Nature's Lowest Possible Temperature; 9.4 Heat Is the Movement of Thermal Energy; 9.5 Specific Heat Capacity— A Measure of Thermal Inertia; 9.6 Thermal Expansion
Unit A : Matter and Energy : Chapter 4. Heat and Temperature must transform the thermal energy produced by burning fuel to mechanical energy, which propels the dragster down the track. Describe five things that you do to make yourself feel warmer or cooler. Science Journal Thermal Energy PS 3.2a:During a physical change a substance keeps its chemical composition and properties.
PS 3.2a: 4.1d: Also covered:4.1e, 4.2a, 4.2b, 4.5a, 5.2c.
heat_and_temperature_notes_2014.ppt: File Size: 1063 kb: File Type: ppt
TExES Physical Science 6-12: Heat, Energy ... - Study.com
How It Works: Identify the lessons in Prentice Hall Physical Science's Thermal Energy and Heat chapter with which you need help. Find the corresponding video lessons within this companion course ...
Glencoe Physical Science Chapter 6: Thermal Energy ... Glencoe Physical Science Chapter 5 Thermal Energy. The sum of kinetic energy and potential energy of the particle… The average kinetic energy of the particles that make up a mat… The movement of thermal energy from a warmer object to a coole… The transfer of thermal energy from one material by electromag… Thermal Energy The sum...
Glencoe Physical Science Chapter 6: Thermal Energy ...
Glencoe Physical Science Chapter 5 Thermal Energy. The transfer of thermal energy from one material by electromag… Thermal Energy The sum of kinetic energy and potential energy of the particle… Temperature The average kinetic energy of the particles that make up a mat….
physical science chapter 16 heat thermal energy Flashcards ...
Physical Science Workbook Chapter 6 – Thermal Energy 2016 Mr. Davis Physical Science Vocabulary Vocabulary for Chapter 6 – Thermal Energy No.# DefinitionTerm Page # 1. Degrees 2. Higher Specific Heat 3. Heat of Vaporization 4. Radiation 5. Temperature 6. Conduction 7. Boiling Point 8. 100 C 9. Joules 10. Heat of Fusion 11. Expand 12. Heat 13.
Chapter 16: Thermal Energy and Heat - Videos & Lessons ...
Glencoe Science Chapter Resources Thermal Energy Includes: Reproducible Student Pages ASSESSMENT Chapter Tests Chapter Review HANDS-ON ACTIVITIES Lab Worksheets for each Student Edition Activity Laboratory Activities Foldables–Reading and Study Skills activity sheet MEETING INDIVIDUAL NEEDS Directed Reading for Content Mastery
Chapter 6: Energy | Conceptual Academy Physical Science 8th Graders, be the leaders I know you can be! Physical Science is broken into 3 main units: Astronomy, Chemistry and Physics. The best advice I can give to you is to budget your time properly, don't wait until the last minute (the night before) to get your work done.
Unit 5 Heat and Thermal Energy - Physical Science Physical Science PowerPoint Presentations Here are the PowerPoint Presentations & a few Flash files available for most of the chapters: Chapter 1 - Motion . Chapter 2 - Forces . Chapter 3 - Forces in Fluids. Chapter 4 - Work & Machines. Chapter 5 - Energy & Power. Chapter 6 - Thermal Energy & Heat. Chapter 7 - Characteriscs of Waves. Chapter 8 ...
Physical Science PowerPoints
5. Heat and temperature are _____. Heat is the energy flow from two substances at different temperatures. Heat flows from a substance of higher temperature to a substance with a cooler temperature. Heat is measured in units of calories or joules. Heat is a measure of how hot or how cold an object is. Question 19 19.
Mr.E Science Physical Home Students of high school physical science and introductory chemistry and physics may find them useful as a supplement to their own class notes or as a review. ... free to use and modify them for your own classes. If you do so, I would appreciate hearing from you. Chapter and page numbers refer to the textbook: Glencoe ... Thermal Energy. Nuclear ...
Physical Science Thermal Energy Chapter
If mechanical energy of a system is constant, the increase in thermal energy of that system equals the sum of the thermal energy transfers into that system and the work done on that system. 2nd Law of Thermodynamics. Energy spontaneously spreads from regions of higher concentration to regions of lower concentration.
Thermal Energy - Mr. Edwin P. Davis' Science Classes
5. Conductivity is: Energy from the movement of an object. Any form of energy that can be recycled. Energy from a natural resource that can be replenished. Question 18 18. The Earth's core. The Earth's oceans. Metropolitan areas. The Earth's deserts. The Earth's crust. Question 19 19.
Thermal Energy: Physical Science Notes, PowerPoint & Test ...
Home > Physical Science > Unit A > Chapter 4. Heat and Temperature. Unit A : Matter and Energy. Chapter 4. Heat and Temperature. There is a wealth of information on the Internet, but sometimes the information you need can be hard to find. Explore and learn more by using the preselected links below.
chapter 6 test physical science thermal energy glencoe ...
Thermal Energy: Physical Science Notes, PowerPoint & Test ~ EDITABLE $ 5.50 Thermal Energy EDITABLE RESOURCES Introducing Physical Science EDITABLE NOTES, POWERPOINT and CHAPTER TEST for Thermal Energy.
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Learn physical science chapter 16 heat thermal energy with free interactive flashcards. Choose from 500 different sets of physical science chapter 16 heat thermal energy flashcards on Quizlet.
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At United Way of Southeast Mississippi, education is an important part of our mission. That's why we put together this clickable list of 100 Online Learning Resources for people of all ages! So whether you're learning something for school or simply wanting to boost your brain power, there's sure to be something fun and interesting for you here. Happy learning!
Scholastic Learn At Home 1.
PBS Kids 2.
Khan Academy 3.
Make - Free Daily Art Classes 4.
Algebra Nation (MS State Standards for 7th Grade+) 5.
Typing Club 6.
TED Talks 7.
CommonLit 8.
Illustrative Mathematics 9.
Make Me Genius 10.
Starfall 11.
The Magic School Bus 12.
Cool Math 13.
Highlights Kids 14.
ABCya 15.
National Geographic Kids 16.
The KIDZ Page 17.
Funbrain 18.
NGAkids Art Zone 19.
BBC History for Kids 20.
Storyline Online 21.
Youngzine 22.
Fuel the Brain 23.
Mr. Nussbaum 24.
Exploratorium 25.
Turtle Diary 26.
e-Learning for Kids 27.
Sesame Street 28.
Fun Fonix 29.
Seussville 30.
31. TVOkids
32. The Story Starter
33. NASA Kids' Club
34. Crypto Club
35. Earthquakes for Kids
36. Smithsonian Learning Lab
37. Study Jams
38. Grid Club
39. Steve Spangler Science
40. Mission US
41. The Happy Scientist
42. Magic Tree House
43. DOGO News
44. Science Bob
45. Grammaropolis
46. Cells Alive
47. KidsReads
48. Google Earth
49. Explore.org
50. Virtual Musical Instruments
51. Funbrain Jr.
52. Tate Kids
53. Artsology
54. Mystery Science
55. Go Noodle
56. Prodigy
57. Arcademics
58. Math Playground
59. Splash Learn
60. Amazing Space
61. How Stuff Works
62. What Was There?
63. Who Was?
64. Time for Kids
65. Into the Book
66. Games for Change
67. Squiggle Park
68. History for Kids
69. National Constitution Center
70. Book in Time
71. Scratch
72. GeoGuessr
73. BioDigital
74. Switcheroo Zoo
75. Home Reading Helper
76. Vroom
77. Calculation Nation
78. Basic Math
79. Multiplication Tables
80. YoungMinds Handwriting
81. Book Adventure
82. Spelling City
83. Kids Astronomy
84. Code Year
85. Weather Unit
86. Answers in Genesis
87. Enchanted Learning
88. Free Homeschool Prints
89. Hippo Campus-High School
90. Little Learning Labs
91. Reading Bear
92. Daily Grammar
93. Homeschool Creations
94. Easy Peasy Homeschool
95. Ambleside Online
96. Newsela
97. Big History Project
98. Chrome Music Lab
99. ClubSciKidz
100. Code.org | <urn:uuid:d2992c54-38b1-4852-9177-f2becd2271f2> | CC-MAIN-2020-50 | https://www.unitedwaysems.org/sites/unitedwaysems.org/files/100%20Learning%20Resources_WebDoc%20(1).pdf | 2020-12-04T06:23:23+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00438.warc.gz | 909,259,436 | 678 | eng_Latn | eng_Latn | 0.514088 | eng_Latn | 0.482871 | [
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JAY (GARRULUS GLANDARIUS) AND ZOOCHORY IN FOREST COMMUNITIES (A CASE STUDY OF THE NERUSSA-DESNA POLESIE)
O. I. Evstigneev
State Nature Reserve "Bryanskii Les", Nerussa Station, Bryansk Oblast, 242180, Russia E-mail: firstname.lastname@example.org
I. A. Murashev
Scientific and Research Zoological Museum of Lomonosov Moscow State University, 2 Bolshaya Nikitskaya, Moscow, 125009, Russia E-mail: email@example.com
M. S. Romanov
Institute of Mathematical Problems of Biology, Russian Academy of Sciences, Keldysh Institute of Applied Mathematics, Russian Academy of Sciences, 1 Prof. Vitkevich street, Puschino, 142290, Russia E-mail: firstname.lastname@example.org
Abstract. The Eurasian Jay (Garrulus glandarius) is an important agent of zoochory and participant of the succession processes in European forests. To clarify the cenotic role of the Jay, we 1) determined the distance of plant diaspora dispersal; 2) described features of the stocking of oak acorns (Quercus robur); 3) identified biotopic preferences of jays for seed stock in vegetation cover. Studies were performed on sample plots of different size (from 2.3 to 33.1 ha) located in different vegetation types of the Nerussa-Desna Polesie (Bryansk region, Russia). Locations of biotopes (parcels) and of jays' storerooms were mapped on sample plots. Biotopic preferences at acorn hiding were estimated using Ivlev-Jacobs electivity index. Analysis of the data showed that Jays participate in the diaspora dispersal of fifty species of vascular plants; among these are many forest-dwelling species and a smaller number of meadow and marsh species. Jays transfer seeds of the summer-ripening species (Malus sylvestris, Padus avium, Rubus idaeus and others) endozoochorically over a distance of up to 900–1100 m that corresponds to the radius of summer home range of a jay. Seeds of the autumn-ripening species (Quercus robur, Corylus avellana, Sorbus aucuparia and other) are carried over a distance up to 200–480 m. It corresponds to the radius of a jay's autumn home range. One jay carries between 1 and 9 acorns per flight. Jays create most of their pantry at the bases of tree trunks and shrubs, sometimes – in the trees at the base of branches and under the fallen trees. This distribution of pantries is not random. In winter, when the ground is covered with thick, dense snow, the dark trunks are heated by the sun rays, forming thawed patches around their base, from where it is easier to retrieve stored acorns. Jays usually bury one acorn, rarely two, in their hiding place. At the watershed, jays prefer to hide acorns in the old spruce/broad-leaved forest, less so in the young and middle-aged birch or pine forest. This is due to the greater availability of suitable burial places in the old forest. In the spruce/broad-leaved forest, jays tend to hide acorns in treefall gaps and on small glades with virginile undergrowth of birch. In the floodplain jays completely avoid using large open meadows for hiding places; they prefer to hide acorns in the thickets of willow on the riverine alluvium and on marshy oxbows as well as in the sparse park-type oak forest with meadow grass cover. It is known that the vegetation communities, preferred by jays for acorn hiding, are the initial stages in the formation of the closed floodplain oak forest dominated by nemoral herbs. Jay is the main participant of these succession processes as it is only one transporter of large numbers of acorns for hundreds of meters.
Key words: Eurasian Jay, Garrulus glandarius, Quercus robur, zoochory, acorns, succession, coniferousbroadleaf forest. | <urn:uuid:6e945188-89f4-449a-9214-608823775c5b> | CC-MAIN-2018-26 | http://rjee.ru/wp-content/uploads/2018/03/rjee_3_1_2018_1_en_evstigneev_abstract.pdf | 2018-06-22T05:39:18Z | crawl-data/CC-MAIN-2018-26/segments/1529267864354.27/warc/CC-MAIN-20180622045658-20180622065658-00256.warc.gz | 276,552,502 | 908 | eng_Latn | eng_Latn | 0.985987 | eng_Latn | 0.985987 | [
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CRS INSIGHT
Trespassing: The Leading Cause of RailRelated Fatalities
February 2, 2018 (IN10753)
|
Related Author
John Frittelli
|
John Frittelli, Specialist in Transportation Policy (firstname.lastname@example.org, 7-7033)
Train derailments or collisions are often well-publicized events and receive significant attention from policymakers seeking to reduce their reoccurrence. Less attention has been devoted to trespassing, although it is a much greater cause of rail-related fatalities than derailments and collisions combined. Since 2005, over three-fifths of deaths in rail incidents have been pedestrian trespassers, and vehicle-train accidents at railroad grade crossings account for nearly one-third (see Figure 1; note that the trespassing deaths in the figure do not include suicides).
Figure 1. Rail-Related Fatalities, 2005-2016
Excluding suicides
Source: CRS presentation of Federal Railroad Administration Safety Data (as of August 11, 2017); http://safetydata.fra.dot.gov/OfficeofSafety/Default.aspx.
In 2016, there were 485 trespasser deaths, 492 trespasser injuries, and 229 suicides on rail property. These figures are only for freight, commuter, and intercity passenger railroads, and exclude subways and light rail systems.
No Downward Trend in Trespasser Deaths
Efforts by railroads and government agencies have steadily reduced most types of rail-related fatalities in recent years. For example, the number of deaths in grade-crossing incidents fell from 698 in 1990 to 248 in 2009, although it has not continued to fall since then. In contrast, there has been no progress in reducing the number of deaths from pedestrian trespassing, which has been the leading cause of rail-related fatalities since 1997 (see Figure 2).
Figure 2. Trespassing and Grade-Crossing Fatalities
Trespassing does not include suicides
Source: CRS presentation of Federal Railroad Administration Safety Data (as of August 11, 2017); http://safetydata.fra.dot.gov/OfficeofSafety/Default.aspx.
Efforts to reduce grade-crossing deaths focus on education of an identifiable population— automobile drivers, particularly young drivers. Those killed while trespassing, on the other hand, are not an easily identifiable population subset. They are not clustered in any particular age group, although the majority are male. The most populous states (California, Texas, Illinois, and New York) generally also have the most deaths. The Federal Railroad Administration (FRA) has developed a location map of trespassing deaths and injuries from June 2011 to October 2017.
Most pedestrian trespassers are simply taking a shortcut along rail tracks, although some are on the tracks for recreational purposes. The public may have the misperception that they will be able to hear a train coming in time to avoid it. Slightly more deaths occur in the warmer months. Although most fatal incidents involve trespassers walking on or beside the tracks, some victims are killed lying, standing, or sitting on or beside the tracks. The wearing of ear or headphones, distraction by cellphones, and alcohol or drugs are believed to play a role in many deaths. Trespassers may not appreciate that once an engineer sees them, it may take more than a mile for the train to stop.
The "3 E's" Approach
Although the freight railroads, Amtrak, and many commuter railroads have police forces that could arrest trespassers, the industry has devoted most of its effort to educating the public that railroad tracks are far riskier than they appear. The rail industry and the U.S. Department of Transportation fund Operation Lifesaver, a national nonprofit organization that administers a public education program about grade-crossing safety and prevention of trespassing. It has a paid staff of five and relies on 2,000 volunteers (many of them current or retired railroad employees) to educate the public about the potential dangers of railroad rights-of-way. It has been found effective in reducing collisions at grade crossings.
At a National Transportation Safety Board (NTSB) forum on rail trespassing, panelists expressed the need for further research on trespassing activity in order to better identify the intended audience for education programs. It was noted that FRA collects data only on trespassing activity that results in a fatality or injury, while individual railroads may have much larger data sets of trespassing encounters that might yield more actionable information. At the forum, it was also noted that Hollywood often depicts rail trespassing as an acceptable or even attractive activity, and instead could be enlisted to warn of its dangers.
Education about the dangers of rail trespassing is part of a three-pronged ("3 E's") approach that also includes engineering (warning signs, fencing) and enforcement (policing, fines). Freight railroads seek to reduce trespassing because, among other reasons, a death or injury results in a crime scene investigation, delaying train movement. Police encounters with trespassers, supplemented with information from locomotive crews and perhaps locomotivemounted cameras, can be used to identify trespassing "hot spots" and then evaluate abatement options. At the NTSB forum, a Los Angeles police official noted that Transportation Security Administration funding for surveillance and sensors along tracks had been helpful in identifying high-risk areas for trespassing.
Issues for Congress
Congress provided additional funds in FY2016 for new FRA trespass prevention managers to develop site-specific mitigation plans in each of FRA's regions. These plans would utilize lessons learned from two pilot tests: one in Pittsford, NY, indicating that surveillance equipment linked to automatic warnings can be effective in reducing the number of trespassing incidents, and one in West Palm Beach, FL, that validated a process for organizing local stakeholders in order to identify and implement mitigation measures. For FY2018, the House Appropriations Committee has asked FRA to develop a national strategy for preventing trespassing (H.Rept. 115-237). The FRA has compiled information on strategies to reduce trespassing for law enforcement and local communities.
Congress generally appropriates $1 million per year for Operation Lifesaver. (Operation Lifesaver also receives funding specific to grade-crossing safety through the Federal Highway Administration.) However, there is no dedicated program devoted to rail trespass prevention analogous to the so-called "Section 130 program" (in Title 23 of the U.S. Code), which provides more than $200 million annually from the federal Highway Trust Fund for train warning devices and other safety improvements at rail grade crossings. | <urn:uuid:a198ae08-d8f3-4c3f-8244-8b9144142043> | CC-MAIN-2018-26 | https://fas.org/sgp/crs/misc/IN10753.pdf | 2018-06-22T05:34:59Z | crawl-data/CC-MAIN-2018-26/segments/1529267864354.27/warc/CC-MAIN-20180622045658-20180622065658-00257.warc.gz | 613,643,100 | 1,356 | eng_Latn | eng_Latn | 0.997602 | eng_Latn | 0.998268 | [
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S.S.L.C. PUBLIC EXAMINATION April 2014 SCIENCE ENGLISH MEDIUM KEY ANSWER
SECTION – I
Maximum Marks : 75
15x1 =15
| 1. | Charles Darwin | 9. | bauxite |
|---|---|---|---|
| 2 | Tuberculosis | 10. | carbon |
| 3 | Endosperm | 11. | 490N |
| 4 | Ethanol | 12. | 9x1016 J |
| 5 | Coal | 13. | Cow-dung |
| 6 | Scattering | 14. | Convex |
| 7 | Decomposition | 15. | Magnetic field |
| 8 | froth floatation | | |
SECTION – II (Any Twenty)
20x2=40
| 16. | | | 2Mark |
|---|---|---|---|
| | 1Intra Specific | Inter Generic | |
17. The Symtoms are correct in case of Kwashiorkar,but not for Marasmus .In Marasmus the child loses weight and suffer severe diarrhea and it will appear as though bones are covered by skin.In kwashiorkor the child develops en enlarged belly with swelling in face and feet.
18.
19. Pachytene
20. Leptotene Zygotence Pachytene Diplotence Diakinesis
21
. a) Correct
b) Fruits like Balsam burst with a sudden jerk and disperse the seeds by an explosive mechanism. if all these seeds of directly below the parent plant, the seedlings would have to compete for space, water, oxygen, minerals and sunlight, leading to competition. When the seedlings are grouped together at one place, they could easily be destroyed by grazing animals. So in order to eliminate the unhealthy competitive struggle that would arise from overcrowding, and to ensure the successful and establishment of a species on the earth, the seeds fall off far away from the mother plant.
www.TrbTnpsc.com
22. A) Hair, bristle, quills
23. Kidney, It maintains the chemical composition of blood.
24. (Hemoglobin) Carriage of Oxygen
(Leucocytes) - Phagocytosis (Engulfing the germs)
25. Autotrophs Chlorophyll Hibiscus Parasites Haustoria Cuscuta Saprophytes Mycorrhiza Monotropa
26. a) 1. Photosynthesis - 3. Respiration
b) In this process plants absorb CO2 and H2O and convent them into carbohydrates in the presence of sunlight and chlorophyll.
27. a) Dengue fever, Chikungunya
b) Sewage water should be properly Maintained.
Mosquitoes repellents are used. using mosquitoe net.
Renewable
28.
Hydrogen Wind Solar energy
Non-Renewable
Coal Natural Gas Petroleum
29. 1.Bio-Alcohol, 2. Green Diesel, 3. Bio Diesel, 4. Vegetable Oil
5. Bio-ethers 6. Bio -gas
30.
| Saturated Solution | Unsaturated Solution |
|---|---|
| A solution in which no more solute can be dissolved in a definite amount of solvent at a given temperature is called a saturated solution | A solution in which the solute is in lesser amount in comparison with the solvent is called unsaturated solution. In this, addition of solute is possible till the solution reaches the point of saturation |
31.
32.
Reflection, Scattering
Molecular mass
Atomicity =
=2
Atomic mass 14
33. Copper is displaced by iron and iron sulphate is formed . Due to this, the blue colour of copper sulphate is changed to green. Iron is more reactive than copper.
www.TrbTnpsc.com
28
35. 1. Pig iron is used in making stoves, radiators, railings, man hole covers and drain pipes.
2. Steel is used in the construction of buildings, machinery, transmission and T.V.towers and in making alloys.
3. Wrought iron is used in making springs, anchors and electromagnets.
36. It is a powerful reducing agent
38. It is measured using spring balance
39. a) One Newton is the force that produces an acceleration of 1 ms -2 in an object of 1kilo gram mass.
b) Action and reaction are always acting on the different body.
40. Given, R1=5, R2 = 10, R3=30 . These resistances are connected parallel.
www.TrbTnpsc.com
43. a) Electromagnet
b) Dioptre
44. a) Iris b) Retina
45. Focal length of Concave lens f = -2m Power of lens = 1/f = ½ = -0.5 dioptre
46. a) Genetic engineering is the modification of the genetic information of living organisms by manipulation of DNA by adding, removing or repairing part of genetic material (DNA) and changing the phenotype of the organism. It is also known as gene manipulation or recombinant DNA Technology
b) Understanding of the gene structure and function through basic research.
Production of large quantities of insulin, interferon, human growth hormones, proteins and vaccines for foot and mouth disease of cattle etc.
This technique is also employed in the transfer of genes involved in Nitrogen fixation. This will help the cultivator to increase productivity.
a) Immunization schedule
3Marks b)Curing as per as schedule
2Marks
Diagram – 2 marks
Description – 3 marks
NO. Harmful effects (any 4 points) 1 + 4 marks
Findings of Modern atomic theory 3Marks
47.
48.
49.
50.
Applications
2Marks
51. Define "Esterification"
Three uses of Ethanol www.TrbTnpsc.com
2Marks
3Marks
52. a) Space Station are used to study the effects of long-space flight on the human body justification 2Marks
b) Every object in the universe attracts every other object with a force which is directly proportional to the product of the masses and inversely proportional to square of the distance between them. The force acts along the line joining the centres of two objects.
53
(a) Redraw the above diagram
(b) This diagram represents AC Generator
(c) Label the parts of the diagram - B1 B2 brushes, R – resistance, S1 S2 – slip rings
(d) Electromagnetic induction
R.Kodiappan A.H.M., (BT.) N.A.A.M. Hr.Sec.School, Rajapalayam.
IF you can't fly then run If you can't run then walk If you can't walk then crawl But whatever you do You have to keep moving forward
- Martin Luther King, Jr.
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